Teacher Guide
Contents / Direcitons / Procedures
Time allocation
Goal
The goal of this piece is to explore how stereotypes affect our self identity and how we feel about ourselves; how our understanding of people’s racial/ethnic identity creates barriers that divide as well as unite us as a community; and to explore how these identities impact us as Black African American and Latina/o Student Leaders.
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
Objective
The students will be answering the statements by moving to one of the four posted identities (Chicana/o, Latina/o, Hispanic, Indijena/o…etc), by having students will be asked to participate in a forced choice experiential. During this piece students are to think about the perceptions they have of other African American Black/ Latina/o’s while they are answering the questions/statements
Needed Materials
Need signs for Chicana/o, Latina/o, Hispanic, Indijena/o, Caribbean, National Identity, South American, Central American, -- American, Afro-American, Black and Black American
Procedures
1. As the statements are read, don’t explain or attempt to define them, simply repeat the question and allow the students to give the statement meaning.
2. Keep repeating the question until everybody has moved to one of the choices.
3. When appropriate ask the students to reflect on what they are feeling and why they chose that label?
4. Before beginning, remind students that this is a forced choice, SILENT exercise.
Statements
q I feel mostly accepted by members of this group
q I am most likely stereotyped as a member of this group
o Share out- how do you feel about that?
q I feel that this group has the worst leaders
q I feel this group has the best leaders
q I have the most stereotypes about members of this group
q I feel the most judged/stereotyped by members of this group
o Share out- What does that look like?
o How does it feel?
q I feel this identity is most recognized in the community I live now
q This identity group stirs up negative images
o Where do these images come from?
o How are they negative?
o What is the value behind it?
o Share outs
q I feel this group is least likely to assimilate
q I feel this group is most likely to assimilate
q Share-out- what does assimilation look like to you?
o How do you feel about it?
q I feel that this group is most readily accepted by mainstream US Society
At this point, reveal the additional identity labels “Caribbean, National Identity, South American, Central American, -American”
q I least identify with this group
o What does this mean?
q I most identify with this group
o Why is this identity important to you?
o What does it give you?
o How does the identity you chose affect your interactions with others?
Debrief
q What are you feeling?
q How do you feel about these identities?
q Are the issues that this piece touches upon real in the African American or Latina/o community?
q How can the perceptions you carry about the way people identify impact your role as a leader?
q How do these identities racial/ethnic identities impact our interactions with others?
q
Group Debrief:
Objective: Help the students to dialogue about their feelings concerning identity and labels. Begin debrief with the following:
How are you feeling?
How did it feel to go through this morning’s program?
What did you learn about yourself?
What did you learn about stereotypes? How do you use them?
Describe your experiences and how you came to choose your racial/ethnic identity? What are your feelings about the different Latina/o ethnic groups?
6. What have been the experiences that have lead you to have “these” feelings or stereotypes about other’s identity?
How did the identity you chose and the way you feel about others’ identity affect the way you interact with others?
How can you work around your differences to work together?
Sunday, May 25, 2008
The Cycle of Oppression
Lesson Objective
Students will reconnect to previous definition of stereotype and further understand how this is connected to prejudice, discrimination and institutional oppression. Students will create a cycle of oppression and provide two examples of institutiolanlized oppression
2 mins
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
Materials
pencil
paper
examples of the cycle of oppression
None
Procedure
Teacher will revisit the stereotype definition from last week’s Lesson 9 – Stereotypes.
Teacher will then have students define prejudice, discrimination and institutional oppression by documenting student responses on the board.
Teacher will then provide an example of what the cycle of oppression looks like and how it functions based on stereotypes, prejudice and discrimination.
Teacher will place students in partners and they will generate two examples of current stereotypes that have become institutionalized for the oppression of a group of people.
15 mins
Cycle of Oppression
e
Stereotype
Institutionalized Oppression
Discrimination
Prejudice
Cycle of oppression
5 mins
Breakdown of cycle of oppression and TEACHER EXAMPLE!
STEREOTYPE: All Asians cannot drive and are a hazard to other’s lives
PREJUDICE: I will not drive into Chinatown because there are too many Asian drivers that cannot drive there.
DISCRIMINATION I am a DMV employee and because I do not trust Asians behind the wheel and I have already had negative experiences with Asian drivers, I will not test drive with them in a car.
INSTITUTITIONAL OPPRESSION: California penal code #### for driving: Asian drivers are limited to only drive within a 15 mile radius of their living quarters, outside of this area Asian drivers must use public transportation. Driving outside of living quarter will result in a fine.
15 mins
Student share outs
teacher will provide students with 20 minutes so that they may generate their own examples of oppressive cycles.
Students will then present and explain their cycle of oppression to the rest of the class
if time permit it a last 5 minute community debrief.
10 mins
Students will reconnect to previous definition of stereotype and further understand how this is connected to prejudice, discrimination and institutional oppression. Students will create a cycle of oppression and provide two examples of institutiolanlized oppression
2 mins
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
Materials
pencil
paper
examples of the cycle of oppression
None
Procedure
Teacher will revisit the stereotype definition from last week’s Lesson 9 – Stereotypes.
Teacher will then have students define prejudice, discrimination and institutional oppression by documenting student responses on the board.
Teacher will then provide an example of what the cycle of oppression looks like and how it functions based on stereotypes, prejudice and discrimination.
Teacher will place students in partners and they will generate two examples of current stereotypes that have become institutionalized for the oppression of a group of people.
