Agenda for Thursday Afternoon integrating reading and writing - - PowerPoint PPT Presentation

integrating reading and writing addressing thinking skills Agenda for Thursday Afternoon

How do you read this face?

How do you read this picture?

How do you read this text? Thank you for your application for the position of assistant professor at our college. You clearly have the education and the experience we are looking for. We have, however, decided to delay our search process for a few weeks. You may receive an invitation for an interview when we re-open

• ur search around March 1st.

Acceleration Acceleration is often misunderstood because people have preconceived ideas about what the word means.

Acceleration Acceleration is often misunderstood because people have preconceived ideas about what the word means. Many people think they understand the concept, when, in fact, their understanding is very shallow.

Acceleration Acceleration is often misunderstood because people have preconceived ideas about what the word means. Many people think they understand the concept, when, in fact, their understanding is very shallow. Some people are not aware of the relationship between acceleration and force.

Acceleration Acceleration is often misunderstood because people have preconceived ideas about what the word means. Many people think they understand the concept, when, in fact, their understanding is very shallow. Some people are not aware of the relationship between acceleration and force. Many are not aware that the amount of acceleration is also affected by friction.

Acceleration Acceleration is often misunderstood because people have preconceived ideas about what the word means. Many people think they understand the concept, when, in fact, their understanding is very shallow. Some people are not aware of the relationship between acceleration and force. Many are not aware that the amount of acceleration is also affected by friction. from An Introduction to Physics Phillip Masterson and Carl Jenkins

I started to "fake-read" in sixth grade and continued doing so for the next twenty years. In high school, I fooled everyone by attending classes, reading first and last chapters, skimming through Cliffs Notes, and making Bs or better on essays and exams. My GPA wavered between a 3.2 and a 3.5. However, June of my senior year approached, and the very real possibility that I would graduate without really being able to read scared me to death. I didn't think I could get away with fake reading in college. I read aloud beautifully and could decode even the most difficult words. The problem surfaced when I had to use, remember, or retell what I had read. I couldn't do it. I expected that meaning would arrive if I could pronounce all the words. Unfortunately, that didn't happen. I figured I was just a bad reader. I had one semester left to learn how to really read. I was determined that if I set my mind to it, I could teach myself how to read before June. I'd start learning with the next assigned English book. Unfortunately for me, it was Heart of Darkness, by Joseph Conrad. I tried to get "psyched": I told myself all I had to do was read the words carefully. I began with the best of intentions, with Cliffs Notes by my side to offer a second opinion. After being told that the movie Apocalypse Now was the modern-day version of Heart of Darkness, I saw it three times. At the end of the unit, I took my exam and got the usual B. To this day, I have no idea what the book is about. All the effort and hard work hadn't made a bit of difference. I was sure I had missed a giant secret somewhere along the way. I decided to ask my teacher, Mr. Cantril, what I could do to help myself. One day after class, I got up the courage to ask him the big question: "What do you do if you read every page but still have no idea what the book is about?" I had one semester left to learn how to really read. I was determined that if I set my mind to it, I could teach myself how to read before June. I'd start learning with the next assigned English book. Unfortunately for me, it was Heart of Darkness, by Joseph Conrad. I tried to get "psyched": I told myself all I had to do was read the words carefully. I began with the best of intentions, with Cliffs Notes by my side to offer a second opinion. After being told that the movie Apocalypse Now was the modern-day version of Heart of Darkness, I saw it three times. At the end of the unit, I took my exam and got the usual B. To this day, I have no idea what the book is about. All the effort and hard work hadn't made a bit of difference. I was sure I had missed a giant secret somewhere along the way. I decided to ask my teacher, Mr. Cantril, what He peered over his bifocals and said, "Obviously, you weren't concentrating. Reread the book and this time pay attention."

What does this paragraph mean?

