Random Family: A Discussion Blog
Project Overview
Students will post and discuss passages from Random Family: Love, Drugs,
Trouble and Coming of Age in the Bronx on a Blog devoted to a Basic English
III (Eng/Rdg 073) course. This course is pre-college level and designed to
strengthen students’ reading, writing and critical thinking abilities; the blog will
serve as another opportunity for students to develop their ability to write
coherently about college-level texts and to share ideas with other students.
The reading passages from Random Family will be assigned to groups of 3-4
students. Students will summarize the selection, identify the primary theme in
the selection, analyze two pivotal scenes from that selection, and discuss why
those scenes are relevant to the primary themes of the text. The group
assignment will be posted online before the class, and will be used to prepare
students for the instructor derived assignment.
The instructor derived assignment will have the entire class respond to an
article the instructor will post on the blog. This response will require the
students to relate the sociological issue discussed in the given article to the
book. Optionally, the students may be asked to post feedback to the student
group who presented during that week.
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Random Family: A Discussion Blog
Student Learning Objectives
For this RWLO, the student will be able to:

Summarize large selections of a non-fiction text;

Identify and analyze passages that support thematic issues of the
text;

Develop interpretations of scenes and present interpretations in a
written format;

Work with peers to develop views and interpretations;

Connect occurrences in the text with real world issues;

Write an interpretative response in an online blog.
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Random Family: A Discussion Blog
Procedure
Time: Eight 60 – 75 minute in-class meetings
Materials: Random Family by Adrian Nicole LeBlanc, online blog account set up
by instructor, a computer with internet access during class (45 – 60 minutes), and
Blog Assignment Handout and Sample Blog Posting Handout.
Implementation: This RWLO will be used both in the classroom and as
homework. It is designed to span about six weeks while students read and
complete Random Family.
Steps:
1. Gather students in groups no larger than 4 people.
2. Assign passages from the book to each group, and let them know they will
be responsible for reading and responding to that passage.
3. Give students the Blog Assignment Handout and review assignment
requirements with class.
4. Demonstrate in computer lab how students will access and post on
designated blog. Give students Sample Blog Posting handout.
5. Schedule dates on which each group will post to the blog.
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Random Family: A Discussion Blog
Content Material
Referenced URLs:
 Create a Blog at: http://www2.blogger.com/start

Supplemental Resources
Student Directions:
 Blog Assignment Handout
 Student Blog Posting Instructions
Instructor Directions:
 Course Designated Blog: To be created by instructor.
o The process is very simple. Once you have created an account
(free), and set up a name and address, you then choose a template
(so you don’t have to design anything). The next step after
selecting the template is to create the postings you want your
students to see. This will most likely include an introductory post
and the blog overview for example.
o View this page for an example: http://sweetrandom.blogspot.com
o When you log in, you will be directed to the “Dashboard.” Select
your blog. From the blog creator’s side, you can edit all the
elements, post information about yourself, and select whether or
not students need a password to post. It is easier if they do not, but
they do need to always put their name in their post (often needs to
be stressed to students repeatedly). Get a sense of the blog format
before students arrive.
o When you are on the Dashboard screen, you can select “New Post”
to create a new posting for students to view. The posting page is
very similar to writing an email. You have the option of adding
graphics and font changes very simply. You can also have links by
typing the web address right into the post. Students will be able to
click on the link and go wherever you have directed. This will be
handy for sending them to the articles you’d like them to use while
reading Random Family.
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Random Family: A Discussion Blog
Blog Assignment Handout

Each group will post and discuss an assigned selection from Random
Family on a Blog devoted to the course.

Each group must complete the following elements:
1. Summarize the selection;
2. Analyze two pivotal scenes from the assigned selection and
discuss why they are relevant to primary theme(s);
3. Identify the primary theme of the selection.

A designated person from the group will post the three elements online
before the class in which it will be discussed.

As an option, the instructor may request that peers respond with
comments online to the student group’s posting.

The instructor will review and assess the group’s posting and respond to
group members in writing.

The instructor will post an article which may be related to the theme
identified by the group.

The entire class, including the group who posted, will respond in an essay
to the article and discuss its relevance to Random Family. Students may
begin during the computer lab time, and complete the assignment at
home.

