Introductory Unit

 "Whole Student" Techniques to Accompany an introductory unit.  Teaching English 100, I open with the book, Pedro and Me, so many of these techniques relate to that book, which is about the third year of Real World, which took place in San Francisco.

1. Colored paper for assignment sheet, three-hole punched, possibly including a graphic. Possibly give an alternative assignment in which students can do a graphic-essay using their own illustrations. Using different colors for each assignment helps students to find the assignment sheet and to keep themselves organized.
   
2. Scavenger Hunt: This is not actually connected to the paper.  I just like to do it early in the quarter.
3. Individual meetings with students:  Again, this is not connected to the paper, but it is important to have early in the quarter.  Allow about 10 minutes to discuss their first writing, your grading practices, and to go into their personal goals and learning styles.  I believe that it is great if you can hold this meeting in another place besides the classroom, preferably your office.
4. Quiz in a group of four.
5. Graphic organizer comparing one’s own life to Judd’s, Pam’s, or Pedro’s.
6. Provocative question exercise in a group of 3, 4, or 5.
   
7. Color overheads to show other facets of the people in the book.  Use special overhead transparencies.
8. Film clips from Real World to show some of the San Francisco Real World scenes.
9. A vacation: The Real World folks all go on a vacation, so take the students outside for something, preferably something that does not involve the whole class hearing everybody.  Possibilities: freewriting, preparing for provocative question exercise, exercise on analyzing the effectiveness of the author’s graphics.
10. Building exercises: Sit in a circle with nobody blocking the view of anybody else.  Be close.  Everybody should come prepared for this (TELL them the previous class and have it written down on the homework, too.).  Go around the circle, in order, one by one.  Each person responds to a comment made by a previous student, showing careful listening.  Then she/ he reads a line that stood out for her/ him and follows up by explaining why that line was meaningful.  Students are encouraged to explain the stories from their own lives that connect to that line.  No comments.  No criticism.  A hug if needed.
11. Sample paper on overhead.  Read (better if students do it) and discuss what was done well.