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Plan for the concept, topic, or skill – Not for the class period / Name: / Mrs. Holloway
Unit: Unit 1: Cultural Conversations
Concept: Cultural Identity
Explanatory Writing
Dates: August 10-12 / Topic:
Learning Goals for this Lesson
To analyze how culture affects identity and perceptions
To practice effective speaking and listening skills that build capacity for collaboration and communication
To analyze the concept of voice in reading and writing
To analyze and apply syntactic structures in writing / Standards: / LAFS.910.RL- LAFS.910.RI-
1.1; 1.2; 1.3; 4.10 1.1; 1.2; 1.3; 4.10
LAFS.910.W-
1.2; 1.3; 2.4; 2.5; 2.6; 3.7; 4.10
LAFS.910.SL- LAFS.910.L-
1.1; 2.4 1.1; 1.2
Students will know:
To be able to use textual evidence and inferences by analysis.
To know how to cite evidence to support reflection and research by determining how language functions in different context and to use the correct guidelines in a stylistic manner.
How to hold collegial discussions, by being thoughtful towards diverse perspectives. / Students will do:
Create an informative summary using textual evidence from a specific text.
Create an informative essay following the guidelines, time management, and correct syntax.
Create an informative presentation using supporting evidence from the text and their discussions.
Lesson Essential Question:
CMAP: How do I cite strong and thorough textual evidence using inferences drawn from the text to support conclusions?
Activating Strategy:
Unit: When you see the word “culture” what are your thoughts about what it means? Discuss your definition with a small group of peers. Record any new ideas you have about culture after your discussion. What are some examples of culture? Create a word web around the word “Culture,” writing words or phrases that you associate with culture. p. 5
Lesson: Look at the picture on the opening page of this unit. What do you notice about the photo?
Key vocabulary to preview and vocabulary strategy:
Literary Terms:
voice, syntax, conflict, theme, thematic statement, allusion, symbol, image, figurative language, synthesis, perspective, argument, claim, counterclaim, concession, refutation
Concept Vocabulary:
Lesson Instruction
Learning Activity 1.3: Text 1
Text 1 and 2:
Writers express their voice through their use of language. As you read the two texts in this activity, identify stylistic differences that establish one voice as academic and the other as informal.
As you read each text, underline or highlight information that helps to define the concept of cultural identity. Use your reader/writer notebook to consolidate a list of all the cultural terms and cultural elements introduced or discussed in the texts.
Assessment Prompt for LA 1.3:
Text 1:
p. 8 Look at the photo on page one of this unit. What do you notice about the photo?
p. 9 What is meant by the “Invisibility of one’s own culture”?
Explain the difference between “cultural heritage” and “cultural inheritance.”
Consider the authors’ use of the words “static” and “dynamic” in this paragraph to explain the concept of cultural identity. What can the reader conclude about the authors’ point, and how does that relate to cultural identity?
Differentiation: word map, marking the text, discussion / Graphic Organizer:
Culture Word Map
Learning Activity 1.3: Text 2
Text 1 and 2:
Writers express their voice through their use of language. As you read the two texts in this activity, identify stylistic differences that establish one voice as academic and the other as informal.
As you read each text, underline or highlight information that helps to define the concept of cultural identity. Use your reader/writer notebook to consolidate a list of all the cultural terms and cultural elements introduced or discussed in the texts.
Assessment Prompt for LA 1.3:
Text 2:
p. 11 What does the metaphorical title suggest about William’s cultural identity? How else does she use food as a central idea to explore the balance between her cultural heritage and her cultural inheritance?
William’s style is relatively informal, creating a casual, engaging voice. What rhetorical strategies does she use that distinguish this from an academic voice?
p. 12 Tone is the writer’s or speaker’s attitude toward a subject. What tone does Williams establish in the first few paragraphs? What stylistic choices contribute to this tone? How and where does the tone shift during the essay? Or does it?
Differentiation: small group
Assignment:
Choose a characteristic of culture and use it to explain your cultural identity. Use an informal voice to engage your audience, develop your response with vivid details and descriptions, use diction and punctuation to create an appropriate tone.
TEXAS paragraph.
Learning Activity 1.3: Both
Text 1 and 2:
Writers express their voice through their use of language. As you read the two texts in this activity, identify stylistic differences that establish one voice as academic and the other as informal.
As you read each text, underline or highlight information that helps to define the concept of cultural identity. Use your reader/writer notebook to consolidate a list of all the cultural terms and cultural elements introduced or discussed in the texts.
Assessment Prompts 1.3: Both
With your group, discuss how Patricia Williams represents her cultural identity in her essay.
When you hear the term “academic voice,” what comes to mind? What are some conventions and stylistic features you associate with this style of writing?
Many readers associate academic voice with “dull, objective, and voiceless,” but it need not be that way. Revisit “What is Cultural Identity?” to identify specific stylistic techniques the authors use to make the text both engaging and academic.
In contrast to academic voice, many writing situations and genres call for a more informal voice. Reread the opening paragraph of “Ethnic Hash,” and identify specific stylistic elements that establish a less formal though still highly literate voice.
Differentiation: think-pair-share, cooperative pairs,
Summarizing Strategy:
With a partner, discuss your use of tone and debate about whether or not it is engaging/effective to your audience.
Student / Modification/Accommodations
1. Seat student near teacher.
2. Stand near student when giving directions/presenting.
3. Provide visual aids/graphic organizers.
4. Ensure oral directions are understood.
5. Allow extra time to complete tasks.
6. Simplify complex written directions.
7. Give test items orally.
8. Provide peer assistance/study groups.
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