15 mins
Cycle of Oppression
e
Stereotype
Institutionalized Oppression
Discrimination
Prejudice
Cycle of oppression
5 mins
Breakdown of cycle of oppression and TEACHER EXAMPLE!
STEREOTYPE: All Asians cannot drive and are a hazard to other’s lives
PREJUDICE: I will not drive into Chinatown because there are too many Asian drivers that cannot drive there.
DISCRIMINATION I am a DMV employee and because I do not trust Asians behind the wheel and I have already had negative experiences with Asian drivers, I will not test drive with them in a car.
INSTITUTITIONAL OPPRESSION: California penal code #### for driving: Asian drivers are limited to only drive within a 15 mile radius of their living quarters, outside of this area Asian drivers must use public transportation. Driving outside of living quarter will result in a fine.
15 mins
Student share outs
teacher will provide students with 20 minutes so that they may generate their own examples of oppressive cycles.
Students will then present and explain their cycle of oppression to the rest of the class
if time permit it a last 5 minute community debrief.
10 mins
Stereotypes
Teacher guide
Content
Time allocation
Objectives
The goal of this experiential is to identify the definition for stereotypes and lead students through discussion to the point where they analyze how they generate a stereotypes on other people. Students will have the opportunity to see what images come up when they are presented with certain people within the African American Black or Latina/o student community. Students will have a chance to see where those images originated and to see how we all use this sort of stereotyping in our everyday doings.
5 mins
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
Materials
§ Post its
§ writing utensils
§ posters for interactive activity
§ cycle of oppression poster.
5 mins
Lesson Set up:
· posters will be posted in classroom
· Stereotypes will be defined as a class
· Students will be asked to write down the stereotypes of each group posted around the classroom
2 mins to explain this
Guiding questions
1. What is a stereotype?
2. Who stereotypes?
3. What are the impacts of stereotyping on peoples lives?
4. What can students do to impede stereotyping?
1 to 2 mins
Procedures
1. Teacher will ask the question, “What is a stereotype?”
2. teacher will proceed to document student responses on a chart
3. Teacher will then provide a universal definition for stereotyping
4. Teacher will then provide students with 8 post its
5. Teacher will lead students in a first examples by using a post it to write his/her stereotype of one of the groups posted in the classroom
6. Students will follow through with the model until they have completed all 8 stereotypes for all 8 groups.
7. Students will then revisit all posters and review everyone’s stereotypes, all the while the teacher/facilitator in the background provides thought provoking or follow up questions to encourage further student thinking process
8. Pair up students into partners and have them answer the following question: When have you felt stereotyped and how were you were you stereotyped? What stereotype was made upon your person based on what you look like?
20 mins
Community debriief
General feelings about this piece
Ask the group to think about what does this mean?
Were you surprised by anything?
How do images/stereotypes impact your life?
How do you use them?
How are they used on you?
How does your awareness around stereotyping affect your interactions with people in this community and students at ASLA / SLI?
10 mins
Content
Time allocation
Objectives
The goal of this experiential is to identify the definition for stereotypes and lead students through discussion to the point where they analyze how they generate a stereotypes on other people. Students will have the opportunity to see what images come up when they are presented with certain people within the African American Black or Latina/o student community. Students will have a chance to see where those images originated and to see how we all use this sort of stereotyping in our everyday doings.
5 mins
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
Materials
§ Post its
§ writing utensils
§ posters for interactive activity
§ cycle of oppression poster.
5 mins
Lesson Set up:
· posters will be posted in classroom
· Stereotypes will be defined as a class
· Students will be asked to write down the stereotypes of each group posted around the classroom
2 mins to explain this
Guiding questions
1. What is a stereotype?
2. Who stereotypes?
3. What are the impacts of stereotyping on peoples lives?
4. What can students do to impede stereotyping?
1 to 2 mins
Procedures
1. Teacher will ask the question, “What is a stereotype?”
2. teacher will proceed to document student responses on a chart
3. Teacher will then provide a universal definition for stereotyping
4. Teacher will then provide students with 8 post its
5. Teacher will lead students in a first examples by using a post it to write his/her stereotype of one of the groups posted in the classroom
6. Students will follow through with the model until they have completed all 8 stereotypes for all 8 groups.
7. Students will then revisit all posters and review everyone’s stereotypes, all the while the teacher/facilitator in the background provides thought provoking or follow up questions to encourage further student thinking process
8. Pair up students into partners and have them answer the following question: When have you felt stereotyped and how were you were you stereotyped? What stereotype was made upon your person based on what you look like?
20 mins
Community debriief
General feelings about this piece
Ask the group to think about what does this mean?
Were you surprised by anything?
How do images/stereotypes impact your life?
How do you use them?
How are they used on you?
How does your awareness around stereotyping affect your interactions with people in this community and students at ASLA / SLI?
10 mins
Values Toss
Teacher
Guide
Content
Time
Allocation
Objective
Students will gain further insight regarding their own values system as they engage in partner activities, class discussion and writing assignments to further understand how these shape their own abilities to lead others.
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
Materials
1. post its
2. writing utensils
Procedures
1. Provide students with 5 post its.
2. Ask them to think of five values they have. You might want to word it like, “On each slip of paper write down a value you think is important.” A few minutes of thought and discussion may be needed to get them going.
