Page 179 - The Language of Composition 4e Teacher Edition Sample.indd

Understanding and Interpreting 4

TRM Suggested Responses
1. Rhetorical Situation. Where has Kahlo placed herself in the portrait in relation to each
esponses to the questions for
country, and what does this placement represent? Suggested responses to the questions for chapter 4
Suggested r
this reading can be found in the Teacher’s
2. Rhetorical Situation. How would you describe Kahlo’s appearance? Consider such details this r eading can be found in the T eacher’ s
Resour
as her clothing, her facial expressions, and her jewelry. Visual Text / Frida Kahlo Resource Materials.
ce Materials.
3. Rhetorical Situation. Examine the text in the painting closely. What has Kahlo labeled, and
how do you interpret the labels?
4. Claims and Evidence. Which side of the “borderline,” if any, does Kahlo appear to prefer?
DIFFERENTIATION
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
Cite evidence from the painting to support your answer. DIFFERENTIA TION
Collaborative Learning
Collaborative Learning
oach the Understanding and
ou could appr
Y
Analyzing Style and Structure You could approach the Understanding and
the Analyzing questions here by dividing
e by dividing
the Analyzing questions her
them among small groups of students and
1. Rhetorical Situation / Style. Consider the figures in the painting, both in the background them among small gr oups of students and
allowing ten minutes or so to discuss them
and foreground. What appears on the left side of the painting? On the right? How does Kahlo allowing ten minutes or so to discuss them
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
ou
and to write down their conclusions. Y
seem connected to both sides? and to write down their conclusions. You
could then have them either jigsaw to shar
e
2. Rhetorical Situation / Reasoning and Organization / Style. How does this portrait treat could then have them either jigsaw to share
elements of nature? How does it portray human inventions or technology? What is the their insights with members of other groups
oups
their insights with members of other gr
relationship between the two? or report back on their findings in a whole-
or r
eport back on their findings in a whole-
3. Rhetorical Situation / Claims and Evidence / Style. The figures above the plants on the class discussion.
class discussion.
left side of the painting are traditional fertility dolls. What claim does Kahlo make by
juxtaposing the fertility dolls with the skull just above and to the right of them? TRM Instructional Strategies
4. Rhetorical Situation. Who might Kahlo have intended the audience(s) to be? How would Jigsaw .
Jigsaw. For advice on conducting an
these audience(s) have experienced the painting? ef fective Jigsaw activity , see the T eacher’ s
effective Jigsaw activity, see the Teacher’s
5. Rhetorical Situation. The plinth, or base, on which Kahlo stands is inscribed with “Carmen Resour ce Materials.
Resource Materials.
Rivera painted her portrait in 1932.” Carmen was Kahlo’s given first name and Rivera was her
husband’s last name. Given the composition of the portrait, why might Kahlo have identified
herself this way?
6. Claims and Evidence / Reasoning and Organization. What overarching argument about
identity does Self-Portrait on the Borderline between Mexico and the United States make?
What evidence does Kahlo provide to support that argument?
Topics for Composing TRM Rubric

ompts can be found in
A rubric for these pr
A rubric for these prompts can be found in
1. Visual Analysis. Consider the direct contrasts Frida Kahlo presents in Self-Portrait on the
eacher’
the T
ce Materials.
s Resour
Borderline between Mexico and the United States. How, for instance, do you interpret the the Teacher’s Resource Materials.
temple on the left as a contrast to the buildings on the right? What do clouds on either side of
the painting represent, and how do they convey meaning? What statement does Kahlo make
in contrasting the plants on the left with the metal ducts and appliances on the right? How do
DIFFERENTIATION
these contrasts relate to Kahlo’s purpose? DIFFERENTIA TION
2. Creative Writing. In a January 2022 article for DailyArt Magazine, Kacper Grass explains Collaborative Learning
Collaborative Learning
that the generator in Self-Portrait on the Borderline between Mexico and the United States
Composing Q1. You could have students,
not only powers the pedestal on which Kahlo stands but also attaches “to the roots of the Composing Q1.
in small groups, discover the contrasts and
plants on the other side of the border, an allusion to the exploitative nature of the United in small gr oups, discover the contrasts and
States’ relationship with its southern neighbors.” Write a review of the painting that explores tensions on the two sides of the bor der and
tensions on the two sides of the border and
the way Kahlo depicts the relationship between Mexico and the United States. fill out a graphic organizer. In the first col-
ganizer
. In the first col-
fill out a graphic or
285 umn they could put details from the Mexi-
om the Mexi-
umn they could put details fr
can side; in the next, corresponding details
esponding details
can side; in the next, corr
om the American side; in a thir
from the American side; in a third column,
fr
d column,
they could write commentary about the
they could write commentary about the
meaning of the tension. After listening to as
05_sheatlc4e_40925_ch04_170_315.indd 285 12/10/22 2:37 PM
many contrasts as they can discover (per-
haps at least three, in addition to the ones
in the question), they could draft a thesis
statement about them, beginning with “In
her painting, Kahlo uses contrasting details
to depict the tension between her . . .”
TRM Activity Handout
A student handout for this activity can be
found in the Teacher’s Resource Materials.
Visual Text / Frida Kahlo 285
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