my fragmented self 2013 startalk/nhlrc teacher workshop martha corona cecilia milán sybil...
TRANSCRIPT
NO SOY DE AQUÍ, NI SOY DE ALLÁ
MY FRAGMENTED SELF
2013STARTALK/NHLRCTeacher Workshop
Martha CoronaCecilia Milán
Sybil Alexandrov
STUDENT PROFILE
ACTFL: INTERMEDIATE (mid to high) Second-generation HLL (predominantly
of Mexican heritage) The activities address linguistic and
cultural gaps with the aim of helping the students advance to a higher level of proficiency.
GOALS
Cultural: Increase understanding of the students’ place in both cultures.
Linguistic: -Use of Similes -Increase Awareness of Register
THEME: IDENTITY/CULTURE CLASH
Based on excerpts from Caramelo, by Sandra Cisneros.
The characters take annual trips to visit family in Mexico and ponder their place within two cultures.
TARGETED SKILLS
Listening Reading Speaking Writing
DAY 1: BRAINSTORMING
Vocabulary. What words do you associate with a trip to visit your family in your heritage country?
IN-CLASS ACTIVITY
Vocabulary follow-up. What do you consider a typical
Christmas in Mexico? Write 5 sentences using the vocabulary presented in class.
Share your answers with a classmate.
DAY 1: IN-CLASS ACTIVITY (2)
Listen to the following audio-clip and describe:
Rafa’s
Clothing
Hairstyle
Spanish language
Discuss: What is your idea of “correct Spanish”?
HOMEWORK ASSIGNMENT 1: INTERPRETIVE READING
Read: Caramelo (excerpts) by Sandra Cisneros
Complete the vocabulary rubric provided.
DAY 2: LINGUISTIC COMPONENT
Different types of comparisons¡La ciudad de México! La capital. El
D.F. La capirucha. ¡El centro del universo! El valle como un tazón de caldo de res caliente antes de probarlo.
Write five similes about food, family and trips.
Share your examples with your group.
DAY 2: LINGUISTIC COMPONENT
(…) es como si hubieran secuestrado a nuestro hermano Rafa y nos lo hubieran cambiado por otro.
Grammatical explanation (como si + impf. subj)
Structured practice (matching and cloze activities)
HOMEWORK ASSIGNMENT 2
Watch Youtube video “Programa Paisano 2013”
Answer the following questions1. What do you need to do to
prepare for the trip?2. How will this affect your plans?
DAY 3: REAL-LIFE TASK: Complete Mexican Customs Declaration
Form
DAY 3: INTERPERSONAL SPEAKING
Real-life taskRole-playing: At the border crossing.Situation with a complication:
negotiating meeting with a Customs’ Officer.
DAY 3: BEING MEXICAN
What physical traits do you associate with a Mexican person?
Re-read the following text and discuss it with a classmate.
-Pos no pareces mexicana.Por un lado quisiera darles una patada en el culo. Por el otro
me da lástima ver lo ignorantes y estúpidos que son. Pero si nunca has sido más allá de Nuevo Laredo, ¿cómo diablos van a saber qué pinta se supone que tienen los mexicanos, ¿verdad?
DAY 3: BEING MEXICAN
Official Version
DAY 3: BEING MEXICAN
Follow-upWhat aspects of the official version
surprised you and why?
SUMMATIVE ASSESSMENT: PRESENTATIONAL WRITING
Differentiated activities (select two of the following)
Write an email to your cousin telling him you are coming to visit.
Write a poem using similes. Write a corrido about your last trip to
Mexico. (model) Read the following article and summarize
MY MULTIFACETED SELF
SOY DE AQUÍ, SOY DE ALLÁ: SOY DE AMBOS