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Lesson 2: Personal History

BEGINNING OF CLASS ROUTINE

Purpose: Students will explore their family lineage to learn about themselves and others.

LIA Themes: Cultural Enrichment

Setting the Stage

Display the quote on the board and have students respond to one of the prompts as they get in their seats. 

OPTIONAL: Play culturally relevant music as students enter the class.

OPTIONAL: Lead students in a midline crossing activity. Use Educational Kinesiology  document to find useful resources. 

45-90 minute lesson

OBJECTIVES:

Students will

  • Offer their cultural knowledge as an asset to teachers (1.1.C)
  • Research their personal heritage to identify and validate their biculturalism (2.3.C) 
  • Acquire and reflect on the cultural traditions passed down to them (4.2.B)
  • Share ideas about one’s own and others’ lived experiences (WIDA ELD-SI.4-12.Narrate)
  • Connect stories with images and representations to add meaning (WIDA ELD-SI.4-12.Narrate)

INTRODUCTION

Lesson 2: Personal History

R.02 Slide Deck

Review objectives of the lesson with students (slide #5)
As students take their seats

Students will respond to the prompt in their journal / daily worksheet. Prompt suggestions:

  • What is something unique about you?
  • In your own words – what does this mean?

Provide 2-5 minutes for students to write their reflections. Display a timer on the board if able. 

OPTIONAL: Ask students to share reflections. They can pair-share, group-share in tables, or volunteer responses to the class. 

For virtual class: 

  • Use a FlipGrid, LMS discussion board, or other platform to collect student responses. 
  • Allow students to use the chat, a discussion board, or unmute their microphones to share responses with the class. 

LESSON

R.02 Slide Deck
Lesson steps:

  • Ask a student to read the quote on slide #6. Remind students that FAMILIA is important in LIA. 
  • (We do) Show slide #7. Remind students that family structures look differently for everybody. Some families are biological, others are adoptive or chosen families. Ask students to reflect on what is not pictured but is considered family. 
  • Show slide #8. Tell students they will be researching their family history. Script in slide notes. 
  • (You do) Distribute Family History to each student. They will start in class and complete them at home.
    (I do) Scaffold: teacher to fill out slides #9-11 to serve as a scaffold to students. 

Lesson Closure: 

  • Students will create a family flow chart. Extra pages included. 

Virtual Class Adaptation: 

  • Conduct the lesson on an established LMS or use tools such as FlipGrid, Canvas, Miro, Google Classroom, or other interactive platform. 
  • Create a padlet and allow students to type their culture sentence into the padlet. 
  • Invite students to use the chat option to share their responses. 

ASSESSMENT

Students respond to one of the following prompts

  1. Why do you think it’s important to learn your family history?
  2. What will you do with what you learn about your family history?

EXTENSION: have students respond to both prompts. 

In Person Class Assessment Options:

  • Write responses on a sticky note and place in a designated space in the classroom. 
  • Write in a journal / daily worksheet. 
  • Share out loud/with their groups

Virtual Class Assessment Options:

  • Discussion assignment on LMS.
  • Virtual board such as jamboard, miro, Zoom Whiteboard, or…
  • Create a video on Flipgrid or Canvas and answer the questions from the LIA Reflection sheet (English / Spanish)

ADAPTATIONS

DIFFERENTIATION: 

  • Present the activities in the order that best fits your class. Take as long as you need to develop meaningful reflections from students. 
  • Modify the worksheet or create your own, with respect to the topic. 
  • Conduct the lesson in Spanish or have a student(s) translate the slides. 

EXTENSION: 

  • Conduct research or read about Selena Gomez. https://www.britannica.com/biography/Selena-Gomez 
  • Vocabulary support. See R.02 Vocabulary Slide Deck.  
  • Enhance vocabulary by using a search engine or thesaurus to find synonyms for their descriptive words. 
  • Students choose an additional two questions to add to their research. 
  • Read Dr. Jose Enriquez’ bio on the Latinos in Action webpage. 
  • Conduct research or read Selena Gomez’ history. 

BRIGHT IDEAS

Vocabulary

Ancestor Generation Trait Inherit

Competencies and Skills

21st Century Skills Skills for Learning and Life
Creativity, Communication, Collaboration, Information Literacy, Media Literacy, Technology Literacy, Social Skills Self-Awareness, Social Awareness 

Lesson Materials 

R.02 Slide Deck

Family History