“KnowThyself”byStephanieD.ColquittandAlisonKairis 1

TalesfromtheChihuahuanDesert:BorderlandsNarrativesaboutIdentityandBinationalism

NationalEndowmentfortheHumanitiesandTheUniversityofTexasatElPaso2017SummerInstituteforSecondarySchoolTeachers(Grades6th–12th)

LessonPlan:KnowThyselfPreparedbyStephanieD.Colquitt and AlisonKairisAuburnHighSchool RedmondHighSchoolStephanieColquittisoriginallyfromMiami,Florida.SheisofDominicanheritageandteachesSpanishlanguageartsatahighschoolinAuburn,Alabama.Shelovescooking,spendingtimewithherfamily,beingintheoutdoors,goingtogroupfitnessclassesaswellastraveling.StephanielovesthestudyofhistoryandisparticularlyinterestedinthesuffrageofBlacksandLatinosinthehemisphericAmericas.SheplanstoapplyherknowledgeoftheChihuahuanDeserthistoriesandnarrativesinherSpanishcourseswithhopesofprovidingherstudentswithabetterperspectiveofHispanicsintheUnitedStatesandSpanish-languagespeakersintheworld.AlisonKairisisfromSeattle,WashingtonandteachesSpanish,LeadershipandAVIDinRedmond,Washington.Shealsocoachestheschoolswimandbadmintonteams.Alisonloveslearningandexpandingherownknowledgetoincorporatenewideas,activitiesandcontentintotheclassroom.Whennotworking,Alisonenjoystraveling,backpackinginthePacificNorthwest,readingandstudyinglanguages.SheplanstoapplyherknowledgeoftheChihuahuanDesertinallherclassestopromotetheunderstandingandstudyofidentity,culture,migrationandbinationalism.SubjectArea:Spanishlevels1-2Keywords:Identity,Stereotypes,Culture,Biculturalism,Binationalism.GradeLevel:9-12 TimeRequiredtoComplete:roughly9hours-seeindividuallessonsfortime

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InstructionalObjectivesandStudentLearningACTFL

§ Communication:Communicateeffectivelyinmorethanonelanguageinordertofunctioninavarietyofsituationformultiplepurposes(interpersonal,interpretive,presentational).

§ Culture:Interactwithculturalcompetenceandunderstanding(relatingculturalpracticestoperspectives,relatingculturalproductstoperspectives).

§ Connections:connectwithotherdisciplinesandacquireinformationanddiverseperspectives

inordertousethelanguagetofunctioninacademicandcareer-relatedsituations(makingconnections,acquiringinformation,diverseperspectives).

§ Comparisons:Developinsighttothenatureoflanguageandcultureinordertointeractwith

culturalcompetence(languagecomparisons,culturalcomparisons).

§ Communities:Communicateandinteractwithculturalcompetenceinordertoparticipateinmultilingualcommunitiesathomeandaroundtheworld(schoolandglobalcommunities,life-longlearning).

IntroductiontoUnitThisunitfocusesonthetopicsofidentity,stereotypes,cultureandbiculturalism.Itisafour-

partunitintendedtoextendthroughoutthesemesterwithsupplementalactivitiesandresourcesinbetween.Throughoutthisunit,studentswillexplorethesethemesandpersonalizethemtomakemeaningfulconnections.Oftentimesmanyteachersinworldlanguagefaceachallengeinfindingeffectivewaystoincorporateauthenticcultureintheirinstructionwhilealsoteachingthecurriculum.Wewantculturetobepartoftheprocessoflearningalanguagebecauseofthehumanconnectionitoffers.Inanefforttoaddressthischallenge,wehavescaffoldedcontentaroundthethemeofculturetoembracetheprocessofindividualdiscoveryandlife-longlearning.

WeintentionallydevelopedthisunitinEnglishtoservelowerlevelSpanishcourses,however,itcanbeadaptedandtaughtinSpanishwithadditionalvocabularyinstructionandscaffolding.Aswemovethroughthesemester,ourideaistoincreasetheinstructioninthetargetlanguageandre-visitthethemes.PART1:IDENTITY………………………..………………….TimeRequiredtoComplete:80–140minutes LessonContextLessononeexplorestheideaofidentity,settingthefoundationforfuturelessonsandactivitiesaboutstereotypes,culturesandcomparisons.Inthislesson,thegoalistointroducethetopicofidentitytocreateanawarenessofthistermandforstudentstostartthinkingabouttheirownidentity.Studentswillinterpretandprocesstheideaofidentitybypersonalizingthetopicthroughthecreationofapersonalquoteorpoem.

