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ACTIVITY 1.3 continued
22 Check for student understanding by having students compare and contrast the two passages in this activity.
23 To extend the Check Your Understanding, ask students to complete the Writing to Sources prompt either in class or for homework.
24 At the end of this activity, give students the opportunity to practice their class norms for collaborative discussion. This prompt gives students a chance to share with their peers aspects of their cultural identity, as well as use the academic vocabulary they learned. There will be many other opportunities along the way for students to build a classroom culture that is conducive to open discussion and respect for others.
25 Remind students to complete the Independent Reading Link.
ACTIVITY 1.3
continued
Check Your Understanding
In your Reader/Writer Notebook create a Venn Diagram to compare and contrast the two passages in this activity. What does each text say about cultural identity? How does each text convey that message?
Writing to Sources: Explanatory Text
Use your notes as the basis of an essay that examines the similarities and differences between the formation of cultural identity as analyzed by academics and as experienced by individuals. Draw on both selections as you explore this issue. Be sure to:
• Use a formal, academic voice to examine the issues.
• Begin with a clear thesis that states your position; include clear transitions between points; and include a concluding statement.
• Effectively incorporate multiple direct quotations from both texts, introducing and punctuating them correctly.
Group Discussion: This is the first of many opportunities you will have to participate in a collaborative discussion with your peers about the concept of cultural identity. Choose a characteristic of culture and use it to explain your cultural identity to your group. Remember to follow the Class Norms during the discussion.
INDEPENDENT
READING LINK
Read and Respond
In your independent reading, consider people’s awareness of how their cultural identity is shaped— through ethnicity, family history, and/or geographical location. Note in your journal specific texts that cause you to reflect on how your own cultural identity has been shaped.
My Notes
ASSESS
Before they begin the writing prompt, review student responses
to the Check Your Understanding. Make sure that they discuss each passage’s use of voice in conveying the definition of cultural identity and their similarities in portraying culture as dynamic.
After assessing the Writing to Sources prompt responses, you may decide that you need to review how to incorporate direct quotations
in writing with students. Use the Grammar Activity focused on this skill to remediate.
ADAPT
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Unit 1 • Cultural Conversations 17
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If students need additional help using language with purpose, review formal versus informal voice. Have students volunteer examples of formal and informal voice and discuss why the example is formal or informal with the class. Also
ask students to restate examples of formal voice in informal voice in order to help them understand the difference between the two. Students will need to know the difference so they can use the appropriate style in their writing.
Unit 1 • Cultural Conversations 17
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.