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No soy de aqu í, ni soy de allá

2013 STARTALK/NHLRC Teacher Workshop Martha Corona Cecilia Milán Sybil Alexandrov. MY FRAGMENTED SELF. No soy de aqu í, ni soy de allá. ACTFL: INTERMEDIATE ( mid to high ) Second-generation HLL ( predominantly of Mexican heritage )

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No soy de aqu í, ni soy de allá

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  1. 2013 STARTALK/NHLRC Teacher Workshop Martha Corona Cecilia Milán SybilAlexandrov MY FRAGMENTED SELF No soy deaquí, ni soy de allá

  2. ACTFL: INTERMEDIATE (midtohigh) Second-generationHLL (predominantly of Mexicanheritage) Theactivitiesaddresslinguistic and cultural gaps withtheaim of helpingthestudentsadvanceto a higherlevel of proficiency. Studentprofile

  3. Cultural: Increaseunderstanding of thestudents’ place in both cultures. Linguistic: -Use of Similes -IncreaseAwareness of Register Goals

  4. BasedonexcerptsfromCaramelo, by Sandra Cisneros. Thecharacterstakeannualtripstovisitfamily in Mexicoand pondertheir place withintwo cultures. Theme: identity/Culture Clash

  5. Listening Reading Speaking Writing TARGETED Skills

  6. Vocabulary. Whatwords do youassociatewith a triptovisityourfamily in yourheritage country? Day 1: brainstorming

  7. Vocabularyfollow-up. What do youconsider a typical Christmas in Mexico?Write 5 sentencesusingthevocabularypresented in class. Share youranswerswith a classmate. In-classactivity

  8. Listen tothefollowing audio-clip and describe: Day 1: IN-Classactivity (2) Discuss: What is your idea of “correct Spanish”?

  9. Read: Caramelo (excerpts) by Sandra Cisneros Complete thevocabularyrubricprovided. Homeworkassignment 1: INTERPRETIVE READING

  10. Differenttypes 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. Writefivesimilesaboutfood, familyand trips. Share yourexampleswithyourgroup. Day 2: linguisticcomponent

  11. (…) es como si hubieran secuestrado a nuestro hermano Rafa y nos lo hubieran cambiado por otro. Grammaticalexplanation (como si + impf. subj) Structuredpractice (matchingand clozeactivities) Day 2: LinguisticComponent

  12. WatchYoutube video “Programa Paisano 2013” Answerthefollowingquestions 1. What do youneedto do to prepare forthetrip? 2. Howwillthisaffectyourplans? HomeworkAssignment 2

  13. Complete MexicanCustomsDeclarationForm Day 3: Real-lifetask:

  14. Real-lifetask Role-playing: At thebordercrossing.Situationwith a complication: negotiating meeting with a Customs’ Officer. Day 3: Interpersonal speaking

  15. Whatphysicaltraits do youassociatewitha Mexicanperson? Re-readthefollowingtext and discussitwith 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: beingmexican

  16. Day 3: beingmexican OfficialVersion

  17. Follow-up Whataspects of theofficialversionsurprisedyou and why? Day 3: beingmexican

  18. Differentiatedactivities (selecttwo of thefollowing) Writean email toyourcousintellinghimyou are comingtovisit. Write a poemusingsimiles. Writea corridoaboutyourlasttriptoMexico. (model) Readthefollowingarticle and summarize Summativeassessment: Presentationalwriting

  19. SOY DE AQUÍ, SOY DE ALLÁ: SOY DE AMBOS MY MULTIFACETED SELF

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