Author:
Monique Aguilar-Weaver, Oregon Open Learning
Subject:
Languages, Literature, Language Education (ESL), English Language Arts, Composition and Rhetoric, Language, Grammar and Vocabulary, Reading Informational Text, Reading Literature, Speaking and Listening
Material Type:
Lesson, Lesson Plan
Level:
Middle School, High School, Community College / Lower Division
Tags:
Culturally Responsive Instruction, ELP Level 1, Identity, Identity and Culture, MLEL-Bank, Oregon OER Quality Framework, mlel-bank
License:
Creative Commons Attribution Non-Commercial
Language:
English, Spanish
Media Formats:
Audio, Downloadable docs, Graphics/Photos, Video

Education Standards

My Identity Cause & Effect (Why Am I Who I Am?)

My Identity Cause & Effect (Why Am I Who I Am?)

Overview

 

This lesson is designed for a 90-minute period at the high school level for a dual language Heritage or Spanish Language Arts class. However, it could easily be divided into sections or modified for middle school students or advanced Spanish world language students. 

In this lesson, students explore how identity is formed through various life influences and analyze the cause/effect relationship between their personal identity and significant influences in their lives. Students will explore the topic through the RadioAmbulante podcast “Sisters” and the painting “Las dos Fridas” by Frida Khalo. Students will practice metalinguistic awareness and develop their translanguaging skills through explicit instruction on the use of transitional phrases related to cause and effect in English and Spanish. Then students will use these phrases to engage in conversations with their peers to discuss how the different influences in their lives have shaped their identities. Finally, students will produce a written summary of the relationship between the primary influences in their lives and the primary characteristics of their identities. 

LESSON DESCRIPTION

My Identity Cause & Effect (Why Am I Who I Am?)

Author of the Lesson: Monique Aguilar-Weaver

 Lesson Summary/Overview:

This lesson is designed for a 90-minute period at the high school level for a dual language Heritage or Spanish Language Arts class. However, it could easily be divided into sections or modified for middle school students or advanced Spanish world language students.

In this lesson, students explore how identity is formed through various life influences and analyze the cause/effect relationship between their personal identity and significant influences in their lives. Students will explore the topic through the RadioAmbulante podcast “Sisters” and the painting “Las dos Fridas” by Frida Khalo. Students will practice metalinguistic awareness and develop their translanguaging skills through explicit instruction on the use of transitional phrases related to cause and effect in English and Spanish. Then students will use these phrases to engage in conversations with their peers to discuss how the different influences in their lives have shaped their identities. Finally, students will produce a written summary of the relationship between the primary influences in their lives and the primary characteristics of their identities.

Link to Lesson 2: My Identity Past Present & Future (Becoming Who I Want to Be)

LESSON GOALS AND OBJECTIVES

Alignment and Objectives

Learning Target: Using text and audio resources, I can analyze the primary influences in my life and aspects of my personality that they have developed verbally and in writing. 

Content Objectives:

Students will identify the primary influences (causas) that have shaped the dominant aspects (affects) of their identities.

Language (ELP) Objectives:

Using vocabulary to express cause and effect, students will participate in conversations with their peers and write to analyze the relationship between the influences in their lives and their identity.

Standards:

English Language Proficiency Level 39-10 English Language ArtsWorld Language (Intermediate Mid)
ELP.9-12.3.speak and write about grade-appropriate complex literary and informational texts and topics . . .ELP.9-12.9. create clear and coherent grade appropriate speech and text . .CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.CCSS.ELA-LITERACY.W.9-10.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.Presentational Communication:Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

 

Embedded Standards:

Learning for Justice

Identity 3: Students will recognize that people’s multiple identities interact and create unique and complex individuals.

