Reflection: Lesson Planning Defining True Education with David Foster Wallace Day 2 - Section 3: Mini-Lesson: Charts and Graphs as Rhetoric


I was surprised just how much the students liked this speech.  I think a lot of it had to do with the video and hearing his voice—he comes across as very relatable to young people, and that, as well as his basic premise of moving beyond their default self-centeredness, seemed to strike a chord with the students.  Additionally, it really worked to bring together all of the other reading they’ve done—I was able to connect Emerson, Crawford, and Wallace in how they define true education very similarly.  As they go into reading about the synthesis essay this evening, this model should serve them well to understand their task as they think about the prompt and their own essays.  Overall, I get the sense that they feel confident going in to the essay.  I certainly will keep this as the final reading of the unit in the future.

The charts mini-lesson was surprisingly a good one.  The activity I used was a looser version of a data analysis protocol from the National School Reform Faculty website ( that worked well; the reader-response entry was a nice way to get into the charts that students didn’t seem to balk at (I could sense an initial anxiety when I first said we would spend some time with these).  I will definitely look to do a more intensive lesson on this skill in the future.

  Strong Lessons for the Future
  Lesson Planning: Strong Lessons for the Future
Loading resource...

Defining True Education with David Foster Wallace Day 2

Unit 4: Thematic Unit: Education
Lesson 17 of 18

Objective: SWBAT synthesize ideas about education from multiple sources by joint construction with the instructor connecting Wallace's ideas to other readings.

Big Idea: Synthesizing big ideas can lead to deeper study of smaller, more concrete ones.

  Print Lesson
this is water
Similar Lessons
Annotate a Text For Purposeful Reading
11th Grade ELA » Exploring Identity
Big Idea: Student annotations map their thinking process as they make meaning of a text.
Los Angeles, CA
Environment: Urban
Martha Soto
The Dark Side of Desire
11th Grade ELA » The Great Gatsby
Big Idea: Ambition clouds moral aptitude leading down a darkened path.
Taunton, MA
Environment: Suburban
Julie Ferreira
Getting the Facts: How Historical Movies Are Made
12th Grade ELA » Bias and Accuracy in Historical Movies: Argo
Big Idea: How are historical events presented to us as news?
Whitehall, MT
Environment: Rural
Caitlin  Chiller
Something went wrong. See details for more info
Nothing to upload