Transcript Justice: Childhood Love Lessons

Justice: Childhood Love Lessons
Module #1
ELA 11A
Activity 1: Quick write
In 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) Discipline
2) Punishment
3) Neglect
4) Love
Activity 1: Quick Write
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?
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
Abuse
equality
legal
trouble
parent
loving
hugging
mother
rights
law
discipline
judge
fairness
spanking
relationship
beatings
time-out
civil rights
punishment
justify
court
juvenile
intimate
lawyer
young
isolation
Survey the Text
 Scan paragraphs #1-5
 Highlight 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. #1-5
 Begin reading in partners OUT LOUD
 Each 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 Out
 Present your charting on your poster
 Add other groups charting to your own
Text-Based Discussion
 What 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. #1-5
 Create a GIST Summary
 20 Words
 Focus on main ideas / key concepts
 Use your charting and highlights
 Articles count as words! (“the”, “and”)
Homework: bell hooks research
 Who is bell hooks?
 WHY WON’T SHE CAPITALIZE HER NAME????
 What made her write this essay?
 bell hooks Research Task
 Complete in bullets
 Add source info
 Summarize learning
Partner-Pass-Read Para. #6-14
 Begin reading in partners OUT LOUD
 Each 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 Out
 Present your charting on your poster
 Add other groups charting to your own
Text-Based Discussion
 List 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 - 26
 Begin reading in partners OUT LOUD
 Each 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 Out
 Present your charting on your poster
 Add other groups charting to your own
Text-Based Discussion
 What connotations does “utopian” (paragraph 21)

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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 Questions
 Text Set:
 Using your 2nd assigned/chosen reading, complete an
ARGUMENT MAP for the article
Rhetorical Précis: hooks Article
RESOURCES: hooks research, charting verbs, charted article
 Sentence 1: TAG the article and dominating main idea
 Sentence 2: Use 3 sections of charting that represent
author’s progression of ideas and argument
 Sentence 3: Describe HOW the author backs up their
argument
 Sentence 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 essay
 60 minutes
 Use notes & notecards
 Can 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 tasks
 Complete College Readiness Vocabulary Tasks (Set #1 & 2)
 Sentence Patterns