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ACTIVITY 1.16 continued
9 Based on the observations you made during the first reading, you may want to adjust the reading mode for the second reading. For example, you may decide to read aloud certain complex passages, or you may group students differently.
10 SECOND READ: During the second reading, students will be returning to the poem to answer the text-dependent comprehension questions. You may choose to have students reread and work on the questions in a variety of ways:
• independently
• in pairs
• in small groups
• together as a class
11 Have students answer the text-dependent questions. If they have difficulty, scaffold the questions by rephrasing them or breaking them down into smaller parts. See the Scaffolding the Text-Dependent Questions boxes for suggestions.
12 After students have responded to the text-dependent questions, ask them to reread the poem silently, marking the text and preparing Levels of Questions (literal, interpretive, and universal) for a discussion of the poem through the lens of Cultural Criticism.
13 In small discussion groups, students should use the Levels of Questions to engage in discussion and deepen their analysis.
14 Based on their discussions, ask students to prepare an oral reading that conveys their interpretation of the poem through the perspective of Cultural Criticism. Students should share their oral interpretations in their small groups.
56 SpringBoard® English Language Arts Senior English
SCAFFOLDING THE TEXT-DEPENDENT QUESTIONS
9378.14C57r3a04f68t2_aTCnBd_SES_Gtr12u_Uc1t_uB2r.inedd(R56L.11–12.6) How does the speaker view Mama in lines 19–24? How does he feel about her? Reread lines 19–24. What Biblical reference does the speaker include in the text? What might this reference mean? How does it help the reader understand the speaker’s feelings toward Mama?
4. Key Ideas and Details (RL.11–12.3) Why do you think the author inserted an ellipsis ( ... ) in line 33? What impact does it have on the reader? Remember, an ellipsis indicates a long pause. Think about what was happening just before the ellipsis. How does a pause at this point in the text affect the reader?
10/3/15 12:54 AM
56 SpringBoard® English Language Arts Senior English
ACTIVITY 1.16
continued
What Is Cultural Criticism?
My Notes
15 speaking with her hands,
she had us children stand around her as she fought with her grocer
on prices & quality & dignity.
Mama became a woman swept 20 by a sobering madness;
she must have been what Moses saw in the burning bush,
a pillar of fire
consuming the still air
25 that reeked of overripe fruit
and bad meat from the frozen food section.
She refused to leave
until the owner called the police. 30 The police came and argued too,
but Mama wouldn’t stop.
They pulled her into the parking lot, called her crazy ...
and then Mama showed them crazy!
35 They didn’t know what to do
but let her go, and Mama took us children back toward home, tired of being tired.
Second Read
• Reread the poem to answer these text-dependent questions.
• Write any additional questions you have about the poem in your Reader/Writer Notebook.
1. Craft and Structure: What idea does the author convey by using the phrase “preferred landfill of the city” to describe his neighborhood?
The author’s choice of words suggests that Watts is a poor and powerless neighborhood that people from other areas of the city regard as a dump. It suggests a lack of respect. RL.11–12.4
2. Key Ideas and Details: In stanza 3, why does the speaker’s mother “start an argument at the cash register”? Use details from the text to make inferences about what she wants.
Based on details in the first two stanzas and in line 18, the mother is likely arguing about having to pay high prices for poor quality food and objecting to the grocer’s taking advantage of poor people who have nowhere else to shop for food. RL.11–12.1
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.