Exploring Justice in Childhood Love Lessons

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

2. 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: • Discipline • Punishment • Neglect • Love

3. 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?

4. 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

5. 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?

6. 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

8. Charting Share Out • Present your charting on your poster • Add other groups charting to your own

9. 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?

10. 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”)

11. 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

12. 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

13. Charting Share Out • Present your charting on your poster • Add other groups charting to your own

14. 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?

16. Homework: Text Set • Text Set: • Using your assigned/chosen reading, complete a SUMMARZING MAIN IDEAS chart for the article

17. 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

18. Charting Share Out • Present your charting on your poster • Add other groups charting to your own

19. Text-Based Discussion • What 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?

21. Homework: Text Set • hooks’ Article: • Close Reading Questions • Text Set: • Using your 2nd assigned/chosen reading, complete an ARGUMENT MAP for the article

22. 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

24. Homework: Text Set • Text Set: • Using your both of your assigned/chosen readings, complete a RHETORICAL PRECIS for each

25. 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