My Identity Past, Present & Future (Becoming Who I Want to Be)

My Identity Past, Present & Future (Becoming Who I Want to Be)

LESSON DESCRIPTION

My Identity Past, Present & Future (Becoming Who I Want to Be)

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 build on their analysis from lesson 1 to consider how the influences in their lives have formed their identity and how they can ensure that the influences in their future lead them toward their goals. First students explore how people’s identities are impacted by context through an analysis of the influences and dominant aspects of their identity in three familiar contexts. They then analyze the poem “A Julia de Burgos” to see how sometimes context makes it hard for people to be the person that they want to be. They then analyze the values represented in the poem and their own values as they develop their metalinguistic awareness and translanguaging skills using vocabulary related to core values. Next they they analyze the painting “La creación de las aves” by Remedios Varo to see how it is possible for a persons identity to fully align with their values. Finally, students analyze how a past and current influence in their lives have made them who they are and how consider what future influences will help them to achieve a future self that aligns with their personal values and present this analysis verbally to their classmates.

Link to Lesson 1: My Identity: Cause and Effect (Why am I Who I Am?)

LESSON GOALS AND OBJECTIVES

Alignment and Objectives

Learning Target: Using ideas from written and audio resources, I can analyzie how to ensure that the influencias in my life align to my values to achieve the future that I want, verbally and in writing.

Content Objectives: Students will analyze how the influences in their lives have shaped them in the past, shape them currently and can shape their future to allow them to live their values.

Language (ELP) Objectives:

        Using vocabulary to express cause and effect, students will participate in conversations with their peers and create a verbal presentation to analyze the relationship between the influences in their lives and their past, current and future selves.

Content 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 5: Students will recognize traits of the dominant culture, their home culture, and other cultures and understand how they negotiate their own identity in multiple spaces.

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: Context

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:

  • Level 1 Bridge of vocabulary related to personal values

 

LESSON PROCEDURES

TimeActivityMaterials/ResourcesStrategyAdaptations

Preparation:

10

Bell Work: Identity and Influence in Different Contexts

  • Students label each circle with three different contexts in their lives. For example: “mi casa”, “la escuela”, “el equipo de fútbol”.
  • For each context, students identify two influences (thinking about whether those influences also impact them in the other contexts) and place them appropriately in the diagram.
  • For each context, students identify two aspects of their personality that they show in that context (thinking about whether they show that part of themselves in the other contexts) and place them appropriately in the diagram.
  • Beginning with the student with the shortest first name (using rock, paper, scissors to break a tie), have each student share in 1 minute what they discovered verbally with their group.
Slide 1Ven DiagramGraphic OrganizersBuilding BackgroundTeam building 
Transition: Tell students that in today’s lesson they will be learning about how identities can change in different contexts and across time and what we can do about the influences in our lives so that we can become the person we want to be in the future.
5

Lesson 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 2Key VocabFocused InstructionKey VocabularyDrop-in readingFrayer model
Transition: Tell students that we will begin by analyzing a poem by Julia de Burgos that shows us two things. First, similar to the work “Las dos Fridas” it shows us how different influences can create different aspects of personality in one person. Second, it shows us how a person can prefer one part of their personality to the other and strive to emphasize that part of their personality.
15

Reading Activity - “A Julia de Burgos”

  • Pass out poems and have students turn over their handouts to page 2.
  • Explain the concept of “apóstrofe” and how it is used in the poem. Explain that in the poem one aspect of her identity is speaking about itself and to the other aspect of her identity.
  • Read verses 1-6 together and introduce the poem. Model looking up/discussing unknown words and puting examples on both side of the t-chart.
  • Assign roles to each group: “lector” (reads poem), “escriba” (takes notes), “investigador” (looks up words) “reportero”(shares ideas at the end).
  • Assign each group a section of the poem and have them identify examples of personality traits and influences of “tú” and “yo” based on their section.
  • Have the “reportero” share 1-2 ideas from their section with the class while others add ideas to their t-charts
  • Read the last 6 verses to the class and explain what happens at the end.
Slides 3-4Graphic Organizer (Page 2)Poem Link Poem Print LinkGroup RolesDictionaries  
Transition: Explain that they are going to get a chance in this lesson to think which aspect(s) of their identity they prefer and want to be “victorious” in their lives.
15

Values Analysis (Vocab)

  • Explain what values are.
  • Give students the list of values (Spanish/English)
  • Have students fill in the missing words in the indicated language.
  • Have students think of three more values and fill them in in English and Spanish.
  • Have students go around in a circle and explain what one word from the list means with an example.
  • Ask students to circle three of Julia de Burgos’s values based on the poem.
  • Have students put a star by three of their major values.
Slide 5Metalanguage 
Transition: Explain to students that they will use these values later in the lesson to think about what kind of person they want to be in the future and what they can do to become that person.
10

Listening Activity/Art Analysis - “La creación de las aves”

  • Play the video
  • As students listen to the description of the work by Remedios Varo, have them identify 3-5 values that she expresses in her work. (Either from their list, or additional values.) Pause the video periodically to let students share and process with their teams.
  • Have students share what they wrote down with their groups.
Slide 6Image LinkAudio LInkMultiple modes of representation 
Transition: Tell students that they will not get a chance to reflect on, and synthesize their learning by creating a presentation that analyzes how the influences in their lives have and will continue to influence the person that they are and will become.
5

Cause/Effect Vocab (Review)

  • Remind the students of the cause/effect phrases and pass out the reference cards.
Slide 7Cause/Effect reference cards  
15

Presentation Preparation

  • Pass out a graphic organizer to each student and review the rubric at the top.
  • Have students follow the instructions for each section on page one to organize their ideas.
  • Then have students use these ideas and their cause/effect cards to write sentences for each section of their presentation on page 2.
Slide 8Graphic Organizer 2Formative AssessmentScaffold 
15

Verbal Presentation (Small Groups)

  • Using their graphic organizers, have students present to their table groups.
  • Run presentations in rounds of 2 minutes so that you have only one member from each presenting each round. If they have extra time they can ask questions or give feedback.
  • As students present, move around the room and score students on a list using the rubric as reference.
  • Finally, have students score themselves on the rubric on the graphic organizer before turning it in.
Slide 8Summative AssessmentFull class presentation with visual support

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 values and identity.

Interpersonal Speaking: In their conversations with their peers, students will interact with others to request and exchange information about the the influences and aspects of their identity in different contexts as well as past, present and future influence on their identity using strings of original sentences and some questions.

Plans for Summative Assessments

Presentational Speaking: In the final verbal presentation students will analyze how their identities have historically and are currently formed by the influences in their lives and identify how they can ensure to put themselves in a situation where future influences will guide them toward their values and life goals 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 Assessment Rubric:

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

 

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 verbal presentation into a more developed presentation with visual support and rehearsal.