Module #1 ELA 11A Justice: Childhood Love Lessons.

Module #1ELA 11A

Justice: Childhood Love Lessons

Activity 1: Quick writeIn the article we are about to begin, “Justice: Childhood

Love Lessons” by bell hooks, she tries to persuade its readers that abuse and neglect have no place in a loving relationship— especially a relationship between a parent and a child.

Define with your partner at the top of your paper:1) Discipline2) Punishment3) Neglect4) Love

Answer in complete sentences. Write for 5 minutes.

~In what ways do you think children should be

punished? ~Do you believe in hitting children? Why or

why not?

~How else might children be disciplined?

~Do you believe that discipline and love can coexist?

Activity 1: Quick Write

Here are some key concepts from hook’s essay. Use the notecards to sort the terms into categories with your partner. Be prepared to explain why you placed words in certain categories.

Justice rights civil rights

Abuse law punishment

equality discipline justify legal judge court trouble fairness juvenile parent spanking intimate loving relationship

lawyer hugging beatings young mother time-out isolation

Survey the TextScan paragraphs #1-5Highlight the first sentence of each paragraph.

Read them in order. Form a prediction of what the author will discuss based on these 5 sentences.

Highlight the word love (or a conjugation of it) EVERY TIME YOU SEE IT in the first 5 paragraphs. How many times does hooks use “love”? What does this tell you about her purpose in the article?

Who do you think is the intended audience for this piece? How do you know?

What argument about the topic might it present? What makes you think that?

Partner-Pass-Read Para. #1-5Begin reading in partners OUT LOUDEach partner reads at least one paragraph and

then can say “pass”AS YOU READ: Chart each paragraph beginning with a verb in

the present tense (explains, argues, claims, defines, analyzes)

Add the main idea from the paragraph; be sure it is specific an detailed

You may include “snippets” of direct evidence

Charting Share OutPresent your charting on your posterAdd other groups charting to your own

Text-Based DiscussionWhat does hooks assert causes

confusion for children?What does hooks mean by

“affirmations” in the 2nd paragraph?In the 4th paragraph, what does she

mean by “intimate terrorism”? How does it relate to her topic in the essay?

Why does hooks use quotations from children in paragraph 3?

Summarizing Para. #1-5Create a GIST Summary20 WordsFocus on main ideas / key conceptsUse your charting and highlightsArticles count as words! (“the”, “and”)

Homework: bell hooks researchWho is bell hooks?WHY WON’T SHE CAPITALIZE HER

NAME????What made her write this essay?

bell hooks Research TaskComplete in bulletsAdd source infoSummarize learning

Partner-Pass-Read Para. #6-14Begin reading in partners OUT LOUDEach partner reads at least one paragraph and

then can say “pass”AS YOU READ: Chart each paragraph beginning with a verb in

the present tense (explains, argues, claims, defines, analyzes)

Add the main idea from the paragraph; be sure it is specific an detailed

You may include “snippets” of direct evidence

Charting Share OutPresent your charting on your posterAdd other groups charting to your own

Text-Based DiscussionList two major assertions hooks makes

in this section. Highlight the support the author has for these assertions.

In the 10th paragraph, what does she mean by “coercive and abusive”? How does it relate to her topic in the essay?

How does hooks react to the discussion about discipline at the party?

Why does hooks cite from Bob Shelby’s book? What do her citations lend to her discussion?

Homework: Text Set Text Set:

Using your assigned/chosen reading, complete a SUMMARZING MAIN IDEAS chart for the article

Partner-Pass-Read Para. #15 - 26Begin reading in partners OUT LOUDEach partner reads at least one paragraph and

then can say “pass”AS YOU READ: Chart each paragraph beginning with a verb in

the present tense (explains, argues, claims, defines, analyzes)

Add the main idea from the paragraph; be sure it is specific an detailed

You may include “snippets” of direct evidence

Charting Share OutPresent your charting on your posterAdd other groups charting to your own

Text-Based DiscussionWhat connotations does “utopian”

(paragraph 21) have for you?What does “cathected” mean in

paragraph 17? How do you know?List two major assertions hooks makes in

this final section. Highlight the support the author has for these assertions.

What does hooks define as “loving discipline”?

How does hooks’ anecdote in paragraphs 22 & 23 support her argument?

Homework: Text Set hooks’ Article:

Close Reading QuestionsText Set:

Using your 2nd assigned/chosen reading, complete an ARGUMENT MAP for the article

Rhetorical Précis: hooks ArticleRESOURCES: hooks research, charting verbs, charted articleSentence 1: TAG the article and dominating main ideaSentence 2: Use 3 sections of charting that represent author’s progression of ideas and argumentSentence 3: Describe HOW the author backs up their argumentSentence 4: Characterize the author’s tone in the article, their intended audience(s), and purpose

Homework: Text Set Text Set:

Using your both of your assigned/chosen readings, complete a RHETORICAL PRECIS for each

Timed Argumentative essay60 minutesUse notes & notecardsCan be messy (it’s a timed draft!)Focus on topic sentences, backing up with

evidence, and explaining your position

When you finish:Get out unfinished tasksComplete College Readiness Vocabulary Tasks

(Set #1 & 2)Sentence Patterns