{"id":276286,"date":"2023-12-14T15:42:14","date_gmt":"2023-12-14T21:42:14","guid":{"rendered":"https:\/\/locallearningnetwork.org\/?post_type=resource&#038;p=276286"},"modified":"2025-05-14T13:28:24","modified_gmt":"2025-05-14T18:28:24","slug":"culture-community-and-the-classroom-analyzing-identity-and-culture-in-lullabies","status":"publish","type":"resource","link":"https:\/\/locallearningnetwork.org\/resource\/culture-community-and-the-classroom-analyzing-identity-and-culture-in-lullabies\/","title":{"rendered":"Culture, Community, and the Classroom: Analyzing Identity and Culture in Lullabies"},"content":{"rendered":"<p><strong>TITLE: Analyzing Identity and Culture in Lullabies<\/strong><\/p>\n<p><strong>AUTHOR AND TEACHER: Cathryn Lally<br \/>\n<\/strong><br \/>\nCathryn Lally is a 9th grade English Teacher at Whitney Point High School in Whitney Point, NY.<\/p>\n<p><strong>ARTIST COLLABORATOR: Gayane Dadian, Armenian Lullabies<\/strong><\/p>\n<p><strong>LENGTH: Six 40-minute class periods<\/strong><\/p>\n<p>Find the complete lesson plans in the sidebar under \u201cDownloads.\u201d<\/p>\n<p><span style=\"font-weight: 400;\">STANDARDS:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">New York State<\/span>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">9-10R1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly\/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">9-10R2: Determine one or more themes or central ideas in a text and analyze its development, including how it emerges and is shaped and refined by specific details; objectively and accurately summarize a text.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">9-10R5: In literary texts, consider how varied aspects of structure create meaning and affect the reader.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">9-10R6: Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages (e.g., examine rhetorical strategies, literary elements and devices).<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">9-10W4: Create a poem, story, play, artwork, or other response to a text, author, theme or personal experience; demonstrate knowledge and understanding of a variety of techniques and genres. Explain divergences from the original when appropriate.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>To hear what students learned<\/strong> from this experience, <a href=\"https:\/\/www.youtube.com\/watch?v=LIKAjYlRJsQ\"><span style=\"text-decoration: underline;\"><strong>watch<\/strong><\/span><\/a> this short video from our 2023 Residency Showcase.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201cMy students had been under the impression that culture was something that other people had but was not applicable to them. I was excited to see students analyze their own lives and consider (some of them for the first time) how their culture shapes their beliefs and values.\u201d &#8211; Cathryn Lally, 9th grade English Language Arts teacher, New York<\/p>\n","protected":false},"featured_media":276299,"parent":0,"menu_order":0,"template":"","class_subject":[30,33,118],"resource_type":[35],"ll_theme":[54,82,51,83,84],"reading_topic":[55,77,86,109],"class_list":["post-276286","resource","type-resource","status-publish","has-post-thumbnail","hentry","class_subject-english-and-language-arts","class_subject-music","class_subject-teaching-artist-residency","resource_type-learning-activity-and-lesson-plans","ll_theme-community","ll_theme-history","ll_theme-identity","ll_theme-narrative","ll_theme-place","reading_topic-folk-arts-in-the-classroom","reading_topic-interviews-and-inquiry","reading_topic-linking-home-community-and-classroom","reading_topic-and-the-classroom-series-by-teachers"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Culture, Community, and the Classroom: Analyzing Identity and Culture in Lullabies - Local Learning<\/title>\n<meta name=\"description\" content=\"\u201cMy students had been under the impression that culture was something that other people had but was not applicable to them. I was excited to see students analyze their own lives and consider (some of them for the first time) how their culture shapes their beliefs and values.\u201d - Cathryn Lally, 9th grade English Language Arts teacher, New York\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/locallearningnetwork.org\/resource\/culture-community-and-the-classroom-analyzing-identity-and-culture-in-lullabies\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Culture, Community, and the Classroom: Analyzing Identity and Culture in Lullabies - Local Learning\" \/>\n<meta property=\"og:description\" content=\"\u201cMy students had been under the impression that culture was something that other people had but was not applicable to them. 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