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Warm Up #1

Warm Up #1. What is the first thing you think about when someone says “childhood” and why?. Warm Up #2. In order for children to be happy and healthy, what do you think is most important for them to have in their lives and why? . Warm Up #3.

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Warm Up #1

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  1. Warm Up #1 • What is the first thing you think about when someone says “childhood” and why?

  2. Warm Up #2 • In order for children to be happy and healthy, what do you think is most important for them to have in their lives and why?

  3. Warm Up #3 • What type of discipline do you feel is most affective for people in general- not just children- and why?

  4. Justice: Childhood Love Lessons

  5. Last Class Review If you didn’t have time to finish any of the activities during the last few classes, the following slides go over all the questions again. Everything except the 1st and 2nd readings will be collected during the last class of next week.

  6. Surveying the Text • 1. Who is the author of this essay? • 2. www.education.miami.edu/ep/contemporaryed/Bell_Hooks/bell_hooks.html • 3. When and where was this essay published? • 4. Scan the essay and underline key words or phrases that are synonyms for justice and punishment. Define each of these words or phrases in your own words.

  7. Making Predictions • 1. What do you think this essay is going to be about? • 2. What do you think is the purpose of this essay? • 3. Who do you think is the intended audience for this piece? How do you know? • 4. What do you think the writer wants us to do or believe? • 5. Based on the title and other features of the selection, what information or ideas might this essay present? • 6. Will the article be negative or positive in relation to the topic? How did you come to this conclusion? • 7. What argument about the topic might it present? What makes you think that?

  8. A little further… • Read the first paragraph of the essay and answer the following questions. • 1. What is the general topic of the essay? • 2. What is the author’s opinion on that topic? • 3. What do you think the writer wants us to do or believe? How did you come to this conclusion? • 4. Turn the title into a question to answer as you read the essay.

  9. Key ConceptsPut the words listed below into categories: • justice • abuse • equality • legal • trouble • parent • loving relationship • Beatings • rights • law • discipline • judge • fairness • spanking • lawyer • young mother • civil rights • punishment • justify • court • juvenile • intimate • hugging • time-out

  10. Vocabulary Highlight these vocabulary words in the article and write their definitions, in your own words, in the right hand margin by the word. If you don’t know the definition then look it up and then define in your own words. • Dysfunctional (paragraphs 1, 15) • Meted (1) • Overindulged (2, 20); overindulgence (22) • Counterparts (2) • Affirmations (2) • Indict (4) • Coercion (4); coercive (9, 10) • Autocratic (5) • Fascistic (5) • Oppressed (5) • Deployed (7) • Misogynist (8) • Debunk (11) • Negate (11) • Predisposed (15) • Cathected (17) • “mystification” (18) • Demystify (18) • Nostalgically (20) • Fictive (20) • Utopian (21) • Mediation (21) • Estrangement (23)

  11. First Reading • This one is a little different than what we have done before… do all these markings in the LEFT hand margin. • First, read the essay silently and mark the breaks in subject matter with a line through the text. • Second, number each chunk that you have identified. • Third, go back through and label the category of each chunk. • Fourth, create some image/picture that represents each chunk • Lastly, answer these questions at the end of the article: • Which of your predictions turned out to be true? • What surprised you? • Are you persuaded by the text?

  12. Looking Closely at Language • Add these questions to the work you did last class… • 1. What is “intimate terrorism” (paragraph 4)? • 2. Why does hooks use quotations from children in paragraph 3? • 3. What connotations does “utopian (21) have for you? • 4. Choose 3 key terms we have already discussed, and write questions about these words based on the context of the article.

  13. Second Reading • Mark the following throughout the article and on the right hand margin. • Highlight the article’s thesis. • State the thesis as a question. • Highlight details throughout the essay that address the questions you created out of the thesis. • Label the following: • Introduction • Issue or problem • Examples • Main arguments • Conclusion • Write any reactions you have to what the author is saying.

  14. Next Classes • We will have a seminar/discussion. • Be prepared to participate in the discussion! • Have 3 questions you would like to pose to the class • The next class we will write an in class essay and be done with the unit. • We will also return our literature textbooks and check out Animal Farm (if you aren’t getting your own copy or reading online)

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