Colleagues!
Hello my fellow teachers! It is very important for us to peer review each other on a regular basis as well as keep one another up to date on techniques. The purpose of this page is to share thoughts on education and strive to make ourselves better as individuals and educators.
NCTE:
As I'm sure most of you already know, the NCTE English Journal is an invaluable resource for English teachers. If you have yet to subscribe, I would recommend that you do so soon. I have pulled many things from those pages and have incorporated them into my class!
http://www.ncte.org/
Sample lessons and supporting articles!
Lesson one: http://www.readwritethink.org/classroom-resources/lesson-plans/brief-urgent-message-theme-1164.html?tab=1#tabs
Article one: http://www.ncte.org/library/NCTEFiles/Resources/Journals/CE/0704-march08/CE0704Memoirs.pdf
The activity in the lesson is to take important snippets from a novel, and examine how they affect the overall plot of the novel. They add the snippets together in a sort of collage or album to display their understanding of the overall theme and Ideas. The novel used in the article is Vonnegut's Slaughterhouse-five which is a very fragmented satirical novel which tends to have a lot to say with such little text. In order to apply the article about food written in memoirs, you can get a diverse range of ideas and possibilities of use in a collage. In the article, Barbara Waxman continuously places emphasis on the link that food has on one's view of the lines drawn in culture, one's own identity, and an extreme rush of senses. A book containing multiple food objects could look to confer a certain feeling about a variable, and a collage of different foods will certainly tell us a lot about whom is involved perhaps, what they are eating, their wealth, their culture, their fondness of certain objects, even their connection to their own identity! One could easily represent a character, a setting, or a situation with a food collage! One could even reverse the exercise and hand out food collages and leave it to the students to interpenetrate with direction!
Lesson two: http://www.readwritethink.org/classroom-resources/lesson-plans/graffiti-wall-discussing-responding-208.html
Article two: http://www.ncte.org/library/NCTEFiles/Resources/Journals/CE/0704-march08/CE0704Books.pdf
"To teach food as a written art form is to teach a part of what it means to be human.
Through the record of food traditions, culture and history are transmitted as well as
transformed—practices of sharing, preparing, and eating recipes both create and
convey human interactions. Moreover, like humanity food is both elastic and contradictory. It symbolizes birth, rebirth, and death."
-Books That Cook: Teaching Food
and Food Literature in the English
Classroom by Jennifer Cognard-Black and Melissa A. Goldthwaite
In the second lesson, we have a similar activity where the students are called upon to take a specific image, or object away from their reading and render it in anyway they see fit, whatever creative means they see necessary (My added rendition). Afterwards the students will present them to the class, explaining why they chose the elements they used and what their graphic means to the overall story. According to Jennifer and Melissa this could be a whole many things in terms of meaning and symbolism according to what food from what piece and in what context. Finished graphics can be displayed on a class bulletin board, on walls, or on a Web page.
Lesson three: http://www.readwritethink.org/classroom-resources/lesson-plans/style-defining-exploring-author-209.html
Article three: http://www.ncte.org/library/NCTEFiles/Resources/Journals/CE/0704-march08/CE0704Consuming.pdf
In the article Lynn emphasizes the importance of rhetoric and word choice when writing about food!
"Steeped in their own culture, native eaters learn the lexicon, the foods themselves—peanut butter or Nutella, steak or tripe; as well as
the nomenclature—milkshake, cabinet, frappé. They learn the morphology, how the foods are prepared—raw, steamed, deep-fried. They participate in the syntax that, as food historian Massimo Montanari explains, “gives meaning to the lexicon and to its morphological variants” through cooking and eating meals that coordinate “the dishes according to criteria determining combinations, and reciprocal relationships.""- Lynn Z. Bloom, Consuming Prose: The Delectable Rhetoric of Food Writing
The main idea of the assignment is to understand how words can convey mood, meaning, and certain images. I feel like this would be an easy adaption to link between the two. Some simple example questions could be: How does rhetoric in food affect your mood? What may make something sound delectable? What may make something sound appalling to the stomach? Word choice is huge when incorporating food with literature, what other writer's choices are just as important as rhetoric?