I started to "fake-read" in sixth grade and continued doing so for the next twenty years. In high school, I fooled everyone by attending classes, reading first and last chapters, skimming through Cliffs Notes, and making Bs or better on essays and exams. My GPA wavered between a 3.2 and a 3.5. However, June of my senior year approached, and the very real possibility that I would graduate without really being able to read scared me to death. I didn't think I could get away with fake reading in college. I read aloud beautifully and could decode even the most difficult words. The problem surfaced when I had to use, remember, or retell what I had read. I couldn't do it. I expected that meaning would arrive if I could pronounce all the words. Unfortunately, that didn't happen. I figured I was just a bad reader. I had one semester left to learn how to really read. I was determined that if I set my mind to it, I could teach myself how to read before June. I'd start learning with the next assigned English book. Unfortunately for me, it was Heart of Darkness, by Joseph Conrad. I tried to get "psyched": I told myself all I had to do was read the words carefully. I began with the best of intentions, with Cliffs Notes by my side to offer a second opinion. After being told that the movie Apocalypse Now was the modern-day version of Heart of Darkness, I saw it three times. At the end of the unit, I took my exam and got the usual B. To this day, I have no idea what the book is about. All the effort and hard work hadn't made a bit of difference. I was sure I had missed a giant secret somewhere along the way. I decided to ask my teacher, Mr. Cantril, what I could do to help myself. One day after class, I got up the courage to ask him the big question: "What do you do if you read every page but still have no idea what the book is about?" I had one semester left to learn how to really read. I was determined that if I set my mind to it, I could teach myself how to read before June. I'd start learning with the next assigned English book. Unfortunately for me, it was Heart of Darkness, by Joseph Conrad. I tried to get "psyched": I told myself all I had to do was read the words carefully. I began with the best of intentions, with Cliffs Notes by my side to offer a second opinion. After being told that the movie Apocalypse Now was the modern-day version of Heart of Darkness, I saw it three times. At the end of the unit, I took my exam and got the usual B. To this day, I have no idea what the book is about. All the effort and hard work hadn't made a bit of difference. I was sure I had missed a giant secret somewhere along the way. I decided to ask my teacher, Mr. Cantril, what He peered over his bifocals and said, "Obviously, you weren't concentrating. Reread the book and this time pay attention."

What does this paragraph do?

• look the word up in a dictionary
• derive meaning from context

She threw some clothes into her portmanteau and ran to the train station.

Integrated Reading and Writing Dealing with Difficulty

• look the word up in a dictionary
• derive meaning from context

Integrated Reading and Writing Dealing with Difficulty

She was wearing grey slacks and a cerise blouse.

• decide the word is not important.

• look the word up in a dictionary
• derive meaning from context
• decide the word is not important

Integrated Reading and Writing Dealing with Difficulty

The article I was reading was full of polysyllabic words.

• analyze the parts of the word

• look the word up in a dictionary
• derive meaning from context
• decide the word is not important
• analyze the parts of the word

Dealing with Difficulty

• back up and re-read the passage
• keep reading to see if the writer explains the difficult

passage Integrated Reading and Writing

In the first 48 pages of The Immortal Life of Henrietta Lacks, much is said about the Johns Hopkins Hospital. Discuss in your group what this section of the book finally says about Johns Hopkins. Write a single sentence that sums up what your group decides the book says about Johns Hopkins. Be ready to support your group’s conclusion with evidence from the text.

Constructing a Meaning

Group 1: Johns Hopkins was a terribly racist institution. Group 2: For the time, Hopkins was less racist than most institutions. Group 3: The good that Hopkins did for the poor far

• utweighed any harm they did.

Group 4: The medical research Hopkins did was more important than their racist treatment of their patients.

Constructing a Meaning

Constructing a Meaning

Henrietta Lacks Rebecca Skloot

A Few Works About This Book This is a work of non-fiction. No names have been changed, no characters invented, no events fabricated. While writing this book, I conducted more than a thousand hours of interviews with family and friends of Henrietta Lacks, as well as with lawyers, ethicists, scientists, and journalists who’ve written about the Lacks family. I’ve done my best to capture the language with which each person spoke and wrote: dialogue appears in native dialects; passages from diaries and other personal writings are quoted exactly as written. As one of Henrietta’s relatives said to me, “If you pretty up how people spoke and change the things they said, that’s dishonest. It’s taking away their lives, their experiences, and their selves.”

