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Demo
Demo
tango:
Combining social and academic
literacies in the writing classroom
Contentions
Learning is not isolated to the classroom; we
Contentions Continued:
STIGMA
There is currently a huge stigma against
Related Reading
Regarding stigma: They notice that Figure 1 is a close-
Comprehensive repertoire of
both communicative tools and
general knowledge which we
use specifically in social settings
related to our personal interests,
opinions, and endeavors.
4 Steps
Engagement
Building Connections
Questioning
Critical Consumption
Engagement
Dont try too hard.
Access what students already know; allow
https://youtu.be/6ajTkKutAKk
https://www.youtube.com/watch?v=OmnI4IQ-ckQ
Building Connections
The art of asking questions.
Differs with every unit and every student
group.
Questioning
Revolve around the units theme and the
students needs.
Critical Consumption
Largely out of the classroom (intrinsic rewards
and such)
Participation Activity
Retrieve your song lyrics and follow the
instructions on the handout.
Write a short comparative essay describing how your text and the class
text do or do not illustrate your personal values regarding love.
Discuss as a small group at your table when youre done!
My process here
Yesterday, you were likely already a bit engaged
Cherry Pie by
Warrant
Dirty, rotten, filthy,
stinkin...
She's my cherry pie
Cool drink of water such a
sweet surprise
Tastes so good makes a
grown man cry
Sweet Cherry Pie
Swingin' on the front porch
Swingin' on the lawn
Swingin' where we want
'Cause there ain't nobody
home
Swingin' to the left
And swingin' to the right
If I think about baseball
I'll swing all night yea
Standards
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or
informal tone).
CCSS.ELA-LITERACY.RL.9-10.7
Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment (e.g., Auden's "Muse des Beaux
Arts" and Breughel's Landscape with the Fall of Icarus).
CCSS.ELA-LITERACY.W.9-10.2.B
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience's knowledge
of the topic.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Reflection Questions
Do you think the use of social literacy is