Tag Archive for cultural identity

Cultural Identity 8: Poster and Gallery Walk

January 17, 2020 / / No comments

Standards

  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. Georgia ELA
  • ELAGSE9-10SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Georgia ELA
  • ELAGSE9-10RL9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Georgia ELA

Learning Target
I can create a graphic representation of my cultural identity and present it to my classmates.

Opening Session (20 minutes)
Grab your poster and art supplies to finish coloring your Frida Kahlo poster!

Work Session (40 minutes)
Split the class in half; half the class hangs their posters on one side of the hallway, the other half on the other side.

Gallery Walk and Meet the Artist

  • Students on the left side of the hallway stand next to their posters.
  • Students on the right side of the hallway walk up to the posters on the left to look at the posters and listen to the artist explain their work.
  • Artists standing next to their posters use their notecards to tell viewers about their piece.
  • After half the class period is over, switch to the other side.

Closing Session (10 minutes)
Write a reflection – which pieces were particularly meaningful to you? What was it like to do this project? Were you surprised by any of your classmates’ work? Did you
surprise yourself?

Assessment
Summative (poster/gallery walk)

Differentiation
Process (scaffolding, framework), learning style (visual)

Cultural Identity 7: Frida Kahlo

January 16, 2020 / / No comments

Standards
ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. Georgia ELA

Learning Target
I can analyze a particular point of view regarding a cultural experience expressed in literature and art.

Opening Session (15 minutes)

  • Ask the class: does anyone know anything about Frida Kahlo?
  • Read and discuss “from Frida, a Biography of Frida Kahlo” (1.6)

Work Session (52 minutes)
After we go over the article and talk about where we marked things, we are going to check out some artwork by Frida Kahlo. This painting is called Self-Portrait on the Borderline Between Mexico and the United States.

CH991362 Self Portrait on the Border between Mexico and the United States of America, 1932 (oil on tin) by Kahlo, Frida (1907-54); 31×35 cm; Private Collection; (add.info.: Self Portrait on the Border between Mexico and the United States of America; Autorretrato en la Frontera entre Mexico y los Estados Unidos. Frida Kahlo (1910-1954). Oil on tin. Signed and dated 1932. 31 x 35cm.); Photo © Christie’s Images; Mexican, in copyright

We’ll examine this painting using the OPTIC strategy! I’m just full of strategies today! OPTIC stands for

  • Overview: Write notes on what the visual appears to be about
  • Parts: Zoom in on the parts of the visual and describe any elements or details that seem important
    Title: Highlight the title if you can
  • Interrelationships: Use the title as the theory and the parts of the visual as clues to detect and specify how the elements of the graphic are related
  • Conclusion: Draw a conclusion about the visual as a whole. What does the visual mean? Summarize the message of the visual in 1-2 sentences

After analyzing the painting, I want to give you the requirements for our next project in here, which is a Frida Kahlo-inspired poster about yourself. Here’s the deal:

  • Create a poster inspired by Frida Kahlo’s Self-Portrait on the Borderline between Mexico and the United States. You may follow the painting’s format as closely as you wish (by putting yourself in the middle and surrounding yourself with objects related to your culture) or not at all. Your poster should be on standard 8.5×11 printer paper, in color (or shaded black and white, like a charcoal or pencil sketch). You will present your poster to your peers in a gallery-walk format using a notecard for reference.

Closing Session (3 minutes)

  • Put a reminder in your phone for this evening to bring to school tomorrow any pictures or art supplies you want to use on your poster.
  • Share the start of your poster with your neighbor and explain it!

Assessment
Formative (class discussions, book check)

Differentiation
Process (scaffolded questions, learning style [visual, auditory])

Cultural Identity 6: Narrative Revisions and Turn It In!

January 15, 2020 / / No comments

Standards

  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Georgia ELA
  • ELAGSE9-10W3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Georgia ELA
  • ELAGSE9-10W3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Georgia ELA
  • ELAGSE9-10W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Georgia ELA
  • ELAGSE9-10W3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Georgia ELA
  • ELAGSE9-10W3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Georgia ELA

Learning Target
I can write a narrative about my childhood that reveals my cultural identity.

Opening Session (10 minutes)
Grab your laptops and pull up the cultural identity narrative you worked on yesterday! Trade laptops with a friend and read each other’s narratives. Tell your friend two good things they did in their narrative, and one place you think they can improve!