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LessonGuidingQuestions1. Whatisidentity?2. What/whohasimpactedmyidentity?

Standards:ACTFL

§ Communication§ Cultures§ Connections§ Comparisons

Connections

§ LanguageArts,Reading,Writing,Listening,SpeakingMaterialsandResources

§ Activityhandouts§ Markers,coloredpencils

LessonActivities1.Personalprofile/survey(20minutes)

Inthissurveyactivity,studentswillansweraseriesofquestionsregardingtheirlikes,dislikes,family,school,etc.Adjust/editquestionsasneeded.

1. What are you most excited about for Spanish class this year? 2. What do you hope to take away from Spanish class by the end of the year? 3. What are you most nervous or anxious about for Spanish this year? 4. What type of activities do you like doing in class? Please list as many as you can! 5. Tell me about yourself (favorite class, family, pets, friends, hobbies, sports, interests, music,

movies, food, personality, etc.). 6. What are you good at? (Your answer can be specific to Spanish or in general). 7. Where do you hope to live one day? 8. Tell me about your travel experience (local, in the United States, international). 9. Describe a cultural tradition or something interesting about your culture. 10. Is there anything you want me to know?

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2.Whoareyou?QuadrantActivity(10minutes)Studentswillansweraseriesofquestionsinaquadrantgraphicorganizertoexplorethemultifacetedideaofidentity.(Studentscananswerthesequestionswithcompletesentences,bulletedlists,pictures,colors/markers,etc.)

Whoareyou?

1.Howdopeopleperceiveyou?

2.Howdoyouperceiveyourself?

3.Whoareyouatyourcore?

4.Whatdoyouwantotherstoknowaboutyou?

3.TextAnalysis(20minutes)Inthisactivity,studentswillanalyzepartofatextthatdefinesidentityandtheywillidentifypersonalexamples.Wewillhaveaclassdiscussionwherepartnerssharetheirinterpretation.

Directions:

1. Readthequoteanddiscusswithyourpartner.2. Classdiscussion:partnersshareinterpretations.3. Sharepersonalexamples.

Book:“DaringtoWriteContemporaryNarrativesbyDominicanWomen”EditedbyErikaMartínezChapter:“Identidades/Identities”byRhinaP.Espaillatpg.63

“…identity is not a thing, not a static andunchanging quality, but a process that takesplace from cradle to the grave. A series of transformations, or rather a constant andgradualtransformationoftheintimateselfofeachperson.”

Questions:

1. Whatdoesthisquotemean?2. Whatarepersonalexamplesofyouridentitychangingovertime?

4.Assessment(Option1–30minutes;Option2–90minutes)InthisactivitystudentswilleitherdefineidentityinaquoteorpersonalizethethemeinaBiopoem.

Option1:Studentswillreadfiveexamplesofquotes/definitionsaboutidentityandthencreatetheirown.Studentscanworkindividuallyorinpartners.Afterstudentscreatetheirdefinition,theycanshareinpartners,groupsand/orwiththeclass.

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Quiénsabedoslenguas,valepordos.Ifyouarebilingualyoucounttwice.

-PatMoraSoydebajorecursos,peronosoypobre.Iamlow-income,butI’mnotpoor.

-Antoñita,ResidentofelSegundoBarrio/Duranguito,ElPaso,TexasDimeconquiénandasytediréquiéneres.TellmewhoyourFriendsandandI´lltellyouwhoyouare.

-SpanishProverbLaidentidadétnicaesgemelaalaidentidadlingüística–soymilengua.EthnicIdentityistwinskintolinguisticidentity–Iammylanguage.

-GloriaAnzaldúa

Option2:CreateaBiopoemthatidentifieskeypartsofyouridentity.Studentsshouldfollowastructurewhenwritingthebiopoem(Seeexamplebelowandadjuststructureasneeded).Studentscanwritetheirpoemandrecordthemselvesreadingit.(Optional:studentscanuploadtheirpoemtotheclasswebsite.)Tofinish,theclasscandoapoetryreadingwhereeachstudentpresentsorstudentscanpresentinpartnersorgroups.

