Name: Jessica Liddle Lesson Topic: Cultural Identity

Content Area: FL Grade Level(s): 8th grade

Lesson Content
Brief Overview / Background Information

This lesson will take place at the end of the unit (day 6), after all instruction but before the performance assessment. Up
to this point students have discussed how their daily routines, culture, family and customs impact one’s identity.
Students will be assessed on the UKDs of this unit the day after this lesson, therefore I will be using this Graffiti questions
to ensure that students are able to collectively and individually understand the material on their own. This lesson is
conducive to achieving the appropriate UKDs because the questions are aimed to invite and encourage a broad take on
the topic of cultural identity. As students grapple with these questions, the aim is to demonstrate that there is no one
right answer, rather show them that a cultural identity varies from culture to culture, family to family, and individual to
individual.

This material is important for students to learn so that they become aware of the fact that not everyone thinks, acts, or
lives the same way as them. Since most of the students have lived in this small, rural town all their lives, it is important to
expose them to new, different ways to conceptualize and discuss the world around them.

In terms of connecting this lesson to students’ lives, the Graffiti questions are set up in a way that will allow students to
draw from individual experiences and viewpoints. For example, one question prompts students to explain what part of
their cultural identity they feel most connected to. Since most adolescents like to contribute in the classroom in a way
that connects to their life (since that’s how they learn best), this Graffiti lesson will allow them to share stories, talk
about their culture/family/customs, and allow them to generate an understanding of the material in a way that is
individualized (yet addresses the content material).
Concept(s) – Include only the concepts Essential Question(s) – Include only the questions addressed by this particular lesson
addressed by this particular lesson

What elements of our culture, customs, and family dynamic influence

our daily routines? (EQ1)
Conventions & Identity What is a cultural identity and what are the components of one’s
identity? (EQ2)

Relevant VSOLs/CCSSs – Include only the standards addressed by this particular lesson

VSOL STANDARDS:
SII.1: The student will exchange spoken and written information and ideas in Spanish.
1. Ask and answer questions about oneself, others, and the immediate environment, such as exchanges
concerning people, things, plans, events, feelings, emotions, and geographic direction and location.
SII.7: The student will demonstrate understanding of the perspectives, practices, and products of Spanish-
speaking cultures and the ways these cultural aspects are interrelated.
1. Identify and discuss patterns of behavior typically associated with Spanish-speaking cultures, such as
those relating to business practices, customs, and family dynamics.
Lesson Objectives (UKDs)
As a result of this lesson, students will…

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 Understand THAT:
….cultural conventions impact our
daily routines and visa versa. (U1)
….learning about cultural
differences and similarities makes
us more aware of our own
identities and culture. (U2)
Know: Be able to (Do):
…how the immediate family’s
relationship with extended family, …comparing and contrasting daily
specifically grandparents, impacts routines across cultures. (D3,
daily routines in Spain. (K6) Analyzing)
- Grandparents play a very …explaining how and why the
important role in their immediate family’s relationship
grandchildren’s lives. with extended family, specifically
Usually, they live close and grandparents, impacts daily
pick up the kids from routines in Spain (D5,
school. To many children, Understanding)
grandparents are like a ...examining their individual
second set of parents. identities and evaluating it through
They are, essentially, part a cultural lens. (D6, Analyzing &
of the nuclear family, as Evaluating)
they regularly eat with the
family, discipline the
children, and raise the
children when the parents
aren’t in the children’s lives
in that moment. Many, in
fact, allow their
children/grandchildren to
live with them, due to the
suffering Spanish
economy.
…how to incorporate personal
experiences and examples that
pertain to one’s culture to discuss
one’s identity. (K7)

STEP 1. Prepare the Graffiti Questions & Group Number Composition.

This graffiti lesson is intended to explicitly discuss the concepts of the unit by using the EQs to conclude the unit. It will
be the ideal opportunity to wrap up thoughts in a group setting. Since there is not one response, it will encourage
students to consider these questions as perspective- driven questions, which would guide them to come to their
individual conclusion that one’s culture, conventions, traditions, family, surroundings, etc. affect one’s cultural identity.