Analyzing Voice

When people ask—and seems like people always be askin to where I can’t get away from it—I say, Yeah, that’s right, my mother name was Henrietta Lacks, she died in 1951, John Hopkins took her cells and them cells are still living today.

Analyzing Voice

Deborah’s Voice

I first learned about HeLa cells and the woman behind them in 1988, thirty-seven years after her death, when I was sixteen and sitting in a community college biology class.

Analyzing Voice

PROLOGUE

Sixth or seventh grade education; housewife and mother of

• five. Breathing difficulty since childhood due to recurrent

throat infections and deviated septum in patient’s nose. Physician recommended surgical repair. Patient declined.

Analyzing Voice

Page 16

Integrated Reading and Writing Speed Dating

Integrated Reading and Writing Speed Dating

Skloot tells us, on page 63, that the fifties were a time when “‘benevolent deception’ was a common medical practice.” What does she mean by “benevolent deception”?

Chapter 30 is about Zakariyya (Joe), the angriest of the Lacks

• children. How do you explain

Zakariyya’s anger, his violent tendencies.

Integrated Reading and Writing Speed Dating

Steven Pinker: The Stuff of Thought

Steven Pinker: The Stuff of Thought

Join Group 1 if you think one event took place at the World Trade Center on September 11, 2001. Join Group 2 if you think two events took place. Each group has ten minutes to come up with the best arguments it can to defend its position.

Steven Pinker: The Stuff of Thought

What is an “event”? What is the “end” of a piece of string? What is the “end” of a lecture?

Double-Entry Journal

even our most abstract concepts are often understood in terms of concrete objects and scenarios. I need to move the meeting from Monday to Tuesday. a verb is not just a word that refers to an action or a state

• f being, but is the chassis of

the sentence First, what is a chassis? I think it’s the sort of frame that the parts of a car are attached to—parts like the engine the steering wheel the muffler. naming a child is the only

• pportunity most people get

to anoint an entity in the world with a word of their

• wn choosing

Is this true? Do we really have free reign to name our children? Aren’t there family pressures? Names that seem out of date?

integrating reading and writing addressing thinking skills Agenda for Thursday Afternoon

12th Grade American History Take-Home Exam In an essay of 500 words or more, explain the causes of the Civil War.

• 1. slavery
• 2. states rights vs. federalism
• 3. economic and social differences

The Causes of the Civil War

Sir Walter Scott

• 1. slavery
• 2. states rights vs. federalism
• 3. economic and social differences
• 4. the South read too much of Sir Walter Scott

The Causes of the Civil War

Thesis Reason #1 Reason #2 Reason #3 Conclusion

Thesis: Maryland needs tougher laws against drunk driving. When a guy in my class in high school was found guilty

• f driving while intoxicated for the second time, the

judge gave him a sentence of only six months, which was then suspended. My sister was hit by a drunk driver and was in the hospital for six weeks. Even though the driver of the

• ther car was convicted of DWI, he was given probation

before judgment. When a little girl in my neighborhood was killed by a drunk driver, the judge sentenced him to “time served.” In conclusion, judges in Maryland need to start giving tougher sentences for drunk driving.

Thesis: Maryland needs tougher laws against drunk driving. In conclusion, judges in Maryland need to start giving tougher sentences for drunk driving. When a guy in my class in high school was found guilty

• f driving while intoxicated for the second time, the

judge gave him a sentence of only six months, which was then suspended. My sister was hit by a drunk driver and was in the hospital for six weeks. Even though the driver of the

• ther car was convicted of DWI, he was given probation

before judgment. When a little girl in my neighborhood was killed by a drunk driver, the judge sentenced him to “time served.”

Assignment: Write a one-page essay in which you tell me one interesting thing about the kind of person you are.

