Download
1 / 34
340 likes | 450 Vues
Cultural Practices of Reading II. Cultural Practices of Reading. Goal: To teach rhetorical reading strategies of complex, culturally situated texts. Overview. Goals Objectives Instructions Reflections Adaptations. Day 1. Day 1 Objectives: Frontloading.
E N D
Cultural Practices of Reading Goal: To teach rhetorical reading strategies of complex, culturally situated texts
Overview • Goals • Objectives • Instructions • Reflections • Adaptations
Day 1 Objectives: Frontloading Understand and analyze how individuals make meaning from difficult text • Pair up and make sense of the meaning of the given texts • Collect and compare the answers
Day 1 Objectives: Constructing Understand and analyze how individuals make meaning from difficult text • Still in pairs, identify all the strategies you used to make sense of these texts • What types of prior knowledge are you linking this text to? • What did you need to know to make sense of it? • What information didn’t you have?
Day 1 Objectives: Constructing Understand and analyze how individuals make meaning from difficult text Why did we read this in different ways? Reflect in pairs: • What did this exercise tell you about inferences? • What did it show about the relation between cultures and inferences? • Why was there no “wrong” reading of these texts?
Day 1 Objectives: Extending Understand and analyze how individuals make meaning from difficult text In your groups, revise the first passage in light of the new audiences’ needs Once revised and as you answer a question, pass the passage to the right • What do you like about this revision? • What did it make you think of? • How well did the writers paint a picture for you? • What questions do you still have?
Day 1 Objectives: Extending Understand and analyze how individuals make meaning from difficult text Reflection: How do audience expectations shape the kind of information in your writing? For homework: Read two sample literacy narratives and make notes in the margins • What are the turning points in each narrative? • What are the most important things the writer learns? • What events did you find interesting? • What are the key ideas of each narrative? • How does or doesn’t this experience relate to your own?
Day 2 Objectives: Frontloading Understand and analyze how individuals make meaning from difficult text • Use the list of 10 kinds of inferences given on the handout to try to determine what types of inferences were made
Day 2 Objectives: Constructing Understand and analyze how individuals make meaning from difficult text Take out your book and any notes you wrote about the reading • In pairs, exchange your annotations and identify all the strategies you used to make sense of the text Q: How did the questions before reading help you make your inferences? What types of questions do you typically ask yourself before reading a text?
Day 2 Objectives: Constructing Understand and analyze how individuals make meaning from difficult text • Review the questions from homework last night • Compile the notes next to the reading • Write for 2-5 minutes to write a response for each question • Share the responses with a partner
Day 2 Objectives: Extending Understand and analyze how individuals make meaning from difficult text Look a very basic description of a haiku: http://en.wikipedia.org/wiki/Haiku Write a Haiku in your first language EX: Japanese students, in Japanese scripts, Chinese in Mandarin scripts, English speakers in English, etc.
Day 2 Objectives: Extending Understand and analyze how individuals make meaning from difficult text • Reflection: • How do audience expectations shape the type of information you include when writing haikus? • Where did yourconventions come from? How are the expectations for this genre created? • Take Away: Knowing the cultural and historical situation of a genre helps you by understanding how you should appeal to a reader’s needs.
Day 3 Objectives: Frontloading Analyze readings as rhetorically and culturally situated Pop Quiz: • In small groups, list as many inferences you can remember • Talk to other groups until you’ve recalled all ten and compile them on the board
Day 3 Objectives: Constructing Analyze readings as rhetorically and culturally situated As the instructor reads, “U Turn” for the second time, say something using one of the 10 inferences • How did the introduction before reading help you make your inferences? • How did the language and spelling help you understand this text? • What questions do you still have? • How did the arrangement help you understand this text? • How did the arrangement signal the genre of the text?
Day 3 Objectives: Constructing Analyze readings as rhetorically and culturally situated • Read aloud the first couple of paragraphs of David’s analysis of this language as a class • Read the remaining paragraphs to form answers to your questions in small groups • Compile your answers to your questions on the board around the room
Day 3 Objectives: Extending Analyze readings as rhetorically and culturally situated • Write this same text substituting all the verbs and all the adjectives for ones of your own • Use creative spellings and be prepared to have it read or shared Reflection: How do audience expectations shape the type of language you include when writing? How are these expectations created?
Day 4 Objectives: Frontloading Extending inferences into rhetorical reading strategies • Group according to your number (1-8) and receive one strategy of effective readers • Come up with 2-3 examples of your experience when you use that strategy • What kind of text are you reading? • What situation are you in when you do that? • Do you do that with your school text books or assigned readings? Why or why not?
Day 4 Objectives: Frontloading Extending inferences into rhetorical reading strategies • After your examples are collected verbally, consider what role context, situation, purpose, and formality play in these reading strategies • Which of these factors influence your reading strategies the most? • How do these strategies differ when reading in a second language?
Day 4 Objectives: Constructing Extending inferences into rhetorical reading strategies • Think about how the the sense of agency and power U-Turn poem makes on word choice and language play • Do a 2 minute freewrite on the definition of agency • Share in your groups to come up with a group definition of agency
Day 4 Objectives: Extending Extending inferences into rhetorical reading strategies • Read Smith and Watson’s overview of the term • Report an answer in the forum in your group: • What is the situation to which they are responding? What in their language suggests this? • What is the purpose of their analysis and argument? What in their language suggests this? • What is the main claim? What in the language suggests this? • Who is their audience? Why would this audience care? What do they value? What in their language suggest this?
Day 4 Objectives: Extending Extending inferences into rhetorical reading strategies • Reflection: What connections do you see between language and agency? What kinds of agency does language give? • Homework: Using the reading questions above, read and write a journal of 1-2 pages in which you reflect on the reading’s rhetorical purpose.
