ALEX Learning Activity

Following the introduction to the CULTURE model through the Slide Show and the introduction to the Infographic, students previously worked in teams to evaluate sources using the CULTURE model. This activity is intended to assess students' understanding of how to make connections between an author's culture and their text in order to facilitate a deeper understanding of the choices that an author makes in terms of style, language, and theme. Student observations are recorded on a graphic organizer and submitted to the teacher for evaluation.

This learning activity can be used as a stand-alone activity but is best used as an After Activity, the Before and During Activities can be found in the Tools or Recommendations section.

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

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. Following the introduction to the CULTURE model through the Slide Show, Infographic, and group activity, teachers will assess students' understanding of the relevance of the CULTURE model to an author's text.
2. Teachers may make the Slide Show and Infographic available to students for reference.
3. Teachers will pass out the worksheet. The worksheet can be completed electronically or by paper and pencil.
4. Teachers will instruct students to complete column one on the author, Amy Tan. Students may need to conduct outside research on the author.
5. Following the completion of column one, students will read and annotate the essay, "Fish Cheeks" by Amy Tan.
6. After reading and annotating the essay (either digitally or in print), students will make observations regarding the CULTURE of the author and the content of the essay in column two.
7. Students will then move to the second page of the worksheet where they will make connections between the author's culture, the text of the essay, and the impact of CULTURE on the author's choices regarding style, language, and theme.
8. Students will submit the completed worksheet to the teacher.

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 column of the worksheet.
3. Analysis of the work and how the CULTURE model was used to evaluate the author's style, language, and themes in the text will be completed on the second page of the worksheet.

1. Save the Slide Show and graphic organizer in an accessible location.
2. Share slide show and links with students for access.
3. Copy worksheet and essay (or make them accessible digitally).
4. Share Infographic and make it available for student reference.

1. Teachers may use this digitally or in print.

2. Teachers may substitute the chosen text for one that they feel is more suitable to their students, or one that aligns with a unit in their classes.