- 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:
- License:
- Creative Commons Attribution Non-Commercial
- Language:
- English, Spanish
- Media Formats:
- Audio, Downloadable docs, Graphics/Photos, Video
Education Standards
Graphic Organizer
Group Roles (Print)
Key Vocabulary (Print)
Language Modes (Print)
Las dos Fridas (Reading)
Lesson Slides
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 3 | 9-10 English Language Arts | World 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 3 | 9-10 English Language Arts | World 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 questions | CCSS.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 text | CCSS.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
Time | Activity | Materials/Resources | Strategy | Extensions |
---|---|---|---|---|
Preparation:
| ||||
10 | Bell Ringer
| Slide 1Sticky Notes | Building BackgroundAnticipatory SetActivate SchemataKinestheticModelingGroup | Padlet |
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. | ||||
5 | Graphic Organizer
| Slide 2Graphic organizer (Parte 1)Slide 1 w/sticky note ideas | Graphic Organizer | Google Docs |
5 | Lesson Intro
| Slide 3Key Vocab | Focused InstructionKey VocabularyDrop-in reading | Frayer 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. | ||||
15 | Listening Activity - “Hermanas” Radio Ambulante
| Slide 4Audio LinkGraphic organizer (Parte 1) | Group ApplicationBuilding BackgroundGraphic OrganizerMultimediaMultiple modes of representation | Extended 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. | ||||
10 | Vocabulary - Causa y Efecto
| Slides 5-6Envelope activity | Group Application | Include 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. | ||||
15 | Reading Activity/Art Analysis - “Las dos Fridas”
| 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 Representation | Detailed 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. | ||||
10 | Personal Connection
| Slide 9-10Graphic organizer (Parte 2) | Individual LearningLInks to experienceGraphic Organizer | Google Docs |
10 | Speaking Activity - ¿Por qué somos quién somos?
| Slide 11-12 | Group ApplicationConcentric Circles | Small group, Break out rooms |
10 | Writing Activity - ¿Por qué soy quien soy?
| Graphic organizer (Parte 3) | Individual LearningGraphic OrganizerReview VocabularyExit TicketFormative Assessment | Extended 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 - Exceede | 3 - Domina | 2 - Casi domina | 1 - 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 Indicator | 4 - Exceeds | 3 - Proficient | 2 - Nearly Proficient | 1 - 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 Indicator | 4 - Exceeds | 3 - Proficient | 2 - Nearly Proficient | 1 - 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 Indicator | 4 - Exceeds | 3 - Proficient | 2 - Nearly Proficient | 1 - 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.