Work Session (55 minutes)
You will have the entire work session to finish your cultural identity narrative! Remember, your goal is to write a narrative essay that shows your personal cultural identity through story. You may use the “I remember…” format given in class, or you may choose your own structure. Your essay should be approximately 500 words, written in MLA format (Times New Roman 12, double spaced, MLA header) and turned in electronically to your teacher through Google Drive.

Closing Session (5 minutes)
TURN IT IN! I’ll go over again how to upload essays to Google Drive

Assessment
Summative (capstone essay 1)

Differentiation
Process (scaffolded prompt and framework)

Cultural Identity 5: Narrative Writing

January 14, 2020 / / No comments

Standards

  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Georgia ELA
    • ELAGSE9-10W3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Georgia ELA
    • ELAGSE9-10W3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Georgia ELA
    • ELAGSE9-10W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Georgia ELA
    • ELAGSE9-10W3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Georgia ELA
    • ELAGSE9-10W3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Georgia ELA

Learning Target
I can write a narrative about my childhood that reveals my cultural identity.

Opening Session (5 minutes)
Laptop assignment! I’m going to give everyone in class a specific number. That number will be your laptop for the entire semester, every time we use a laptop cart. Don’t forget your number!

Once you have a laptop, log on and open up your google folder. I’m going to show you how to set up your paper in MLA format, which will be the required way of formatting all your papers in this class (and in every English class you take for the rest of your life, pretty much). Every assignment this semester will be a google doc submitted to your google folder that you have shared with me.

Work Session (55 minutes)
You’ll have the entire work session today to draft your cultural identity narrative! Your final draft CAN keep the “I remember…” format we worked with yesterday, but you do not HAVE to, if you don’t like it.

While you draft, I’ll come around and offer individual feedback and assistance

Closing Session (10 minutes)
To close the day I want you all to show me individually, on your laptops, your google folder and draft of this assignment. Then you can put the laptops away – Please place the laptop in its assigned spot by number, in the laptop cart.

If you want to continue writing your essay at home, you can access it from the class drive where you just uploaded it. Otherwise, you will have tomorrow to work on your essay in class, and it will be due at the end of the class tomorrow.

Assessment
Summative (Capstone essay 1)

Differentiation
Process (Scaffolded prompt and framework)

Cultural Identity 4: I Remember

January 13, 2020 / / No comments

Standards

  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Georgia ELA
    • ELAGSE9-10W3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Georgia ELA
    • ELAGSE9-10W3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Georgia ELA
    • ELAGSE9-10W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Georgia ELA
    • ELAGSE9-10W3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Georgia ELA
    • ELAGSE9-10W3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Georgia ELA

Learning Target
I can draft a narrative about my childhood that reveals my cultural identity.

Opening Session (5 minutes)
Think of your most vivid childhood memory! Take a few minutes to come up with a good one, then I’ll call on a few volunteers to share. I’ll share mine first to get us started

We’re going to be writing an essay about our own personal cultural identities over the next couple days. Ultimately, these will be your essay requirements:

Write a narrative essay that shows your personal cultural identity through story. You may use the “I remember…” format given in class, or you may choose your own structure.

Your essay should be approximately 500 words, written in MLA format (Times New Roman 12, double spaced, MLA header) and turned in electronically to your teacher through Google Drive. You will all create your own google docs folder that you will share with me. Please name your folder as following: firstname_lastname_blocknumber. Mine would be Hannah_Vernex-Loset_3rd.

Work Session (55 minutes)
I’ve got a drafting sheet for all to get started with today! The basic prompt we’re working with is pretty simple:

  • I remember…
  • I remember…
  • I remember…
  • But mostly I remember…

You’re going to spend the day doing a brainstorm/brain dump/journal entry using that prompt. You should include sensory details such as sights, sounds, and smells. This draft will ultimately become your cultural identity narrative, so as you write, consider how the stories we have read this week revealed the characters’ cultural identities, and try to do the same thing in your own writing.

Closing Session (10 minutes)
Exchange your draft with a partner and read your buddy’s writing. Give your partner some feedback on their writing, making at least two comments on things they did well, and two comments on things they could improve.

Also, Vocab words!! You’ll have a quiz on Friday! Look these up tonight and tomorrow we will go over the definitions.

  1. Indignity
  2. Reproach
  3. Listlessly
  4. Bellows
  5. Mesmerizing
  6. Trills
  7. Arpeggio
  8. Reverie
  9. Fiasco
  10. Nonchalantly

Assessment
Summative (essay will be a major grade)

Differentiation
Process (scaffolded essay prompt or framework)

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