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Cultural Identity 5: Narrative Writing

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)

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Cultural Identity 4: I Remember

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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Cultural Identity: Day 3, “By Any Other Name”

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
Think-Pair-Share: Look up the meaning and history of your name on BehindTheName.com (use your phone!). Tell your partner about your name, and share any interesting discoveries with the class.

Work Session
We’re going to read a story about names today! Flip in your Springboard to page 43, and let’s read “By Any Other Name” by Santha Rama Rau.

Please read with your table, alternating reading paragraphs aloud around the table. I’ll come around and help, monitor, and maybe jump in and read a little too 🙂 If your group finishes reading early, you can answer the Second Read questions on page 48 to help deepen your understanding of the story.

When everyone is done, let’s discuss this story. How does giving kids a “white” name help destroy their cultural identity?

Closing Session
Write a one-paragraph reflection: How would you have felt in Santha and Premila’s situation? How would you react if a teacher or  administrator took your name away on your first day of school?

Assessment
Formative (Class discussion, reflection paragraph, second read questions)

Differentiation
Process (Scaffolding, vocab list, graphic organizer)

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Cultural Identity: Day 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)

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Cultural Identity: Day 1

Standards

  • 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

Learning Target
I can understand what cultural identity is and begin to explore my own.

Opening Session
Grab a Springboard book! We’re going to do the culture circle map, activity 1.2 in your book.

Work Session
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.

Images:

  • 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…

Closing Session
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…

Assessment
Formative (TOTD, class discussion, class reading)

Differentiation
Process (Scaffolding, graphic organizers) Learning style (visual/images)

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