Archive for August 6, 2019

World Lit: Cultural Identity 2 – Two Kinds

Standards

  • ELAGSE9-10RL1 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
  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely 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
  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Georgia ELA

Learning Target
I can analyze how an author presents a cultural identity through a story.

Opening Session
Amy Tan, the author of the story we’re going to read today, talks about writing from personal experience:

Work Session
Today we’re going to be reading a story in Springboard called “Two Kinds,” by a Chinese-American author named Amy Tan. This story is taken from a larger work called The Joy Luck Club, which is so popular you might have heard of it before!

Flip in your Springboards to page 21, and let’s read together!
After we finish the story, let’s talk about cultural identity. What do you think Jing-mei’s cultural identity is? How would she describe herself? How does her cultural identity differ from that of her mother, and why?

If we have time, we will do the Working From the Text chart on page 32.

Closing Session
Think-Pair-Share! How did Tan develop Jing-mei’s cultural identity through narrative storytelling in “Two Kinds”?

Assessment
Formative (class discussions, think-pair-share, working from the text book check)

Differentiation
Process (scaffolding, slower reading, vocabulary list)

AP Lit: The Man With Enormous Wings

Standards

  • CCR.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Common Core State Standards Common Core English/Language Arts
  • CCR.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Common Core State Standards Common Core English/Language Arts
  • CCR.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Common Core State Standards Common Core English/Language Arts
  • CCR.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Common Core State Standards Common CoreĀ  English/Language Arts
  • CCR.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Common Core State Standards Common Core English/Language Arts
  • CCR.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Common Core State Standards Common Core English/Language Arts

Learning Objective
Students will be able to analyze a short text and criticize it.

Activator
voice lesson
Read together :The Red Wheelbarrow by William Carlos Williams, analyzing for imagery. (Define)

Learning session

1. Read the short story : A very old Man with enormous wings by Marquez on p. 325. Chunk into 4 parts (see mellman’s copy)
2. Answer questions 1, 4, and parts of 5 (on page 329), using the picture landscape with the fall of icarus”. Do questions together and discuss.

Closing

Homework
Finish questions if not done in class

Accomodations
Extended time if necessary.