Short Writing 1

• 1. One thing that best describes me is

that I am a very outgoing person.

• 2. I am a thoughtful to my

grandmother.

• 3. I would like to consider myself a

somewhat outgoing person.

• 4. I have always been a determined

person.

• 5. I like to meet new people and

make new friends.

• 6. I'm very outgoing.
• 7. I am very ambitious because I am

afraid of failing.

• 8. I want to do well in school.
• 9. My desire to help other people is

really selfish at heart.

• 10. There are many characteristics that

I have. However the one that I think sticks out the most would have to be that I am giving.

• 11. I am a very outgoing person because I am

afraid to be alone.

• 12. The type of person that I happen to be is

a good person.

• 13. One trait about me that sticks out and

can easily be connected to me, is how creative I am.

• 14. I am a very adventurous person,
• 15. The majority of people I asked said I am

caring.

• 16. I am a generous person, but I am not a

fool.

• 17. I am something of a chameleon.
• 18. I feel an important thing to know about

myself is that I am ambitious.

• 19. I have been described as many things,

adventurous being one of them.

• 20. I am a very generous person.

Some Theses from Paper 1

• 1. One thing that best describes me is

that I am a very outgoing person.

• 2. I am a thoughtful to my

grandmother.

• 3. I would like to consider myself a

somewhat outgoing person.

• 4. I have always been a determined

person.

• 5. I like to meet new people and

make new friends.

• 6. I'm very outgoing.
• 7. I am very ambitious because I am

afraid of failing.

• 8. I want to do well in school.
• 9. My desire to help other people is

really selfish at heart.

• 10. There are many characteristics that

I have. However the one that I think sticks out the most would have to be that I am giving.

• 11. I am a very outgoing person because I am

afraid to be alone.

• 12. The type of person that I happen to be is

a good person.

• 13. One trait about me that sticks out and

can easily be connected to me, is how creative I am.

• 14. I am a very adventurous person,
• 15. The majority of people I asked said I am

caring.

• 16. I am a generous person, but I am not a

fool.

• 17. I am something of a chameleon.
• 18. I feel an important thing to know about

myself is that I am ambitious.

• 19. I have been described as many things,

adventurous being one of them.

• 20. I am a very generous person.

Some Theses from Paper 1

• 1. One thing that best describes me is

that I am a very outgoing person.

• 2. I am a thoughtful to my

grandmother.

• 3. I would like to consider myself a

somewhat outgoing person.

• 4. I have always been a determined

person.

• 5. I like to meet new people and

make new friends.

• 6. I'm very outgoing.
• 7. I am very ambitious because I am

afraid of failing.

• 8. I want to do well in school.
• 9. My desire to help other people is

really selfish at heart.

• 10. There are many characteristics that

I have. However the one that I think sticks out the most would have to be that I am giving.

• 11. I am a very outgoing person because I am

afraid to be alone.

• 12. The type of person that I happen to be is

a good person.

• 13. One trait about me that sticks out and

can easily be connected to me, is how creative I am.

• 14. I am a very adventurous person,
• 15. The majority of people I asked said I am

caring.

• 16. I am a generous person, but I am not a

fool.

• 17. I am something of a chameleon.
• 18. I feel an important thing to know about

myself is that I am ambitious.

• 19. I have been described as many things,

adventurous being one of them.

• 20. I am a very generous person.

Some Theses from Paper 1

• 1. One thing that best describes me is

that I am a very outgoing person.

• 2. I am a thoughtful to my

grandmother.

• 3. I would like to consider myself a

somewhat outgoing person.

• 4. I have always been a determined

person.

• 5. I like to meet new people and

make new friends.

• 6. I'm very outgoing.
• 7. I am very ambitious because I am

afraid of failing.

• 8. I want to do well in school.
• 9. My desire to help other people is

really selfish at heart.

• 10. There are many characteristics that

I have. However the one that I think sticks out the most would have to be that I am giving.

• 11. I am a very outgoing person because I am

afraid to be alone.

• 12. The type of person that I happen to be is

a good person.

