Literacy Narrative Unit Plan - Instructor Copy

[Pages:23]1 of 23

Literacy Narrative Unit Plan - Instructor Copy

Florida International University ENC 1101: Writing and Rhetoric

Note to Instructor: Student Copy of Unit Plan includes all of the information below that is not highlighted.

Goals:

By the end of the Literacy Narrative unit, you will:

Produce a final written project that indicates a clear rhetorical purpose and that is appropriate for a diverse audience of peers Use conventions of open-form prose Illustrate engagement with issues of language, literacy, rhetoric, or cultures Demonstrate knowledge of persuasive appeals and rhetorical concepts learned in the introductory unit Use specific language (descriptive, figurative, with attention paid to word choice) Produce a final draft that shows evidence of a thoughtful writing process, including invention, revision, and proof-reading Use syntax, punctuation, and spelling effectively in service of rhetorical purpose

Week 1: Introduction

Week 2: Audience

Week 3: Style

Week 4: Execution

Please Note: "EW" = Lunsford, Andrea. The Everyday Writer. Boston: Bedford/St. Martin's. 4th edition, 2009. Customized for Florida International University. "A&B" = Ramage, John, John Bean and June Johnson. The Allyn & Bacon Guide to Writing. New York: Pearson, 2010. Customized for Florida International University. Fourth Edition.

2 of 23

Daily Class Plans for Literacy Narrative, Unit 1

Week I, Day I Monday, January 9th

Class Goals:

Introduce Each Other Convey Course Expectations Form Unit Groups

Class Plan:

(15 min): Roll/Names & Intro/Syllabus-Course Policies Class Activity -- syllabus scavenger hunt

(5 min): Unit Outcomes Discussion (10 min): Moodle Introduction (10 min): Form groups of four

Class Activity -- Have the students write down three questions they will use to interview their classmates.

1) What is your major? 2) What is your writing process or how do you normally write your papers? 3) What classes are you taking this semester?

(5 min): Each group-write down (on one piece of paper) the first & last names of individuals in each group and turn in one paper with four names to the instructor. Instructor should post Unit Groups in Moodle. (5 min): Tell students there will be quizzes throughout the semester to hold them accountable for reading.

Give students their first homework assignment Read A&B Chapter 3 pgs 51-67, be ready to use rhetorical terminology

3 of 23

Week I, Day II Wednesday, January 11th

Class Goals:

Grasp rhetorical terminology Expose students to structures (open form) used in literacy narrative Introduce free-writing to begin developing literacy narrative ideas

Homework Due:

Come to class having read A&B Chapter 3 and be familiar with rhetorical terminology

Class Plan:

(5 min): In-class Quiz-serves as attendance (establish importance of reading & in class participation) (15 min): Discuss Logos, Ethos, and Pathos. Have the students come up with examples of how to use each appeal in their own writing. (5 min): Discuss Open/Closed form from reading assignment (5 min): Discuss reading as a writer vs reader (10 min): Hand out "The Naturalization" (Trevino Lit. Narrative example) and read the first few paragraphs and discuss the way Trevino opens the narrative. (5 min): In-class writing--Have the students free write about a time when reading, writing, or language impacted them. Point out that it doesn't have to be a life-changing event, just something they remember having an effect on their personal experience with reading, writing, or language. (5 min): Explain homework: read articles for next week. Have the students keep in mind their own experiences while reading.

Read "The Naturalization," Trevino--paper copies/posted in Moodle (Please bring to next class) Alexie from A&B pg 135-137 Read A&B Chapter 6 Post responses to In-class writing activity in Moodle

In-Class Quiz 1 (Day 2)

4 of 23 Name: ____________________

What are the three ways the text says that messages appeal to readers? Strategies, Examples, & Common Sense Logos, Ethos, & Pathos Rhetorically, Verbally, Sensory

What philosopher named the three ways messages appeal to readers? Aristotle Plato Socrates

Logos is the appeal to ________. Reason Character of speaker/writer Sympathies, values, beliefs, and emotions

Ethos is the appeal to ________. Reason Character of speaker/writer Sympathies, values, beliefs, and emotions

Pathos is the appeal to ________. Reason Character of speaker/writer Sympathies, values, beliefs, and emotions

5 of 23

Week I, Day III Friday, January 13th

Class Goals:

Understand the structures used in literacy narrative Understand what literacy narrative means Be prepared to compose an exploratory draft

Homework Due:

Come to class having read A&B chapter 6 & Trevino's "The Naturalization" Response to In-class writing from Day 2 should be posted in Moodle before class starts

Class Plan:

(5 min): In-class Quiz-on reading (Serves as attendance. Pop quizzes should increase in difficulty to reinforce the importance of reading the material presented for homework.) (15 min): Class discussion--define Literacy, define Narrative, define Autobiographical.

