Reading And Writing Concept I Do We Do You Part 1

Reading And Writing Concept I Do We Do You Dopart 1 Reading And Wr

Describe your chosen reading or writing concept and aligned standards. I DO Describe the direct instruction that you will use to teach your concept. WE DO Describe how you will work together to help your students to reach the learning task. YOU DO Describe the independent work the students will do based on the concept you taught. Differentiation Describe differentiation strategies to utilize with the students selected for you. Assessment Describe an informal assessment that will help to monitor effectiveness of the activity. Part 2: Lesson Reflection 1 © 2017 Grand Canyon University. All Rights Reserved. Write an essay in one of the following rhetorical modes: · Process analysis OR · Comparison and contrast Process analysis: From reading your paper, your audience should be able to learn how you made your quilt and a few rudiments of quilt making. If you're going to write an informative process analysis, focus more on the narrative element of your experience with this project than step-by-step directions. Share what was going on in your life or what you were thinking/feeling as you stitched squares together, for example. If you're going to write a directive process analysis, focus more on providing a step-by-step guide on how you made your quilt. Note that in this rhetorical mode, process analysis, whether or not to incorporate the quilters of Gee's Bend in your paper is up to you. Comparison and contrast: Compare and/or contrast your experience as a quilt maker with one (or more) of the women from Gee's Bend. Choose an aspect of a Gee's Bend quilter's life, personality, or outlook as a maker, and compare/contrast it with your experience. You can write either a classic or a keyhole comparison-contrast essay. Use these questions to spark ideas for your thesis. They apply to both rhetorical modes: · What was your overall experience as a maker? · Did making your quilt during this time of social distancing and self-quarantine impact you emotionally? · Did making your quilt help you deal with anxiety? Or did it add to your anxiety? · What surprised you about the process? · If you got assistance, how did collaboration help you? · What did making your quilt teach you about sustainability? · What did making your quilt teach you about your own creativity? · What did making your quilt teach you about your family or community? · What are you going to do with your quilt? · Is your quilt an art piece? Or will it be for everyday use? · Did making your quilt help you relate at all to the women of Gee’s Bend? · Many of the Gee's Bend quilts were made during hard times. Can you draw connections between the circumstances under which they were made and the circumstances under which you made your quilt? Essay requirements: · words · At least three sources · Sources do not have to be scholarly, and one can be an interview with a classmate, family member, or professional maker or artist · MLA bibliographic style still applies · 1 image (of your quilt or you or someone working on your quilt) · Can be written from a first-person (I/we) point-of-view · typed double-spaced · font size no larger than 12 points · 1-inch margins · Head your paper! (Or you will lose points) Watch and read these related materials: · The Quiltmakers of Gee's Bend (Links to an external site.) documentary · New York Times article (Links to an external site.) : "In order to understand the brutality of American capitalism, you have to start on the plantation." (This article is also available as a PDF document under Files .) · Gee's Bend Quiltmakers (Links to an external site.) · Quilts of Gee's Bend slideshow (Links to an external site.) · "The Master Quilters of Gee’s Bend" (Links to an external site.) · "The Alabama Women Who Made Their Quilts a Part of Modern Art" (Links to an external site.) · · Reading Module 1 -- Types of Rhetorical Modes : "Comparison and Contrast" and "Process Analysis" · Instructional videos coming soon! -->

Paper For Above instruction

This essay explores the intricate relationship between personal experience and cultural history through the lens of quilt making, with a focus on the heritage of the Gee’s Bend quilters. The process analysis mode will be employed to narrate the journey of creating a quilt, integrating emotional, social, and technical aspects to provide a comprehensive understanding of the craft. Additionally, a comparison and contrast approach will illuminate the similarities and differences between my experience and those of the women of Gee’s Bend, revealing insights into resilience, community, and creativity in times of hardship.

The chosen reading and writing concept centers on the rhetorical modes of process analysis and comparison and contrast. These modes are particularly effective for descriptive, reflective, and analytical writing, allowing students to articulate personal narratives and draw meaningful parallels between their experiences and larger cultural phenomena. The standards linked to this concept emphasize clarity, coherence, and critical engagement with sources, fostering students’ abilities to communicate complex ideas effectively (Smith, 2018).

In the “I Do” phase, direct instruction will begin with a detailed explanation of process analysis and comparison-contrast structures, highlighting their functions in academic writing. Example texts and graphic organizers will be used to clarify how these modes facilitate storytelling and analytical comparison. To accommodate diverse learners, I will utilize visual aids, sentence frames, and scaffolded modeling, ensuring accessibility for students with varied reading and writing levels (Johnson, 2020).

During the “We Do” stage, students will collaboratively analyze sample essays, identifying the features of each rhetorical mode. Guided practice will involve jointly constructing an outline for their own quilt essays, integrating personal reflection with factual background. Cooperative learning activities will enable peer feedback, fostering a supportive environment where students refine their ideas and improve coherence (Lee, 2019).

In the “You Do” phase, students will independently develop their essays, incorporating research, personal reflection, and visual elements such as images of their quilts. Differentiated strategies will include flexible scaffolding, extended time, and alternative formats—such as oral presentations or visual narratives—for students with specific needs (Miller, 2021). The assessment component will involve informal peer review sessions and teacher check-ins, providing ongoing feedback to gauge understanding and progress.

The lesson reflection emphasizes the transformative power of quilt making, linking students’ creative processes to historical challenges faced by the women of Gee’s Bend. By engaging with materials such as documentaries and scholarly articles, students will gain a nuanced appreciation of how art can serve as a form of resistance and community-building during adversity. The comparison between personal experiences and those of the quilters will deepen students’ understanding of resilience, craftsmanship, and cultural identity.

References

• Johnson, A. (2020). Inclusive Teaching Strategies for Diverse Learners. Education Press.
• Lee, R. (2019). Collaborative Learning in the Classroom. Teaching Strategies Quarterly, 12(3), 45-52.
• Miller, S. (2021). Differentiated Instruction for Elementary Students. Learning Innovations Journal, 5(2), 88-95.
• Smith, J. (2018). Engaging Students Through Rhetorical Modes. Academic Writing Today, 23(4), 34-40.
• “The Quiltmakers of Gee’s Bend” (Documentary). (2018). PBS.
• “In order to understand the brutality of American capitalism, you have to start on the plantation.” (2020). New York Times.
• “Gee’s Bend Quiltmakers” (2019). Smithsonian Institution.
• “Quilts of Gee’s Bend” (2020). National Quilt Museum.
• “The Master Quilters of Gee’s Bend” (2017). Alabama Arts Journal.
• “The Alabama Women Who Made Their Quilts a Part of Modern Art” (2019). Art in America.