BiopoemaUnbiopoemaesunpoemasobretimismo:quiéneres,qué(no)tegustan,tupersonalidad,tuorigenyotrosdetalles.Siguelasiguienteestructura.

YoSoy…Estructura Ejemplo

1. Escribetunombreenletrasgrandes2. Escribe“Soy”ytresadjetivos3. Escribe“Soyelhijo/lahijade:”ylos

nombresdetuspadres:4. Escribe“Megustan:”y3cosasquete

gustan:5. Escribe“Mesiento:”y2emocionesque

tesientes:6. Escribe“Necesito:”y3cosasque

necesitas:7. Escribe“Quiero:”y3cosasquequieres

enelfuturo:8. Escribe“Vivo:”yescribetuciudad/

estado9. Escribe“Soyde:”ydedóndeeres10. Escribetuapellidoenletrasgrandes:

LUCÍALEILANI

Soyinteligente,trabajadoraycariñosaSoyhijadeEstebanyDiana

Megustanlosvideosdecomedia,correrporlamañanaycomer

MesientoorgullosayhumildeNecesitoaprender,gozarybailar

Quieroviajarporelmundo,explorardiferentesidiomasyconocerotrasculturas

VivoenElPaso,TejasSoydeMedellín,Colombia.DELOSSANTOSTOLEDANO

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PART2:STEREOTYPES………………………..………………….….TimeRequiredtoComplete:180minutesLessonContextLessontwoexplorestheideaofstereotypesandtheconnectionbetweenstereotypesandidentity.Studentswilllearnaboutstereotypes,identifyanddiscusspersonalstereotypesandanalyzestereotypesinthetargetculture.LessonGuidingQuestions

1. Whatarestereotypes?2. Howdostereotypesimpactidentityformation?3. HowdoI(beginto)definemypersonalandcollectiveidentity?

Standards:ACTFL

§ Communication§ Cultures§ Connections§ Comparisons

Connections

§ LanguageArts,Reading,Writing,Listening,Speaking§ Music

MaterialsandResources

§ Activityhandouts§ Whiteboardsorposterpaper§ Markersand/orwhiteboardmarkers§ Camera§ TedTalk

LessonActivities1.Introductiontostereotypes(15minutes)Inthisactivity,studentswillrefertotheir“Whoareyou?”quadrantfromPart1andidentifyanyconnectionsbetweenquadrants1and4.Transitiontoandintroducestereotypes.

Inthisactivity,studentswillexplorestereotypesandhowstereotypesconnecttoandimpactpersonalidentity.

Answerthefollowingquestions(partners,classshareout):1. Whatisastereotype?2. Whatcreatesstereotypes?3. CanyouidentifyanystereotypesothersmayhaveaboutyoufromtheWhoareyou?

Quadrantactivity?4. Howdoyouconfrontstereotypes?

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2.TedTalk-“TheDangerofaSingleStory”byChimamandaAdichie(40minutes)Inthisactivity,studentswillwatchaTedTalkanddiscussstereotypes.First,introducethequestionsandaskstudentstobrainstormanswerspriortowatchingtheTedTalk.Then,showtheTedTalkandhavestudentsanswerthequestionswithspecificexamples.Discussquestionsasaclass.https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story

Andanswerguidingquestions:1. Whatdoes“singlestory”mean?2. Whatsinglestorycomestomindforyou?Examplesofsinglestories:3. Whatisthedangerofasinglestory?4. What’stherelationshipbetweenpowerandstories?5. Chimamandareferstoa“balanceofstories”.Whatisthat?6. “Whenwerejectasinglestory,weregainakindofparadise.”Whatdoesthatmean?7. Whatisyoursinglestory?Whatmisconception(s)doyouhaveaboutothersordoothers

haveaboutyou?3.Song:“Dominicanosoy”byRedimi2(60minutes)https://www.youtube.com/watch?v=u58ttVGWogwInthisactivity,studentswilllistentoasongthattacklesthecontradictionbetweenidentityformationandstereotypesasabyproductofidentity.ThesongisperformedbyaDominicansinger/rapperwhoshareshispersonalstoryabouthispersonalidentity,culturalidentityandstereotypes.Thesongalsoincludeshistoricalreferences(people,places,events).

