Page 81 - The Language of Composition 4e Teacher Edition Sample.indd

TRM ELL Essential Guide Handout
from How I Learned to Ride An ELL Essential Guide for this reading chapter 4
An ELL Essential Guide for this r
eading
the Bicycle: Reflections of an can be found in the Teacher’s Resource
can be found in the T
eacher’
ce
s Resour
Materials.
Influential Nineteenth Century Woman Materials.
Frances Willard Other Voices TRM Vocabulary Handout
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
Frances Willard (1839–1898) is little known today, but in her own Library of Congress, LC-USZ61-790 Vocabulary in Context exercises based on
V
cises based on
ocabulary in Context exer
time she was famous. Born in western New York, she grew up on challenging words from this reading can be
om this r
challenging wor
eading can be
ds fr
the prairie near Janesville, Wisconsin. She spent her childhood free found in the T eacher’ s Resour ce Materials.
found in the Teacher’s Resource Materials.
of the usual constraints endured by girls of the time. From the age
of sixteen on, however, she wore the long skirts, corsets, and high-heeled shoes
required of women. President of the Women’s Christian Temperance Union (WCTU),
Willard was an outstanding educator, astute politician, pioneer suffragist, and strong BUILDING CONTEXT
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
advocate for the emancipation of women.
fragist Susan B. Anthony said
In 1896, suf
In 1896, suffragist Susan B. Anthony said
in an interview that the bicycle “has done
KEY CONTEXT When Willard was fifty-three, she was in poor health, and her doctor in an interview that the bicycle “has done
mor
e to emancipate women than any-
encouraged her to take outdoor exercise. Lady Henry Somerset, head of the British Women’s more to emancipate women than any-
e
ou might shar
thing else in the world.” Y
Temperance Union, gave her a bicycle, which was nicknamed Gladys. In 1893, Willard wrote thing else in the world.” You might share
that statement with your students and
How I Learned to Ride the Bicycle: Reflections of an Influential Nineteenth Century Woman , that statement with your students and
ask them to speculate why it could be
which tells how she met the challenge. ask them to speculate why it could be
eview this essay
ou might then pr
true. You might then preview this essay
true. Y
by having students do a quick search for
when the hampering long skirts were brought,
Preliminary when the h am p er in g lon g s k ir ts w er e br o ugh t , by having students do a quick sear ch for
ube videos on the con-
ouT
articles or for Y
with their accompanying corset and high heels;
From my earliest recollections, and up to the with their accompanying corset and high heels; articles or for YouTube videos on the con-
From my earliest recollections, and up to the
s
nection between the bicycle and women’
my hair was clubbed up with pins, and I remem-
ripe age of fifty-three, I had been an active and
ripe age of fifty-three, I had been an active and my hair was clubbed up with pins, and I remem- nection between the bicycle and women’s
emancipation. Have students consider the
ber writing in my journal, in the first heartbreak
diligent worker in the world. This sounds ber writing in my journal, in the first heartbreak emancipation. Have students consider the
diligent worker in the world. This sounds
challenges, both social and physical, that
of a young human colt taken from its pleasant
absurd; but having almost no toys except such as of a young human colt taken from its pleasant challenges, both social and physical, that
absurd; but having almost no toys except such as
Willard chose to face in learning to ride a
pasture, “Altogether, I recognize that my occupa-
I could manufacture, my first plays were but the pasture, “Altogether, I recognize that my occupa- Willard chose to face in learning to ride a
I could manufacture, my first plays were but the
bicycle as a woman in her fifties.
tion is gone.”
outdoor work of active men and women on a tion is gone.” bicycle as a woman in her fifties.
outdoor work of active men and women on a
small scale. Born with an inveterate opposition
small scale. Born with an inveterate opposition From that time on I always realized and was
to staying in the house, I very early learned to
to staying in the house, I very early learned to obedient to the limitations thus imposed,
use a carpenter’s kit and a gardener’s tools, and
use a carpenter’s kit and a gardener’s tools, and though in my heart of hearts I felt their unwis- CLOSE READING
followed in my mimic way the occupations of dom even more than their injustice. My work
followed in my mimic way the occupations of
Y
ou might start by pointing out the met-
the poulterer and the farmer, working my little
the poulterer and the farmer, working my little then changed from my beloved and breezy out- You might start by pointing out the met-
aphor Willar
d uses in the first paragraph.
field with a wooden plow of my own making,
field with a wooden plow of my own making, door world to the indoor realm of study, teach- aphor Willard uses in the first paragraph.
Ask students to describe the way in which
and felling saplings with an ax rigged up from ing, writing, speaking, and went on almost Ask students to describe the way in which
and felling saplings with an ax rigged up from
Willard’s “work” was similar to the play of
the old iron of the wagon-shop. Living in the without a break or pain until my fifty-third year, Willar d’ s “work” was similar to the play of
the old iron of the wagon-shop. Living in the
“a young human colt” (par. 1). How does
country, far from the artificial restraints and
country, far from the artificial restraints and when the loss of my mother accentuated the “a young human colt” (par . 1). How does
this metaphor make for an effective and
this metaphor make for an ef
fective and
conventions by which most girls are hedged strain of this long period in which mental and engaging opening?
conventions by which most girls are hedged
engaging opening?
from the activities that would develop a good physical life were out of balance, and I fell into a
from the activities that would develop a good
physique, and endowed with the companion-
physique, and endowed with the companion- mild form of what is called nerve-wear by the
ship of a mother who let me have my own sweet patient and nervous prostration by the look-
ship of a mother who let me have my own sweet
DIFFERENTIA
TION
will, I “ran wild” until my sixteenth birthday,
will, I “ran wild” until my sixteenth birthday, ers-on. Thus ruthlessly thrown out of the usual DIFFERENTIATION
187 Connections to T e xt
Connections to Text
Y
e the
ou might have students compar
You might have students compare the
opening paragraphs of Hurston’s “How It
opening paragraphs of Hurston’ s “How It
Feels to Be Colored Me” to Willard’s open-
05_sheatlc4e_40925_ch04_170_315.indd 187 13/10/22 12:34 PM ing paragraph: both writers begin by
CLOSE READING DIFFERENTIATION describing a childhood free of the con-
straints they will later face. Ask students to
Key Passage. The highlighted text is a rich Scaffolding discuss why that is an effective rhetorical
passage suited for close reading. Students choice for an introduction, given each
can annotate this key passage in the book’s As they read, students might want to highlight essay’s purpose.
digital platform, or you can print it to be passages that exemplify Willard’s connection
annotated by hand. to the natural world. How does this connec-
tion relate to Willard’s overall argument? How
TRM Annotation Handout does it help readers understand her persona
A student handout for annotating this text and her main points?
can be found in the Teacher’s Resource
Materials.
187
05_sheatlcte4e_46921_ch04_170a_315_2pp.indd 187 1/20/23 7:44 PM