Page 73 - ELA_CA_HighSchool_Sampler_Flipbook

ACTIVITY 1.13 continued
12 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.
13 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
14 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.
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that you can come to the discussion prepared with well-reasoned, text-based • Write any additional questions you have about the text in your Reader/Writer
responses to address Kalho’s life, art, and cultural identity. Notebook.
1. Craft and Structure: What is the author’s purpose in paragraphs 2–10, where he
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this artist and how she depicts her cultural identity in her work? In your discussion,
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His purpose is to help the teacher understand something of Wind-Wolf’s culture
be sure to:
so that he may realize that Wind-Wolf is not a “slow learner” but that his prior
• Adhere to the class norms for discussions.
learning has had a very different focus. RI.9–10.6
• Present thoughtful, well-reasoned ideas.
2. Key Ideas and Details: What element of argument is displayed in the sentence • Use textual evidence to support responses to questions or statements.
beginning “Although you in Western society . . .” in paragraph 5?
The element is a concession and refutation. RI.9–10.1
3. Knowledge and Ideas: What element of an argument is displayed in the underlined sentences in paragraph 10? How do they improve the effectiveness of the speakers claim?
These concessions are effective because they create a sympathetic connection to the letter’s intended audience, allowing for the possibility of misunderstanding that can be corrected by education rather than a direct opposition. RI.9–10.8
4. Craft and Structure: In paragraph 11, what is the author’s claim? How does he support this claim?
Writing to Sources: Explanatory Text
His claim is that his son brings a different cultural background to the classroom,
Explain how Kahlo expresses her cultural identity in her art, drawing on examples
and that “different” should not be equated with “disadvantaged.” He supports
from both sources. In your writing, be sure to do the following:
the claim by giving an example of how Wind-Wolf might answer a question
• Begin with a clear thesis that states your position. Include a clear definition of
based on his people’s traditions, and how that answer might be misinterpreted
Kahlo’s cultural identity, as you understand it.
as meaning “he doesn’t know how to count properly.” RI.9–10.5
• Include direct quotations and specific examples from the texts to support your
claims. Introduce and punctuate all quotations correctly.
5. Craft and Structure: How does the tone shift in paragraph 13? How does the
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author trying to achieve?
The author shifts from explaining Wind-Wolf’s perspective to pointing out the
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effect they are trying to achieve? Were they successful? What suggestions do you
RI.9–10.4
have for improvement?
6. Key Ideas and Details: Summarize what the father is asking the teacher to do.
He is asking the teacher to treat his son with respect and to understand that Wind-Wolf, trained in Indian knowledge and culture, can make an important contribution to the classroom and school community. RI.9–10.2
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.
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