Tag Archive for cultural perspectives

World Lit: Struggling with Identity: Rethinking Persona

Standard: ELAGSE9-10RI3 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. 

Learning Target: I can analyze how an author’s persona relates to audience and purpose. 

Opening Session: Let’s review the metacognitive markers, because you will use them for this lesson! 

Work Session: Open your Springboards to page 159! Today you will be reading an excerpt from a memoir (another genre option for your EA1!) called “The Hunger of Memory” by Richard Rodriguez. 

After we finish reading, I want you guys to do the Second Read questions, specifically focusing on the allusions and their meanings. When we’re done with the questions, we will do the Language and Writer’s Craft box together. 

Closing Session: 

New vocab words! 

  1. Querulous 
  2. Disgruntled 
  3. Translucent 
  4. Resistant 
  5. Gelled 
  6. Dollop 
  7. Alienation 
  8. Assimilated 
  9. Dupe 
  10. Pieties 

Assessment: Informal – book check 

Differentiation: Process (scaffolding) 

World Lit: Elements of a Graphic Novel

Standard: 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.

Learning Target: I can examine the narrative elements of a graphic.

Opening Session: Let’s look at the preview activities on page 142 of your book and discuss the comic strip. Once we’ve identified and defined the elements of a graphic novel, you guys get to read one today! Whoo!

Work Session: Flip to page 143 in your text and read Persepolis by Marjane Satrapi. Today is kind of an independent work day, as graphic novels are hard to read aloud. After you finish, go on to the Second Read questions 1-9 and answer them.

Closing Session: Grab your phone and find a comic strip you think is funny. Show it to the class!

Assessment: Informal – book check

Differentiation: Process (scaffolding, flexible grouping to read)

World Lit: Author’s Stylebook: Pacing

Standard: ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Learning Target: I can analyze the narrative technique writers use to create a sense of pacing in a narrative and apply pacing to my own writing.

Opening Session: Grab the narrative you wrote yesterday- you’re going to use it again today! Take ten minutes to read over it and remember what you wrote 🙂

Work Session: Today we’re going to read a story called “Pick One” by David Matthews and consider the issue of pacing in writing. You know how some TV shows or movies are really fast-paced, and others seem to drag? It’s the same in writing. The series I’ve been reading during Independent Reading time, The Demon Cycle, is generally lauded for being really fast-paced and action packed. By contrast, another favorite book of mine, The Name of the Wind, is very slow-paced. I can read you example passages of each that demonstrate this 🙂 As we read our short story today, listen for shifts in the pacing and how the author achieved that.

After we read, go back to the narrative you wrote yesterday. How did you pace your writing? Fast, slow, or otherwise? Did you do it intentionally?

Consider what we’ve read today, then let’s do the Sentence Variety box on page 132, and then look to page 134, and use your own writing to find different types of sentences. You can work with your story to include a variety of sentence structures, which will make your writing stronger.

Closing Session: Share your sentences!

Assessment: Informal – book check, vocab quiz

Differentiation: Process (scaffolding), Product (varied lengths)

World Lit: Cultural Narrative

Standard: 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.

Learning Target: I can analyze a narrative and identity key narrative components.

Opening Session: What’s a memoir? Let’s work together to figure out a working definition of a memoir. Can you think of any famous memoirs?

Work Session: Today we’re going to read an excerpt from the memoir Funny in Farsi by Firoozah Dumas. You guys will be reading the story today, and then I want to give you some time to work on the Second Read questions from the book. This is actually a really hilarious story, and I really hope you enjoy it!

Closing Session: VOCAB!!!

  1. Drift
  2. Anaphora
  3. Facilitate
  4. Prestigious
  5. Sole
  6. Attributes
  7. Progressive
  8. Negated
  9. Eloquence
  10. Matriarchs

Assessment: Informal – book check

Differentiation: Process (scaffolded questions)

World Lit: Welcome to Cultural Perspectives!

Standard: ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) 

Learning Target: I can analyze poetry to identify sensory language, structure, and technique. 

Opening Session: VOCAB QUIZ!!!

Work Session: Welcome back to SPRINGBOARD!!! Grab yo books and let’s talk about CULTURAL PERSPECTIVES!!! Go ahead and open to page 112, where we will briefly preview the unit and unpack the first embedded assessment you’ll be doing  

Next up, on page 113, you’ll see a poem called “Where I’m From” by George Ella Lyon. As we always do with poetry, we will read this through three times to really get a feel for it. Then, I would like for you to do the chart under question 3, “Working from the Text”. This chart will ask you to examine the sensory language Lyon uses in her poem. When you’ve finished the chart, start considering sensory details like this that relate to your own life.  We will also turn to page 154, and read 2 additional poems as inspiration. These are called “Woman With Kite” by Chitra Banerjee Divakaruni and “Grape Sherbet” by Rita Dove.

After the chart is done, I want you to take Lyon’s, Divakaruni’s, and Dove’s poems as inspiration and write your own. I will write one alongside you, of course. You can use Lyon’s structure as closely or as loosely as you like, but make sure you include sensory details for all five senses in your poem. 

Closing Session: Share out! 

 

Assessment: Informal – book check, formal – vocab quiz 

Differentiation: Process (scaffolding)