Page 62 - ELA_CA_HighSchool_Sampler_Flipbook

Colliding Worlds
ACTIVITY 1.10
ACTIVITY 1.10
Learning Target
• Analyze the structure of a text to explain how the author unfolds a series of ideas for effect.
Preview
In this activity, you will read an essay and analyze the author’s use of allusion.
Allusion
Read the definition of the term allusion in the Literary Terms box. Writers use this literary device to draw connections between their work and the alluded reference for the purpose of evoking similar themes, tone, or to establish context. When reading a text, some allusions may not be familiar to you. Use reference materials, such as an online encyclopedia, to build your understanding of the allusions so that you comprehend the writer’s full meaning of their work.
Setting a Purpose for Reading
• Read the essay entitled “Where Worlds Collide” by Pico Iyer. In this 1995 essay, Iyer describes what people experience as they enter a new environment. As you read, mark the text for allusions and details that suggest the perspective of the new arrivals.
• Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
Where WorldsCollide by Pico Iyer
They come out, blinking, into the bleached, forgetful sunshine, in Dodgers caps and Rodeo Drive T-shirts, with the maps their cousins have drawn for them and the images they’ve brought over from Cops and Terminator 2; they come out, dazed, disoriented, heads still partly in the clouds, bodies still several time zones—or centuries—away, and they step into the Promised Land.
In front of them is a Van Stop, a Bus Stop, a Courtesy Tram Stop, and a Shuttle
Bus Stop (the shuttles themselves tracing circuits A, B, and C). At the Shuttle Bus Stop, they see the All American Shuttle, the Apollo Shuttle, Celebrity Airport Livery, the Great American Stageline, the Movie Shuttle, the Transport, Ride-4-You, and forty-two other magic buses waiting to whisk them everywhere from Bakersfield to Disneyland.
My Notes
PLAN
Materials: reference materials and/ or online encyclopedias
Suggested pacing: 1 50-minute class period plus homework
Literary Terms
An allusion is a reference to a well-known person, event, or place from history, music, art, or
ABOUT THE AUTHOR
Pico Iyer is a British-born journalist, novelist, and travel writer of Indian descent who grew up in Britain and California. Unlike typical travel writing, Iyer’s works explore unusual or unexpected aspects of the places he visits. His book Video Night in Kathmandu: And Other Reports from the Not-So-Far East (1988) focuses on the West’s influence on Asian culture and daily life. Critics describe his writing style as both ironic and culturally sensitive.
Essay
whisk: to move or take quickly
Unit 1 • Cultural Conversations W.9–10.1a: Introduce precise claim(s),
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1 Read the Preview section with your students and review the definition and instruction for the literary term allusion on the student page. Some students may already be familiar with this literary device. Encourage them to share some examples.
2 Review the Setting a Purpose for Reading and tell the students to mark the allusions they encounter as they read “Where Worlds Collide” by Pico Iyer.
3 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 • guided reading
• read aloud
Text Complexity Overall: Complex
Lexile: 1330L
Qualitative: High Difficulty Task: Accessible (Understand)
4 As students are reading, monitor their progress. Be sure they are engaged with the text and annotating the allusions and details that suggest the perspectives of the new arrivals. Evaluate whether the selected reading mode is effective.
5 If you choose to do a guided reading, read the first paragraph of Iyer’s piece aloud to students. Then stop and ask them what allusions appear in the paragraph, what cultural information they contain, what “images” they likely support, and what collision is introduced in the first paragraph by how “they come out” into this “Promised Land.”
LEARNING STRATEGIES:
Quickwrite, Predicting, Sketching, Marking the Text, Discussion Groups, Think- Pair-Share
TEACH
COMMON CORE STATE STANDARDS
Focus Standards:
M 9781457304668_TCB_SE_G10_U1_B2.indd 61
RI.9–10.3: Analyze how the author unfolds an
analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.9–10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
distinguish the claim(s) from alternate or
opposing claims, and create an organizatio1n0/2t/1h5 a1t0:51 PM establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
L.9–10.2a: Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
Additional Standards Addressed:
RI.9–10.1; RI.9–10.4; RI.9–10.6; W.9–10.1b; W.9–10.4; W.9–10.9b; SL.9–10.1; L.9–10.6
another literary work.
Unit 1 • Cultural Conversations 61
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.