3. When they have finished, ask them to spend a few minutes looking at what they have written.
4. Ask them at this time to close their eyes and reflect on those values. Tell them to think about how those values play into their daily life. How they look day by day. Do they change? Do you always keep these in mind? Are there other things that are just as important?
Give them a minute to think about if these are their top 5 values. Once they have decided to stay with the chosen values, they will proceed as follows:
1. They are to stack up the pieces of paper, putting the pieces they value least on the bottom of the pile and working up until they have all the pieces stacked with the most valued quality on top facing them.
2. Next, they are to turn the pile upside down so that their most valued value is on the bottom of the stack.
3. Ask them to turn over the least valued value and reflect on it. Ask them to read it to themselves, think about it, what does it bring up for them, what connections they have to this value and what it feels like to have this value.
4. Ask them to say goodbye to that part of themselves and discard that value by laying it aside, crumpling it up or tearing it in half.
[NOTE: Facilitator - For added effect have the participants tear the values in half before discarding].
5. Allow plenty of time for this part of the exercise and have them continue saying goodbye and discarding the values that they have of themselves until they come to the most valued which they may keep.
a. AFTER discarding the first two values you may ask the participants to reconsider the order of the remaining three values.
b. This can be quite a powerful exercise as participants struggle with giving up their values.
6. At the end allow time for sharing feelings aroused by this exercise. It is likely they will find they want to make changes in their priorities when they discover they can’t have all the values. Their feelings are also apt to open the group to some valuable sharing and discussion.
Debrief Questions
Use the following debrief questions to get them to share on this experience:
§ What did you feel doing this?
§ What value were you left with?
§ What value was most difficult to discard?
§ What did you learn about your values?
§ Are personal values different from leadership values?
§ As you rap up your sharing, let them know that “our values are central to our identity, and therefore to our leadership
§ Note: Remind students that all their values are still intact.
Guide
Content
Time
Allocation
Objective
Students will gain further insight regarding their own values system as they engage in partner activities, class discussion and writing assignments to further understand how these shape their own abilities to lead others.
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
Materials
1. post its
2. writing utensils
Procedures
1. Provide students with 5 post its.
2. Ask them to think of five values they have. You might want to word it like, “On each slip of paper write down a value you think is important.” A few minutes of thought and discussion may be needed to get them going.
3. When they have finished, ask them to spend a few minutes looking at what they have written.
4. Ask them at this time to close their eyes and reflect on those values. Tell them to think about how those values play into their daily life. How they look day by day. Do they change? Do you always keep these in mind? Are there other things that are just as important?
Give them a minute to think about if these are their top 5 values. Once they have decided to stay with the chosen values, they will proceed as follows:
1. They are to stack up the pieces of paper, putting the pieces they value least on the bottom of the pile and working up until they have all the pieces stacked with the most valued quality on top facing them.
2. Next, they are to turn the pile upside down so that their most valued value is on the bottom of the stack.
3. Ask them to turn over the least valued value and reflect on it. Ask them to read it to themselves, think about it, what does it bring up for them, what connections they have to this value and what it feels like to have this value.
4. Ask them to say goodbye to that part of themselves and discard that value by laying it aside, crumpling it up or tearing it in half.
[NOTE: Facilitator - For added effect have the participants tear the values in half before discarding].
5. Allow plenty of time for this part of the exercise and have them continue saying goodbye and discarding the values that they have of themselves until they come to the most valued which they may keep.
a. AFTER discarding the first two values you may ask the participants to reconsider the order of the remaining three values.
b. This can be quite a powerful exercise as participants struggle with giving up their values.
6. At the end allow time for sharing feelings aroused by this exercise. It is likely they will find they want to make changes in their priorities when they discover they can’t have all the values. Their feelings are also apt to open the group to some valuable sharing and discussion.
Debrief Questions
Use the following debrief questions to get them to share on this experience:
§ What did you feel doing this?
§ What value were you left with?
§ What value was most difficult to discard?
§ What did you learn about your values?
§ Are personal values different from leadership values?
§ As you rap up your sharing, let them know that “our values are central to our identity, and therefore to our leadership
§ Note: Remind students that all their values are still intact.
Aspects of Identity - Forced Choice Exercise
Forced Choice Exercise
Guide
Content / Procedure
Time
Teaching Objective
To acknowledge, and visually demonstrate, that all of us have complex, multifaceted identities and to help students examine which parts of themselves they focus on, or not, and why.
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
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
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
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
Are open to discovery and develop enthusiasm and interest for learning
Materials and information on activity
The following signs will be posted around the room:
· Gender/Sexual Identity/Sexual Orientation,
· Race/Ethnicity/Skin Color,
· Mental/Physical Ability,
· Social Class/Education Level,
· Religion/Spirituality, Personal Belief System,
· Citizenship/Immigration Status/Language,
· Age/maturity/wisdom
· Coolness/fitting in/popularity
I have placed a copy of these signs in your teacher boxes.
If you have any questions please come by and see me, even if it is to share frustrations or concerns. It helps to hear you out.
Information on Activity:
1. Various aspects of identity have been coupled with other aspects.
2. This is to make it a safer activity for students and to focus more on their own identity.
3. Some combinations may seem related and others will not, however ask student to stand under the sign if any one apply.
4. Throughout continue to encourage them to focus on themselves, but acknowledge the diversity of how students look at and experience their identity.
