Authoring a Biliteracy Unit: Counter Narratives:
What is the Grade Level you are targeting? What is the subject? BTPE: 4.4
Refer to Chapter 4 from pg. 89 on. What is the dominant narrative you will be disrupting about the Latinx Community? (immigration, anti-Blackness, language, colorism, racial hierarchies, celebrations/traditions, land ownership, naming, etc.) Explain why you are disrupting this dominant narrative. What is the counter narrative that you want to expose/introduce/unveil for students to understand? See pages 102, 108-111 in Chapter 4 of El Communidad and pgs. 114-115 in Chapter 5. Please root your counter narrative in something historical that has both a dominant narrative and a counter story. BTPE: 3.4, 3.5, 6.7
What are the major themes of this unit? How will these themes help your future students draw out/dismantle conclusions about the dominant/master narrative and empower the counter narrative?
Choose a minimum of 3 counter narrative texts to help you build and guide your unit. One of those texts can be a piece of art or music (you can use pages 99 and 103-107 in chapter 4 to help find the curriculum) Tell me what it is about these pieces that help to tell the counter stories. BTPE: 3.5
Using pages 20-22, 27, 50, 79,118,114 in El Communidad choose 5 translanguaging practices that you will incorporate in your unit. Why do you find these 5 translanguaging practices valuable? BTPE: 3.2, 3.3, 4.2,
Provide 3 cultural targets for your unit: 3 language learning targets, and 3 content learning targets. (What do you want students to gain from completing this unit? How will it target the 4 + 1 biliteracy language domains. (Reading, Writing, Listening, Speaking, and Metaglinguistic/Metacognitive Awareness). Jose Medina Website (this leads to a lot of articles) BTPE: 1.1, 1.2, 2.5,3.1, 3.5, 4.3, 4.4, 5.1
One example of a lesson- (You can also design the lesson plan as you’d like) Either way, your lesson must include) 1) Assignment/Activity #1. (Use one of the texts from #4). This text will be used to help students build their understanding of the concepts you want them to understand. You can make this into a worksheet. This worksheet will be done in one language. 2) Create a 2nd assignment that will be used as a bridge assignment (enter here to watch sample videos of what it looks like to “bridge” across grade levels- if for some reason you can’t log in, use my username and password) . What you create as assignment/activity #1 in target language (Spanish), will help to produce the outcomes in assignment/activity #2 in the other language (English). Here are video links to make it even easier: Elements of the Bridge, Biliteracy in Middle School, Biliteracy Unit in 2nd Grade-the Bridge, Biliteracy in Action-Kindergarten, Un Puente in Primero BTPE: 3.2, 4.1, 4.4,5.1, 5.2,
Anchor Chart: Create a document that will represent an anchor chart you will create with your students, which is essentially a chart where words/sentences/phrases/linguistic concepts in both languages are compared so as to help students bridge the two languages. Anchor charts are a dual language education must. This is one way to explicitly teach language. Refer to the links entitled bridge assignment, and Teaching For Biliteracy for further details. BTPE: 6.7
Biggest Part of this Assignment: Extension: Create an “extension” unit assignment where students will tell a counter narrative story similar in theme to the pieces of texts you are using in your unit. Then, using any medium they would like, create a BILINGUAL children’s story book, cartoon, comic book, original song, etc. YOU will then make your own example “to show students”. (So essentially here, you are keeping with the same counter narrative/new history you would like to retell. THE MORE CREATIVE YOU ARE WITH IT, THE MORE CREATIVE YOUR STUDENTS WILL BE!! One example here: Example #1 Pop-Up Book. But you are not limited to do just this. BTPE: 5.2
Prepare to present the product you made for #9 to the class. You will be turning everything else in paper form or online.. BTPE: 5.2
