Do I dare Disturb the

Universe?
Social structures, choices, and consequences
What do you think when you
What are your initial impressions of the life they
live?
From what you know about the TV show, how
see these images? does the media portray their characters’ lives in
these series?
Desperate
Leave It To Beaver
 Our Agenda
• Opening Activity: Media Perspectives on Class

• Classroom Business: (Auto)Biographical Narratives handed back,

Unit Overview, Homework Overview
• Introduction to Unit Journal

• Reading: NY Times Class Matters Series: ...Fixation on Social Gap

• Model Reading Log

• Where do you fall?

• Time for Summary/Reflection/Inquiry Question

• HW: Journal 1:What classification within society do you fall? Is that

assessment fair? Can it be avoided?
 Our Goals
• By the end of the lesson I will be able to:

• Compare and contrast how Pop-Culture’s portrayal of class

in America differs from reality
• Identify quotes from the article defend my interpretation of
the author’s argument
• Identify and record new/challenging vocabulary words in
today’s reading
• Develop a higher level inquiry question to prepare for the
next discussion.
 Purpose for reading

• In the text “ In Fiction, a Long History

of Fixation on the Social Gap,” Charles
McGrath reports on role that Popular
Culture media has played on
developing the idea and ideals of class
and American dream. Using the
“Marking the Text” strategy, use post-it
notes and cornell notes to identify the
claims of the author.
 Prompt

• What does Charles McGrath want

readers to believe about class and the
American dream? What does he claim
to be the foundation/inspiration for the
American dream?
 Pre-reading
• Now that we have seen the purpose of this article, let’s
establish some of our own purpose driven questions.
• How can I rewrite the title of this article into a question?
• Title: In Fiction, a Long History of Fixation on the Social Gap
• According to our goals of the day, how do the key concepts
in this article relate to what I am learning in class?
• Based on the title, what do you think this text is going to be
about?
• Let’s read the first and last paragraphs. What do we know
about the texts that we didn’t know before?
 The appropriate reading
strategy for today
• KWL Reinvented- Let’s look at some
focused KWL.
W
K L
What I WANT to
What I KNOW know
What I LEARNED

What strategies will help

What do I know about Why am I reading me learn the important
the text? The genre? this text? information?

What do I know about the How will my knowledge or

subject, the passage, or the
Where did I learn beliefs assist or bias my
context? this information? learning?

What reading aides What did I learn

What do I know about
my reading purpose?
will help me after previewing the
understand this text? text?
 The appropriate reading
strategy for today

• Our focus today to allow us to conduct

deeper reading is to do the following:
• Use your reading log cornell notes to
help navigate through the reading
• We will read all four pages in class
• Create a section in your notes for new
vocabulary. These are words that are
common on the SATs.
 Purpose as we read

• As we read I will ask you a number of

questions regarding argument,
inference, and purpose. As we
approach each, think about why this is
effective towards persuading or causing
a reader to think (rhetorical devices).
Appropriate strategy for today
• How will I take cornell notes?
• As we read you may not mark the text; however
you may use post-it notes.
• Today we are going to use post-it notes to
identify the author’s claims.
• You may make the choice to simply transfer
these over to cornell notes.
• Remember a claim is an arguable statement or
assertion made by the author (data, facts, or
other backing should support an authors
assertion)
 Summarizing the text
• You will do this in your cornell notes
• What is the author doing? Use a verb like
introducing, defining, asserting, illustrating, or some
other verb that accurately describes what the author
is doing.
• Example: Introducing the idea that...
• Reviewing research....
• Challenging the view that....
• Interpreting data...
 Summarizing the text
• What is the last paragraphs about? What
does the author say? Account for the main
ideas, central claims, evidence, or other
essential information.
• Examples: This section is about...
• The author presents a couple of ideas...
• This paragraph is about...
• The main idea of this passages is...
 Summary/reflection/inquiry
question

• I am going to try my best to give you time to

reflect.
• Remember a summary is directly correlated to
your NOTES.
• Your reflection is directly correlated to our goals
for the day (aka objectives).
• Please create an inquiry question to open next
class. This should be focused on something we
learned or was introduced today.