5. Please remind your student that this is a silent exercise and that they must respect their peer’s responses.
Directions:
1. The multiple identities Signs are placed throughout the room.
2. Students will be asked to respond to a series of statements by standing under whichever sign fits best.
3. After each student “response”, have students regroup on the center of the room.
4. Repeat this process using all statements below until list is exhausted.
5. Where ever you come across a dyad (conversation/dialogue between two students) or a share out, take student responses.
Statements for Experiential
1. I think about this aspect of my identity the most
2. I think about this aspect of my identity the least
a. Dyad: Why is that so?
3. This part of my identity has the most effect on how people treat me
a. Share out: How does this part of your identity have the most effect on how people treat you?
4. This was the most emphasized in my family
5. This was the least emphasized in my family
a. Dyad: How was it not emphasized? What was?
6. This aspect of my identity is most new to me
7. I feel most discomfort about this part of my identity
8. I have had my most rewarding experiences with this aspect of my identity
9. I learned my most painful lessons from this part of my identity
a. Dyad: Would you change it if you could? Why?
b. Share-out:(On the dyad question)
10. I feel extremely good about this aspect of my identity
a. Step forward if you are still working on this aspect of your identity
Share-outs from those who stepped up and those who did not
Debrief in community
1. What came up for you? (Use some of the questions to begin dialogue)
2. What was this process like for you?
3. How do your feelings about these different aspects of your identity impact you?
4. How do these aspects of identity impact the incoming SLI participants?
5. Did you notice anything about this community?
6. Do you have any feelings about where other people went?
Guide
Content / Procedure
Time
Teaching Objective
To acknowledge, and visually demonstrate, that all of us have complex, multifaceted identities and to help students examine which parts of themselves they focus on, or not, and why.
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
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
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
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
Are open to discovery and develop enthusiasm and interest for learning
Materials and information on activity
The following signs will be posted around the room:
· Gender/Sexual Identity/Sexual Orientation,
· Race/Ethnicity/Skin Color,
· Mental/Physical Ability,
· Social Class/Education Level,
· Religion/Spirituality, Personal Belief System,
· Citizenship/Immigration Status/Language,
· Age/maturity/wisdom
· Coolness/fitting in/popularity
I have placed a copy of these signs in your teacher boxes.
If you have any questions please come by and see me, even if it is to share frustrations or concerns. It helps to hear you out.
Information on Activity:
1. Various aspects of identity have been coupled with other aspects.
2. This is to make it a safer activity for students and to focus more on their own identity.
3. Some combinations may seem related and others will not, however ask student to stand under the sign if any one apply.
4. Throughout continue to encourage them to focus on themselves, but acknowledge the diversity of how students look at and experience their identity.
5. Please remind your student that this is a silent exercise and that they must respect their peer’s responses.
Directions:
1. The multiple identities Signs are placed throughout the room.
2. Students will be asked to respond to a series of statements by standing under whichever sign fits best.
3. After each student “response”, have students regroup on the center of the room.
4. Repeat this process using all statements below until list is exhausted.
5. Where ever you come across a dyad (conversation/dialogue between two students) or a share out, take student responses.
Statements for Experiential
1. I think about this aspect of my identity the most
2. I think about this aspect of my identity the least
a. Dyad: Why is that so?
3. This part of my identity has the most effect on how people treat me
a. Share out: How does this part of your identity have the most effect on how people treat you?
4. This was the most emphasized in my family
5. This was the least emphasized in my family
a. Dyad: How was it not emphasized? What was?
6. This aspect of my identity is most new to me
7. I feel most discomfort about this part of my identity
8. I have had my most rewarding experiences with this aspect of my identity
9. I learned my most painful lessons from this part of my identity
a. Dyad: Would you change it if you could? Why?
b. Share-out:(On the dyad question)
10. I feel extremely good about this aspect of my identity
a. Step forward if you are still working on this aspect of your identity
Share-outs from those who stepped up and those who did not
Debrief in community
1. What came up for you? (Use some of the questions to begin dialogue)
2. What was this process like for you?
3. How do your feelings about these different aspects of your identity impact you?
4. How do these aspects of identity impact the incoming SLI participants?
5. Did you notice anything about this community?
6. Do you have any feelings about where other people went?
¿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.
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.
I and You Statements
Teacher guide
Contents / Directions
Time allocation
Goal – purpose
Students differentiate between making I statements and making YOU statements by writing a letter directly to someone who they feel they have an impasse with. Students will understand the differences between these kinds of statements by identifying the feelings/emotions around this impasse in their letter. Facilitator/teacher should also check in with himself / herself and move beyond any “soft” issues there may be in order to provide the students with the appropriate atmosphere where trust and respect are allowed.
ASLA ESLR’S 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
Procedure
1. Explain to students that we make I and YOU statements all of the time when relating to others in communication.
Providing them with examples will help them begin to see the differences: I like to….I believe that … I think that… Examples of YOU statements include… YOU make me…. YOU said…. YOU told….. YOU are….. YOU think that….
Use the following three questions journal prompt or lead the class into a discussion by having them provide answers to the following three questions
A. What does it take for you to trust?
B. What does trust feel like?
C. How do you build trust?
4. Take student responses and organize them according to the question on the board, allowing students to view how others perceive trust building. This is helpful to students as they see how others deal with an impasse.
5. Explain to students that they need to think about someone they had an impasse with. Let them know that as they remember these “difficult” times that it is inevitable for them to remember or feel some of those emotions that are attached to this person/impasse. Their individual writing assignment will allow them to channel these feelings out without any censorship.
