Diversity Lesson Plan: Ethnic Identity and Family Dynamics

Title: Aristotle and Dante Discover the Secrets of the Universe

Author: Benjamin Alire Sáenz

Publishing Date: February 21, 2012

Grade: 11

Subject: English

Culture: Hispanic/Mexican Culture

Topic: Ethnic identity and family relationships

Social Justice Standard #3: Students will recognize that people’s multiple identities interact
and create unique and complex individuals.

Nevada Standards:
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
a. Analyze the impact of the author’s choices regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed).

Objectives: The student will be able to identify and analyze family dynamics and relationships,
as well as compare ethnic identities through group discussion and context mapping with 90%
accuracy.

Materials: Physical/Digital copy of Aristotle and Dante Discover the Secrets of the Universe
Discussion questions
Construction paper for concept map
Pens/pencils

Procedure:
Introduction: Ask students if they feel comfortable with their ethnic identity. Ask students if they
have had a situation where they felt excluded from their ethnic group.

Read: Students will be expected to have read the first four chapters of the book coming into
class. Chapters five through nine will be read aloud to them.

Discuss: Class Wide Discussion

Students will be asked before reading to pay attention to the family dynamics of Aristotle
and Dante and compare them. Students will also be asked to compare the ethnic identities of the
characters.
 Questions
How do the family dynamics of Aristotle differ from the family dynamics of Dante?
What appears to be the major difference between the two dynamics?
Does Aristotle appear to be comfortable with his ethnicity?
Does Dante?
What are the major differences between Aristotle and Dante in terms of personality?

Activity: Concept Mapping

Students will be asked to pair up in groups of 2-4. Groups will be assigned a topic to write on in
their concept map. The topics they will be assigned will be “Compare Family Dynamics between
Aristotle and Dante” or “Compare Ethnic Identity between Aristotle and Dante.” Students will be
required to give a page number and quote to support their inferences. 20 minutes will be given to
students to write as much as they can on their concept map. After the allotted time has expired,
students will be asked to share their ideas will the class so students who were not given the other
topic can write the ideas on their concept map. Below is an example of what I will expect from
students.

Assessment: Students will be assessed on their ability to point out clear differences
between Aristotle and Dante in terms of their family dynamics and ethnic identity, and
their ability to support their assertion with evidence from the book.

The “Concept Map” Activity will be graded on how relevant the main idea as well as the
student’s ability to support their idea with evidence from the book. d