Going for the Look
Reading selection for this module: Greenhouse, Steven. “Going for the Look, but Risking Discrimination.” New York Times. 13 July 2003.
Introducing Key Concepts
English–Language Arts (ELA) Content Standard: Word Analysis, Fluency, and Systematic Vocabulary Development 1.3 Discern the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.
For Activity 1, bring a selection of ads for clothing stores (e.g., the Gap, Lands End, and Benetton) that feature models who reflect “the look” the company wants to project. Ask your students to work in groups or pairs to discuss “the look” they think the company wants to project. Then have the students narrow their lists down to three words. Ask the groups or pairs to share the words they have identified to describe “the look.” Write the words on the board or on an overhead projector. Then ask your students to categorize the words or choose a clothing store where a person having “the look” they have described might work. Categories would include physical appearance, dress, and attitude or personality. Activity : Introducing Key Concepts Your teacher will give you several magazine ads for clothing stores. Working with your group, list as many words as you can that describe “the look” of the model or models in each ad.
Writing Applications (Genres and Their Characteristics) 2.3 Write reflective compositions: a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion).
Getting Ready to Read
Now ask your students to work on Activity 2, a quickwrite, for five or 10 minutes. Activity 2: Getting Ready to Read Quickwrite: Should companies be able to hire only people who project the company image? Note: The activities for students provided in the Student Version for this module are copied here in the Teacher Version for your convenience. The shaded areas include the actual activities the students will see. The use of italics in the shaded areas generally indicates possible student responses and may be interspersed with notes to the teacher that are not shaded. If there are notes to the teacher within the shaded areas, they are indicated by italics and parentheses.
An alternative to the quickwrite would be to have the students write a brief reflective essay on a topic related to the text. In that case, have your students use rhetorical strategies (e.g., narration, description, exposition, persuasion) to explore the significance of personal experiences, events, conditions, or concerns as they write their brief essays. A Text-Based Grammar for Expository Reading and Writing If you are using A Text-Based Grammar for Expository Reading and Writing with your class, begin Chapter 2 (Sentence Problems: Run-ons and Fragments) now. Do Exercise 2 (Guided Composition).
Surveying the Text
Reading Comprehension (Focus on Informational Materials) 2.1 Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices.
Ask your students to respond to the questions in Activity 3. Activity 3: Surveying the Text Discuss the following questions with your class: 1. What does the title of Greenhouse’s article, “Going for the Look, but Risking Discrimination,” tell you about the topic of this article? I’m not sure what “the look” is, but it sounds like maybe it’s about trying to look stylish. I don’t understand why looking stylish could lead to discrimination. I need to read more to find out what the connection is. 2. The article was published in The New York Times. What do you expect from an article published by this newspaper? Will it be interesting? Will you be able to believe what the author says? The...
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