6. Encourage students to identify someone. For those who may say that they do not have someone that they have had an impasse with, let them know that parents, older/younger siblings, acquaintances or (best) friends are all people who we could potentially have disagreements with.
7. Time students for 10 minutes. Let them know that they will have a total of 10 minutes to write a direct letter to this person with whom they have an impasse with. In this letter, without censorship, they will write non stop about what they truly think and feel about this impasse with this person only using YOU statements.
8. time students for 10 minutes. Let them know that they will have a total of 10 minutes to write a direct letter to this person with whom they have an impasse with. In this letter, without censorship, they will write non stop about what they truly think and feel about this impasse with this person only using I statements.
4.
Debrief goal:
Encourage participants to take responsibility for what they think, feel and believe. Acknowledge that “I” Statements are difficult. Give examples of what the “I” Statements are and what they are not. Allow for students to share out if they feel comfortable doing so. Use the following questions to help you debrief.
1. How did it feel making the “you” statements?
2. How did it feel making the “I” statements?
3. What was different about making the statements?
4. Which did you find challenging and why?
5. Which will continue to be a challenge for you?
Contents / Directions
Time allocation
Goal – purpose
Students differentiate between making I statements and making YOU statements by writing a letter directly to someone who they feel they have an impasse with. Students will understand the differences between these kinds of statements by identifying the feelings/emotions around this impasse in their letter. Facilitator/teacher should also check in with himself / herself and move beyond any “soft” issues there may be in order to provide the students with the appropriate atmosphere where trust and respect are allowed.
ASLA ESLR’S 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
Procedure
1. Explain to students that we make I and YOU statements all of the time when relating to others in communication.
Providing them with examples will help them begin to see the differences: I like to….I believe that … I think that… Examples of YOU statements include… YOU make me…. YOU said…. YOU told….. YOU are….. YOU think that….
Use the following three questions journal prompt or lead the class into a discussion by having them provide answers to the following three questions
A. What does it take for you to trust?
B. What does trust feel like?
C. How do you build trust?
4. Take student responses and organize them according to the question on the board, allowing students to view how others perceive trust building. This is helpful to students as they see how others deal with an impasse.
5. Explain to students that they need to think about someone they had an impasse with. Let them know that as they remember these “difficult” times that it is inevitable for them to remember or feel some of those emotions that are attached to this person/impasse. Their individual writing assignment will allow them to channel these feelings out without any censorship.
6. Encourage students to identify someone. For those who may say that they do not have someone that they have had an impasse with, let them know that parents, older/younger siblings, acquaintances or (best) friends are all people who we could potentially have disagreements with.
7. Time students for 10 minutes. Let them know that they will have a total of 10 minutes to write a direct letter to this person with whom they have an impasse with. In this letter, without censorship, they will write non stop about what they truly think and feel about this impasse with this person only using YOU statements.
8. time students for 10 minutes. Let them know that they will have a total of 10 minutes to write a direct letter to this person with whom they have an impasse with. In this letter, without censorship, they will write non stop about what they truly think and feel about this impasse with this person only using I statements.
4.
Debrief goal:
Encourage participants to take responsibility for what they think, feel and believe. Acknowledge that “I” Statements are difficult. Give examples of what the “I” Statements are and what they are not. Allow for students to share out if they feel comfortable doing so. Use the following questions to help you debrief.
1. How did it feel making the “you” statements?
2. How did it feel making the “I” statements?
3. What was different about making the statements?
4. Which did you find challenging and why?
5. Which will continue to be a challenge for you?
What is Leadership?
OBJECTIVE: Students digest what the word leadership means in relationship to male and female leadership while making a connection between these and African American and Latino/a leadership definitions. Students will define for each of these types of leadership in one word what each mean to them, paving way for the beginning of a class debrief where share outs are encouraged and RESPECT AND DIALOGUE THROUGH THE FACILATION OF THE TEACHER WILL CONTINUE TO OCCUR.
ASLA ESLR’S 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
ESSENTIAL QUESTIONS:
What is leadership? What is Latina leadership? What is Latino leadership? What is African-American Leadership? What is Female African – American Leadership? What is Male African – American leadership?
MATERIALS REQUIRED:
1) POST ITS or PIECES OF PAPER THAT ARE POST IT SIZE WITH 6 PIECES OF SCOTCH TAPE PER STUDENT
2) 6 – 2X3 FT POSTER SIZE PAPER FOR THE QUESTIONS
3) 6 -2X3 FOR GROUP WORK
4) YOUR STOP WATCH, TIMER OR A TIME KEEPER
TODAY’S SET UP:
EACH 2X3 POSTER WILL HAVE POSTED ON IT THE SIX ESSENTIAL QUESTIONS, A TOTAL OF 6 POSTERS. See sample below:
What is leadership?
What is Latina Leadership?
What is Latino Leadership?
What is African American Leadership?
What is Female African American Leadership?
What is Male African American Male leadership
PLACE EA. POSTER ON A WALL UNCOVERED UNTIL YOU POSE THE QUESTION TO THE ENTIRE CLASS. PERHAPS YOU CAN PIN THE POSTER WITH THE QUESTIONS ON THEM HALF WAYS SO THAT STUDENTS SEE IT WHEN YOU ACTUALLY PRESENT IT TO THEM.
