1. Get out your SpringBoard book!

2. Activity 1.5: “Two Kinds” of Cultural Identity
Learning Target:
Analyze how two characters interact and develop over the course of a text to explain how conflict is used to advance the theme of a text.

3. Find a Corner
For each of the following statements, go to the corner of the room that best describes your personal experience: strongly agree, agree, disagree, or strongly disagree.

4. Race Sports Nationality Language Music Hobbies Politics Food Gender
Culture
Food
Gender
Fashion
Religion
Family
Community

5. My family’s cultural heritage is an ethnic hash.

6. My parents actively help me appreciate our family’s cultural heritage.

7. I sometimes feel in conflict with my parents because we define our cultural identities differently.

8. Allowing everyone to be anonymous online is a good idea.

9. Annotate the counterclaim.
Team up with a classmate with the other half of the article and explain how you shifted your opinion or how the opposing view is wrong.

10. Wearing body cameras promotes safety..

11. Bingewatching TV is an acceptable entertainment.

12. Counterclaim Evidence
Tape or glue your annotated articles in your EW Journal.

13. Read Amy Tan’s “Two Kinds” and annotate the text.
1. Respond to all of the prompts in the My Notes section.
2. Highlight and define new vocabulary.

14. Annotation
Check!

15. Creating Questions
You will each be given a number: Your job is to create at least three discussion questions based on your chunk of the story. Your should write a question for each Level of Questioning: Literal, Interpretive, and Universal.
Example: If you are a Number 2, you will write three questions based on the part of the story that falls in Chunk 2.

16. Levels of Questioning
1. Literal: A question that can be answered solely by referencing the text itself -- recalling information.
2. Interpretive: A question that cannot be answered by looking at the text itself, but can be answered by inference or reference to some outside information.
3. Universal: A question that seeks a judgment by the answerer, such as the value, worth, or truth of the text or its contents.

17. Levels of Questioning Examples
The following reference Patricia Williams’s essay, “Ethnic Hash”
1. Literal: Why does Patricia need to create an “ethnic” hors d’oeuvre?
2. Interpretive: Why is Patricia so confused by the term “ethnic heritage”?
3. Universal: How can food represent a person’s ethnic heritage?

18. Discussion Question Process
Reread your CHUNK.
Create three questions: a literal, an interpretive, and an universal.
Meet with the other members of the class that shared your CHUNK.
Share questions and choose the best three.
Be prepared to pose your questions to the class.

19. After Reading
With your CHUNK discussion group, complete the After Reading graphic organizer. Share the responsibility to lead the discussion before recording your responses.

20. LET'S GET READY TO WRITE!

21. Activity 1.5 Writing Prompt
Go to your Google Classroom and complete the assignment: Conflict in Amy Tan’s “Two Kinds” You will be writing a three chunk paragraph of at least eleven sentences.

22. What is a chunk?

23. A chunk is...
A part of (or “chunk”) of a paragraph that contains a. . .
. . .a Concrete Detail (CD) followed by Commentary (CM) that links the Concrete Detail to the Topic Sentence (TS).

24. Topic Sentence, Concrete Detail, and Commentary Example (from Shakespeare’s Romeo and Juliet)

25. In Shakespeare’s Romeo and Juliet, the reader is shown that negative consequences can arise when one ignores his or her duty, especially to one’s family. For example, after Tybalt kills Mercutio, Romeo complains that Juliet’s “beauty hath made [him] effeminate / And in [his] temper softened valor’s steel” ( ). Because Romeo didn’t want to harm a member of Juliet’s family, he ignored the anger that Tybalt was feeling. It was only after Mercutio, who stood up for Romeo and the Montague reputation, was killed that Romeo realized his first priority should have been his family.

26. In Shakespeare’s Romeo and Juliet, the reader is shown that negative consequences can arise when one ignores his or her duty, especially to one’s family. For example, after Tybalt kills Mercutio, Romeo complains that Juliet’s “beauty hath made [him] effeminate / And in [his] temper softened valor’s steel” ( ). Because Romeo didn’t want to harm a member of Juliet’s family, he ignored the anger that Tybalt was feeling. It was only after Mercutio, who stood up for Romeo and the Montague reputation, was killed that Romeo realized his first priority should have been his family.
TOPIC SENTENCE:
This sentence is the focus of the BODY PARAGRAPH and contains the THEMATIC STATEMENT. All the CONCRETE DETAILS and COMMENTARY that follow need to connect to this sentence.

27. In Shakespeare’s Romeo and Juliet, the reader is shown that negative consequences can arise when one ignores his or her duty, especially to one’s family. For example, after Tybalt kills Mercutio, Romeo complains that Juliet’s “beauty hath made [him] effeminate / And in [his] temper softened valor’s steel” ( ). Because Romeo didn’t want to harm a member of Juliet’s family, he ignored the anger that Tybalt was feeling. It was only after Mercutio, who stood up for Romeo and the Montague reputation, was killed that Romeo realized his first priority should have been his family.
CONCRETE DETAIL: In writing about literature, your CONCRETE DETAILS are made up of quotes. The key is to use the TLQ formula: T=Transition, L=Lead-In, and Q=Quote. You must also include proper citation. This is usually the page number where the quote is found. In the case of a play, you include the act, scene, and line(s).

28. In Shakespeare’s Romeo and Juliet, the reader is shown that negative consequences can arise when one ignores his or her duty, especially to one’s family. For example, after Tybalt kills Mercutio, Romeo complains that Juliet’s “beauty hath made [him] effeminate / And in [his] temper softened valor’s steel” ( ). Because Romeo didn’t want to harm a member of Juliet’s family, he ignored the anger that Tybalt was feeling. It was only after Mercutio, who stood up for Romeo and the Montague reputation, was killed that Romeo realized his first priority should have been his family.
COMMENTARY: The following two sentences are your COMMENTARY. The commentary explains how the CONCRETE DETAIL connects to your TOPIC SENTENCE, and they help to develop your overall THEME. To finish the paragraph you would write at least one other CHUNK (another concrete detail and two sentences of commentary) and finish with a CONCLUDING SENTENCE.

29. The Structure. . .
1. Topic Sentence (include author and title and Thematic Statement)
7. Commentary
2. Concrete Detail (specific detail/quote)
8. Concrete Detail
3. Commentary (connecting detail to topic and theme)
9. Commentary
4. Commentary
10. Commentary
5. Concrete Detail
11. Concluding Sentence
6. Commentary

30. This picture is a video link!

31. Embedding a Quote

32. Don’t Drop Any Bombs!