Hand out Literacy Narrative assignment sheet (also available on Moodle) Class Activity: Assignment sheet scavenger hunt (20 min): Discuss A&B Chapter 6. Cover the following terms and have the students work in groups using the Alexie & Trevino texts to point out examples of:

Tension Literary Elements

Plot Character Setting Theme (10 min): Discuss homework due Monday-Topic Invention Homework considering rhetorical situation (A&B 121-122) Students should complete the section "For Writing & Discussion: Discovering Experiences with Literacy" pg. 122 and post their response in Moodle before class begins on Monday. Read: A&B Chapter 1 and be ready to discuss the next class, revisit A&B Chapter 3

In Class Quiz 2 (Day 3)

6 of 23

The rhetorical aim discussed in the beginning of Chapter 6 is... writing to persuade a reader. writing to shock or horrify. writing to express or share.

According to the reading, good writing is rooted in the writer's... perception of a problem. desire to please a teacher. sense of humor.

Key events in autobiography are characterized by a clash of opposing values or points of view. True False

Which of the following does the book say is a narrative technique that carries over to an autobiographical narrative? Authority Plot Profanity

In the Trevino story, "The Naturalization," the mother is studying for her test to... become a citizen. get an A in biology. get her driver's license.

__________________________________________________________________________

__________________________________________________________________________________

7 of 23

Week II, Day I Monday, January 16th

Class Goals:

Understand Angle of Vision Utilize their Angle of Vision to express the Purpose, Audience, and Genre Introduce the Literacy Narrative Exploratory Draft

Homework Due:

Guide to Writing Chapter 1 and Chapter 3 Literacy Narrative Exploratory Draft Instructions Bring Topic Invention Results (Either Electronic or Hard Copy) Bring Literacy Narrative Exploratory Draft Instruction

Class Plan:

(5 Minutes): Topic Invention Recap Take roll. Go over Topic invention, get an idea of how the life of these students has been affected by the issue of Literacy Call on a few students to explain how the process is going for them The Issue of Literacy is their Subject Matter! Make sure that the class is focusing on the Literacy as the core concept of the assignment

(15 Mins): Angle of Vision- the way the author chooses to present the narrative Topic Invention + Angle of Vision = Literacy Narrative Factors of Angle of Vision Angle of Vision as a Lens The Party: Grandmother vs. Best Friend

Instructor Notes: Now that the Class has completed the Topic Invention assignment, it is time to start making the literacy narrative their own.

Raw Materials (Topic Invention) Raw Materials+Angle of Vision= beginning stages of the Narrative Factors of Angle of Vision Details-Either selected or omitted Word Connotation- positive, negative, or mixed Sentence structure and Organization- Emphasize or Demphasize a

Point Tone and Style This is the Lens the author uses The audience will see the narrative in a particular way based on the

angle of vision The Lens will show what the author views as the important and

substantial parts of the narrative If its not important or appropriate to the story, don't spend four

paragraphs describing it.

8 of 23

The Party: Grandmother vs. Best Friend Image of the storyteller (party animal vs. soda sipper) Details Included (Who would you tell that the party was so crazy that the police were called, maybe tell Grandma you called the police) Emphasis of the Party (Every Detail or a Vanilla description of fun that was had) Language (Who would you use slang with?) Just Like Describing the Party, the way you describe your Literacy experience will depend on who the audience is. Your FIU Community of Students is most appropriate for the Open Form. This is who you are writing to! Keep Your Angle of Vision in your Mind throughout the writing process, this will help your essay stay focused.

(15 Minutes): Purpose, Audience, Genre Building off the Angle of Vision Purpose: What am I trying to Accomplish in the this paper? What do I want my readers to know, believe, or do? Audience: Who are you Addressing in this Literacy Narrative Genre: What kind of document am I writing? What are its requirements for structure, style, and document design? Building off the Angle of Vision

Instructor Notes: Tangible ways to put this into practice. Purpose: What am I trying to Accomplish in the this paper? What do I want my readers to know, believe, or do? Rhetorical Aim: Express, Explore, Inform, Analyze, Synthesize, Persuade, and to Reflect

Which of these will be effective in the Literacy Narrative? Motivating Occasion or Factors

Internal versus External Internal: Enlighten your audience to how Literacy made a profound

impact on your life. External: The due date and Assignment parameters have to be met. The Delicate Balance between the Two of these. Audience: What are my readers' values and assumptions? Back to the Idea of Grandmother vs. Best Friend Different Audience members from different groups will have different

expectations. What do they already know or believe about my Subject?

Do you need to introduce important background information? Think about your fellow FIU students and how much they know about

the Literacy Issue your are presenting. How much do they care about it?

Captive Audience? Do you need to hook them in? Genre: What kind of document am I writing? What are its requirements for structure, style, and document design?

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download