Page 139 - ELA_CA_HighSchool_Sampler_Flipbook

Setting a Purpose for Reading
• As you read your assigned poem, underline words and phrases that reveal the speaker’s perspective on imperialism and colonialism.
• Generate questions in response to the poem and record them in the margin.
• Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
My Notes
Unit 1 • Perception Is Everything 59
ACTIVITY 1.17
continued
ABOUT THE AUTHOR
Rudyard Kipling was a British author known for his support of British colonialism and imperialism. Born to British parents in Bombay (now Mumbai), India, in 1865, Kipling was educated in England. He returned to India, where he worked for seven years as a journalist. Kipling was awarded the Nobel Prize for Literature in 1907. His children’s books, including Just So Stories (1902), Kim (1901), and The Jungle Books (1894, 1895), are considered classics. “The White Man’s Burden” was published in 1899.
Poetry
The White Man’s
by Rudyard Kipling
Take up the White Man’s burden— Send forth the best ye breed—
Go bind your sons to exile
To serve your captives’ need;
5 To wait, in heavy harness,
On fluttered folk and wild— Your new-caught sullen peoples, Half devil and half child.
Take up the White Man’s burden— 10 In patience to abide,
To veil the threat of terror And check the show of pride; By open speech and simple, An hundred times made plain,
15 To seek another’s profit, And work another’s gain.
Take up the White Man’s burden— The savage wars of peace—
Fill full the mouth of Famine,
Burden
sullen: moody; sulky
abide: to accept
ACTIVITY 1.17 continued
5 Have students read the About the Author box for their assigned poem and briefly discuss how each author’s background might have shaped his writing and perspective. For example, Kipling was a British man living in India when that nation was a British colony. McNeill was an activist who worked to protect the rights of laborers. How might these positions have affected each author’s view of the world?
6 FIRST READ: Based on the complexity of the poems and your knowledge of your students, you may choose to conduct the first reading in a variety of ways:
• independent reading • paired reading
• small group reading • choral reading
7 Instruct students to read their assigned poem. As students are reading, monitor their progress. Be sure they are engaged with the text and annotating words and phrases that convey perspective on imperialism. Evaluate whether the selected reading mode is effective.
COMMON CORE STATE STANDARDS
complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
SL.11–12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.
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W.11–12.2a: Introduce a topic; organize 9781457304682_TCB_SE_G12_U1_B2.indd 59
SL.11–12.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring
to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas.
Additional Standards Addressed:
RL.11–12.2; RL.11–12.5; RL.11–12.6; W.11–12.2d; W.11–12.4; W.11–12.10; SL.11–12.1b; L.11–12.1d; L.11–12.6
Unit 1 • Perception Is Everything 59
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.