The instructor will give a written evaluation of the essay to each student.
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Random Family: A Discussion Blog
Student Blog Posting Instructions
1. Students should open a web browser (like Internet Explorer) and go to the
class specific blog (for example: http://yourblog.blogspot.com) you have
set up.
2. Once students are there, they will see the very last posting that the
instructor created for them.
3. It will look something like this:
Friday, April 27, 2007
Project Overview: Random Family
Students will post and discuss passages from Random Family: Love,
Drugs, Trouble and Coming of Age in the Bronx on a Blog devoted to a
Basic English III (Eng/Rdg 073) course. This course ……
Posted by Jane Highsmith at 7:20 AM
Post a Comment
4. When students are ready to post a comment, they should click on “Post a
Comment.” That will take them to a page that says, “Leave Your
Comment” and give students a box within which to write their comments.
5. After writing their comments (they can also copy and paste from a Word
document), they need to “Publish” their comments.
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Student Instructions cont’d
6. To do this, they need to type in the Word Verification (this keeps
spammers from posting on your blog). They will then be asked to
“Choose an Identity.” See below.
Choose an identity
Google/Blogger – If they have a Google username and password.
Other – Easiest. Student just types in their name.
Anonymous – Not recommended as you will not know who posted.
Here is where students can either post with their email log in, as Other, or
as Anonymous. After selecting one and entering the required information,
they click on “Publish Your Comment.”
7. Students can post their comments in the following way:
John Smith said…..
Group 1
John Smith
Angela Davies
Mike Sweening
Random Family, pages 1 – 59
Summary
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Pivotal Scene A
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Pivotal Scene B
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Primary Theme in Selection
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
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Random Family: A Discussion Blog
Assessment
Each of the groups' responses to the elements in the Group Assignment Handout
can be assessed based on the following sample rubric.
Score
(points)
Group Blog Assignment - Assessment Rubric
A. Summarize the Selection (9 points)
1. The group identifies critical moments in the selection.
3
2
1
Provides clear &
Provides weak summary
organized summary
Provides summary that is
that does not capture the
that captures the essence occasionally accurate.
essence of the selection.
of the selection.
____/3
2. The group describes critical scenes.
3
2
Provides clear &
Provides description that
concise description using
may be unclear at times.
appropriate detail.
1
Provides minimal
description,
and/or description that
is irrelevant.
____/3
3. The group summarizes without bias.
3
2
1
The group provides an
The group is minimally
The group presents a
unbiased account of what
biased in their
biased account of what
happened.
presentation of events. happened in the selection.
____/3
B. Analyze two pivotal scenes from the assigned selection and discuss
why they are important to the plot (6 points)
1. The group identifies two critical scenes from the selection.
3
Both scenes are relevant
and instrumental to the
text’s theme(s).
2
Scenes are not clearly
explained, though they
may be relevant.
1
Neither of the chosen
scenes is relevant.
____/3
2. The group identifies and explains scenes’ relevance.
3
Provides thoughtful
explanation that clearly
connects the scenes to
the larger theme(s).
2
Provides some
explanation of scenes,
but ideas are not
developed.
1
Provides minimal
explanation with little
insight into the scenes’
relevance.
C. Identifies a theme that is relevant to the selection. (3 points)-
____/3
___/3
Total: ____/18
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Random Family: A Discussion Blog
Links to Course Competencies
This RWLO could be applied in the following courses: Basic English I (Eng/Rdg
071), Basic English II (Eng/Rdg 072), Basic English III (Eng/Rdg 073) and most
any other developmental level writing and reading course. Specifically, this
RWLO meets the following course competencies:

To understand basic literary and expository conventions;

To read and understand college-level selections and to write summaries
and analyses of those selections;

To approach unfamiliar vocabulary through context, word analysis, or
dictionary use;

To write essays of approximately 250 – 500 words, with coherent
structure, clear expression of ideas, and proficiency in basic grammar,
mechanics and spelling;

To write essays of approximately 250 – 500 words in response to a
college-level reading selection.
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Random Family: A Discussion Blog
Supplementary Resources
The list that follows contains a number of articles that relate to the themes that
are present in Random Family. Instructors may use these articles to have
students respond to the essay assignment each week. The articles may also be
used to supply background information on the Bronx, New York where a majority
of the book takes place. These are merely suggestions and other sources may
be used as desired.

Despite More Funds, Women Face Barriers to Prenatal Care
o http://query.nytimes.com/gst/fullpage.html?res=9F0CE7DB1F3EF9
35A35752C0A965958260&sec=health&spon=&partner=permalink&
exprod=permalink

Poverty's Children: growing up in the South Bronx
o http://www.findarticles.com/p/articles/mi_m1295/is_n10_v59/ai_175
98379

Project Mixes Working Class and Ex-Homeless in Bronx
o http://query.nytimes.com/gst/fullpage.html?res=940DE2DC133BF9
35A2575AC0A962958260&sec=&spon=&partner=permalink&expro
d=permalink

Bronx Facts
o http://quickfacts.census.gov/qfd/states/36/36005.html

The Poor in New York City
o http://www.gothamgazette.com/article/demographics/20030415/5/3
48
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Random Family: A Discussion Blog

Foster Children With Mothers In Jail
o

http://www.gothamgazette.com/article/children/20040303/2/901
Single Mothers: Working, But Still Poor
o http://www.gothamgazette.com/article/socialservices/20060810/15/
1931

Helping Men Be Fathers
o
http://www.gothamgazette.com/article/children/20060707/2/1901

The Prison Boom
o http://www.gothamgazette.com/iotw/prisons/abramsky.shtml

Race, Prison and the Drug Laws
o http://www.drugwarfacts.org/racepris.htm

Human Rights Watch: RACIALLY DISPROPORTIONATE DRUG ARRESTS
o http://www.hrw.org/reports/2000/usa/Rcedrg00-05.htm
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Random Family: A Discussion Blog
Recommendations
Recommendations for Integration:
Random Family has mature themes and situations. It is highly recommended
that a discussion concerning some of the issues be had before beginning the
text. It may be helpful to read and discuss one of the articles in the
Supplementary Resources list to pave the way for the discussions that will be
generated by the text’s subject manner.
Alternative Assignments:
In addition to the essay assignment using a posted article, instructors may wish
to have the students, grouped or individually, respond to discussion questions.
The Reading Guide provided by Simon & Schuster is very helpful.
Reading Guide
http://www.simonsays.com/content/book.cfm?tab=7&pid=425442&agid=10
Back-up:
If you are not able to use Blogger.com to create a free blog:

The instructor may try: www.blogeasy.com
If students are not able to access the internet to post their group findings:

Have them prepare a handout and distribute to class on the day they are
scheduled.
If the class is unable to go to the computer lab:

The instructor can hand out the article in class.
If students are not able to access the Blog individually:

The instructor may print out and make copies of the postings for those
students prior to the class discussion of that posting.
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