Lesson Plan: Know Thyself -...
Transcript of Lesson Plan: Know Thyself -...
“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
“KnowThyself”byStephanieD.ColquittandAlisonKairis 2
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.
“KnowThyself”byStephanieD.ColquittandAlisonKairis 3
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?
“KnowThyself”byStephanieD.ColquittandAlisonKairis 4
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.
“KnowThyself”byStephanieD.ColquittandAlisonKairis 5
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
“KnowThyself”byStephanieD.ColquittandAlisonKairis 6
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?
“KnowThyself”byStephanieD.ColquittandAlisonKairis 7
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.
“KnowThyself”byStephanieD.ColquittandAlisonKairis 8
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
“KnowThyself”byStephanieD.ColquittandAlisonKairis 9
4.WhiteboardActivityAssessment(45minutes)Inthisactivity,studentswillchallengeastereotypethattheyfeelorsee.
Onasmallwhiteboardorpieceofpaper,studentswillacknowledgeastereotypeandthattheydefy.Afterstudentswritethestereotypeandtakeapicture,theclasscan:
§ Createaclasscollageofstereotypeimages.§ Shareinpartnersorgroups.§ Presenttotheclass.§ Writeareflectionaboutthestereotypeandhowitconnectstothem.
Example:
“KnowThyself”byStephanieD.ColquittandAlisonKairis 10
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).
“KnowThyself”byStephanieD.ColquittandAlisonKairis 11
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?
“KnowThyself”byStephanieD.ColquittandAlisonKairis 12
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)
“KnowThyself”byStephanieD.ColquittandAlisonKairis 13
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.
“KnowThyself”byStephanieD.ColquittandAlisonKairis 14
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.
“KnowThyself”byStephanieD.ColquittandAlisonKairis 15
2.“Selena”Clip(15minutes)Inthisactivity,studentswillwatchaclipfromthemovie“Selena”andidentifythetwoworldsshelivesin.Then,studentswillsharetheirowntwoworldsfromthebrainstorm.https://youtu.be/tUZ5Yhwzz80 3.Maps&History(10minutes)Inthisactivity,wewillexplorethetwoworldsthatarereferredtointheSelenaclipandinthefollowingpoetryactivitythroughanalyzingmapsoftheU.S.-Mexicoborderhistory.
“KnowThyself”byStephanieD.ColquittandAlisonKairis 16
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.
“KnowThyself”byStephanieD.ColquittandAlisonKairis 17
§ 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,
“KnowThyself”byStephanieD.ColquittandAlisonKairis 18
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).
“KnowThyself”byStephanieD.ColquittandAlisonKairis 19
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.
“KnowThyself”byStephanieD.ColquittandAlisonKairis 20
"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