Glastonbury Foreign Language Program
Curricular Unit: What defines your self-identity? (Spanish)
Grade: 11
Subject/Topic Area(s): self-identity, stereotypes
Key Words: Ethnicity, Immigration, Stereotypes
Standards:
Major standards— 3.1, 4.1
Supporting standards— 1.3.1, 1.3.2
Brief Summary of Unit (including curricular context and unit goals):
Students will identify positive and negative stereotypes (first of all kinds, then specifically of ethnicity) and the origin of said stereotypes. Then they will postulate the effect of those stereotypes on the members of the different ethnic groups. Students will define "ethnic identity" by brainstorming a list of aspects by which we identify our ethnicity and forming a list of the necessary vocabulary words to define themselves and others (politics, clothes, language/accent, food, holidays celebrated, religion, social values, i.e. family, music...) They will watch a 15 minute video on self-identity and will write an essay from the perspective of an immigrant on this conflict if they were to travel to a different country.
Number of days for activity: 15
Materials and resources (including technology and multimedia):
US Census questions ( www.census.gov, cnnenespanol.com)
Foreign-born in US-Census (cnnenespanol.com)
Hispanics in US (cnnenespanol.com)
Coconuts-video
Identifying Desired Results
• What essential questions will guide this unit and focus teaching/learning?
What is self-identity, especially in the diverse societies?
Who are we?
i. - Internal identity - how I see myself?
ii. - External identity - how do others see me?Is it possible to be a U.S. citizen and still keep your ethnic identity?
• What enduring understandings are desired?
Student will understand...
- The nature of immigration
- How immigration has affected the US and other countries
- The process of assimilation
- What “national character” is
• What key knowledge and skills will students acquire as a result of this unit?
Students will know…
Students will be able to…
Identify, discuss, and write about the cultural conflict
Vocabulary:
identidad, percepción (interna vs. externa)Grammar:
Imperfect subjuntive, conditional
• What do they already know that will help them learn new information? Where and when did they learn it?
Immigration (U.S. History class); previous units
Determining acceptable evidence
• What evidence will show that students understand?
Performance Tasks:
Read official form and supply required information
Classroom discussions on identity conflicts
Writing piece
Quizzes, Tests, Prompts, Work Samples: Writing: A self-identity conflict in a different country
Unprompted Evidence (observations, dialogues): Reading journal
Student Self-Assessment: Peer-editing
Lessons:
• Lesson 1 - What is a stereotype?
• Lesson 2 - How do we identify ourselves?
• Lesson 3 - Students will write a five-minute paragraph in Spanish telling about themselves. Class will analyze categories of information students chose to use. Are these internal or external categories? What information tells us about an individual? What is important to know about a group of one hundred people? Students will go online and fill out forms for #2 person in US census. In class students will identify in Spanish information required by census. What is asked for? What is not?
• Lesson 4 – Students will watch the video: Coconuts (15 min.) Discussion on self-identity.
• Lesson 5- Students will fill out a worksheet on their personal view about immigration to another country. They will discuss topics such as reasons for immigration, problems, solutions, assimilation and will debate the question about assimilation vs. denial of one's culture.
• Lesson 6- Students will go to the computer laboratory and will write a first draft on the previous day discussion (Conflictos de identidad)
• Lesson 7- Peer-editing and conferencing among students.
• Lesson 8- Students will edit changes and hand it in to teacher as a second draft.
• Lesson 9- Students will go to the computer laboratory to work on their final copy.
Links to Relevant Web Sites:
Assessment Blueprint (Performance Tasks)
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Assessment Blueprint (Other Evidence)
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