NO SOY DE AQUÍ, NI SOY DE ALLÁ

MY FRAGMENTED SELF

2013STARTALK/NHLRCTeacher Workshop

Martha CoronaCecilia Milán

Sybil Alexandrov

STUDENT PROFILE

ACTFL: INTERMEDIATE (mid to high) Second-generation HLL (predominantly

of Mexican heritage) The activities address linguistic and

cultural gaps with the aim of helping the students advance to a higher level of proficiency.

GOALS

Cultural: Increase understanding of the students’ place in both cultures.

Linguistic: -Use of Similes -Increase Awareness of Register

THEME: IDENTITY/CULTURE CLASH

Based on excerpts from Caramelo, by Sandra Cisneros.

The characters take annual trips to visit family in Mexico and ponder their place within two cultures.

TARGETED SKILLS

Listening Reading Speaking Writing

DAY 1: BRAINSTORMING

Vocabulary. What words do you associate with a trip to visit your family in your heritage country?

IN-CLASS ACTIVITY

Vocabulary follow-up. What do you consider a typical

Christmas in Mexico? Write 5 sentences using the vocabulary presented in class.

Share your answers with a classmate.

DAY 1: IN-CLASS ACTIVITY (2)

Listen to the following audio-clip and describe:

Rafa’s

Clothing

Hairstyle

Spanish language

Discuss: What is your idea of “correct Spanish”?

HOMEWORK ASSIGNMENT 1: INTERPRETIVE READING

Read: Caramelo (excerpts) by Sandra Cisneros

Complete the vocabulary rubric provided.

DAY 2: LINGUISTIC COMPONENT

Different types of comparisons¡La ciudad de México! La capital. El

D.F. La capirucha. ¡El centro del universo! El valle como un tazón de caldo de res caliente antes de probarlo.

Write five similes about food, family and trips.

Share your examples with your group.

DAY 2: LINGUISTIC COMPONENT

(…) es como si hubieran secuestrado a nuestro hermano Rafa y nos lo hubieran cambiado por otro.

Grammatical explanation (como si + impf. subj)

Structured practice (matching and cloze activities)

HOMEWORK ASSIGNMENT 2

Watch Youtube video “Programa Paisano 2013”

Answer the following questions1. What do you need to do to

prepare for the trip?2. How will this affect your plans?

DAY 3: REAL-LIFE TASK: Complete Mexican Customs Declaration

Form

DAY 3: INTERPERSONAL SPEAKING

Real-life taskRole-playing: At the border crossing.Situation with a complication:

negotiating meeting with a Customs’ Officer.

DAY 3: BEING MEXICAN

What physical traits do you associate with a Mexican person?

Re-read the following text and discuss it with a classmate.

-Pos no pareces mexicana.Por un lado quisiera darles una patada en el culo. Por el otro

me da lástima ver lo ignorantes y estúpidos que son. Pero si nunca has sido más allá de Nuevo Laredo, ¿cómo diablos van a saber qué pinta se supone que tienen los mexicanos, ¿verdad?

DAY 3: BEING MEXICAN

Official Version

DAY 3: BEING MEXICAN

Follow-upWhat aspects of the official version

surprised you and why?

SUMMATIVE ASSESSMENT: PRESENTATIONAL WRITING

Differentiated activities (select two of the following)

Write an email to your cousin telling him you are coming to visit.

Write a poem using similes. Write a corrido about your last trip to

Mexico. (model) Read the following article and summarize

MY MULTIFACETED SELF

SOY DE AQUÍ, SOY DE ALLÁ: SOY DE AMBOS