Directions:1. Playsongandaskstudentstowritedownanywordstheyunderstand;share

emotionalresponsetothelyricsandtoneofthesongwithyourpartner.2. Playsongagainandaskstudentstofilloutlyricsinclozeactivity;partnerscanshare

andworktogether.3. Listentothesongandreviewtheanswers.4. True/Falseactivitywithsonglyrics.

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Songlyricswithclozeactivityandfootnotes:

Discussionquestions:

1. Canyourelatetothissong?How?2. Howdoesthissongconnecttoidentityandstereotypes?3. Whatistherelationshipbetweencultureandidentity?4. Canyouthinkofasong(orothermedium:movie,T.V.show,play,etc.)thattriesto

captureyourculturalidentity?

True/FalseQuestions:1. Elcantanteescubano.VF2. Elescudodicementiras.VF3. Elemblemadelabanderaes:dios,patriaylibertad.VF4. QuisqueyaestáenSudamérica.VF5. Elcantanterechazasucultura.VF6. LospadresdelapatriasonDuarte,SanchezyMeilla.VF7. Losdominicanossonderazanegra,blancaytaína.VF8. Elcantantepiensaquelosdomincanossonlagentemástristedelmundo.VF9. Paranocrearestereotipos,elartistaquierequetúvisiteslaisla.VF10. Haymásqueturismoytalentoenlaisla.VF

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4.WhiteboardActivityAssessment(45minutes)Inthisactivity,studentswillchallengeastereotypethattheyfeelorsee.

Onasmallwhiteboardorpieceofpaper,studentswillacknowledgeastereotypeandthattheydefy.Afterstudentswritethestereotypeandtakeapicture,theclasscan:

§ Createaclasscollageofstereotypeimages.§ Shareinpartnersorgroups.§ Presenttotheclass.§ Writeareflectionaboutthestereotypeandhowitconnectstothem.

Example:

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PART3:WHATISCULTURE?:AHOLISTICOVERVIEW……….TimeRequiredtoComplete:115minutesLessonContextLessonthreeexplorestheideaofculture,students’culture,andhowcultureimpactsidentity.Studentswillstartoffbyanalyzingtheirpersonalandfamilyvaluesandconcludethephasebyreflectingontheirownculture.LessonGuidingQuestions

1. Whatisculture?2. Howiscultureunderstood?3. HowdoIidentifyanddefinemyculturalidentity?

Standards:ACTFL

§ Communication,Cultures,Connections,ComparisonsConnections

§ LanguageArts,Reading,Writing,Listening,Speaking§ Art

MaterialsandResources

§ Activityhandouts§ Posterpaper§ Magazines,newspapers,glue/tape(ordigitalresources)§ PowerPoint

LessonActivities1.ActivityIntroduction:WordConnotation(10minutes)Inthisactivitystudentswillanalyzealistofwordsandwritethemonascalefromnegativetopositive.AllthewordslistedrepresentdifferentareasoftheCulturalIceberg(surfaceculturevs.deepculture).

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2.ValuesContinuum(10minutes)Tobuildoffthefirstactivity,studentswillanalyzetheirownpersonalandfamilyvaluesonacontinuum.ActivityDirections:

1. Reviewvocabularywordstomakesurestudentsunderstandmeaning.2. Studentscompletethecontinuum.3. Inpartners,compareanswersanddiscusssimilarities/differences.4. Asaclass,completethecontinuum.Theteachermovesdownthecontinuumandstudents

volunteertosaystopwheretheydrewtheirtickmarkandtheteachermakesamark.Therewillbemanymarksalongthecontinuumbasedonstudentanswers.

CulturalValues:Lookingatthislistofvalues,drawatickmark(I)closesttothebeliefsthatyouandyourfamilyvalue.

Cautiousness…………………………………………………………………………………………….……….…………Risk-taking

Interdependence………………………………………………………………………………………………………..Independence

FamilyObligations………………………………………………………………………………………………Personalfulfillment

Loyalty………………………………………………………………………………………………………..…………………Individuality

Connectedness……………………………………………………………………………………………………….……...Autonomy

Respectfortraditions…………………………………………………………………………………………………………Modernity

Compliance…………………………………………………………………………………………………………..…Inquisitiveness

Familyhierarchy…………………………………………………………………………………………………….Familialequality3.Culture(20minutes)Inthisactivity,studentswilllearnaboutwhatcultureisanddeepculturevs.surfaceculture.

