ALEX Learning Activity

This is a Slide Show and Infographic that can be used for whole-class instruction or as a guideline for questions to ask when evaluating how an author's cultural perspective influences style, language, and themes. The slides guide teachers to instruct students on how to think about how a creator's cultural background is important in fully understanding the message of their work.

This learning activity can be used as a stand-alone activity or a Before Activity, the During and After activities can be found in the Notes or Recommendations section.

This activity was created as a result of the ALEX Resource Development Summit.

• Students will discuss how a creator's culture is valuable when understanding their work.
• Students will receive a model for analyzing a creator's culture and apply the model to examples provided in the Slide Show.
• Students will evaluate President Reagan and his Speech on The Challenger Disaster utilizing the CULTURE model to make observations regarding the speaker and the text.
• Students will evaluate a source based on questioning and discussion strategies related to the CULTURE acronym to determine the impact that an author's cultural perspective influences style, language, and themes.
• Students will describe the connection between the author's cultural perspective and theme, style, and language. 

1. Teachers will open the Slide Show.
2. Teachers may choose to provide a copy of the Infographic or make it available digitally as a resource for students as they work.
3. Teachers will use the Slide Show to guide a class discussion on what is CULTURE and how does CULTURE connect to the content of a creator's work (slides 1-11). Slide 6 is created for the teacher to insert a choice creator-- perhaps one previously discussed in class, like William Shakespeare, or the teacher may use a current artist or delete the slide altogether.
4. The teacher will then introduce the CULTURE model and explain that it is an acronym that can be used as a tool to guide us in asking important and relevant questions about a creator. These questions help us form a deeper understanding of their work and its purpose, style, language, and themes (slides 12-19).
5. Following the presentation of the model, teachers will scaffold their students' understanding of the model by completing the Graphic Organizer with the teacher on Ronald Reagan's "Speech on The Challenger Disaster". The teacher may choose a work of their own instead of the linked speech.
6. Guided by the teacher, students will first use the CULTURE model to ask questions about the creator and jot down notes on page one of the Graphic Organizer. Students may need to conduct outside research in completing this step,
7. Guided by the teacher, students will then read and annotate the work. They will then look at page two of the Graphic Organizer and make connections between the CULTURE model and the content of the work. Students will discuss their choices with the class as they proceed.
9. Students will then move to page three of the Graphic Organizer where they will connect the information gathered on pages one and two and make observations regarding the author's culture and how it contributes to their use of language, their style, and their themes. Teachers will guide their students and model responses where needed.
10. Students will turn in their completed work to their teachers.
11. The whole-class activity can be used as a reference for future uses of the CULTURE model.

Students will be assessed on the following:

1. Completion of CULTURE model evaluation of a source.
2. Connections between the creator and the text made on the second page of the Graphic Organizer.
3. Analysis of the work and how the CULTURE model was used to evaluate the author's style, language, and themes in the text.

1. Save the Slide Show and graphic organizer in an accessible location.
2. Share slide show and links with students for access.
3. Copy graphic organizers.
4. Share Infographic and make it available for student reference.
5. Copy digital text for close reading and annotation (if needed).
6. Review materials.

1. Teachers may modify slides and examples to fit their needs.
2. Teachers may substitute the chosen text for those that they feel are more suitable to their students, or those that align with a unit in their classes.

After the presentation and discussion of the materials, teachers may have students work independently or in groups prior to sharing their observations with the class. Additional sources for CULTURE evaluation can be added.

This activity can stand alone or be used as a Before/Engage activity for the following learning activities:

Recognizing the Value of Cultural Influence in Literature, Group Evaluation (During Activity)

Making Connections: An Author's Culture and the Text (After Activity)