READING:
- Frederick Douglass, “Chapter 7” from the Narrative of the Life of Frederick Douglass
- Malcolm X, “Learning to Read”
- Anita Jang, “The Memory of My Grandmother”(City Tech student essay)
RESOURCES:
- Washoe School District, “The Quote Sandwich”
- Butte College, “Double-Entry Reading Journals”
Topic
Unit 1 — Education Narrative
Objectives
- Learn the components an “Education Narrative”
- Analyze examples of the genre through reading, discussion, and writing.
Activities
WRITING: Frederick Douglass, Malcolm X, and Anita Jang
- Write a Post that does the following (approximately 200-250 words):
- Pick one of the readings that reminds you of an experience you had. Your experience does not have to be exactly the same as the author’s– just be sure to pick one reading that you relate to in some way.
- Create a “double-entry journal” exploring two moments that speak to you from the text you selected. First quote the text and then explain why it reminds you of your own learning experience (whether that experience was in an actual school setting or elsewhere).
Use the template below or set up your double-entry journal using two columns if you prefer).
| Quote 1 | Explain why you connected with this quote |
| Quote 2 | Explain why you connected with this quote |
- Finally, use your double-entry journal to help you create “a quote sandwich” for one of your entries.
- After thinking and writing about your two quotes, freewrite a paragraph retelling the experience/s you refer to in the double-entry journal. Include as many details as possible (think about the five senses when writing: recall what you saw, but also what you heard, smelled…). Hold on to this freewrite, as you may want to return to these ideas for your first project.
To-Do After Class
IMPORTANT: Our next class meeting isn’t until Monday, Sept. 13, almost two weeks from now. Then we have one more week before the following class meets! This is a lot of time away from class, especially at the beginning of the semester.
To stay motivated and on top of your classwork, I recommend that you look over the course schedule for the next few classes (Sept 13, Sept 20, and Sept 22) and do at least some of the readings and informal writing assignments ahead of our next few class meetings.
The reading I chose was “Frederick Douglass, “Chapter 7” from the Narrative of the Life of Frederick Douglass”.
This reading stating that “When I was sent on errands, I always took my book with me, and by going one part of my errand quickly, I found time to get a lesson before my return.” resonates because I can think of similar situations I’ve been through. During the summertime, while I was supposed to enjoy my time away from academics my mom would force me to read. I saw a connection with the reading because while basking in the sunshine I made sure to complete whatever task of reading I was given. since my mom would often ask questions about what I read to make sure I stayed balanced. So that when school would resume I would already be on track.
The reading also stated that ” Every opportunity I got, I used to read this book. “. I can also see similarities to myself in this quote because when I was younger I really enjoyed reading two series of books. Whenever I had free time I would begin reading sometimes I even brought those books to school. those were the only times I could actually say I cherished reading.
Glad to hear that you have had at least a few positive reading experiences. It might me worth tracking your reading process this semester. Start a journal on what you read, how long you read, and describe your experience in a few words (?) This is not an assignment—only a suggestion.
The reading i felt most connected to was Frederick Douglass, “Chapter 7” from the Narrative of the Life of Frederick Douglass. I felt most connected to this reading because he explains ho w reading changed his life and how a specific book was very important to him which I can relate to. For a while I didn’t enjoy reading until I found a book that helped me grow and made me stronger. Though my experience with books are not the same as Frederick Douglass’ experience with book I feel that I can somewhat relate to the part of the reading that states, “ I got hold of a book entitled “The Columbian Orator.” Every opportunity I got, I used to read this book.” This quote is relatable to me because there is a specific book that I hold dearly and when I first got the book I wouldn’t put it down until I was done with it. Another quote that resonates with me is, “ These were choice documents to me. I read them over and over again with unabated interest. They gave tongue to interesting thoughts of my own soul, which had frequently flashed through my mind, and died away for want of utterance.” This quote relates back to when I said that books began to help me grow and think more which is one of the beautiful factors of reading in my opinion.
These are strong quotes and thoughtful responses. I like that you related to Douglass’s appreciation of *specific* books and documents—not just reading in general, but the value of specific details, specific information, and how a certain piece of writing can affect someone.
The reading I chose in which I found a relation to was in the text, “Learning to Read” by Malcolm X. In this text, I was able to get a glimpse into the life of a historical figure, with whom I’ve heard so much about. Not only was Malcolm intelligent beyond imagination, he also had an eagerness to continue reading. When it was time to sleep, he’d search for a light to dawn on his page. When it was time for lessons with Elijah, he’d still sneak in some readings here and there. Malcom stated, “Anyone who as read a great deal can imagine the new world that opened.” He also mentioned how much time had flied whenever he was with a book, to the point where he even forgot that he was imprisoned! I related so much to that statement. I’m not really a bookworm and I can’t guarantee that you’d find my nose constantly in a book. However, when I did find myself reading.. be it a physical book or a book found online, time truly does fly. In the words orchestrated by the author, I’d find myself entering a whole new world. (Just as Princess Jasmine had) In these readings I’d find myself putting myself in the character’s shoes, imagining different Point of views, and even asking myself questions as if the text had come to life! Whether we believe it or not, We have all experienced what Malcolm felt whenever he read. Maybe it didn’t take you to a completely different atmosphere, but something as small as the voice you’re using to read this right now, could help your mind travel further than you ever imagined.