Hello my fellow teachers! It is very important for us to peer review each other on a regular basis as well as keep one another up to date on techniques. The purpose of this page is to share thoughts on education and strive to make ourselves better as individuals and educators.
NCTE:
As I'm sure most of you already know, the NCTE English Journal is an invaluable resource for English teachers. If you have yet to subscribe, I would recommend that you do so soon. I have pulled many things from those pages and have incorporated them into my class!
http://www.ncte.org/
Sample lessons and supporting articles!
Lesson one: http://www.readwritethink.org/classroom-resources/lesson-plans/brief-urgent-message-theme-1164.html?tab=1#tabs
Article one: http://www.ncte.org/library/NCTEFiles/Resources/Journals/CE/0704-march08/CE0704Memoirs.pdf
The activity in the lesson is to take important snippets from a novel, and examine how they affect the overall plot of the novel. They add the snippets together in a sort of collage or album to display their understanding of the overall theme and Ideas. The novel used in the article is Vonnegut's Slaughterhouse-five which is a very fragmented satirical novel which tends to have a lot to say with such little text. In order to apply the article about food written in memoirs, you can get a diverse range of ideas and possibilities of use in a collage. In the article, Barbara Waxman continuously places emphasis on the link that food has on one's view of the lines drawn in culture, one's own identity, and an extreme rush of senses. A book containing multiple food objects could look to confer a certain feeling about a variable, and a collage of different foods will certainly tell us a lot about whom is involved perhaps, what they are eating, their wealth, their culture, their fondness of certain objects, even their connection to their own identity! One could easily represent a character, a setting, or a situation with a food collage! One could even reverse the exercise and hand out food collages and leave it to the students to interpenetrate with direction!
Lesson two: http://www.readwritethink.org/classroom-resources/lesson-plans/graffiti-wall-discussing-responding-208.html
Article two: http://www.ncte.org/library/NCTEFiles/Resources/Journals/CE/0704-march08/CE0704Books.pdf
"To teach food as a written art form is to teach a part of what it means to be human.
Through the record of food traditions, culture and history are transmitted as well as
transformed—practices of sharing, preparing, and eating recipes both create and
convey human interactions. Moreover, like humanity food is both elastic and contradictory. It symbolizes birth, rebirth, and death."
-Books That Cook: Teaching Food
and Food Literature in the English
Classroom by Jennifer Cognard-Black and Melissa A. Goldthwaite
In the second lesson, we have a similar activity where the students are called upon to take a specific image, or object away from their reading and render it in anyway they see fit, whatever creative means they see necessary (My added rendition). Afterwards the students will present them to the class, explaining why they chose the elements they used and what their graphic means to the overall story. According to Jennifer and Melissa this could be a whole many things in terms of meaning and symbolism according to what food from what piece and in what context. Finished graphics can be displayed on a class bulletin board, on walls, or on a Web page.
Lesson three: http://www.readwritethink.org/classroom-resources/lesson-plans/style-defining-exploring-author-209.html
Article three: http://www.ncte.org/library/NCTEFiles/Resources/Journals/CE/0704-march08/CE0704Consuming.pdf
In the article Lynn emphasizes the importance of rhetoric and word choice when writing about food!
"Steeped in their own culture, native eaters learn the lexicon, the foods themselves—peanut butter or Nutella, steak or tripe; as well as
the nomenclature—milkshake, cabinet, frappé. They learn the morphology, how the foods are prepared—raw, steamed, deep-fried. They participate in the syntax that, as food historian Massimo Montanari explains, “gives meaning to the lexicon and to its morphological variants” through cooking and eating meals that coordinate “the dishes according to criteria determining combinations, and reciprocal relationships.""- Lynn Z. Bloom, Consuming Prose: The Delectable Rhetoric of Food Writing
The main idea of the assignment is to understand how words can convey mood, meaning, and certain images. I feel like this would be an easy adaption to link between the two. Some simple example questions could be: How does rhetoric in food affect your mood? What may make something sound delectable? What may make something sound appalling to the stomach? Word choice is huge when incorporating food with literature, what other writer's choices are just as important as rhetoric?