Lesson 1: Welcome and Introductions

Course Outcomes

Learning Objectives

(CO4) Describe complex ideas, positions, and perspectives Students will establish connections to the unit topic by examining food and its role in their lives.
(CO1) Demonstrate an understanding of an individual text’s meaning and the broader conversation in which that text is taking part
(CO3) Summarize, paraphrase, and use quotations appropriately
(CO3) Use sources appropriate to the project
Students will do an in-class guided summary using the first article. This will enable them to practice what they have learned and utilize one of the main skills required for this semester.
(CO3) Identify connections between texts and among related ideas HW: Through the reading assignments, students will explore the concept of summaries.
(CO4) Describe complex ideas, positions, and perspectives HW: Students will reflect on their own experiences with writing, both positive and negative to explore who they are as a reader and writer before they begin analyzing the works of others.

Schedule of Events

  1. Introductions
    • Icebreaker game:
      1. Gather students so everyone can see each other.
      2. Each student writes 3 things about themselves on a piece of paper.
      3. Pieces of paper are distributed randomly
      4. After reading the clues, the group guesses who is being described.
  2. Explanation of course goals: What is a summary?
  3. Syllabus scavenger hunt game
    • FastWrite & Discussion: describe your experience with food (yourself and others) and how it affects you.
      1. Read fastwrite to the class
      2. Ask students to offer theirs (one or two)
  4. Read “Don’t Blame the Eater” by David Zinczenko in They Say, I Say.
  5. Summarize together
    • Reactions and opinions.
  6. Discuss course notebook
    • Quantity leads to quality.

 

Homework

  • Read Part 1 “They Say” (Chapters 1-3) in They Say, I Say
  • Write draft of Literacy Narrative

Week 2 (MLK Day)

  • Read Chapter 11 “He Says Contends: Using the Templates to Revise” (139 – 159)
  • Read Pollan article (420 – 427)
  • Read Shapin article (428 – 441)

 

Next: Lesson 2

Amy Pittman