¿Quiénes somos? - Who Are We?

In addressing student leadership in inner urban classrooms I have adapted into lesson plan format the experientials provided by the Latino Latina College Leadership Institute Guidelines. These guidelines have served as markers for a leadership lesson planning curriculum. The Lesson on QUIENES SOMOS? / WHO ARE WE? provides an opportunity for students and teachers to acquaint him-herself with the student social capital. This lesson plan can be modified to suit the needs of a teacher in training or student grade level.

Purpose:
The ¿Quienes Somos? wall chart is designed to increase a learning community’s awareness of itself in relation to the concepts of culture, familia, and community. Student responses to the columns constitute a valuable resource for both students and teachers. The presentation of the data to the learning community provides an opportunity for students to reflect on the similarities and differences that they, as a whole, comprise.

To provide a training experience for ANIMO SOUTH LOS ANGELES COLLEGE BOUND STUDENTS which encourages self-respect, enhances leadership dynamics, and develops an understanding of the systems in which African-American Black and Latin@ college bound students will work in.
Expected School Wide Learning Results
Animo graduates will be Academic Achievers who:

· Think and write critically and analytically across the curriculum
· Identify and use resources effectively to research and evaluate concepts across the curriculum
· Demonstrate learned skills through the use of application, analysis, and synthesis
· Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:

· Are culturally aware and work towards understanding diverse perspectives, values, and histories
· Are able to communicate with sensitivity within and across diverse communities and groups
· Are leaders within their community who contribute to the improvement of life in their school and community
· Are models of ethical behavior through their involvement in school functions, clubs, and committees

Animo graduates will be Effective Communicators who:

· Utilize technology as a tool for learning and communicating
· Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
· Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups

Animo graduates will be Life-Long Learners who:

· Are adaptive to a wide array of professional and cultural settings
· Are goal oriented and value continual goal setting and reflection
· Are open to discovery and develop enthusiasm and interest for learning

Learning Outcomes:
Students will:
· Begin to understand the diversity of our group as it relates to student’s background, family, culture, history and community.
· Identify similarities amongst student members of this community and more importantly unique differences
· Contemplate and incite dialogue to further establish trust and respect as a growing student community. And can be taken to inspire inclusion and tolerance
· learn the definitions of RESPECT, COMMUNICAITON STYLE AND LEADERSHIP
· understand the purpose of ADVISORY
Central/Essential Question/s:
Who are we?
¿Quiénes somos?

Suggested Grade Level: ADVISORY

Duration of Activity:1 class period, maybe two.

Historical Context:
Students will draw from their own experience in order to begin to makes connections between their realities/experiences and how these shape who they are and how they view the world.

Instructions for Tabulation of Chart:

See below…

Your sheet should look like this:
¿QUIÉNES SOMOS CHART? – WHO ARE WE CHART?
1. Names (First and Last)

2. My Family Includes

3. My Family is originally from...

4. Birthplace/Birthdate:

5. Generation in the U.S.:

6. Culture/ethnicity:

7. Family size and birth order:
8. Dominant language
9. Economic status/class
10. Major/Area of Work

11. One Leadership value

12. Goal in five years

13. Life Goal(s)
14. Right now I feel..

15. Free Speech
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
14.
15.
16.
17.
18.
19
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35..
36.















Once the whole chart is prepared, begin by writing the title of each column beginning with the first column to the left. (Numbers are not written in.) The titles for the columns are:

1. Names (First and Last)
2. My Family Includes
3. My Family is originally from...
4. Birthplace/Birthdates:
5. Generation in the U.S.:
6. Culture/ethnicity:
7. Family size and birth order:
8. Dominant language
9. Economic status/class
10. Major/Area of Work
11. One Leadership value
12. Goal in five years
13. Life Goal(s)
14. Right now I feel...
15. Free Speech

Post Activity:
1. Activity # 1:
a. Students develop a written response on the following Journal Topic: Which of the prompts from the ­Quienes somos Chart caught your attention the most? Compare the responses the community gave that prompt and how it may be similar or different to your response. Also, include in this response one expectation you have for ADVISORY.
2. Activity # 2
a. Students will create an analysis chart which will later be used to interpret information in their own words about the community that they are part of.