Cultural Literacy Rubric Profile of a Culturally Literate Student: Such students: x understand that culture impacts their behavior and beliefs, and the behavior and beliefs of others. x are aware of specific cultural beliefs, values, and sensibilities that might affect the way that they and others think or behave. We will write a custom sample essay on Cultural Literacy specifically for you for only $ $/page. students must learn various skills and acquire certain knowledge bases before the can be recognized as citizens of their adopted country (i. e., they must successfully complete their first year of college). This culture of new. Filetype: pdf free essays high school rubric to form of narrative essay. Hughes eng wrt study of narrative essay powerpoint. Narrative, requirements for making this phd thesis statement on cultural literacy narrative personal. Hughes eng wrt study of a computer, learning, kb. 1, a strong ending for students are. Essay Cultural Literacy According to E.D. Hirsch According to E.D. Hirsch, to be culturally literate is to possess the basic information to thrive in the modern world. with his big picture of cultural literacy and agree that it is important to establish a common body of knowledge for students consisting of important facts. by Dewey and. A scoring rubric evaluates the performance of an assignment. It's an organized way for teachers to assess their students' work and learn what areas the student needs to develop in.
- Essay Rubric
- Essay/Term paper: Cultural literacy
- Assessing Cultural Relevance: Exploring Personal Connections to a Text
- Cultural Literacy Essay
- rubric gallery
Session One Post a prompt that asks students to gather examples relevant to the unit on the board or using an overhead transparency: In two or three sentences, describe a time when you read, viewed, or listened to a story that included events or characters you identified with. Then draw a line across the page, and write about how it felt to read a story that you identified with.
Think about how the ways that the story and your life or experiences were alike.
How did the similarities influence your understanding of the story? Read the writing prompt to the class. Define any unfamiliar words, and provide a personal example for students. You might write your example on the board or an overhead transparency to provide a model for the class. As students write, help any individual class members who need additional support. Once students have had a chance to gather their ideas, ask the class to share experiences that they remembered.
The goal is to have students recognize how personal connections to a text affect their comprehension. After students have shared, introduce the text that you have chosen as an example for analysis: If you have chosen a picture book, take time to read the book to the class.
If you have chosen a video of some kind, show the piece to the class. If you have chosen a song, play the song for the class. If you have chosen a novel or nonfiction book that the class, ask students to recall the key details from the text e.
Discuss each of the elements on the Rubric. The differences among the three levels of relevance may be too subtle for students to notice; so take time to point out how the three levels differ. To emphasize the differences, you can have students underline or highlight the differences among the choices on the Rubric e.
Emphasize that all of the rubric responses follow the same order, with those most like the student appearing first and those least like the student appearing last.
Essay/Term paper: Cultural literacy
Analyze the cultural relevance of the text that you are using as an example, working through the prompts in the Online Cultural Relevance Rubric. If computers are not available, you can work through the PDF version of the Rubric instead. As you work with the Online Rubric , explain how the tool works: For each question, students choose the sentence that best describes the text by clicking on it.
For each question, students can enter any notes or an explanation of their choice in the additional comments section below the rubric choices. Once all the rubric elements are answered, demonstrate how to print the chart and the feedback.
Students will use both printouts as they work on their review. Once you have completed the rubric for the example text, review the choices and ask the class to use the details to determine whether the text is culturally relevant.
Assessing Cultural Relevance: Exploring Personal Connections to a Text
It's quite possible that the text will be more relevant to some students than to others. Explain the project that the class will complete: Remind students to bring their copies of the PDF version of the Rubric to the next session to use for reference.
Session Two Gather students in a location with texts that they can choose among, whether the school library, the classroom library, or a local public library.
If library resources are not available, students can complete the process of choosing a text independently. Review the PDF version of the Rubric , and generally discuss what makes a text culturally relevant to a reader. Explain that students are to choose a text during this session that they will evaluate for cultural relevance.
If the librarian has pointers or possible texts to share with the class, allow time for presentation of these resources.
Allow the rest of the session for students to find their texts and begin exploring them e. As students search for their texts, provide feedback and support as appropriate.
Cultural Literacy Essay
At the end of the session, provide a due date for students to have completed their texts. On the due date, explain that the class will complete the Online Cultural Relevance Rubric and begin writing their reviews. Allow enough time for students to complete their reading, listening, or viewing before the next session. Session Three Before this lesson, students will have completed their texts, and they will be ready to analyze those texts for cultural relevance.
Ask students to bring copies of the text to this session for reference.
Remind students of the assignment they will be completing: If computers are not available for students, they can work through the PDF version of the Rubric instead. Remind students how to use the tool for this activity: Students will use both printouts as they work on their reviews.
Provide support as students work on their analysis. Remind them to print both the chart and the feedback when they complete the Online Rubric.
As students finish their analysis with the rubric, ask them to review the questions on the feedback printout to begin gathering details for their reviews.
If students did not use the online rubric, pass out the Gathering Evidence of Cultural Relevance for them to use as they gather details for their reviews. Note that the questions on the Feedback printout are specific for the rubric response that students choose. The Gathering Evidence of Cultural Relevance handout uses generic questions that will fit with whatever rubric response students choose.