ONCE YOU POSE THE QUESTION REVEAL THE POSTER ON WHICH ALL STUDENTS WILL PLACE THEIR ONE WORD RESPONSE ON IT.
THIS ACTIVITY IS DESIGNED TO HAVE THE STUDENT BE LEAD UP TO THINK ABOUT THE TYPES OF LEADERSHIP THAT EXIST WITHIN OUR COMMUNITIES AND HOW THEIR OWN LEADERSHIP FITS THIS LARGER CONCEPT OF IT
ALLOW 3 MINUTES PER QUESTION TO TAKE PLACE.
USE THE SCRIPT BELOW TO HELP FACILITATE STUDENT ANSWERS TO THE QUESTIONS.
REPEAT THE QUESTION SEVERAL TIMES IN A RELAXED TONE DURING THE THREE MINUTES
THEY MAY RESPOND IN A VERY SHORT PHRASE BUT A ONE WORD ANSWER IS PREFERED.
STUDENTS WILL COMPLETE A GALLERY WALK WORKSHEET THAT WILL ENTAIL ANSWERING SPECIFIC QUESTIONS RELATED TO THEIR EXPERIENTIAL (SEE ATTACHED WRITING ACTIVITY).
END OF DAY 1 (ONE)
BEGINNING OF DAY 2
PLACE STUDENTS IN THEIR GROUPS.
PERHAPS A TOTAL OF 5 GROUPS WITH 6 MEMBER TO EA. GROUP
REMIND THEM ABOUT DIALOGUE
REMIND THEM ABOUT RESPECT
HAVE THEM PRACTICE THIS AS THEY DECIDE WHAT THEIR DEFINITION OF LEADERSHIP IS.
STUDENTS CONSTRUCT THEIR OWN DEFINITIONS OF LEADERSHIP AS THEY RELATE TO RACE AND GENDER IN HETEROGENEOUS GROUPS THAT INCLUDE STUDENTS OF BOTH GENDER AND RACE . TEACHERS YOU MUST DEVELOP THE LIST PRIOR TO THE STUDENTS ENGAGING IN THE ACTIVITY AS THEY WILL NEED TO KNOW IN ORDER TO FLOW WITH THE PROCESS OF THE LESSON.
You can suggest to them the following approaches for a group consensus:
i. Students deliberate the top three or four descriptive words used for each definition of leadership tallying the total use of each word.
ii. As a group students construct complete and cohesive sentences that will lead them up to their group definition of leadership.
END OF DAY 2
SCRIPT FOR PROCEDURES for STUDENT ANSWERS
TIME
STEP #
ACTION
3 minutes
Step 1
: Facilitator lets the group know that we are now going to explore leadership and our personal understanding of it. S/he passes out 1 sheet of the post-it notes to each group member. Group will write down a one-word response (not phrases) to the following question: “What is Leadership?”
Arrange post it notes on an individual sheet of paper. Mark sheet: “A” put aside.
3 minutes
Step 2:
Facilitator passes out 1 sheet of post-it notes to each group member. Group will write down a one-word response to the following question: “What is Latino Leadership?”
Arrange post-it notes on an individual sheet of paper sheet, mark sheet “B”
3 minutes
Step 3:
Facilitator passes out 1 sheet of post-it notes to each group member. Group will write down one-word response to the following question: “What is Latina Leadership?” Arrange
post-it notes on an individual sheet of paper.
3 minutes
Step 4:
Facilitator passes out 1 sheet of post it notes to each group member. Group will write down one word response to the following question: “What is African American Female Leadership?” Arrange post it notes on an individual sheet of paper.
3 minutes
Step 5:
Facilitator passes out 1 sheet of post it notes to each group member. Group will write down one word response to the following question: “What is African American Male Leadership?” Arrange post it notes on an individual sheet of paper.
15 to 25 minutes
Step 6:.
Go to all posted questions one at a time. Read over the different words that students chose to describe those particular questions as students fill out their POST ACTIVITY SHEET. Then move to a SHORT debrief IF YOU CAN
END OF DAY 1
10 minutes
Step 7:
BEGINNING OF DAY 2
Have students review column Questions 1-6 and select 1 word that defines leadership for them.
On a separate sheet of paper, students use these words to create a sentence that defines leadership for their GROUP. (Everyone’s word should be used at least once). This sentence/definition will be shared in comunidad.
10 minutes
Step 8:
STUDENTS SHARE OUT THEIR DEFINITIONS IN A CLASS DEBRIEF.
END OF DAY 2
Transition them into focusing on themselves…How are they leaders or how do you want to they see themselves being leaders? Let them know that they will be looking at themselves EVEN MORE AS LEADERS AS THEY CONTINUE WITH ADVISORY CLASS
ASLA ESLR’S 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
ESSENTIAL QUESTIONS:
What is leadership? What is Latina leadership? What is Latino leadership? What is African-American Leadership? What is Female African – American Leadership? What is Male African – American leadership?
MATERIALS REQUIRED:
1) POST ITS or PIECES OF PAPER THAT ARE POST IT SIZE WITH 6 PIECES OF SCOTCH TAPE PER STUDENT
2) 6 – 2X3 FT POSTER SIZE PAPER FOR THE QUESTIONS
3) 6 -2X3 FOR GROUP WORK
4) YOUR STOP WATCH, TIMER OR A TIME KEEPER
TODAY’S SET UP:
EACH 2X3 POSTER WILL HAVE POSTED ON IT THE SIX ESSENTIAL QUESTIONS, A TOTAL OF 6 POSTERS. See sample below:
What is leadership?