Directions:1. Brainstorm:Whatisculture?2. WatchYou-Tubevideoaboutcultureanddiscuss.

https://www.youtube.com/watch?v=Me2HlTQPS40&feature=youtu.be3. Havestudentsbrainstormthedifferencebetweendeepcultureandsurfaceculture.4. Introduceculturaliceberg–Whatisthedifferencebetweendeepcultureandsurface

culture?

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5. Examplesofculture(15minutes)Inthisactivity,studentswilllookatavarietyofquotesandimagesanddoaculturalanalysis.Studentswilldetermineifthequoteorimagerepresentsdeepcultureorsurfacecultureandthenifit’saproduct,practiceorperspective.Optional:groupsswitchquotes/imagestoanalyze.Aftergroupsanalyzequote/imagestudentscantapethecardnexttoanappropriatespotontheiceberb(displayedontheboard).

"TheBaroqueWorldofFernandoBotero"

October19,2008-January11,2009(SurfaceLevel-Art;DeepLevel-Beauty)

"LaCarreta"-CostaRica

(SurfaceLevel-Art,Coffee;DeepLevel-Agricultureandworkethic)

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Spain-"RealMadridvs.Barcelona"

(SurfaceLevel-Sports;DeepLevel-NationalRivalry,RegionalDifferences)

Peru-"MachuPicchu"(SurfaceLevel-Architecture,

History;DeepLevel-RelevanceofthePast)

Sancocho

(SurfaceLevel-Food;DeepLevel-History:rootsandoriginofthepeopleacrossthe

entirecontinent)

ChildreninSchool-Guatemala(SurfaceLevel-EducationSystem;DeepLevel-Class

Structure)

"Laculturaesmuchomásqueunalengua;yeserróneobasaresaidentidadculturalyautonómicaenunaseparaciónfrontal..."AdolfoSuarez“Cultureismuchmorethanalanguage;anditiswrongtobaseone’sculturalidentityandautonomyseparately…”AdolfoSuarez

“Lapreservacióndelaculturapropianorequiereeldesprecioolafaltaderespetohaciaotracultura.”–CesarChavez"Preservationofone'sownculturedoesnotrequirecontemptordisrespectforotherculture."-CesarChavez

6.Assessment(45-60minutes)Inthisactivity,studentswillreferbacktoessentialquestion#3:HowdoIidentifyanddefinemyculturalidentity?Toanswerthisquestion,studentswillcreateavisualrepresentationoftheirculturalidentityusingimages,quotesandanyotherrelevantobjectsormaterials.Studentscanpresentinpartners,smallgroups,ortotheentireclass.

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PART4:TWOWORLDS…………………….………………………….TimeRequiredtoComplete:120minutesLessonContextThislessonencouragesstudentstocompareandcontrasttheirdifferentworlds.LessonGuidingQuestions

1. Whatarethelayerstomyculturalidentity?2. Whatarethepush/pullfactorsofmyculturalidentity?3. Whatdoesmyculturehaveincommonwithothercultures?

Standards:ACTFL

§ Communication§ Cultures§ Connections§ Comparisons§ Communities

Connections

§ LanguageArts,Reading,Writing,Listening,Speaking§ History§ Geography

MaterialsandResources

§ You-tube§ PowerPoint§ PatMoraPoem

LessonActivities1.TwoWorldsBrainstorm(10minutes)Inthisactivity,studentswillanalyzeandcomparetwoworldsthattheylivein.Thisbrainstormcantaketheformofafree-writeorVennDiagram.

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2.“Selena”Clip(15minutes)Inthisactivity,studentswillwatchaclipfromthemovie“Selena”andidentifythetwoworldsshelivesin.Then,studentswillsharetheirowntwoworldsfromthebrainstorm.https://youtu.be/tUZ5Yhwzz80 3.Maps&History(10minutes)Inthisactivity,wewillexplorethetwoworldsthatarereferredtointheSelenaclipandinthefollowingpoetryactivitythroughanalyzingmapsoftheU.S.-Mexicoborderhistory.

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4.“TwoWorlds”byPatMora(30minutes)Inthisactivity,studentswillreadandanalyzeapoemaboutlivingintwoworlds.Directions:

1. IntroducebiographicalinformationaboutPatMora2. Teacherreadspoemtotheclassandstudentsfollowalong.3. Analyzethefirstchunk(lines1-8)asaclass.4. Partnersanalyze2ndchunk(lines9-15)and3rdchunk(lines16-22).5. Partnersanswerquestions.6. Re-readpoemasaclass,analyze,andanswerquestions.

