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Learning Interchange
Units of Practice

The Story Behind The Story


After having the opportunity to explore the meaning of culture and the
degree of influence in each of their lives, students will investigate an author
and determine the influence his/her culture has had on their writing.

Invitation
Nevada Objective(s):
3.8-The student will compare the cultural, generational and gender
perspectives of various authors.

Details
Subjects: English/Language Arts, Literature
Learning Level: Middle School
Author(s): Kathy Mead
Submitted by: George Breaz

   

Standards

   
Situations
This lesson will take place in the classroom. Time - 4-6 weeks

Grouping / Interaction(s):

1. Whole group activity led by the teacher
2. Small group jigsaw activity
3. Individual or paired reading of novels

 

Tasks

Day 1 - Building background for the lesson

1. Teacher initiates a discussion with the statement: "Students in the same
grade are all the same." (They will disagree.) Discuss how students are
different.

2. Have each student select a potato. Give they one minute to examine the
potato. Their job is to introduce their new friend, the potato, to the class.
Have them focus on the potato's physical characteristics. Distinguishing scars
or bumps might indicate it was dropped in the market or the field.

3. After each student introduces the potato, collect all in one pile. Have each
student find his/her original potato. Discuss how different potatoes were
identified. Draw an analogy between potatoes and people: "They're all alike,
means you have not taken enough time to get to know someone."

4. Build the analogy: To begin this activity, pair off students. Have them ask
each other five questions to help introduce then to the class. (You may wish
to brainstorm a list of questions before beginning this activity.) In same pairs,
ask them to point out unique features or characteristics of the partner. Relate
this to the potatoes.

5. Assignment: Have students write two paragraphs:

I am an individual
because__________________________________________

I belong to a group because
_________________________________________

Day 2 - To develop a working definition of "culture"

1. Have students write their definition of the word "culture" on pieces of
paper.

2. Make a list on the board or overhead of the different definitions generated
by the students.

3. From these definitions, lead the students to an understanding that "culture"
refers to the way a group of people live; the rules they set for themselves; the
ideas they thing are important; and the things they feel are good or bad, right
or wrong, pleasurable or painful.

Day 3 - To acquire background information about the author

1. Using the jigsaw strategy, students will read various sources of
information about an author.

2. After completing a graphic organizer from the information gained about
the author, students will predict how the author's culture might affect their
writing. A list of these predictions should be composed and displayed in the
classroom.

Day 4

1. The students will begin reading a novel, or various novels, by the author
being studied. Throughout the reading of the novel(s), students will
distinguish how the cultural, generational, and gender perspectives of the
author affect his/her writing. As they make these distinctions, refer back to
the Prediction Chart to confirm their previous predictions throughout the
completion of the novel.

2. Using a graphic organizer, create a diagram depicting the historical events
in the novel that affected the sequence of the plot or the actions of the
characters.

3. Based on the information gathered on the prediction chart and on the
graphic organizer, students will write an analysis that explains the
connections among an author, the historical and cultural context, and the
work.
 
Interactions
 

Assessment

1. Using a graphic organizer format, the students will identify examples of
connections among an author, the cultural and historical context, and the
work.
2. The students will analyze and explain the connections among an author,
the historical and cultural context, and the work.

 
Tools
Inspirations software, or any other graphics program.
 

   
   

For More Information

 

 






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