No soy de aquí, ni so de allá

Report
2013
STARTALK/NHLRC
Teacher Workshop
Martha Corona
Cecilia Milán
Sybil Alexandrov
MY FRAGMENTED SELF
NO SOY DE AQUÍ, NI SOY DE ALLÁ
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 questions
1. 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 task
Role-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-up
What 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

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