Justice: Childhood Love Lessons

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Justice Childhood Love Lessons

• Mrs. Gonzalez
• ERWC-12th Grade

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The difference

• Discipline

• Punishment

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What makes a good parent?
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Who is right?

• Lito thinks his wife Jills cursing and yelling
  is too hard on their children. Jill says shes
  harsh because she doesnt feel respected as a
  step parent.
• Jason wants to bust his wife, Tressa, for using a
  spatula to spank their daughter. Tressa defends
  herself saying she uses a spatula because she
  cant hit hard enough with her hand.
• Becky says her husband Johns drill sergeant ways
  are terrifying her 5 year old daughter so much,
  that she hides from him. John believes kids need
  to know who is the boss in the house.

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Dr. Phils Guidelines

• Teens
• If you want your parents to do what you want,
  you have to figure out what their needs are, and
  try to meet them. For example, one of their needs
  may be to know that you are safe, and that when
  they're not around, you're not in danger.
• You won't get what you want by rebelling.
  You'll get what you want when you start talking
  to your parents. Slamming your bedroom door is
  not communicating. To have a relationship that
  will be a source of support and strength for a
  lifetime, you have to work through conflicts by
  communicating.
• If you want your parents to stop nagging you
  about doing your chores, how about doing some of
  them?
• Put yourself in your parents' shoes. Would you
  like being called "stupid," "mean" or "retarded"
  by your teenager?
• Prove you can be responsible if you want your
  parents to change the rules.
• Get to know your parents. Talk to them and ask
  them about their lives especially if you want
  them to do the same with you.

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Dr. Phils guidelines

• Parents
• You won't get what you want by being a
  totalitarian dictator. Communication and mutual
  participation are the keys.
• Kids needs to be able to predict with 100
  percent accuracy what the consequences of their
  actions will be. Jay recalls that when he had a
  go-cart, it was made clear that if he was caught
  driving it without a helmet, it'd be sold
  immediately. Knowing that consequence gave him a
  choice, and he chose to wear the helmet.
• Take the time to discuss the reasoning behind
  a decision. Just saying "no" isn't always
  sufficient, and certainly doesn't make the teen's
  desire go away. Teens can learn how to reason
  things through if you give them a lead to follow.
  
• The greatest things you can give your son or
  daughter are your ear and your voice. When Jay
  asked teens across the country what they wanted
  most from their parents, the number one answer
  was to have their parents more involved in their
  lives. They don't want to be interrogated just
  talked to!

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Toddlers and Tiaras

• http//tlc.discovery.com/videos/toddlers-tiaras-to
  p-10-controversial-parents/
• Who really wants to win?
• How is this abusive behavior on the part of the
  parents?

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Quickwrite

• 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?

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Surveying the Text

• Who is the author of this essay?
• When and where was this essay published?
• Scan the essay. Underline words that are synonyms
  for justice and punishment.
• Hwk go to www.education.miami.edu/ep/contemporary
  ed/Bell_Hooks/bell_hooks.html and research the
  authors life. Bring to class 2 pieces of
  information that interest you about her.

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Making Predictions

• What do you think this essay is going to be
  about?
• What do you think is the purpose of the essay?
• Who do you think is the intended audience for
  this piece? Explain.
• Based on the title and other features of the
  selection, what information/ideas might this
  essay present?
• Will the article be negative or positive in
  relation to the topic? Explain.
• What argument about the topic might it present?
  What makes you think that?

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1st paragraph Topic sentence read

• What is the general topic of the essay?
• What is the authors opinion on that topic?
• What do you think the writer wants us to do or
  believe? How did you come to this conclusion?
• Turn the title into a question to answer as you
  read the essay.

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Key Concepts

• With symbols, categorize the words below by the
  concepts that can go together.
• Justice
• Abuse
• Equality
• Legal
• Juvenile
• Intimate
• Hugging
• Time-out

• Rights
• Law
• Discipline
• Judge
• Fairness
• Spanking
• Lawyer
• Young mother
• Civil rights
• Punishment
• Justify
• Court

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Vocabulary

• Define the words and use them correctly in a
  sentence
• Dysfunctional
• Meted
• Overindulged
• Counterparts
• Affirmations
• Indict
• Coercion
• autocratic

• Fascistic
• Misogynist
• Debunk
• Negate
• Cathected
• Demystify
• Fictive
• Mediation
• estrangement

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Chunking

• Read the essay silently and mark the breaks in
  subject matter with a line through the text.
  Next, number each of the chunks you have
  identified. Then go back to the beginning of the
  essay and label the category of each chunk.
• On a sheet of paper, draw a picture that
  represents each of your chunks.