PoemAnalysisQuestions:

1. Paraphraseinyourownwords.2. Whatisbeingcompared?3. Isthereanyreference,ideaorvocabularythatyoudon’tunderstand?

5.BilateralLine(5minutes)Inthisfollow-upactivity,studentswillanalyzethepoemaccordingtoabilateralline(mentionedattheendofthepoem).Studentsshouldusetext-basedevidenceandexamplestofilloutexamplesfromthepoemontheline.MexicanMexican-AmericanAmerican6.Assessment:Createyourown“TwoWorlds”Poem(60minutes)Inthisactivity,studentswillcreatetheirownpoemtotellastoryabouttwoworldsthattheylivein.Directions:

1. Introduceassignmentandrequirements.2. Modelexamplepoem.3. Draft/writepoem.4. Optional:studentspeer-edit.5. Sharepoemsinpartners,insmallgroups,orinaclasspoetryreading.

Assignmentoptionsandextensions:

§ Havestudentsincludeanimagewiththeirpoem.

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§ Analternativetoawritingassignmentwouldbeforstudentstouseimages(photos,drawings,etc.)withkeywordstotelltheirstoryoftwoworlds.

§ Havestudentsrecordthemreadingtheirpoemanduploadittoaclasswebsite.Thepoemrequirementsaresimpleandbroadinordertogivestudentsflexibilityintellingtheirstory:

ü Titleü Minimum10linesü Compareandcontrasttwoworldsthatyoulivein

PatMora:“TwoWorlds” “TwoWorlds”ExamplepoembyS.D.Colquitt

(1)Bi-lingual,Bi-culturalabletoslipfrom“How’slife”to“M’estanvolviendoloca,”abletositinapaneledoffice(5)draftingmemosinsmoothEnglish,abletoorderinfluentSpanishataMexicanrestaurant,Americanbuthyphenated,viewedbyanglosasperhapsexotic,(10)perhapsinferior,definitelydifferent,viewedbyMexicanasalien(theireyessay,“Youmayspeak Spanishbutyou’renotlikeme”) anAmericantoMexicans(15)aMexicantoAmericans ahandytoken slidingbackandforth betweenthefringesofbothworlds bysmiling bymaskingthediscomfort ofbeingpre-judged(22)Bi-laterally.Line3:Theyaredrivingmecrazy

(1) Bi-lingual,Bi-culturalabletobeopen,charismatic,andloudwhilehavingtousemyinsidevoiceasIrespectothers’personalspace

(5) abletokiss,hug,intimatelygreetaswellasnodwhentheysay“How’sitgoin”astheywalkaway,abletosingmyheartoutinSpanish

(10)surroundedbyfriendsandstrangersalike,

Dominican-Haitian-Americanoneofthreeintricateparts,somedaysoneofthethirdsoverpowerthetwoothers

(15) quicklyremindedthatonecan’tstandonitsown

perceivedbyestadounidensesasonethatslowlybutsurelyisclimbingtheladderofsuccess,assimilation,viewedbyLatinosasamorena

(20) that’slosingherflavorbetweenthechasmthatjoinsandsplitsmytwodomainsbyresistingtoconform

(25) asIdebunkpreconceivednotions,

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discover,grow,andexploreembracingallpartswithdignidad,certezayorgulloAfro-Latinathatspreadsandevolvesinoneworld,twoworlds,alldependingonthecontext.

Line16:AnAmericanLine19:Black/BrowngirlLine28:Dignity,certainty,pride

Lesson4-OptionalActivityInthisactivity,studentswillwatchthemovieSelena.Then,theywillbeaskedtomakeaculturalobservationandanalysisastheydrawconnections,similaritiesanddifferencesofSelena’slifetotheirown.

GuidingQuestions:1. WhowasSelena?2. Wherewasshefrom?3. Wherewasherfamilyfrom?4. Whatisherculturalheritage?5. Whataresomefamilypracticesthataresimilartothingsyouandyourfamilydo?6. Whataresomedifferences?7. HowareyouandSelenaalike?8. Howareyoudifferent?

EVALUATE:Assessmentsareincludedineachpartoftheunit.Anoptionaladditionalsummativeassessmentwouldbetoaskstudentstoconductamini-oralhistoryproject.Theywillhavetointerview2adults/familymemberstolearnmoreabouttheirfamily’shistory,traditions,culturalvalues,migrationpattern,etc.

