Page 60 - ELA_CA_HighSchool_Sampler_Flipbook

Writing About My Cultural Identity EMBEDDED ASSESSMENT 1
ASSIGNMENT
Your assignment is to write a reflective essay explaining your cultural identity.
EMBEDDED ASSESSMENT 1
PLAN
Planning/Prewriting: Take time to make a plan for your essay.
Drafting and Revising: Compose your reflective essay.
Editing and Publishing: Prepare a final draft for publication.
Reflection
n How will you generate ideas about aspects of your culture that might help convey your sense of identity?
n How does your sense of cultural identity compare to that of your parents, your peers, or even strangers?
n How can a cultural conflict—either internal or external—clarify how your cultural identity influences your perspective?
n How might you use a particular cultural element (food, language, clothing, etc.) as a metaphor or central idea to focus your essay?
n What will you include in a preliminary outline of an organizational structure?
n How will you use your prewriting and outline to be sure you include all the components identified in your organizational structure, including an effective introduction and conclusion?
n How can you and your writing group peers use the Scoring Guide to help you note areas in need of improvement such as cohesion of ideas, organizational structure, or use of language?
n How will you ensure that you make necessary changes to the draft as you refine your ideas?
n How can you revise for purposeful and clear use of language, including syntax patterns such as parallel structure and phrases?
n Which resources will you consult (dictionary, thesaurus, spell-check, grammar handbook, style guide) to ensure grammatically correct sentences, appropriate punctuation, correct spelling, and proper text citation?
After completing this Embedded Assessment, think about how you went about accomplishing this task, and respond to the following:
• Which aspects of your cultural identity were you already aware of before you began this unit, and which did you discover through your study?
• What are some of the different cultural heritages represented in your class that you became aware of through class discussions or shared writing?
COMMON CORE STATE STANDARDS
Focus Standards:
M 9781457304668_TCB_SE_G10_U1_B1.indd 55
W.9–10.2a: Introduce a topic; organize
complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
W.9–10.2b: Develop the topic with well- chosen, relevant, and sufficient facts, extended
Unit 1 • Cultural Conversations 55 definitions, concrete details, quotations, or
other information and examples appropriate to
1 Planning and Prewriting: Be sure students review the Scoring Guide and use the planning questions as cues for developing the essay.
2 Have students review their work from throughout this unit to identify aspects of culture they might explore in their essays.
3 If needed, you may want students to do a preliminary outline of their organizational structure.
4 Drafting and Revising: Decide how you want students to complete their drafts: in class or in a computer lab, for homework, as a timed or untimed assignment.
5 Encourage students to revisit
the Scoring Guide as they write
to identify and improve areas of concern before submitting their work for peer review.
6 Editing and Publishing:
As needed, provide access to appropriate tools for final editing and publishing. These tools might include a computer lab as well as
a variety of reference materials for students to check spelling, grammar, and conventions of punctuation.
7 Set clear expectations for the final draft: will it need to be word- processed with a specific font or size, have a title and/or heading, use a standard for spacing and/or margins?
Consider having students save their essays as Web pages that you can link to your class home page to create an online “quilt” reflecting the cultural identity of your classroom.
Suggested pacing: 2 50-minute class periods
TEACH
Technology Tip
the audience’s knowledge of the topic.
10/6/15
11:56 PM
W.9–10.2c: Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
W.9–10.2d: Use precise language and domain- specific vocabulary to manage the complexity of the topic.
Unit 1 • Cultural Conversations 55
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.