• 13. One trait about me that sticks out and

can easily be connected to me, is how creative I am.

• 14. I am a very adventurous person,
• 15. The majority of people I asked said I am

caring.

• 16. I am a generous person, but I am not a

fool.

• 17. I am something of a chameleon.
• 18. I feel an important thing to know about

myself is that I am ambitious.

• 19. I have been described as many things,

adventurous being one of them.

• 20. I am a very generous person.

Some Theses from Paper 1

• 1. One thing that best describes me is

that I am a very outgoing person.

• 2. I am a thoughtful to my

grandmother.

• 3. I would like to consider myself a

somewhat outgoing person.

• 4. I have always been a determined

person.

• 5. I like to meet new people and

make new friends.

• 6. I'm very outgoing.
• 7. I am very ambitious because I am

afraid of failing.

• 8. I want to do well in school.
• 9. My desire to help other people is

really selfish at heart.

• 10. There are many characteristics that

I have. However the one that I think sticks out the most would have to be that I am giving.

• 11. I am a very outgoing person because I am

afraid to be alone.

• 12. The type of person that I happen to be is

a good person.

• 13. One trait about me that sticks out and

can easily be connected to me, is how creative I am.

• 14. I am a very adventurous person,
• 15. The majority of people I asked said I am

caring.

• 16. I am a generous person, but I am not a

fool.

• 17. I am something of a chameleon.
• 18. I feel an important thing to know about

myself is that I am ambitious.

• 19. I have been described as many things,

adventurous being one of them.

• 20. I am a very generous person.

Some Theses from Paper 1

To solve this puzzle you must connect all nine dots while following these rules: 1. You may use up to four lines. 2. All lines must be straight. 3. You cannot lift your pen or pencil from the paper. 4. You cannot re-trace a line.

To solve this puzzle you must connect all nine dots while following these rules: 1. You may use up to four lines. 2. All lines must be straight. 3. You cannot lift your pen or pencil from the paper. 4. You cannot re-trace a line.

Taking a poll.

• Drunk driving is a terrible thing.
• Communication is important to a good relationship.
• Child abuse is awful.

Assignment: Write a short paper, about a page, in which you propose who should get reserved parking spaces at the college. Be sure to provide evidence to support your assertions. The audience of this assignment is other students in this class.

Short Writing Assignment

Thesis: The disabled, the faculty, and the college President should get reserved parking. the disabled to make life a little easier for them the faculty because without them there would be no classes the President as a recognition of her accomplishments So reserved parking should go to the disabled, faculty, and the President

disabled president faculty wheelchair bound hearing impaired dyslexic stroke victims pregnant

• verweight

people with cystic fibrosis elderly mobility impaired

disabled wheelchair bound stroke victims

• verweight

people with cystic fibrosis pregnant elderly mobility impaired

• bese

• bese

disabled wheelchair bound stroke victims people with cystic fibrosis pregnant elderly mobility impaired

• bese

disabled wheelchair bound stroke victims people with cystic fibrosis pregnant elderly mobility impaired

Who should get reserved parking?

people with disabilities faculty the president

faculty faculty and staff who teach at more than one campus staff plant operations vehicles people with disabilities visitors to campus

Who should get reserved parking?

honors students students with a 3.5 GPA the state champion volleyball team the United Way lottery winner people who drive hybrid cars the president

the United Way lottery winner people who drive hybrid cars visitors to campus

Who should get reserved parking?

honors students students with a 3.5 GPA the state champion volleyball team the president

the president honors students visitors to campus

Who should get reserved parking?

the state champion volleyball team

visitors to campus

Who should get reserved parking?

Who should get reserved parking?

• faculty
• faculty and staff who teach at

more than one campus

• staff
• plant operations vehicles
• people with disabilities

To make it possible for people to do their jobs

• students with a 3.5 GPA
• people who drive hybrid cars
• the United Way lottery winner

To encourage certain behaviors

• honors students
• the state champion

volleyball team

• the president

To recognize accomplishments

• visitors to campus