- RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Common Core State Standards English
- RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11—CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
- By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11—CCR text complexity band independently and proficiently. Common Core State Standards English
- W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Common Core State Standards English
Scholars will read and understand the level of complexity required for the writing exam.
Voice Lesson and grammar lesson
Discussion: What do you want more than anything else in the world? What would you be willing to sacrifice for it? Discuss idea of finite time and prioritizing certain things in you life, knowing that others will suffer.
Teacher and students will discuss 2014 question 3 and answer. Review student samples on college board.
Review essay question
- ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
- ELAGSE9-10RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA
- ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Georgia ELA
I can understand what cultural identity is and begin to explore my own.
Grab a Springboard book! We’re going to do the culture circle map, activity 1.2 in your book.
Your teacher is going to pull up several images on the board. For each image, explain your first associations and impressions invoked by this image. You can fill in the chart on page 6 of your book.
- Snapchat logo
- American flag
- Pride flag
- Osborne Cardinal
- Disney logo
Each of these symbols gives you a different impression, and depending on your personal cultural identity, you might have different ideas than your classmates or teachers do.
Cultural identity can affect how we view the world. With that in mind, let’s read an article that tries to define cultural identity.
- Read aloud and discuss “What is Cultural Identity”, Springboard pg. 9
With this article in mind, as well as the circle map we did earlier, let’s create a class definition of cultural identity. I’ll write it on the board.
Cultural Identity is…
Ticket out the door! Complete this sentence on a sticky note and stick it to the door on the way out.
My cultural identity is…
Formative (TOTD, class discussion, class reading)
Process (Scaffolding, graphic organizers) Learning style (visual/images)