What is Latina Leadership?
What is Latino Leadership?
What is African American Leadership?
What is Female African American Leadership?
What is Male African American Male leadership
PLACE EA. POSTER ON A WALL UNCOVERED UNTIL YOU POSE THE QUESTION TO THE ENTIRE CLASS. PERHAPS YOU CAN PIN THE POSTER WITH THE QUESTIONS ON THEM HALF WAYS SO THAT STUDENTS SEE IT WHEN YOU ACTUALLY PRESENT IT TO THEM.
ONCE YOU POSE THE QUESTION REVEAL THE POSTER ON WHICH ALL STUDENTS WILL PLACE THEIR ONE WORD RESPONSE ON IT.
THIS ACTIVITY IS DESIGNED TO HAVE THE STUDENT BE LEAD UP TO THINK ABOUT THE TYPES OF LEADERSHIP THAT EXIST WITHIN OUR COMMUNITIES AND HOW THEIR OWN LEADERSHIP FITS THIS LARGER CONCEPT OF IT
ALLOW 3 MINUTES PER QUESTION TO TAKE PLACE.
USE THE SCRIPT BELOW TO HELP FACILITATE STUDENT ANSWERS TO THE QUESTIONS.
REPEAT THE QUESTION SEVERAL TIMES IN A RELAXED TONE DURING THE THREE MINUTES
THEY MAY RESPOND IN A VERY SHORT PHRASE BUT A ONE WORD ANSWER IS PREFERED.
STUDENTS WILL COMPLETE A GALLERY WALK WORKSHEET THAT WILL ENTAIL ANSWERING SPECIFIC QUESTIONS RELATED TO THEIR EXPERIENTIAL (SEE ATTACHED WRITING ACTIVITY).
END OF DAY 1 (ONE)
BEGINNING OF DAY 2
PLACE STUDENTS IN THEIR GROUPS.
PERHAPS A TOTAL OF 5 GROUPS WITH 6 MEMBER TO EA. GROUP
REMIND THEM ABOUT DIALOGUE
REMIND THEM ABOUT RESPECT
HAVE THEM PRACTICE THIS AS THEY DECIDE WHAT THEIR DEFINITION OF LEADERSHIP IS.
STUDENTS CONSTRUCT THEIR OWN DEFINITIONS OF LEADERSHIP AS THEY RELATE TO RACE AND GENDER IN HETEROGENEOUS GROUPS THAT INCLUDE STUDENTS OF BOTH GENDER AND RACE . TEACHERS YOU MUST DEVELOP THE LIST PRIOR TO THE STUDENTS ENGAGING IN THE ACTIVITY AS THEY WILL NEED TO KNOW IN ORDER TO FLOW WITH THE PROCESS OF THE LESSON.
You can suggest to them the following approaches for a group consensus:
i. Students deliberate the top three or four descriptive words used for each definition of leadership tallying the total use of each word.
ii. As a group students construct complete and cohesive sentences that will lead them up to their group definition of leadership.
END OF DAY 2
SCRIPT FOR PROCEDURES for STUDENT ANSWERS
TIME
STEP #
ACTION
3 minutes
Step 1
: Facilitator lets the group know that we are now going to explore leadership and our personal understanding of it. S/he passes out 1 sheet of the post-it notes to each group member. Group will write down a one-word response (not phrases) to the following question: “What is Leadership?”
Arrange post it notes on an individual sheet of paper. Mark sheet: “A” put aside.
3 minutes
Step 2:
Facilitator passes out 1 sheet of post-it notes to each group member. Group will write down a one-word response to the following question: “What is Latino Leadership?”
Arrange post-it notes on an individual sheet of paper sheet, mark sheet “B”
3 minutes
Step 3:
Facilitator passes out 1 sheet of post-it notes to each group member. Group will write down one-word response to the following question: “What is Latina Leadership?” Arrange
post-it notes on an individual sheet of paper.
3 minutes
Step 4:
Facilitator passes out 1 sheet of post it notes to each group member. Group will write down one word response to the following question: “What is African American Female Leadership?” Arrange post it notes on an individual sheet of paper.
3 minutes
Step 5:
Facilitator passes out 1 sheet of post it notes to each group member. Group will write down one word response to the following question: “What is African American Male Leadership?” Arrange post it notes on an individual sheet of paper.
15 to 25 minutes
Step 6:.
Go to all posted questions one at a time. Read over the different words that students chose to describe those particular questions as students fill out their POST ACTIVITY SHEET. Then move to a SHORT debrief IF YOU CAN
END OF DAY 1
10 minutes
Step 7:
BEGINNING OF DAY 2
Have students review column Questions 1-6 and select 1 word that defines leadership for them.
On a separate sheet of paper, students use these words to create a sentence that defines leadership for their GROUP. (Everyone’s word should be used at least once). This sentence/definition will be shared in comunidad.
10 minutes
Step 8:
STUDENTS SHARE OUT THEIR DEFINITIONS IN A CLASS DEBRIEF.
END OF DAY 2
Transition them into focusing on themselves…How are they leaders or how do you want to they see themselves being leaders? Let them know that they will be looking at themselves EVEN MORE AS LEADERS AS THEY CONTINUE WITH ADVISORY CLASS
Community, Respect and Dialogue
TEACHER GUIDE
CONTENTS / DIRECTIONS
TIME ALLOCATION
Purpose
To provide a training experience for ANIMO SOUTH LOS ANGELES COLLEGE BOUND STUDENTS which encourages self-respect, enhances leadership skills, explores leadership dynamics, and develops an understanding of the systems in which African-American-Latina/o college bound students will work in.
