Mr. Stone distributed two tables showing common nonfiction genres organized by primary intention/form of discourse. One of the tables had definitions for each of the genres; the other did not.
The class reviewed the definition for each genre. Students should study these definitions for the nonfiction unit test. Their knowledge of these terms will be assessed through matching and/or multiple-choice questions.
The table without the definitions should be studied by students to prepare for a separate portion of the nonfiction unit test that will assess their knowledge of the classification of nonfiction genres. On the test, about a quarter to a third of the genres listed in the table will be removed and placed in a word bank below the table. Students will need to place the names of the missing genres back in their proper location on the table.
In light of the students recent reading of biographical and autobiographical texts, Mr. Stone described the rise in popularity of memoirs in the 1990s. He compared the dominant traditional patterns of different genders in autobiographies.
Mr. Stone emphasized the culture influences on an individual's understanding of his/her life's story. He described how a teenager's personal stories, the stories of his/her religious community, and his/her wider surrounding community provide the patterns and archetypes from which a teenager projects a vision of the type of person he/she wants to be, a vision of pattern of his/her personal narrative. (See James Fowler's Becoming Adult, Becoming Christian for more on this concept.)
Homework: Read Rudolfo Anaya's "A Celebration of Grandfathers" (662-668).
Remember that students from all periods should bring the autobiography/biography that they have selected for the second quarter book report to class on Thursday, November 1st.
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