Quote #1:
“In prison I realized that reading made me mentally alive”
I connected to this quote, because in reading, as I stated many times before, you open many doors, and increase your knowledge. Being mentally alive doesn’t necessarily mean to be a know it all, but it means to keep going, keep searching, and to keep reading. Upon reading that quote I realized I really needed to expand my horizons when it came to reading, and that was what I’m planning to do. To get my own glimpse of being mentally alive. My connection was simply an awakening.
Quote #2:
“In fact, prison enabled me to study far more intensively than I would have if my life had gone differently and I had attended some college.”
I connected to this, not because I was in prison, but because I know how what it is to find more knowledge when you’re in isolation. Like Malcom continued to say, in environments where we are meant to learn and be taught, we find ourselves drifting from the main goal, due to distractions. Yet, when you’re by yourself, you find yourself distracted by nothing, unless YOU chose to be. In isolation like prison for instance, you find yourself yearning to do something beneficial with your time. Something you wouldn’t really find yourself doing, if it were a more open setting.
The experiences I could refer to would maybe be the times where my teacher would give us 30 minutes full of reading time, where the atmosphere would be quiet, and everyone is racing to finish their chapter and write a summary. If it were a book like “A long walk to water” or “12 angry men” I’d find myself drowning in the book or hanging unto every word, (Just like Woodson). That’d be my own example of reading opening up a whole new world.
I believe I responded to this elsewhere, earlier, but just in case… these are thoughtful responses and demonstrate an encouraging interest in learning and observing.
Double Entry Journal
“I soon learned the names of these letters, and for what they were intended when placed upon a piece of timber in the ship-yard. I immediately commenced copying them, and in a short time was able to make the four letters named.”
I connected with this quote because I could remember being in Pre-k learning how to write. The teacher would help me learn my ABC’s. She would write the letters on the board and I had to copy it on my blank sheet of paper. Like Frederick Douglass learned how to write by copying what he saw, I learned in a similar manner from my teacher.
“ It was some time before I found what the word meant. It was always used in such connections as to make it an interesting word to me. If a slave ran away and succeeded in getting clear, or if a slave killed his master, set fire to a barn, or did any thing very wrong in the mind of a slaveholder, it was spoken of as the fruit of abolition. Hearing the word in this connection very often, I set about learning what it meant. The dictionary afforded me little or no help. I found it was “the act of abolishing;” but then I did not know what was to be abolished. Here I was perplexed. I did not dare to ask any one about its meaning, for I was satisfied that it was something they wanted me to know very little about”.
Frederick Douglass used context clues to truly understand the word abolitionist. As a child I was taught how to use the words/sentences before the word to figure out the true meaning. I was too young to really know how to look through a dictionary and I was too scared to ask anyone like he was. I did not want to look dumb so I would use the skill taught to me in class and on IReady to figure out the words I did not know on my own.
Quote Sandwich
In Narrative of the Life of Frederick Douglass, An American Slave Chapter VII, Frederick Douglass discusses how he learned how to read and write. He explains “I soon learned the names of these letters, and for what they were intended when placed upon a piece of timber in the ship-yard. I immediately commenced copying them, and in a short time was able to make the four letters named.” I connected with this quote because I could remember being in school learning how to write. My teacher would write the letters/words on the board and I would have to copy it on a blank sheet of paper. My experience learning to write was very similar to his.
Free write
Both of my experiences were in school. When I learned how to write I was in Pre-k. That day we were sitting on an alphabet rug. My teacher was trying to get all the students to pay attention. To get a bunch of 5 and 6 years old to focus can be hard. All we wanted to talk about was the letters on the rug and the images next to each of them. My teacher finally began to make us repeat the alphabet. She then wrote it on a whiteboard and made us write it down on our loose-leaf. Honestly beyond that I do not remember much. I do know I had to write some letters over and over again. I was frustrated because my letters were coming out messy. Throughout the year she would do the same thing and I was able to learn how to write my name and some words, but I was still writing my r’s backwards and writing very sloppy until the 1st grade sadly. I think I was in 3rd grade when my teacher began teaching the class how to use context clues. My teacher’s name was Ms. Baptiste she was mean but a great teacher. One day I had to open my ELA textbook and search for a page all the way in the 200s. She began explaining to the class the importance of context clues. I remember being so confused. It was new to me and it seemed like a lot of work. We were sent home with homework sheets for the following weeks to help us with bettering our skills on context clues. I even had to go to the computer room for a period to do IReady. It was a learning website and I remember when the lesson on context clues came up. I wasn’t really excited, but to be honest I was never excited about doing IReady in general. Throughout the years I got better but I still learned about context clues until the end of freshman year or 8th grade. I feel like I am pretty good at it but I can improve.
Your attention to similarities between the quote and your own experience and understanding is a great way to ensure for the reader and student—you—that you’ll “take in” or “process” the text. It’s really one of the strategies of reading and staying focused that we can all use and learn from more, along with your mention of using “context clues” to help us understand what we’re reading/viewing/experiencing.