Back to Main Page
Objectives: Students will complete one journal entry. The movie/television group will then present their generational conflict text, and the entire class will engage in a critical discussion of that text.
Goals: Students will take what they have learned in the first week of the unit and apply it to the texts that they bring into class themselves. Students will demonstrate the ability to inquire into and reflect upon the movie or television clip, understanding what this text is saying about generational conflict and what biases are present in its message.
Materials: VCR and copies of the short story selected by the short story group
-Ask students to take out their composition notebooks.
-Write prompt on the board: "Think about television sitcoms that you have seen which portray generational conflict. Compare the representation of generational conflict in these texts to the generational conflict in your own life."
-Give students five minutes to respond to the prompt.
2. Student Presentation of Text
-Instruct the third group of students to present their text to the class according to the guidelines presented on the group project assignment sheet.
-Ask the presenting group questions to further stimulate their thinking and critical inquiry. Invite their classmates to do the same.
-Allow the presenting group to return to their seats.
-Facilitate further class discussion of their texts using a framework adapted from Ladi Semali's Literacy in Multimedia America (p. 163):
What is at issue?
How is the issue/event defined?
Who is involved?
What are the arguments?
What is taken for granted, including cultural assumptions?
-If time allows, ask students to share their reflections from their journal entries.
4. Short Story
-Have the short story presentation group pass out copies of the short story they have selected.
1. Continue working on group presentation projects.
2. Read the short story selected by the short story group.
Special Needs Interventions: Remind student with a reading
comprehension learning disability to use the CAPS self-questioning
strategy while he is reading the student-selected short story.
C Who are the characters?
A What is the aim of the story?
P What problem happens?
S How is the problem solved?
*Strategy from Including Students With Special Needs: A Practical Guide for Classroom Teachers by Marilyn Friend and William D. Bursuck.