ASLA ESLR’S 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
Learning Outcomes
Students will:
1. begin to recognize what their communication style looks like when they communicate with others
2. begin to recognize what other fellow student’s communications styles look like when they communicate with others.
3. understand what R E S P E C T means within a classroom and discuss what R E S P E C T looks like when used correctly.
4. understand what D I A L O G U E means and define it.
Central / Essential Question(s)
1. What is a comunidad/community? (make reference to your already completed Quienes Somos Chart/Who are we chart?
2. What does R E S P E C T look like for individuals and as a whole community?
3. How do you practice D I A L O G U E?
Suggested Grade Level
ADVISORY
Duration of Activity
1 block period
Prior knowledge
Students will draw for their own experiences what for them has a model for community, respect and dialogue. Students will also begin to create momentum in terms of how much they share out and genuinely have each other
Instruction for Lesson or set up of materials
1. on the board write out what the goal for this lesson will be
2. place the goal for the day for everyone to see but wait until it is unveiled.
3. Engage students in discuss about what their communications style is, use yourself as an example.
4. teacher will then introduce the importance of having group guidelines for communication.
5. student community will brainstorm about respect by answering the following question: When it comes to your personal communication style, what role does R E S P E C T play?
6. Once the brainstorm has happened, the facilitator will unveil the RESPECT poster and point out the correlations between what they said and R E S P E C T..
7. After the brainstorm and viewing/overview of RESPECT poster, the facilitators will review what dialogue is.
8. Teacher will illustrate the difference between the incorrect and correct usage of the communication guidelines, including dialogue and “I” statements. The goal is to illustrate a way to follow the guidelines without being disruptive to individual and community process.
9. Other points will be clarifying questions, mirroring, paraphrasing and body language.
10. Follow-up with what were the differences between the correct and incorrect usage of communication. What did they see? Is there anything that would be helpful to you in communication and dialogue?
Definitions and materials required:
Recognize your communication style
Expect to learn something about yourself and others
Speak clearly and use personal examples when making a point – “I “Statements
Participate honestly and openly
Engage in the process by listening as well as speaking
Confidentiality
Take responsibility for yourself and what you say
DIALOGUE: An open and honest conversation (consisting of active listening and participation) of what you truly think, feel, and believe in an atmosphere of mutual trust and respect.
To be determined by Teacher, classroom discussion, beginning to practice respect and recognizing communication styles through dialogue.
CONTENTS / DIRECTIONS
TIME ALLOCATION
Purpose
To provide a training experience for ANIMO SOUTH LOS ANGELES COLLEGE BOUND STUDENTS which encourages self-respect, enhances leadership skills, explores leadership dynamics, and develops an understanding of the systems in which African-American-Latina/o college bound students will work in.
ASLA ESLR’S 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
Learning Outcomes
Students will:
1. begin to recognize what their communication style looks like when they communicate with others
2. begin to recognize what other fellow student’s communications styles look like when they communicate with others.
3. understand what R E S P E C T means within a classroom and discuss what R E S P E C T looks like when used correctly.
4. understand what D I A L O G U E means and define it.
Central / Essential Question(s)
1. What is a comunidad/community? (make reference to your already completed Quienes Somos Chart/Who are we chart?
2. What does R E S P E C T look like for individuals and as a whole community?
3. How do you practice D I A L O G U E?
Suggested Grade Level
ADVISORY
Duration of Activity
1 block period
Prior knowledge
Students will draw for their own experiences what for them has a model for community, respect and dialogue. Students will also begin to create momentum in terms of how much they share out and genuinely have each other
Instruction for Lesson or set up of materials
1. on the board write out what the goal for this lesson will be
2. place the goal for the day for everyone to see but wait until it is unveiled.
3. Engage students in discuss about what their communications style is, use yourself as an example.
4. teacher will then introduce the importance of having group guidelines for communication.
5. student community will brainstorm about respect by answering the following question: When it comes to your personal communication style, what role does R E S P E C T play?
6. Once the brainstorm has happened, the facilitator will unveil the RESPECT poster and point out the correlations between what they said and R E S P E C T..
7. After the brainstorm and viewing/overview of RESPECT poster, the facilitators will review what dialogue is.
8. Teacher will illustrate the difference between the incorrect and correct usage of the communication guidelines, including dialogue and “I” statements. The goal is to illustrate a way to follow the guidelines without being disruptive to individual and community process.
9. Other points will be clarifying questions, mirroring, paraphrasing and body language.
10. Follow-up with what were the differences between the correct and incorrect usage of communication. What did they see? Is there anything that would be helpful to you in communication and dialogue?
Definitions and materials required:
Recognize your communication style
Expect to learn something about yourself and others
Speak clearly and use personal examples when making a point – “I “Statements
Participate honestly and openly
Engage in the process by listening as well as speaking
Confidentiality
Take responsibility for yourself and what you say
DIALOGUE: An open and honest conversation (consisting of active listening and participation) of what you truly think, feel, and believe in an atmosphere of mutual trust and respect.
To be determined by Teacher, classroom discussion, beginning to practice respect and recognizing communication styles through dialogue.
¿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.
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.
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