1- Withapartner,studentswillformulate5questionstoguidetheirinterview.2- Once their questions have been formulated theywill practice the interview process as they

interviewadifferentclassmate.(Theinterviewwillberecordedonanelectronicdevice)3- Thestudentswillhavetwooptions:a)withthe informationgathered,andtheactivitiesdone

throughout the unit, students will tell their own personal story. They will take intoconsideration their personal and collective identity, their culture, their family’s background,etc.);b) ifstudentschoosenottosharetheirpersonalstory,theycantell thestoryofoneoftheirinterviewees.

4- As final task, students will turn in a portfolio including: 1-Personal Picture Collage; 2-A TwoWorldpoem;and3-ShortEssay:IdentityandCulture(basedontheoralinterview).

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AccommodationsandModificationsAccommodations,modifications,extensionsandoptionsareincludedinspecificpartsoftheunit,andsomeadditionalaccommodationsandmodificationstoconsiderareasfollows:

1. Providehardandelectroniccopiesofmaterialsforstudentstoaccessduringthelesson.2. Pre-teachanynecessarymaterialorcontent.3. Includeimagestosupplementtextandworksheets.4. Offerstudentchoiceforhowtocompletetheassignments.

ReflectionCollaboratingonthisunitplanthroughoutthesummerinstituteallowedustoexplorethetopicsandthemesmoreindepthaswefiguredouthowtoimplementourlearningintoourownclassrooms.Wefeelitisourresponsibilitytoincorporatetheinformationandstoriesinourcurriculumtosharewithourstudentsandcolleagues.Whilethisunitplanisanoutlineorbrainstormofwhatwehopetodoinourrespectiveclasses,itisalivingdocumentthatwewillcontinuetoreviseandsupplementasweteachtheunit.WorksCitedBeyondDoorwaysTravel."ColombiaArtistFernandoBotero.N.p.,n.d.Web.28July2017."CesarChavezQuotes."BrainyQuote.Xplore,n.d.Web.29July2017."Thedangerofasinglestory|ChimamandaNgoziAdichie."YouTube.N.p.,07Oct.2009.Web.29July2017."CostaRicanCulture&Traditions."LATOUR.N.p.,n.d.Web.29July2017."CulturalHeritageBelowtheWaterLine."OICMoments.N.p.,12Sept.2013.Web.29July2017."CustomMachuPicchuTourPackagesbyLocalExperts."CustomizedPeruPackages-MachuPicchu.org.N.p.,n.d.Web.28July2017.“DominicanoSoy–Redimi2(Redimi2Oficial).”YouTube.N.p.,27Jan.2014.Web.28July2017.Espillat,RhinaP."Identidades/Identities."DaringtoWrite:ContemporaryNarrativesbyDominicanWomen.ByErikaMartínez.N.p.:UofGeorgiaPress,2016.61-64.Print.Garcia,RinconCastellano.comJavierGarcia."AdolfoSuarez."CitasfamosasdeAdolfoSuarez|CitasyProverbios.com.N.p.,n.d.Web.29July2017.

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"Guatemala."AS/COA.N.p.,08June2017.Web.29July2017."Home."Volveralapáginaprincipal.N.p.,n.d.Web.29July2017."LaCarretaTípica."GuíasCostaRica.N.p.,08May2017.Web.29July2017.LeLoup,Jean.Presentation.N.p.,n.d.Web.29July2017.“MexicanAmericanSelena.”YouTube.N.p.,04Aug.2014.Web.28July2017.Mora,Pat.“MyOwnTrueName:NewandSelectedPoemsforYoungAdults.”PiñataBooks,ArtePúblicoPress,2000,pg.39."RealMadridvsBarcelonaISemiFinalUEFAChampionsLeagueIPES2014."YouTube.N.p.,26Apr.2014.Web.29July2017."Sancocho."Wikipedia.WikimediaFoundation,10July2017.Web.29July2017.Stereotypes.DigitalImage.https://s-media-cacheak0.pinimg.com/originals/65/4b/10/654b10c82ccb741736c8eff917caf89f.jpg“Whatisculture?”YouTube.EvaHaug,29March2014,https://www.youtube.com/watch?v=Me2HlTQPS40&feature=youtu.be