Voices of Modern Culture

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Activity 1.15continuedPunctuating PersonalityA Close Reading of TextSOAPSTone Response Textual SupportSpeaker:Who is the speaker?Occasion:What is the social,cultural, historical,geographical contextof the text?Audience:Who is the targetaudience?Purpose:What is the messageof the text?Why was it written?Subject:What is the textabout?What is the theme?© 2011 College Board. All rights reserved.Tone:What is the speaker’sattitude towards thesubject?42 SpringBoard® English Textual Power Level 5
Voices Against StereotypesActivity1.16SUGGESTED Learning Strategies: SOAPSTone, Brainstorming,Close Reading, Marking the Text, Rereading, Word Map, DraftingWhat is a stereotype?A stereotype is generally based on assumptions about a group ofpeople based on race, gender, location, behavior, or physical traits. Forexample, many jokes and movies focus on the stereotype of the “dumbblonde” or the clueless “nerd” with glasses.Stereotypes have been around a long time. They reflect the ideas thatpeople have about others who are not like them in some way. Whenyou hear someone describe a classmate as a “nerd” or a “jock,” you’rehearing a stereotype that is assigning that person to a category basedon a label.Stereotypes are not all negative; for example, “nerdy kids are smart” or“girls are better at intuition than guys” are positive stereotypes. Usingeither negative or positive stereotypes to describe people ignores theuniqueness of people by mischaracterizing who they are and what theythink and believe as individuals.Academic VocaBularyA stereotype is a fixed,oversimplified image of aperson, group, or idea, orsomething conforming tothat image.WordConnectionsUniqueness contains theroot -uni-, from the Latinword unicus or unus,meaning “single or one.”This root also appears inunison, unicorn, unicycle,and university. The suffix-ness indicates that theword is a noun.© 2011 College Board. All rights reserved.unit 1 • Voices of Modern Culture 43
Page 5 and 6: The double riser operates as follow
Page 8 and 9: Activity 1.2continuedClass Culture
Page 10 and 11: Activity1.3 Contemplating CultureSU
Page 12 and 13: Activity 1.4continuedAspects of Cul
Page 14 and 15: Activity1.5Components of EffectiveC
Page 16 and 17: Activity1.6What Contributes to Our
Page 18 and 19: Activity1.8Culture and LiteratureSU
Page 20 and 21: Activity 1.8continuedCulture and Li
Page 22 and 23: Activity 1.9continuedCircles of Inf
Page 24 and 25: EmbeddedAssessment 1Creating an Art
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Page 28 and 29: Learning Focus:You Have Great Voice
Page 30 and 31: Activity 1.10continuedWhat Gives Wr
Page 32 and 33: Activity1.12 Voice and StyleSUGGEST
Page 34 and 35: Activity1.14 Contrasting VoicesSUGG
Page 36 and 37: Activity 1.15continuedPunctuating P
Page 44 and 45: Activity 1.16continuedVoices Agains
Page 46 and 47: Activity 1.16continuedVoices Agains
Page 48 and 49: Activity1.18Sharing Your VoiceSUGGE
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Page 54: Unit1ReflectionAn important aspect

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