Mas tx education – Teaching Mexican American Studies in K ...
Unit BackgroundUnit Title: Nepantla: Between WorldsGrade Level: High school (9-12, as accommodated by instructor)Subject Area: English/Language Arts Topic: Bicultural Identity Integration/ Oral Traditions Designed By: Claudia IrachetaTime Frame: 2nd 6 weeks Brief Summary: This unit covers several excerpts from Olga Loya’s Nepantla, and is presented to the students in audio, video, and textual formats. The intention of this unit is to foster a love for reading through oral traditions. Olga Loya’s, Nepantla excerpts help learners understand the meaning of bicultural identity and the relevance of social-fluidity. By engaging in critical reading/audio (story-telling)/video, classroom discussions, proper use of new terminology, reflective essays (including research-based findings and writing process procedures), and end of unit visual installations or short oral-story, students will meet academic achievement in writing, reading, and communication skills.Part I: Desired ResultsGoal: The learners will gain understanding of the various factors that help build fluidity between two worlds; such as, cultural identities, language, traditions and cuisine, education, music, and acculturation attitudes, while exploring the voice element of an oral story. Overall, the learners will become familiar with the experience of living bi-culturally and bilingually.Stated Objective: Learners will read, listen, view, analyze, and perform class discussions about Olga Loya’s works; in doing so, students will also prove their comprehension of biculturalism by engaging in at least one secondary source to compare and contrast Loya’s definitions of living bicultural. Learning ExperiencesStandards (TEKS/CCRS): 110.31 English Language Arts and Reading110.55 Humanities110.58 Communication ApplicationsEnduring Understandings:TLW develop understanding about Biculturalism and Bilingualism TLW demonstrate comprehension about all forms of content delivery by engaging socially in whole class and group discussions TLW further his/her gained knowledge by compiling a compare and contrast essay (research-based)TLW celebrate his/her compiled work by sharing a creative visual, audio, or tactile element (can be any form of artifact Ex: food, song, theatrical performance, short story, etc…but must be discussed and approved by teacher first). Essential Questions:What is the meaning of Nepantla, according to Olga Loya? Do you agree?Is Loya’s voice equally felt through her oral stories as well as her printed texts? Why or why not? Does language reflect identity, power, and the past? If so, how? Are these ideas important?Do Biculturalism and Bilingualism share the same definition? Support your answer.How can an individual be bilingual but not bicultural?KnowledgeImportantMexican/American culture Chicano/a cultureBicultural identityBilingualismFolk talesFablesLiterary VoiceSupporting Standard EnglishCultureCuentostradicionlanguagescelebracionesSkillsImportantEngage in Prior Funds of KnowledgeListen/ read short storiesMake connections of prior FOK take notes on stories’ sequence, compare and contrasting details, main idea, conflict, and summary ***(notes will be used to create first draft)***Communication skillsFollow writing processEssentialUse correct terminology to explain language, culture, and other concepts of the oral stories/textPart II. Assessment EvidencePerformance Task: TLW develop a sense of cognitive and social understanding by relevantly discussing excerpts in small groups and individual responses (informal assessment). TLW also create a compare and contrast essay that makes references to Loya’s excerpts, student’s own intrinsic viewpoints, and terminology; essay must contain proper reference to a secondary source (formal assessment). Criteria used in rubric (informal assessment): Ability to engage in oral class responsesAbility to work well with classmates during group discussionsRelative responses to excerptsFormative opinions Supports with text, audio, or video referencesTakes notes for additional supportCriteria used in rubric (Formal assessment)Presentation (MLA format)Organization/ Structure (Intro, thesis, supporting details, and conclusion)Originality/VoiceProper citations to secondary sourceUse of new terminologyCreativityCore Challenge: (Optional) TLW create a short story (cuento) that embodies the essence of traditional story-telling and perform it to class. (can be assigned as extra credit)Other Assessments: Visual element, song, or short theatrical performance.Part III. Instructional Strategies and Learning ExperiencesWeek 1: Introduction to Gloria Loya’s , Nepantla: Between WorldsTEKS: 110.31 English Language Arts and Reading, English I(b)??Knowledge and skills. (1)??Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:(A)??determine the meaning of grade-level technical academic English words in multiple content areas derived from Latin, Greek,?or other linguistic roots and affixes(D)??describe the origins and meanings of foreign words or phrases used frequently in written English (E)??use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations(2)??Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:(A)??analyze how the genre of texts with similar themes shapes meaning(C)??Relate the figurative language of a literary work to its historical and cultural setting.110.58. Communication Applications(b)??Knowledge and skills(2)??Interpersonal. The student uses appropriate interpersonal communication strategies in professional and social contexts. The student is expected to(H)??identify and use appropriate strategies for dealing with differences, including gender, ethnicity, and ageLesson: Students will practice active reading, cognitive, and listening skills, while taking notes, and using inferencing to further comprehensionActivity: TLW expand prior knowledge on his/her experiences with traditional story-tellingTLW be introduced to several of Olga Loya’s excerpts via (audio, video, and textual formats)TLW engage critically by taking notes as they follow along with the excerpts .Week 2: Continuation to Olga Loya’s excerptsTEKS: 110.31. E.L.A.R.(b)??Knowledge and skills.(8)??Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose.(12)??Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (C)??compare and contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet)110.58. Communication Applications(b)??Knowledge and skills.(2)??Interpersonal. The student uses appropriate interpersonal communication strategies in professional and social contexts. The student is expected to: (H)??identify and use appropriate strategies for dealing with differences, including gender, ethnicity, and age(3)??Group communication. The student communicates effectively in groups in professional and social contexts. The student is expected to:(E)??use appropriate verbal, nonverbal, and listening skills to promote group effectivenessLesson: Analyzing and reflecting about texts, using textual evidence to support viewpoints, and compare and contrast various excerpts.Activity: TLW analyze different excerpts to find author’s point of view TLW engage with excerpts and find interpersonal connections (either to culture, history, bicultural mentality, etc.)TLW demonstrate understanding of textual readings by engaging in oral discussions (informal assessment) TLW answer assigned questions and support answers with reference to excerpts (Group-based) Week 3: Continuation to Olga Loya’s excerpts…TEKS: 110.31 E.L.A.R.(b) Knowledge and skills(1)??Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A)??determine the meaning of grade-level technical academic English words in multiple content areas D)??describe the origins and meanings of foreign words or phrases used frequently in written English (E)??use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words.(13)??Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:(A)??plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (B)??structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and (C)??revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; (D)??edit drafts for grammar, mechanics, and spelling; (E)??revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiencesLesson: Students will start to develop new vocabulary in groups, and they will begin brainstorming and forming possible topics for a comparative essay using secondary sources.Activity:TLW develop new vocabulary (group-work) TLW begin to transfer all accumulated notes into graphic organizer (brainstorm)TLW choose (3) possible secondary sources and continue research Week 4: Recollection of Thoughts TEKS: 110.31. Writing/ Writing Process (b) Knowledge and Skills(21)??Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:(A)??follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry (B)??organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and (C)??paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number)(23)??Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience.?Students are expected to synthesize the research into a written or an oral presentation that: (D)??uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and (E)??uses a style manual.Lesson: Students will continue exploring secondary sources to use as comparative elements to support their view-points (biculturalism, bilingualism, nepantla, traditional story-telling, etc.). In this lesson, students are to turn in first draft, peer review feedback, marginal notes for secondary source, and continue to follow writing process until ready to publish work.Activity: TLW continue to follow writing processWeek 5: Final Presentation and Assessment Evaluation TEKS: 110.31. Writing/ Writing Process (b) Knowledge and Skills(23)??Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience.?Students are expected to synthesize the research into a written or an oral presentation that: (D)??uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and (E)??uses a style manual.Lesson: TLW demonstrate complete knowledge of unit by completing a detailed comparative paper in response to pre-assigned writing prompt and using a secondary source. This will be formally assessed by following the stated rubric (refer to assessments section of this unit)Activity:TLW complete the compiled research findings into one final presentationTLW will begin exploring ideas for visual presentation Week 6: Continue Final Presentations TEKS: 110.55 Humanities(b) Knowledge and Skills(4)??The student understands and interprets creativity. The student is expected to participate in discussions that lead to understanding, appreciation, and enjoyment of creative achievements such as: (A)?discuss how personal creativity is expressed within the requirements of an art form; (B)?discuss conditions that encourage creativity; (C)??discuss the relationship between form and expression; and (D)??discuss the major historical and cultural movements as reflected in various art forms.Lesson: Students will celebrate all their bicultural and Nepantla findings by creating a creative visual, audio, or theatrical enactment to represent acquired knowledge. (Songs, special cuisine, traditional story-telling, etc. are all acceptable for presentations).Activity: TLW produce a multimedia presentationTLW share creative presentations in classVocabulary (Key Content Words)NepantlaNahuatlBiculturalBilingualHeritage ................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- english learner education collaboration tool
- name per date
- 3waypers cal state la
- academic writing don ts mt sac
- syllabus for english language
- writing a research statement part i stanford university
- home university of illinois urbana champaign
- new jersey student learning standards for english language
- activity identifying claims department of english
- english language development standards map instructional
Related searches
- special education teaching methods
- early childhood education teaching philosophy
- ohio department of education teaching jobs
- department of education teaching posts
- ohio department of education teaching license
- mexican american war imperialism
- mexican american population in california
- mexican american culture and beliefs
- free printable social studies worksheets k 12
- african american studies research topics
- mexican crime rate in usa
- mexican consulate website in english