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Lesson 3: Personal Story

BEGINNING OF CLASS ROUTINE

Purpose: Students will identify and explore cultural identities to learn more 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.A.)
  • Connect stories with images and representations to add meaning (WIDA ELD-SI.4-12.Narrate)
  • Define and classify facts and interpretations; determine what is known and unknown; and summarize information (WIDA SI.4-12.Inform). 

INTRODUCTION

My Story

R.03 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 one of your great strengths?
  • How did researching your family history help you learn who you are?

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: 

  • Allow students to use the chat, a discussion board, or unmute their microphones to share responses with the class. 

LESSON

Lesson steps: 

  • (We Do) Ask students what kinds of people have stories? (slide #6)
  • (We Do) Watch video on Dr. Enriquez (slide #7)
  • (We Do) Mix & Mingle!  (slide #8)
    Students will get out of their seats and move around for this activity. Steps are written on the slide. Explain the steps to students before they get up, then have them get up and find new partners to respond to the prompts on slide #8.
    Suggestion: play music while students find partners. When the music is on, students mix (walk around the classroom), and when the music stops, students find the closest partner and “mingle” (respond to the prompt).

OPTION: write prompts on Jenga blocks and have students play Jenga while responding to the prompt on the blocks.

OPTION: Pull questions from a fishbowl and the entire group/table answers.

Reflection: WHAT? | SO WHAT? | NOW WHAT? (slide #9)

Initiate reflection using the questions below. Students can reflect quietly or in writing before sharing out in pairs, as a group, or as a class. 

  • What? What were your thoughts and feelings as you participated in this activity?
  • So what? Why do you think it’s important to know your family’s story?
  • Now what? What will you do with what you know about your family story?

Independent work (You Do)

  • Explain that students they will be telling their own stories (slide #10). 
  • Distribute Personal Story Brainstorm worksheet. 
  • Explain presentation options: video, song, podcast, interview, poem, writing, etc. 
  • Explain presentation rubric

Virtual Class Adaptations:  

  • 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. The title of my story is_____ because…
  2. I would title my story_____ because…

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, etc.
  • Create a video on Flipgrid or Canvas.

ADAPTATIONS

DIFFERENTIATION: 

  • Provide additional story structures and scaffolds to meet the needs of the class. 
  • Select a specific story format (video, song, essay/poem) for all students. 

EXTENSION: 

  • Read Dr. Jose Enriquez’ bio on the Latinos in Action webpage. What does he include in his story? What would you like him to share in his story? 
  • Conduct research or read Oscar de la Renta’s history. https://www.britannica.com/biography/Oscar-de-la-Renta 
  • Vocabulary support. Students enhance vocabulary by using a search engine or thesaurus to find synonyms for their descriptive words. 
  • Students present their stories to the class or archive them in a place accessible to other students. 

BRIGHT IDEAS

Vocabulary

Autobiography

Competencies and Skills

21st Century Skills Skills for Learning and Life
Critical Thinking, Creativity, Collaboration, Communication, Information Literacy, Media Literacy, Technology Literacy, Flexibility, Initiative, Productivity, Social Skills Self-Awareness, Self-Management, Social Awareness

Lesson Materials 

R.03 Slide Deck

Personal Story Brainstorm

Rubric

Completed Family History from previous lesson