Page 59 - ELA_CA_HighSchool_Sampler_Flipbook

ACTIVITY 1.6
continued
Two Perspectives on Cultural Identity
INDEPENDENT
READING LINK
Read and Recommend
As you learn how people express their cultural identity in your independent reading, pay close attention to photographs and artwork as well as text. Use the OPTIC strategy to analyze how effective these images are
in helping you understand cultural identity. Use your analysis to recommend a text to your peers.
My Notes
Working from the Text
15. Group Discussion: Share your annotated poem within your small group and address the following questions. Remember to follow the class norms for meaningful group discussions.
Create a diagram to synthesize information about the art and the poem as you answer these questions:
• What is emphasized in the art?
• What is emphasized in the poem?
• What ideas and images are present in the poem but absent from the art? • What ideas and images are present in the art but absent from the poem?
Writing to Sources: Explanatory Text
Write an explanatory essay that explores the similarities and differences in the cultural identity of the artist Frida Kahlo and the poet Pat Mora, as expressed in the painting and the poem. Be sure to:
• Begin with a clear thesis that states your view of the overall similarities and differences between the cultural identities of the two.
• Include direct quotations and specific examples from both the painting and the poem. Introduce and punctuate all quotations correctly.
• Use a coherent organizational structure and employ transitions effectively to highlight similarities and differences.
• Use an appropriate voice and a variety of phrases to add interest to your writing.
Check Your Understanding
Group Discussion: Now that you have studied art and poetry, choose a medium of interest to you and respond to one of the prompts below. After you complete the prompt, you will participate in a small group discussion and present your piece to the group.
Artistic Prompt: What would a self-portrait say about your perspective on your own cultural identity? Create an artistic work that portrays aspects of this identity. You might revisit your Perception Box work from Activity 1.2 as you consider objects to include in your self-portrait. Also, consider techniques and specific images you can use as evidence to depict and/or symbolize potential conflicts that arise when various aspects of your culture collide. Because artwork, like literature, speaks to an audience, keep in mind the message you want your audience to “read” as they view your work.
Creative Writing Prompt: Write a poem emulating the style of Pat Mora and exploring your perspective on a key component of your cultural identity. Be sure to:
• Focus on a specific culturally based conflict, which may be internal, external, or both.
• Structure the poem to use juxtaposition for effect at least once.
• Use diction, syntax, and imagery to present your own voice.
ASSESS
ADAPT
ACTIVITY 1.6 continued
27 To complete the Working from the Text section, form discussion groups to share analyses of both Pat Mora’s poem and the art of Frida Kahlo. Provide students with paper for creating diagrams comparing/ contrasting cultural identity in the two pieces. You may want to explore with them various ways of creating compare/contrast diagrams (such as a Venn, a T-chart, or an H diagram).
28 After students create their diagrams, have groups share their key points with the class.
29 For the Writing to Sources prompt, ask students to share their ideas on the common subject they chose. Students may choose the artist’s/writer’s feelings about their cultures and the particular situations in which they live (the artist between two countries/cultures, the poet in one country but caught between two cultures).
30 Have students complete one of the Check Your Understanding prompts as homework. The following class period, give students time to share their pieces with their discussion groups in class.
31 Have students complete the Independent Reading Link.
Discuss students’ responses to
the Check Your Understanding and assess students’ ability to portray cultural identity in their work. You might have students annotate
their poems to identify elements of cultural identity. For students who created art, ask for a short analysis of the components they used to show cultural identity.
Use student responses to the Writing Prompt as an assessment.
In contrasting Frida Kahlo and Pat Mora, look for an understanding that Kahlo wanted only to be in Mexico, whereas Mora swings back and forth between each with ease.
If students need additional help understanding cultural identity, ask them to make a list of the characteristics or elements that comprise cultural identity.
42 SpringBoard® English Language Arts Grade 10 9781457304668_TCB_SE_G10_U1_B1.indd 42
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42 SpringBoard® English Language Arts Grade 10
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.