¿Quién soy yo? - Wagon Wheel

Wagon Wheel
TEACHER GUIDE
CONTENTS / DIRECITONS
TIME ALLOCATION
Objective
To facilitate awareness, understanding of self and others, through the process of sharing life experiences about identity, culture, family, community. The intent is to get the students to begin to examine their cultural identity and how it affects them as leaders as well as giving them an opportunity to practice their listening skills.

ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:

1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. 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:

1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:

1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. 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:

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

INTO
Tell the group that we all have an experience and can all speak from that experience.
Let them know that they will have an opportunity to share their answers to questions about culture.
This is an opportunity to continue to get students to know each other, and learn about those things that are important to others in regards to culture, family, and community.
You will define each question for yourselves. You decide how much you say and don’t say.
We encourage you to take risks, but also to take care of yourself.


THROUGH
1. Have the group get into a wagon wheel. Make sure everyone has a partner. PERHAPS YOU CAN ASSIGN EACH STUDENT A OR B.
2. Have them decide who is partner “A” and who is partner “B”.
3. “A”s will answer the questions first, and “B”s will actively listen. The person who is actively listening is trying to understand the person-speaking story as best as possible. S/he needs to be aware of their active listening skills such as body language and not commenting.
4. The only question the listener can ask is a clarifying question. A question to get a better understanding about what the speaker is sharing.
Teachers will ask a question at a time. Give the student pair a couple of minutes to answer.
Have the student pair answer a couple of questions. Then have a partner switch.
Partner Switch – Stop and have students in the outer circle get up and move four people to their right, people in the center circle do not move. They will have 3 rounds of this.
STUDENTS FACE INSIDE CIRCLE
STUDENTS FACE OUTSIDE CIRCLE

MATERIALS NEEDED: COPIES OF THESE QUESTIONS FOR EACH STUDENT.
1. How do you identify racially/ethnically?
2. Is that identity valuable to you?
3. What race/ethnicity do others identify you as?
4. How does it feel to be identified by others?
5. What is the concept of familia/family to you?
6. What did your familia/family teach you about being a person of your racial or ethnic background?
7. What language(s) are spoken in your home? If any language(s) other than English is/are spoken, are there any rules about when it can be spoken?
8. What did your community teach about you your race/ethnicity?
9. What aspect of your race/ethnicity are you proud of?
10. What aspect of your race/ethnicity are you ashamed of?
11. How does your race/ethnicity affect your communication?
12. Since you have been in a university setting, have you had to adjust your communication style? Explain.

13.
DEBRIEF
Debrief ”Quien Soy Yo” (10 minutes)
Teachers should ask the following share-out questions for debrief:
Share-outs
· How did it feel to do this exercise?
· How was it to answer questions about race/ethnicity? Family? Community?
· Did you learn anything about yourself?
· How was it to share? Did you feel listened to? How was that communicated?
· How was it to share without interruptions or personal interjection?
· How was it to listen?


TRANSITION FOR NEXT LESSON
Mention that we have been focusing on racial/ethnic identity and that next week we are going to look at other parts of ourselves.