Today I began my rhetoric unit (unit 2) with my 11th graders. Despite the fact that the lesson involved introductory notes, you can tell that the topic interests them once we start discussing examples of rhetorical devices; it interests them SO much that what was supposed to be a one-day lesson will now be a two-day lesson with Cornell Notes, summaries, and a Cornell Note peer evaluation.
If this sounds boring to you than you don't love rhetoric like I do - and trust me, as a teacher, I emote. My first period peer tutor (a senior that was in my AP Lang class last year) beamed when she saw my notes for the day. "You don't know how happy this makes me," she said. And as she graded annotated documents for me, she giggled and covered her mouth trying not to interject into my lesson.
My 7th period peer tutor smiled when she saw the notes and asked if they were the same ones that I used in my 6th period AP class, the class that she is currently taking from me. "I modified them," I said with a smile, "they don't need to know ALL of the devices that you do."
I have some documents that I like to use again and again, but I like to use different texts each year because rhetoric changes with time, like the connotation of a word. The political cartoons and comics that I use to explain satire this year, may not be relevant or relatable next year. I want my students to relate to the material and see the relevance.
Sometimes though I get stuck on what I know; I always use the same Eminem lyrics to explain assonance. "His palms are sweaty, knees weak arms are heavy, there's vomit on his sweater already, mom's spaghetti. He's nervous, but on the surface he looks calm and ready to drop bombs, but he keeps on forgetting..."
Some students smile and say "oh yeah, Ms. F can rap!" while others smirk and say "you would choose Eminem." Why? Because he's white and I'm white, and for some students that is all they see.
But as the unit progresses they will begin to see rhetoric EVERYWHERE. Just like I do. My first period peer tutor says "I can't listen to a song without hearing the rhetoric." There is always more to learn (I learn something new every day), but since my peer tutor is now my tutor and not my actual student, all I can think is "my life is complete!" BUT, my job is never done. And that, I am grateful for.
If this sounds boring to you than you don't love rhetoric like I do - and trust me, as a teacher, I emote. My first period peer tutor (a senior that was in my AP Lang class last year) beamed when she saw my notes for the day. "You don't know how happy this makes me," she said. And as she graded annotated documents for me, she giggled and covered her mouth trying not to interject into my lesson.
My 7th period peer tutor smiled when she saw the notes and asked if they were the same ones that I used in my 6th period AP class, the class that she is currently taking from me. "I modified them," I said with a smile, "they don't need to know ALL of the devices that you do."
I have some documents that I like to use again and again, but I like to use different texts each year because rhetoric changes with time, like the connotation of a word. The political cartoons and comics that I use to explain satire this year, may not be relevant or relatable next year. I want my students to relate to the material and see the relevance.
Some students smile and say "oh yeah, Ms. F can rap!" while others smirk and say "you would choose Eminem." Why? Because he's white and I'm white, and for some students that is all they see.
But as the unit progresses they will begin to see rhetoric EVERYWHERE. Just like I do. My first period peer tutor says "I can't listen to a song without hearing the rhetoric." There is always more to learn (I learn something new every day), but since my peer tutor is now my tutor and not my actual student, all I can think is "my life is complete!" BUT, my job is never done. And that, I am grateful for.
No comments:
Post a Comment