While reading this essay I found myself emerged in a lifestyle unknown to me. As Mairs goes through her experience with being a cripple she use multiple types of rhetoric to achieve her goal of explain how she is able to live with her handicap.
Mairs tone in this essay shifts from being humorous to being serious all throughout. Like how she goes from talking about how when her family invites people over they treat her like a normal human being and even laugh at some of her jokes, to talking about how she does not want people to do things for her because they feel sorry for her or just plain being fake. I feel as if this approach helps to keep people into the story because they do not ever know what kind of story they will get next. This method that she uses also seems to parallel with her disease because sometimes she has days were things seem to go fine and sometimes she has days where she wishes that this disease would just go away.
I believe that overall her purpose for writing this essay was revealed in a very successful manner and that when she closes the essay she sums up everything that she wanted to be understood up. I especially liked how she mentions the fact of how if there was a cure she would take it making her feel even more relatable and human to the reader.
Rational: Students can’t look inside their chest and observe how their lungs work. After making a working model of the respiratory system students can connect what they read about the respiratory system with what they see. Prior Knowledge: Students have read aloud a respiratory system chapter from their science book, “Discovery Works” in class. Students should know the parts of the respiratory system and the basics of how it operates. Objective: Students will be able to create a working model of a lung, while better learning how the respiratory system works. Assessment: I will be walking around the room as children build there models and will ask questions during the closure assessing students by their various answers. Hook: Has anyone ever seen a real life lung before? Well today, using a model we are going to make in groups, we are going to see what happens to your lungs in the respiratory system. Activity:
I. The students will be told that each student will get an opportunity to participate. Students will be grouped by threes or twos to allow more participation in the activity.
II. One student in each group will be directed to:
– Cut the opening of a small balloon and pull it over one end of a drinking straw.
– Use tape to attach the balloon to the straw.
III. The scissors are to be passed to another student in the group and directed to: -Cut the end of the water bottle.
-Cut the neck off a large balloon. Have someone hold the plastic bottle. Then stretch the balloon over the cut end of the bottle.
IV. The last student in the group will be directed to:
-Use modeling clay to hold the straw in place and to seal the mouth of the bottle.
1. What do you think will happen to the small balloon when you pull down and push up on the large balloon?
2. So what happened to the small balloon?
3. Based on your model what part of your body do you think the straw represents? What part does the small balloon, bottle and large balloon represent?
4. Based on your model what happens to your body when you breathe?
5. Can anyone describe how this model differs from a real lung?
The closure will be a list of questions, listed above to assess students’ understanding of the similarities and differences of the model and respiratory system. Answers to the questions will be reviewed and discussed to conclude the activity.