Graffiti Questions:
1. What elements of our culture, customs, and family dynamic influence our daily routines?
2. What elements of our culture, customs, and family dynamic influence the average person’s daily routine in Spain?
3. How and why do grandparents influence the daily routine of their grandchildren in Spain?
4. What are the components of one’s cultural identity?
5. What parts of your identity are most important to you? Why?

Group Composition:
Since this graffiti is meant to draw in varying perspectives and experiences, students will be divided into groups that
would provide as much diversity as possible. Since students are likely to self-discriminate in their group choices, I will
have to group students. I will, therefore, divvy up the students into groups that would foster diversified thought, using a
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mix of gender, race, ethnicity, SES, interests, and any other identity elements that would lead to a diverse group of
students. In order to maintain safe and welcoming environments in each group, I will avoid any groupings that would
result in conflict, so all students feel comfortable expressing their opinions. In order to avoid having one group with
higher readiness levels than others, I will take their individual spoken and written Spanish skills in consideration when
grouping. I will group students in groups of 4 (5 groups of 4 students).

To get students in the appropriate group, I will stand by the door while students enter and tell them to get into their
assigned group of the day. I will have the groups on the board so students can get there quickly. Each group will have a
color assigned to them (red, green, blue, black, orange) and the desks will have one colored piece of paper so students
know where to sit. Desks will be organized so that all students will be facing towards each other.
STEP 2. Distribute Materials & Give Directions.

Each group will receive a large, folded poster with one of the above questions written on it. This will help ensure that
students will not be distracted when I give instruction prior to starting the graffiti. It will also ensure that every group
has the same amount of time to answer each questions. Each group will receive a different colored markers we can
distinguish which group said what (red group will get a red marker, blue group-blue marker, etc.).

After students get settled into their group, we review any announcements or reminders, and I provide students the
opportunity to ask questions about the class, I will give the students directions:

Today we will be doing a Graffiti similar to the one’s we’ve done in the past. During the last week or so we’ve been talking
about how our daily routines, families, customs, and culture impacts our cultural identities. Our goal of this class is to
answer some questions about what a cultural identity is. Some of these questions will relate to our conversation about
Spain’s culture, while others will ask you about your own cultural identity, and cultural identity as a whole. Just remember
throughout this graffiti process…there is no one right answer! Also, I invite you all to talk about your own experiences and
share with your group and the class. To understand a cultural identity we need to talk about our own identities!

Before we begin, please remove any materials form your desks. In order for the graffiti to work the best, we need a lot of
clear space to work with. Once everyone has a clear desk, I will lay the 5 posters on the tables, one for each group. (Pause –
lay out posters when ready.) When I lay out the posters, please leave them folded. I will tell you when you can unfold them.

So this is how the graffiti works. Each group has a different question written on the top of the paper. On the board I will set a
timer for 2.5 minutes, during which time your group will answer the question. At the end of that time, I will ask you to finish
your answer and pass the poster to the next group. Notice how we are sitting in a circle. We will rotate in a clockwise
fashion. Red group pass to green group. Green group pass to blue group. Blue group pass to orange group. Orange group
pass to red group. The process will repeat for each question. We will do this 5 times so that each group has a chance to
respond to each question. Now, so that we are on the same page can you all point to the group you are passing to? (wait and
correct if necessary) Great. Now one student from each group will pass the posters along. If you are sitting in Student X’s
position raise your hand. Great, you will be passing your group’s poster to the next group. Student X, can you explain to me
this process? (wait) Great job, thank you.

Since this activity requires writing, we will rotate the “recorder” responsibility. We will start with the person who is passing
the group’s poster. We will go around the table clockwise. (I will demonstrate with one table) Now raise your hand if you’re
the second recorder. Third. Fourth. Some things to keep in mind. Each group must have space to write on the paper, so make
sure not to write too big and limit it to one place on the poster. Also, notice how there is a line at the bottom of the paper.
Please do not write below that line. We need that space later in the graffiti.

Remember that some of the groups might have already written something you agree with. In this case, your group can put a
check next to their response to show that you had the same idea. You can even add to those ideas. The goal is to add at least
one new idea to each question.

