1. Seeing through a cultural lens
English 10
October 26 – 29, 2015

2. Entry Task
With the most detail you can, describe your first day at school.
What was it like to be n a completely new culture?
What did you need to get used to?
What seemed strange or unfamiliar?

3. Learning targets
I will be able to analyze a text for narrative components
I will be able to identify and synthesize elements of culture into a summary of an autobiographical piece.
Narrative components, elements of culture, summary, autobiographical piece

4. Agenda Sharing and analyzing entry tasks
Group reading of “Funny in Farsi”
Talk/No Talk: Narrative elements
Synthesizing narrative elements
Close and reflection

5. “Funny in Farsi”
Read and annotate the text to notice the following narrative elements: Setting Characters Perspective Sequence of Events Theme

6. Talk/No Talk instructions
As a group you will rotate between five stations
Each station has a narrative element attached to it.
At each station, take 2 minutes to individually write in response to a prompt.
Rotation One: What is the definition of this word?
Rotation Two: How could this word impact the theme of a text?
Rotation Three: Where does this element appear in the text?
Rotation Four: What textual evidence references this element?
Rotation Five: What do these quotes say about the theme of the text?
After your rotations, you will be at your Home Group. Discuss and share what was written about your element.

7. Rotation One: What is the definition of this word?

8. Rotation Two: How could this word impact the theme of a text?

9. Rotation Three: Where does this element APPEAR IN THE TEXT?

10. Rotation Four: What textual evidence references this element?

11. Rotation Five: What do these quotes say about the theme of the text?

12. Share Out
As a group, decide how this element appears in “Funny in Farsi” and how this impacts the theme of the text
Share out as a group
While other groups share out, take notes in your journal.

13. On YOUR OWN…
Synthesize the five narrative elements into ONE statement about the theme of “Funny in Farsi.” “By using a, b, c, d, Dumas communicates that…” “Dumas writes that… as evidenced by a, b, c, d…”

14. Close and reflections
Did you meet the learning target today? How do you know? Look at your student checklists – what are you still unsure of, what are you beginning to understand and what do you feel like you understand now? What questions do you still have about the text, narrative elements, or synthesis? How can you answer these questions on your own?

15. Do Now Dialogue means “a conversation or a piece of a conversation.”
Write about five pieces of dialogue you say everyday. What do you say?
To whom do you say it?
When do you say it?
Where?
Look at your five pieces of dialogue. Together, what do they say about your culture and/or your day-to-day life?

16. Learning Targets I will be able to analyze dialogue for theme
I will be able to identify direct and indirect dialogue in “Kaffir Boy” and apply these elements to my own writing.
I will be able to synthesize direct and indirect dialogue into a single character statement..

17. Agenda Share out Mini-Lesson: Direct and Indirect Dialogue
Communal reading and annotation: ‘Kaffir Boy”
Group work – synthesizing dialogue into character statements
Individual work – Character statements in “Kaffir Boy”
Close and reflection

18. Dialogue
Direct Dialogue: The exact words spoken by a character, usually enclosed in quotation marks. Indirect Dialogue: The main idea of what was spoken by a character

19. “Kaffir Boy”
Annotate for examples of direct and indirect dialogue, and how they relate to the theme of the text. What is theme?

20. Synthesizing character statements
Each group will be given a different character from a text we have read in class.
Each person will be given a piece of dialogue from that character.
Share the pieces of dialogue in your group. Answer the following out loud and on your graphic organizer:
What is the character saying?
Why is this significant?
How does this relate to the theme of the text?
As a group, come up with ONE statement that the character could say that relates to what you have written on your graphic organizer.
Instructor Model

21. Individual work…
On the other side of your graphic organizer, complete the steps below:
Find 5 pieces of direct/indirect dialogue spoken by a character in “Kaffir Boy.”
What is the character saying in these quotes?
All together, what do you think these quotes say about this character’s culture?
Synthesize all five quotes into ONE statement of character, like you did with your groups

22. Reflection and close
Did you meet the learning target today? How do you know? Look at your student checklists – what are you still unsure of, what are you beginning to understand and what do you feel like you understand now? What questions do you still have about the text, dialogue, or synthesis? How can you answer these questions on your own?

23. Do Now
Imagine your culture is a pair of sunglasses. You wear these glasses every single day.
How do sunglasses impact the way you view the world, literally?
How does your culture impact the way you ‘view’ the world?
Instructor Model

24. Learning targets
I will be able to analyze how Dumas and Mathabane use narrative elements and dialogue to create specific cultural perspectives.
I will be able to synthesize two complex texts into an argument.

25. Agenda Previewing tomorrow’s prompt Exploring cultural lenses
Drafting a position and claims in groups
Creating a synthesis outline
Close and reflection

26. Deconstruct tomorrow’s prompt
Using Dumas, Mathabane, and your own personal experiences – to what degree do you think one’s cultural lens impacts the way they view the world? Deconstruct the assessment criteria and highlight the criteria to get whatever grade you want to get (1 2, 3, 4)

27. Cultural lEns Culture as “invisible” – who said this?
What does it mean for something to be a lens?
What are some different types of lenses that you can apply to things?
What might a cultural lens be?
“A way in which we see the world, shaped by our cultural norms, traditions and values”

28. In groups…
Using the graphic organizer provided, write some characteristics of your cultural lens on the rim of your cultural glasses.
Then, fill in the lens with what your cultural lens helps you to see.
Instructor model

29. IN Groups…
Step 1: Share what you notice about your cultural lens. ‘I notice…’ ‘When I see… I think…’ ‘Some of my cultural norms/values/traditions are…’ Step 2: Come up with a position – to what degree does your cultural lens effect how you view the world and others? Step 3: As a group, agree on three main points to support your position. For example “In Dumas… In Mathabane…. In my own personal experience…”

30. On your own…
Collect evidence from the texts and your personal experience to support your position
Complete the outline stating your position, introducing your main points, and supporting them with evidence.

31. Close and reflection
Did you meet the learning target today? How do you know?
Look at your student checklists – what are you still unsure of, what are you beginning to understand and what do you feel like you understand now?
What questions do you still have about synthesis?
How will you use your work over the past week on your timed write tomorrow?

32. Do Now What do you think cultural lens means?
Provide an example using 1-2 sentences or a drawing
Today you will do your synthesis timed writing assessment. Prepare your desks!

33. Learning targets
I will be able to synthesize two complex texts into an argument
I will be able to argue how two authors’ narrative choices describe a cultural lens.

34. Agenda Group discussion and brainstorm time
45 minutes for synthesis timed write
Turn in written work, reflection time

35. As a group…
As a group, record two definitions on your whiteboard: The definition of “cultural lens” and the definition of “synthesis.”
You may use these definitions and your texts in order to create your essay.
Afterwards you will individually deconstruct the writing prompt and rubric handed out to you.

36. Synthesis timed write
To what extent does one’s cultural lens impact the way one views the world and others?

37. Reflection
Did you meet the learning target today? How do you know? Look at your student checklists – what are you still unsure of, what are you beginning to understand and what do you feel like you understand now? What revisions would you like to make to your essay? What do you believe is the greatest strength of your essay?