1. Language, Gender, Culture

2. Quick Write pg. 54 Left
Some people assert that just one or two generations ago men and women seemed to have more rigid codes for how to behave: for example, men could be loud and assertive while women were expected to dress modestly and to use a “feminine” voice. Do you think these codes or “rules” for male and female behavior still hold true today? What experiences and observations can you point to as support for your position?

3. Vocabulary pg. 54 Right

4. Homework Edpuzzle.com Create an account (its free)
Enter this code: mozmuel
Watch the video and answer the questions! 

5. After you have completed your round robin, as a group, discuss and come up with your favorite answer for each word. You can collaborate and combine ideas, you do not have to JUST pick one!
**Write your top 4 answers on page 55 of your composition book. **
Activity #1 pg. 55 Left

6. Activity #2 pg. 55 Right
1. What do Tannen and Lorde’s chapter titles tell you about the text’s topic and purposes?
2. What questions do the titles of Brook’s and Young’s pieces raise for you?
3. What predictions can you make about each text based upon the opening paragraphs?
4. What questions do those paragraphs raise for you that you hope the reading will answer?
5. Based on only the first two paragraphs of each text, what can you infer about the audiences AND the purposes each author seemed to have imagined for his or her text? Explain.

7. Read “phylosophe” by Judith Butler
Chunk the Article as a class
Separate by Intro/ Body paragraphs/ and Conclusion
Complete ays/Does Annotations
The “Says” portions is a brief summary. What is the author saying in this section?
The “Does” section tells us what the point of that section was, or what it was doing.
May include the following phrases: introduces… elaborates on… presents an opposing view… lays out the history of… narrows the focus… presents the thesis… sets up the argument… presents an example… gives data in support of a point.. sums up the perspectives… presented.. Etc.
Read “phylosophe” by Judith Butler
IN ERWC BOOKLETS p. 97

8. Write one PARAGRAPH explaining the purpose of Judith Butler’s “phylosophe”
Write one paragraph telling the impact of Judith Butler’s piece.
Activity #3 pg. 56 Left

9. Vocabulary pg. 56 Right

10. Read “ Honor Code” by David Brooks IN ERWC BOOKLETS p. 95-96
First Read In Booklets
Second Read Activity #4 pg. 57 Left
As you read, complete Says/Does annotations that we reviewed yesterday.
1. Looking back at the predictions you made based as a class, which of your predictions turned out to be true? •
2. What surprised you? •
3. If your prediction was inaccurate, what words or phrases in the text misled you?
4. What, if anything about this piece, do you find confusing? •
5. Write a single sentence in your own words that states Brooks’s argument.

11. Create an idea map of Brooks’s article, putting the main ideas into bubbles with supporting ideas, evidence, and examples connected to those bubbles.
Activity #5 pg. 57 Right

12. Sticky Note
What have you learned from the discussion so far about relationships between language, gender, identity, and cultural norms? Be specific.

13. Comp Book. Pg

14. Activity #6: Quick Write pg. 61 Left
How do children and young adults learn what “appropriate” behavior is? What happens when a young person acts in some way his or her family or friends consider “not normal”? How are they treated? Refer to your own experiences and observations.

15. Vocabulary pg. 61 Right

16. Read “His Politeness is Her Powerlessness” by Deborah Tannen
Chunk the Article as a class
Separate by Intro/ Body paragraphs/ and Conclusion
Complete Says/Does Annotations
The “Says” portions is a brief summary. What is the author saying in this section?
The “Does” section tells us what the point of that section was, or what it was doing.
May include the following phrases: introduces… elaborates on… presents an opposing view… lays out the history of… narrows the focus… presents the thesis… sets up the argument… presents an example… gives data in support of a point.. sums up the perspectives… presented.. Etc.
Read “His Politeness is Her Powerlessness” by Deborah Tannen
IN ERWC READER p. 102

17. Activity #7: Ethos Pathos Logos Worksheet pg. 62 Right and Left
Answer the questions from the handout in your Composition book.

18. Vocabulary pg. 63 Left

19. Read “The Barbershop” by Ashanti Young
Chunk the Article and Underline the Thesis.
Separate by Intro/ Body paragraphs/ and Conclusion
Complete Says/Does Annotations
The “Says” portions is a brief summary. What is the author saying in this section?
The “Does” section tells us what the point of that section was, or what it was doing.
May include the following phrases: introduces… elaborates on… presents an opposing view… lays out the history of… narrows the focus… presents the thesis… sets up the argument… presents an example… gives data in support of a point.. sums up the perspectives… presented.. Etc.
Read “The Barbershop” by Ashanti Young
IN ERWC READER p. 104

20. Summary pg. 63 Right
Write a two paragraph summary explaining:
1-content: What was “The Barbershop” about?
2 purpose: What was the point of the author giving us this story?

21. Chunk the Article and Underline the Thesis.
Separate by Intro/ Body paragraphs/ and Conclusion
Complete Says/Does Annotations
The “Says” portions is a brief summary. What is the author saying in this section?
The “Does” section tells us what the point of that section was, or what it was doing.
May include the following phrases: introduces… elaborates on… presents an opposing view… lays out the history of… narrows the focus… presents the thesis… sets up the argument… presents an example… gives data in support of a point.. sums up the perspectives… presented.. Etc.
Read “The Transformation of Silence into Language and Action” by Audre Lorde
IN ERWC READER p. 98

22. Activity #8: pg. 64L
Sentence length and complexity help shape an author’s style. Both long/descriptive and short/strong sentences can pack a punch. It just adds to the author’s style. Look at “Honor Code” (p. 95) and “The Barbershop” (p. 104) to see how these styles differ.
IN COMPOSITION BOOKS:
1. What style does Brook’s use?
2. What are the effects on the reader from this type of structure?
3. What style does Young use?
4. What are the effects on the reader from this type of sentence structure?
IN YOUR READER:
Brook’s (pg. 96 para. 13) Young (pg para. 15)
5. Circle words and phrases that repeat.
6. Count the number of words in each sentence and compare the length.
In COMPOSITION BOOKS:
7. What are the effects of alternating sentence length?
8. Chose an author and imitate their style. Write about your experience with language, gender, or culture in this author's voice and style.

23. Activity #9: pg. 64R Name the author, title, publication, and thesis.
Explain how the author develops and supports the thesis.
State the author’s purpose from this writing.
Who is the articles intended audience? Describe the relationship the author attempts to create with this audience.
Activity #9: pg. 64R

24. Activity #10: Quick Write 65L
Based on your observations, how do American women typically speak in their conversations? Consider volume, pitch, choice of words, posture, eye contact, gestures.
Do the same for American men.
What are the similarities and differences?

25. Rhetorical Café: Writing Assignment
Prompt: Propose a meaningful change in your community related to the issue raised in these readings.
1. Create a thesis.
-Claim/argument
2. Find supporting evidence

26. Introduction -Hook: question/ anecdote/ quote/ fact
-Background: Introduce Authors/ tell us what this is generally about
THESIS STATEMENT
Introduction

29. Your Counter Argument should only be ONE SENTENCE acknowledging the opposing view. The rest of your third paragraph should refute this idea, and again support your thesis.
Counter Argument

30. Conclusion Re- word your thesis statement
Summary of what was in your essay (3 sentences)
Why your opinion matters
Maybe tie back in your hook?
Conclusion