ACTFL National Standards

  • Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
  • Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
  • Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

 

English Language Proficiency Level 39-10 English Language ArtsWorld Language (Intermediate Mid)
ELP.9-12.1.         construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.CCSS.ELA-LITERACY.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.Interpretive Communication: Learners understand, interpret, and analyze whatis heard, read, or viewed on a variety of topics.
ELP.9-12.2.participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questionsCCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.Interpersonal Communication:Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
ELP.9-12.8. determine the meaning of words and phrases in oral presentations and literary and informational textCCSS.ELA-LITERACY.RI.9-10.4CCSS.ELA-LITERACY.RL.9-10.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).InterpretiveCommunication:Learners understand,interpret, and analyze whatis heard, read, or viewed on avariety of topics.
ELP.9-12.10 make accurate use of standard English to communicate in grade-appropriate speech and writing . . .CCSS.ELA-LITERACY.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.Presentational Communication:Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

Supporting Academic Language

Language Functions:

        Cause and effect

Language Modalities:

        Listening, Reading, Interpersonal Speaking, Presentational Writing

Vocabulary:

        Content: Influence, Identity, Cause/Effect

Language: Cause and effect: Porque, como, ya que, para (que), debido a, como resultado de, de ahí que, por consiguiente, por tanto, por lo tanto, por lo que, por ello

Syntax or Sentence Structure(s):

        Sentence frames for cause and effect:

                _______ porque ________.

                Como_______, ___________.

                _______ ya que ___________. Ya que ___________, ____________.

                _____________ debido a _______________. Debido a ______________, _______________.

                _____________ por lo que ___________.

                _________________, y como resultado _______________. Como resultado de ____________, _____________.

                De ahí que______________.

Discourse:

        Conversation (Scaffolded Discussion, idea exchange)

        Personal presentation

LESSON PREPARATION

Considerations

Prerequisite Knowledge and Skills:

  • This lesson is designed to target development at the ACTFL Intermediate Mid Level, or English Language Proficiency Level 3. Students will bennefit from having read and analyzed literary works and worked collaboratively.

Instructional Materials

Resources, Materials, and Technology required or recommended for the lesson:

See Table Below

Learning Supports

Socio-emotional supports:

  • Think time
  • Clear instructions/objectives
  • Collaborative Work

Cultural & Linguistic Responsiveness:

  • Examples of art and literature from Latinx perspective
  • Exploration of individual/personal identity
  • Metalinguistic connections between languages for students with strengths in either language (Spanish/English)

Accessibility:

  • Heterogeneous grouping
  • Graphic organizers
  • Sentence frames
  • Multiple Modes of representation (Audiovisual, audio, reading, art)
  • Comprehensible input, building background

Instructional Supports

Differentiation:

  • Multiple means of engagement
  • Multiple means of representation
  • Multiple means of expression

Metalinguistic Awareness/Translanguaging:

  • Cause/Effect Phrases Level 1 Bridge

LESSON PROCEDURES

TimeActivityMaterials/ResourcesStrategyExtensions
Preparation:
10Bell Ringer
  • As students come in have sticky notes at each group. Ask students to work as a team to think of three influences that impact personality and three aspects of personality and stick them on the t-chart.
  • After 5 minutes, work with students to group and categorize, and think of additional examples.
Slide 1Sticky NotesBuilding BackgroundAnticipatory SetActivate SchemataKinestheticModelingGroupPadlet
Transition: Explain to students that in today's lesson they will be exploring how influences shape identity in others and themselves. They will begin by identifying as many examples of possible influences in an individual's life and aspects of an individual's personality as they can from a variety of sources.
5Graphic Organizer
  • Hand out the graphic organizer.
  • Have students choose at least three examples from each side of the t-chart to add to their graphic organizer.
Slide 2Graphic organizer (Parte 1)Slide 1 w/sticky note ideasGraphic OrganizerGoogle Docs
5Lesson Intro
  • Review the lesson topic, essential question, and learning target with students.
  • Show students the images for the key vocabulary and discuss the meaning of the terms.
Slide 3Key VocabFocused InstructionKey VocabularyDrop-in readingFrayer model
Transition: Explain to students that the first source they will be using to gather more examples is from a Podcast called Radio Ambulante. They will hear a girl talk about how moving away from her sister when she was young changed her life. As they listen they will be adding more examples to their graphic organizer.
15Listening Activity - “Hermanas” Radio Ambulante
  • Play the first 11 minutes of the recording and have students identify at least three more influences and aspects of personality based on what they hear and add them to page 1 of their graphic organizer.
  • Stop periodically to allow students to discuss and share ideas with their groups.
Slide 4Audio LinkGraphic organizer (Parte 1)Group ApplicationBuilding BackgroundGraphic OrganizerMultimediaMultiple modes of representationExtended listening.Personal reflection.
Transition: Explain to students that now we want to think about the connection between the influences in people's lives and the aspects of their personality. To do this we are going to use phrases that show cause and effect.
10Vocabulary - Causa y Efecto
  • Project the Causa/Efecto phrases slide. (Do not show answers yet.)
  • Provide each team of students with envelopes of the phrases in English and Spanish.
  • Have the students match the English/Spanish phrases with their teams.
  • Reveal “answers” and have students discuss what other ways they had matched the terms.
  •  Have students use the sentence frames on slide 6 to write one sentence connecting an influence from the listening activity to an aspect of the girl's personality and then share their answers verbally in their group.
Slides 5-6Envelope activityGroup ApplicationInclude other classroom languages
Transition: Explain to students that next, they will analyze a work of art to see how one person can feel like they have many different personalities depending on the situation.
15Reading Activity/Art Analysis - “Las dos Fridas”
  • Project the image from the link on the screen and ask students to think, pair, and share what they notice.
  • Assign roles to each group: “lector” (reads), “escriba” (takes notes), “investigador” (looks up words) “reportero”(shares ideas at the end).
  • Pass out a printed copy of the associated reading and assign each group one section of the reading and tell them to identify at least one more influence and aspect of personality in the graphic organizer based on the reading and/or analysis of the painting. (Emphasize that the reading is challenging and they are not expected to comprehend everything they read, they just need to find those two main ideas)
  • Have a reporter from each group share out the ideas they identified so that their classmates can add those ideas to page 1 of their graphic organizers.
  • Have students use the sentence frames on slide 8 to write one sentence summarizing how an aspect of Frida’s life influenced her identity.
Slide 7-8Reading Link PDF Link (Print)Graphic organizer (Parte 1)Group Role Cards (Print and laminate to use with other lessons)Group ApplicationBuilding BackgroundGraphic OrganizerThink, Pair, ShareJigsawMultiple Modes of RepresentationDetailed text analysis
Transition: Explain to students that now it is their turn to think about the influences in their life and how they have led to different aspects of their personality.
10Personal Connection
  • Using the ideas that they collected in their graphic organizer 1, have students complete graphic organizer 2, identifying three primary aspects of their personality and the influences that contributed to these characteristics.
  • Have students use the sentence frames on slide 10 to write one sentence explaining the connection between one of their influences and their identity.
Slide 9-10Graphic organizer (Parte 2)Individual LearningLInks to experienceGraphic OrganizerGoogle Docs
10Speaking Activity - ¿Por qué somos quién somos?
  • Have students form concentric circles and use the cause/effect phrases on slide 12 (or from their notes) to share with 3-5 classmates at least one example of an influence that contributed to an aspect of their personality.
  • Encourage students to use a different phrase and share a unique idea with each partner.
Slide 11-12Group ApplicationConcentric CirclesSmall group, Break out rooms
10Writing Activity - ¿Por qué soy quien soy?
  • Have students write a five-sentence analysis and use at least three cause/effect phrases to describe how the influences in their lives contributed to key aspects of their personality.
Graphic organizer (Parte 3)Individual LearningGraphic OrganizerReview VocabularyExit TicketFormative AssessmentExtended EssayPosterVerbal Presentation
Closure: Explain to students that in the next lesson they will be thinking about how the influences in their lives can impact who they will become in the future, and what they can do to achieve the future they hope for.

