Lesson Samples, Fall 2011
Compare/ Contrast Chart
This chart was handed out to students in the second week, in order to keep more detailed notes about the numerous books and movies being analyzed. The chart required students to have read the assigned texts in order to participate in session discussions. During some sessions, I had students fill out sections in pairs or groups; other times, we filled it out together (with particularly difficult texts). Though students resisted at first, they soon reminded me if a section had not been completed. They also recognized the chart as helpful in reviews of the course and sessions.
Please note that the table was condensed for this site, but can be expanded to allow room for students to write. See the attached file below:
Please note that the table was condensed for this site, but can be expanded to allow room for students to write. See the attached file below:
gpetable.docx.pdf | |
File Size: | 53 kb |
File Type: |
Analysis of Art Works
Students watched a video from Portland State's Writing Center website, then divided into groups to analyze either Picasso's mural, "Guernica" (left) or Edna St. Vincent Millay's poem, "Say That We Saw Spain Die."
Collage: Symbolism
Students arranged images and words cut from magazines which represented some theme, character, or concept which stood out to them from each of the class readings and films. They were then asked to come up with a word or phrase which unified all of their images into one complete piece.
Culminating Web of Ideas
During the final mentor sessions, students worked together to create a web of interlocking concepts covered throughout the course. They added the titles of books and films which were relevant to the topics. Then they each considered a thesis statement they could draw from some part of the web, which could be used for the final essay assignment.