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1st read questions

• Which of your predictions turned out to be true?
• What surprised you? Explain.
• Are you persuaded by the text? Explain.

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Looking closely to language

• What is intimate terrorism (para. 4)?
• Why does Hooks use quotations from children in
  paragraph 3?
• What connotations does utopian have for you?
• Choose 3 terms already discussed, and write
  questions about these words based on the context
  of the article.

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Rereading the Text

• What is the essays thesis?
• State the thesis in a question.
• Highlight details throughout the essay that
  directly answer that question.
• Label in the left margin the introduction, the
  issue or problem the author is writing about,
  examples the author gives, the main arguments,
  and the conclusion
• Label in the right margin your reactions

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Analyzing Stylistic Choices

• Words
• What does the term justice bring to your mind?
• What synonyms for love does the author use in
  this essay?
• What synonyms for punishment does the author
  use in this essay?
• Does the author make more references to love or
  punishment in this essay? Why do you think this
  is so?

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Analyzing continued

• Sentences
• Would you characterize Hooks sentences as long,
  short, or medium length? What effect does this
  sentence length have on this essay?
• Is the authors sentence structure mostly varied
  or not? What effect does this variety or lack of
  variety have on the essay?

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Structure of the text

• What is the main method of organization in this
  essay?
• In PAIRS, write brief statements describing the
  rhetorical function and content of each of the
  chunks that you marked at the beginning of this
  essay.
• Make sure to answer the following
• What does each section say? What is its content?
  What is the authors purpose in each section? How
  does each section affect the reader? Which
  section is most developed? Which is least
  developed? Most persuasive? Least persuasive?
  What is the main argument? Is it explicit or
  implicit?

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Analyze findings

• As a class lets figure out the organization
• Background definition of love
• Justice we need justice for children in our
  culture. Story.
• Abuse abuse and love cannot coexist. Shelby,
  confusion, Masters
• Mystification
• Non-abusive punishment
• Models in the media
• Love we need to show children how to love

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Summarize and Respond

• In groups of 3 or 4, use your knowledge of the
  organization of the essay to summarize its main
  points. Limit your summary to 5 sentences. Then
  generate 5 questions that might be the basis of a
  class discussion

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Logos

• List 2 major assertions the author makes in this
  essay.
• Highlight the support the author provides for
  these assertions.
• Come up with 2 counter arguments that the author
  doesnt deal with.
• What do you believe the author has left out on
  purpose? Explain.

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Ethos

• Does the author have the right background to
  speak with authority on this subject? Explain.
• Is this author knowledgeable? Smart? Successful?
• What does the authors style of language tell you
  about her?
• Do you trust this author? Explain.
• Do you think this author is deceptive? Explain
• Do you think the author is serious? Explain

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Pathos

• How does this piece affect you emotionally?
  Explain.
• Do you think the author is trying to manipulate
  your emotions? Explain.
• How do your emotions conflict with your logical
  interpretation of the arguments presented?
  Explain.

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Questions

• According to Hooks, why are childrens civil
  rights so delicate?
• Why does Hooks, think we must challenge the idea
  that abuse and neglect can coexist with love
  (paragraph 11)?
• Why do we use different standards for the
  treatment of children and adults?
• Explain what Hooks means in the last sentence of
  her essay Without justice there can be no
  love.
• Are you convinced by this essay that physical
  punishment and love cannot coexist in the same
  household? What details or examples are most
  persuasive to you?

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Essay Topics

• What aspects of a childs life should a parent
  control? Take a position on this issue and write
  an argument for your assertion. Use specific
  evidence and examples to support your case.
• Make sure that your body paragraphs follow the
  format that you have learned in class.

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Reflection

• What was most difficult about this assignment?
• What was easiest?
• What did you learn about arguing by completing
  this assignment?
• What do you think are the strengths and
  weaknesses of your argument?