1. Justice: Childhood Love Lessons
bell hooks

2. “Justice: Childhood Love Lessons” by Bell Hooks, tries to persuade its readers that abuse and neglect have no place in a loving relationship— especially a relationship between a parent and a child. It uses a combination of logic and emotion to achieve its purpose.
PART I:
Define:
Discipline
Punishment

3. **As you prepare to read this essay, take a few moments to focus your thoughts on the relationships between discipline and expressions of love:
~In what ways do you think children should be
punished?
~Do you believe in hitting children? Why or why not?
~How else might children be disciplined?
~Do you believe that discipline and love can
coexist?

4. Justice rights civil rights Abuse law punishment
Here are some key concepts from hook’s essay. With highlighters or symbols, put the words listed below into categories. Be prepared to explain why you placed words in certain categories.
Justice rights civil rights
Abuse law punishment
equality discipline justify
legal judge court
trouble fairness juvenile
parent spanking intimate
loving relationship lawyer
hugging beatings young
mother time-out

5. PART II: Making Predictions and Asking Questions
What do you think this essay is going to be about?
What do you think is the purpose of this essay?
Who do you think is the intended audience for this piece?
How do you know that?
What do you think the writer wants us to do or believe?
Based on the title and other features of the selection, what information/ideas might this essay present?

6. PART III: Reading the Text
Vocabulary:
~write down words you do not know
-cathected, nostalgically, autocratic
First Reading Thoughts:
~Which of your predictions turned out to be
true?
~What surprised you in the article?
~Are you persuaded by the text?
~How did the writer develop her argument?

7. PART IV: Vocabulary Test

8. 1. coercion a. Imaginary or not real
2. misogynist b. to show that an idea is false
3. fictive c. to invest emotion or feeling
4. utopian d. not having connection anymore
5. negate e. to prevent something from having
and effect
6. cathected f. use of threats to make someone do
something
7. debunk g. an imaginary perfect world
8. estrangement h. disrespect for women

9. Part V: Looking at Closely @ Language & Rereading the text
What is “intimate terrorism” (par. 4)?
Why does hooks use quotations from children in paragraph 3?
What connotations does “utopian” (paragraph 21) have for you?

10. As you reread the article, complete the following activities:
What is the essay’s thesis?
State the thesis as a question?
On your copy of the article, label what the author says in the left hand margin:
The introduction
The issue or problem the author is writing about
Examples the author gives
The author’s main arguments
The conclusion

11. PART VI: Considering the Structure of the Text
“Chunking the Essay”
~determine the organization of the essay
~map out or “chunk” each section
-what is each section about?
-what is the purpose of each section?
-is that section persuasive? Why or why not?
How do I chunk the essay?
1. Reread the essay
2. Mark breaks in subject matter with a line
3. Go back and answer the questions above in the margins
for each chunk

12. Part VII: Summarizing the Text
1. Use your knowledge of the organization of the essay to summarize its main points. Limit your summary to 6-7 sentences.
2. Then generate 4-5 questions that can be used for class discussion.