That’s all for directions. Now, what are some questions you have? Any questions about the process? (wait, respond)

I’ll set the timer on the screen. When the timer goes off wrap up your thoughts and rotate questions. Remember that in this
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classroom we only speak Spanish. Share your ideas but keep them in Spanish. If you can’t remember a word, talk around it!
Also, don’t forget we have posters of the wall of some of the words we’ve learned this year. Lastly, as we have discussed
since the beginning of the semester, we need to practice some speaking and listening skills that will make our conversations
more productive and respectful. Remember to look your peers in the eye – imagine speaking to someone and they aren’t
looking at you. That wouldn’t make you feel good, would it? Also, really listen to what your peers have to say. We are all
learners in this classroom – I learn from you guys as well! So listen to what your group members have to say because you
may learn something new about the content or about your peers. These are just a few of the important listening skills to
think about. Now, let’s start!

STEP 3. Groups Answer Questions.

Groups have 2.5 minutes to answer each question. I will wait to start the timer until every group has the next question.
The timer will be on the board so they can keep track of time if they would like. I will be walking through the class during
this time, listening to the discussion and providing guiding questions and scaffolds when needed. This will also be a way
to ensure that only Spanish is being spoken.

STEP 4. Exchange Questions.

After the first round, I will remind students to switch questions. For each question I will continue rotating through the
room.

If some students are not participating as much as other, I will encourage them to share their ideas by directing some
questions at them. For example, “Student X, what are some of your ideas about XYZ? Do you agree with **refer to an
answer**?” If some students seem to be using more English than Spanish I will use my presence to keep them in the
target language. Finally, if students seem to need more time, I will add 20-30 seconds to each round.

STEP 5. Return to the Original Question, Summarize, and Make Generalizations.

After all of the rotation cycles, when each group gets its original question back, I will say:

So that wraps up the first stage of Graffiti. You guys did a great job, just look at how many responses we have for each
question! The second part of Graffiti, as you might remember, is to make meaning out of these questions and try to come to
some conclusions.

Now that you have your original question, you can see how much more information other groups contributed. Take some
time now to review their responses. While doing this, try to create some categories. What do some of these responses have
in common? Your group will decide what categories to make. One way that helps me is to first sort the responses. You could
label them by numbers or shapes, for example, then decided on the category name. I will give you all about 8-10 minutes to
do this. What are your questions about this? (Pause) Go ahead and start!

As groups are working, I will move through the classroom and listen in to their discussions. If some groups seem to be
struggling, I will point out a few responses that seem similar and ask the students what they think the answers have in
common. After the 8-minute mark I will determine whether or not students need more time to sort. If they are we will
move to the next phase. If not I will tell them they have a few more minutes to wrap up.

As the groups finish, I will say:

Now that you all have some categories we are going to think about what these categories mean. Your job, as a group, is to
create a general response to your questions that incorporates your categories. Remember there is no one answer, but it is
still important to try to come to some conclusion, even if it isn’t all encompassing. What response could your group make to
the questions that would tie in all, if not most, of your categories? Once your group comes up with a response collectively,
write it in the blank space at the bottom of the poster! Remember this needs to be one complete sentence. We will take
about 5 minutes to complete this.

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Again, I will walk through the room and scaffold the process of creating the generalized response for any groups that is
having a difficult time. When groups finish with their response, I will give them some tape and ask them hang the
posters at the front of the room. As groups finish up, I will say:

You guys did a great job! Let’s come together and wrap up this conversation.
STEP 6. Share Information.

I will say:

Now that you have all answered these questions, let’s take a look and talk about them together to share our experiences
and address any questions you may still have. I know that ‘cultural identity’ is a very broad topic, which makes it hard to talk
about sometimes. Let’s have a look at those questions. First, What elements of our culture, customs, and family dynamic
influence our daily routines? If you have a good example, tell us!

I will read the generalization that the group has come up with and then say:

What do you think about the generalization that the (insert color) group wrote? Do you think they were able to incorporate
the major categories we see in your responses? (Wait for responses) What other questions do you have about the question?

