Page 52 - ELA_CA_HighSchool_Sampler_Flipbook

ACTIVITY 1.6
continued
Second Read
• Reread the biography to answer these text-dependent questions.
• Write any additional questions you have about the text in your Reader/Writer Notebook.
1. Key Ideas and Details: Based on details in paragraph 1, what inference can you make about Frida Kahlo’s character and personality?
She was determined and didn’t let pain or illness keep her from doing things. Even though she was sick, her first major exhibition in Mexico was so important to her that she had herself taken there in an ambulance. She had a colorful personality, dressing in Mexican costume and decorating her bed with papier- mache skeletons. She had many friends and admirers, two hundred of whom joined her at the opening. RI.9–10.1
2. Craft and Structure: Using context clues from paragraphs 2 and 3, determine the meaning of the word alegria as it applies to Kahlo’s personality.
Alegria in Spanish means joy, or happiness, and is used here to show that Kahlo’s fierce sense of alegria was an important way of combatting or masking her pain and sadness. RI.9–10.4
3. Craft and Structure: Choose a line of text that best characterizes the biographer’s opinion of Kahlo’s art and explain your understanding of the opinion.
Answers will vary, but may include: “. . . each was like a smothered cry, a nugget of emotion . . . ;” “. . . she transmuted her pain into art . . .” RI.9–10.6
4. Key Ideas and Details: In paragraph 6, the author describes an exhibition of Kahlo’s work as “a strange sort of homage, for it seemed to celebrate the exotic personality and story of the artist rather more than it honored her art.” How does this statement help develop the central idea of the text?
The central idea of the text is that Kahlo’s work is more than her “exotic personality,” but this is often overlooked because of that larger-than-life persona, and because most of her paintings were self-portraits. RI.9–10.2
5. Key Ideas and Details: What connection does the author make between the outer Frida and the inner one of her art?
The author says that the flamboyant outer Frida was camouflage for “a deep sadness and inwardness, even self-obsession.” The public persona was flamboyant and had a “love of spectacle,” but the paintings are small and intimate. RI.9–10.3
6. Craft and Structure: How does the author develop her ideas about Frida Kahlo and her art?
She starts by describing Kahlo’s first major exhibition in Mexico, less than a year before her death. She segues from a discussion of Kahlo’s public persona to her work, which consisted primarily of self-portraits. RI.9–10.6
My Notes
SCAFFOLDING THE TEXT-DEPENDENT QUESTIONS
4. Key Ideas and Details: (RI.9–10.2) In M 9781457304668_TCB_SE_G10_U1_B1.indd 35
something looks like on the outside might be very different on the inside. Think about what details the author uses to describe Kahlo and her art using this concept.
paragraph 6, the author describes an exhibition of Kahlo’s work as “a strange sort of homage, for it seemed to celebrate the exotic personality and story of the artist rather more than it honored her art.” How does this statement help develop the central idea of the text? Look at paragraph 6. Think of what you have already read in the text about Kahlo’s life and personality. How is her work compared to her personality?
5. Key Ideas and Details: (RI.9–10.3) What connection does the author make between the
Unit 1 • Cultural Conversations 35
Unit 1 • Cultural Conversations 35 outer Frida and the inner one of her art? What
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6. Craft and Structure: (RI.9–10.6) How does the author develop her ideas about Frida Kahlo and her art? How would you divide the article into parts? What are the main ideas of each part? How does the author move readers from one part to the next?
ACTIVITY 1.6 continued
7 Based on the observations you made during the first reading, you may want to adjust the reading mode. For example, you may decide for the second reading to read aloud certain complex passages, or you may group students differently.
8 SECOND READ: During the second reading, students will be returning to the text 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
9 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.
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.