Page 38 - ELA_CA_HighSchool_Sampler_Flipbook

Exploring Cultural Identity
ACTIVITY 1.3
Learning Targets
• Compareandcontrasthowacentralideaofatextisdevelopedinaninformational text and a personal essay.
Preview
In this activity, you will read an informational text and a personal essay to compare and contrast how the main idea is developed through the authors’ distinct voices.
Setting a Purpose for Reading
• Underline or highlight information that helps you define the concept of cultural identity.
• Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
My Notes
ACTIVITY 1.3
PLAN
Informational Text
What Is
Cultural
LEARNING STRATEGIES:
Think-Pair-Share, Marking the Text, Word Maps, Discussion Groups
Literary Terms
Voice is the way a writer or speaker uses words and tone to express ideas as well as the writer’s persona or personality.
Materials: different colored highlighters or pens/pencils Suggested pacing: 2 50-minute class periods
TEACH
Identity?
by Elise Trumbull and Maria Pacheco, Brown University
Children begin to develop a sense of identity as individuals and as members of groups from their earliest interactions with others (McAdoo, 1993; Sheets, 1999a). One
of the most basic types of identity is ethnic identity, which entails an awareness of one’s membership in a social group that has a common culture. The common culture may be marked by a shared language, history, geography, and (frequently) physical characteristics (Fishman, 1989; Sheets, 1999a).
Not all of these aspects need to be shared, however, for people to psychologically identify with a particular ethnic group. Cultural identity is a broader term: people from multiple ethnic backgrounds may identify as belonging to the same culture. For example, in the Caribbean and South America, several ethnic groups may share a broader, common, Latin culture. Social groups existing within one nation may share a common language and a broad cultural identity but have distinct ethnic identities associated with a different language and history. Ethnic groups in the United States are examples of this....
Definitions of Culture and the Invisibility of One’s Own Culture
Anthropologists and other scholars continue to debate the meaning of this term. García (1994) refers to culture as
[T]he system of understanding characteristics of that individual’s society, or of some subgroup within that society. This system of understanding includes values, beliefs, notions about acceptable and unacceptable behavior, and other socially constructed ideas that members of the society are taught are “true.” (p. 51)
entails: involves; includes
Unit 1 • Cultural Conversations Additional Standards Addressed:
RI.9–10.1; RI.9–10.3; RI.9–10.4; RI.9–10.5;
9
1 This activity directly scaffolds Embedded Assessment 1 by defining the concept of cultural identity and offering a professional model of the type of essay students will be writing to complete the EA. It also presents contrasting models of formal and informal voice, which can be used to guide students’ choices as they work on EA 1 and EA 2.
2 Read the Preview and the Setting a Purpose for Reading sections with your students.
3 Students will be identifying cultural vocabulary terms as they read the first text in this activity. The goal is for students to build a rich vocabulary of cultural terms to allow for sophisticated discussions of the relationship between literature, culture, and identity.
4 FIRST READ: Based on the complexity of the passage 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 • guided reading
• read aloud
Text Complexity Overall: Complex
Lexile: 1200L
Qualitative: Moderate Difficulty Task: Moderate (Analyze)
5 As students are reading, monitor their progress. Be sure they are engaged with the text and annotating information that helps them define the concept of cultural identity. Evaluate whether the selected reading mode is effective.
COMMON CORE STATE STANDARDS
Focus Standards:
M 9781457304668_TCB_SE_G10_U1_B1.indd 9
RI.9–10.2: Determine a central idea of a text and
analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
W.9–10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
RI.9–10.6; RI.9–10.10; W.9–10.2a; W.9–10.2b; W.9–10.5; W.9–10.10; SL.9–10.1a; SL.9–10.1c; L.9–10.4; L.9–10.6
10/6/15 11:56 PM
Unit 1 • Cultural Conversations 9
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.