Q4. For each SPONSOR, imagine how he/she might view the central literacy moment in the story. Williams suggests the value of this thinking in suggesting that students “rewrite the key moment (or moments) of the narrative from the position of a different identity” (345). WRITE ABOUT the SPONSOR’s perspective. Briefly note relevant detail/evidence from the LN that suggests that perspective.
| 1LN
Mrs. Ouimette and Mr. Augello would appreciate it and be proud that they helped a student learn to enjoy reading. 2LN The freshman teacher would probably not like being portrayed as a unhelpful mentor, and Mr. Phelps would like that he helped out his students. 3LN Both Tubbs and Estabrooks would like that they were able to help a student to learn to love writing. 4LN The teachers would be glad that they didn’t completely ruin his love of reading and that he doesn’t dislike them because he now realizes it was for his own good to be exposed to the “harsh” material |
Q5. What strikes you as INTERESTING, COMPLICATED, or otherwise worth NOTING? (Use shorthand or fragments, but attempt to say WHY it’s interesting/complicated.) Here YOU start to decide what’s important FOR YOU.
| 1LN
Only Hero? No real evidence of negative sponsor 2LN Kinda victimish but not really Hero is the only category that comes close the others are a stretch 3LN Hero,hero,hero every time Needs to make more clear defined identity(s) 4LN The way identities shift in this LitNar makes it the most interesting of mine. |
