Page 50 - ELA_CA_HighSchool_Sampler_Flipbook

ACTIVITY 1.6
Two Perspectives on Cultural Identity
ACTIVITY 1.6
PLAN
Learning Targets
• Analyze a particular point of view regarding a cultural experience expressed in literature and art.
• Compare and contrast the representation of a subject in different media.
Preview
In this activity, you will analyze multiple media—a flim clip, a biography, a painting, and a poem—to compare and contrast perceptions of cultural identity.
Viewing a Film
In preparation for a discussion on the life, art, and culture of Frida Kahlo, watch a short PBS film clip, The Life and Times of Frida. Take notes on the key ideas and details that help you understand Kahlo’s life, art, and cultural identity.
Setting a Purpose for Reading
• As you read a brief introductory excerpt from Hayden Herrera’s biography, Frida, a Biography of Frida Kahlo, use metacognative markers to mark the text. As
you mark the text, focus on the details emphasized that help you understand Kahlo’s life, art, and cultural identity.
• Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
From Frida, a Biography of Frida Kahlo
by Hayden Herrera
In April, 1953, less than a year before her death at the age of
forty-seven, Frida Kahlo had her first major exhibition of paintings
in her native Mexico. By that time her health had so deteriorated
that no one expected her to attend. But at 8:00 P.M., just after the
doors of Mexico City’s Gallery of Contemporary Art opened to
the public, an ambulance drew up. The artist, dressed in her favorite
Mexican costume, was carried on a hospital stretcher to her four-poster bed, which
had been installed in the gallery that afternoon. The bed was bedecked as she liked it, with photographs of her husband, the great muralist Diego Rivera, and of her political heroes. Papier-mache skeletons dangled from the canopy, and a mirror affixed to the underside of the canopy reflected her joyful though ravaged face. One by one, two hundred friends and admirers greeted Frida Kahlo, then formed a circle around the bed and sang Mexican ballads with her until well past midnight.
My Notes
Biography
Materials: The Life and Times of Frida (PBS film clip); Frida Kahlo, Self-Portrait on the Borderline between Mexico and the United States, 1932; projector; cardstock or copy paper—one piece for each student
Suggested pacing: 2 50-minute class periods plus homework
LEARNING STRATEGIES:
Close Reading, Metacognitive Markers, Discussion Groups, OPTIC
TEACH
COMMON CORE STATE STANDARDS
Focus Standards:
Unit 1 • Cultural Conversations 33
multimedia), determining which details are
emphasized in each account.
1 Read the Preview and Viewing a Film sections with your students.
2 Show the film clip from the PBS film, The Life and Times of Frida. It is 1 minute and 58 seconds in duration and is available on You Tube at the following URL: http://www.youtube. com/watch?v=jYWKoMFjnbs. If this link is broken, search for the title of the film. Please note that there is one line in the clip about her lovers, so screen the clip before deciding
to show it to your students. Other videos are available online, although all should be previewed before sharing with students.
3 As you show the film clip, ask students to take notes for the group discussion they will participate in after they read the short biography.
4 After the film, read the Setting
a Purpose for Reading section with your students. Explain to them that they are marking the text for details about Frida Kahlo’s life, art, and cultural identity.
5 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 • read aloud
Text Complexity Overall: Complex
Lexile: 1180L
Qualitative: Moderate Difficulty Task: Moderate (Analyze)
M 9781457304668_TCB_SE_G10_U1_B1.indd 33 10/6/15 11:56 PM
RL.9–10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
RI.9–10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and
W.9–10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Additional Standards Addressed:
RL.9–10.1; RL.9–10.2; RL.9–10.5; RI.9–10.1; RI.9–10.2; W.9–10.4; W.9–10.10; SL.9–10.1a; SL.9–10.1b; SL.9–10.2; SL.9–10.4; L.9–10.6
Unit 1 • Cultural Conversations 33
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.