We will repeat this process for each question, allowing for more discussion if necessary. During this time, I will use the
group generalizations and the group discussion as an INFORMAL FORMATIVE ASSESSMENT to ensure that students
have met the UKDs and created meaning out of the content. If students are still confused, I will use guiding questions,
examples and clarifications, and other forms of scaffolding to ensure that they meet the UKDs and really get the
material. For example, if a student is struggling to reflect upon their cultural identity, I would say, “Think about what is
important in your life. Now consider how you were raised. With this in mind, what parts of your cultural identity are
important to you?” If this student is still having trouble, I would give a personal example.
After we go through all of the questions, I will say:

We have had a great conversation about cultural identities today. You all were clearly engaged with the material and
brought a lot of good examples to the table. Now, we are going to think about our own cultural identities. I have created an
exit card with three options (AT THE END OF DOCUMENT). You can choose which exit card you feel ready to answer based on
today’s conversation and understanding of cultural identities. All three levels ask you a very similar question but in ways
that might be a better fit for you. Please choose ONE exit card. When you are done I will collect your card.

I will read the students’ responses as they finish. These will be used as FORMAL FORMATIVE ASSESSMENT to determine
whether or not students are able to articulate how identities change from culture to culture, family to family and person
to person. I will review the exit cards and provide written feedback. They will receive these the subsequent class, since
they will need the comments to use during their performance assessment. During that class I will designate a time to
have an in-class help workshop for students who need some direct instruction regarding cultural identities. Since this is
such a broad idea, some students might grapple with it, so having this time for those struggling will help to ensure most
students achieve the UKDs by the end of the unit.

The exit card is DIFFERENTIATED based on readiness. I will not only look at their responses but also their choice of exit
card (trotar, correr, or correr a toda velocidad) – knowing how they feel about their readiness will help me know which
students might need extra time to grapple with the concepts. It will also show me who wants or needs to be challenged.

STEP 7. Evaluate the Group Process.

As students finish their exit cards, I will say:

Before we finish for today, I want you to reflect on our discussion today about cultural identities. As we have discussed
cultural identities differ from person to person. I want you to consider, individually, how well your group worked together.
Was this a respectful conversation? Was everyone paying attention and actively participating? Then, as a group, discuss the
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ways that your group led a successful discussion and things that you could work on in the future. Is there something your
group could have done to make the conversation better?

After giving students a minute or so to reflect, I will say:

Now I want you to share your reflections with your group, taking turns to share examples. Try to be specific and refer to
things your peers said when we answered questions earlier. After a few minutes we will reconvene and I will call on each
group to share something notable from our group reflection, so be prepared to respond!

After 3-5 minutes for group discussion I will randomly call on individuals within each group to share their group’s
responses.

This group discussion will serve as an INFORMAL FORMATIVE ASSESSMENT, which will provide me with information
about how well students listened and reflected upon each other’s comments. I will use this information in the future to
determine how best to group students and to work with specific students that may need some more explicit coaching
on social skills that are necessary for group/paired/class discussions. This is important in a language-learning classroom
because conversational skills are necessary to learn a language. In addition, it is a good time to work on the students’
social skills – the formative assessment will help me determine who might need some additional instruction on proper
conversational skills. During subsequent group activities, I will note some of the positive ways that students engaged in
conversation that made the discussion productive. In addition, this formative assessment helps me to move students
who participate less in class orally towards achieving the SOL standard, which requires them to exchange spoken and
written information and ideas in Spanish.

EXIT CARD:
Write your response in the box below.
TROTAR (jog):

Imagine you are asked

to describe the concept
of a cultural identity to a
6th grader studying
Spanish for the first
time. How would you
explain the idea of a
cultural identity?

CORRER (run):

Imagine you are asked

to describe the concept
of a cultural identity to
your parents. How
would you explain the
idea of a cultural
identity?

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CORRER A TODA
VELOCIDAD (sprint):

Imagine you are asked

to describe the concept
of a cultural identity to
Ms. (Principal). How
would you explain the
idea of a cultural
identity?

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