ASSESSMENTS

Formative Assessment

Interpretive Listening/Reading: On their graphic organizer students will identify the main ideas and extract key information from spoken and written texts related to the relationship between life influences and identity formation.

Interpersonal Speaking: In their conversations with their peers, students will interact with others to request and exchange information about the cause and effect relationship between the key aspects of their identity and the influences in their lives using strings of original sentences and some questions.

Plans for Summative Assessments

Presentational Writing: In their culmination written activity students will demonstrate that they can identify and connect aspects of their personality to influences in their lives using a series of connected sentences including cause and effect phrases.

Students will be evaluated at the ACTFL intermediate mid-level using the rubrics below.

ASSESSMENT RUBRICS

TARGETED ASESSMENT RUBRIC

4 - Exceede3 - Domina2 - Casi domina1 - No domina
Puedo escribir unos pocos párrafos breves para explicar la conexión entre las influencias de mi vida y mi personalidad usando detalles de apoyo relevantes y elaborados y frases de causa/efecto precisos.  Puedo escribir una serie de oraciones conectadas para explicar la conexión entre las influencias de mi vida y mi personalidad usando detalle de apoyo relevantes y frases de causa/efecto efectivos.Puedo escribir una serie de oraciones conectadas para explicar la conexión entre las influencias de mi vida y mi personalidad usando detalle de apoyo y frases de causa/efecto lógicos.Puedo escribir unas oraciones sencillas originales  para explicar la conexión entre las influencias de mi vida y mi personalidad usando detalle.

 

Intermediate Mid

IM:Interpretive Listening/Reading

Performance Indicator4 - Exceeds3 - Proficient2 - Nearly Proficient1 - Not Proficient
Learners can comprehend the main idea and extract key information in spoken, or written texts about a range of familiar topics in personal and social contexts.I  can comprehend the main message or story in paragraph-length spoken or written texts.I can comprehend the main idea and extract key information in spoken or written texts.I can comprehend the main idea and list key or supporting  information in spoken or written texts.I  can comprehend the main idea and identify some supporting information in spoken or written texts.

 

IM:Presentational Speaking/Writing

Performance Indicator4 - Exceeds3 - Proficient2 - Nearly Proficient1 - Not Proficient
Learners can speak, sign, or write to make presentations about  familiar and some researched concrete topics, express viewpoints, and tell a personal story using a series of connected sentences and questions.I can speak or write to make presentations about  familiar and some researched concrete topics, express viewpoints, and tell a personal story using  a few short paragraphs.I can speak or write to make presentations about  familiar and some researched concrete topics, express viewpoints, and tell a personal story using a series of connected sentences and questions.I can speak, or write to communicate information and express preferences about familiar topics and tell a personal story  using a series of connected sentences and questions.I can speak or write to communicate information and express preferences about familiar topics in personal and social contexts by creating simple, original sentences and questions.

 

IM: Interpersonal Speaking & Writing

Performance Indicator4 - Exceeds3 - Proficient2 - Nearly Proficient1 - Not Proficient
Learners can interact with others to request and exchange information, meet needs, express preferences, opinions, or feelings, and provide basic advice by creating strings of original sentences, and questions on familiar and some researched topics in personal and social contexts.I can interact with others to exchange information and to meet needs, express preferences, opinions, or feelings, and provide basic advice in a variety of situations  by using connected discourse.I can interact with others to request and exchange information, meet needs, express preferences, opinions, or feelings, and provide basic advice by creating strings of original sentences, and questions.I can interact with others to request and exchange information, meet needs and express preferences or feelings by creating strings of original sentences, and questions.I can interact with others to request and exchange information, meet basic needs, and express preferences or feelings by creating simple, original sentences and questions.

 

EXTENSIONS

Ideas for Key Assignments, Extensions, and Adaptations for Online Learning Environments:

See table above.

This unit could be extended with more in depth attention given to the reading and listening activities and the extension of the final writing assignment into a full developed essay.