Identity and Culture: Art and Poetry Exploration
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we explore the transformation of our identity and culture before and after moving to the US, through language, poetry, and art?Essential Questions
Supporting questions that break down major concepts.- How does moving to a new country affect one's identity and cultural perceptions?
- What are the challenges and opportunities that come with cultural adaptation in a new environment?
- How can literature and art serve as tools for expressing the evolution of personal and cultural identities?
- In what ways can individuals integrate their past cultural experiences with new ones to form a unique identity?
- What is the role of academic vocabulary in articulating the transformation of identity and culture?
- How can poetry and art narrate the ongoing journey of personal and cultural adaptation in a new country?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Understand and define the concept of identity and its relation to culture.
- Identify ways that language and culture shape an individual's identity.
- Analyze various forms of art and literature for their expression of diverse cultural identities.
- Utilize academic vocabulary to inform and narrate personal and cultural narratives effectively.
- Create an original poem or art project that reflects personal identity and cultural heritage.
- Demonstrate the ability to use language in alignment with WIDA standards to inform and narrate.
WIDA Standards
Common Core Standards
Entry Events
Events that will be used to introduce the project to studentsCultural Pop-Up Museum
Transform your classroom into a 'Cultural Pop-Up Museum' with artifacts, traditional clothing, music, and foods from various cultures around the world. Students are invited to explore the exhibits and jot down their thoughts and questions. Each student chooses an artifact that resonates with them as a starting point for their inquiry into identity and culture.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Cultural Artifact Reflection
Students will choose an artifact from the Cultural Pop-Up Museum and reflect on how it relates to their personal identity and culture, enhancing their understanding of cultural heritage.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA written reflection on the chosen cultural artifact and its significance to personal identity.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with ELD.WIDA.6-8.I1, supporting students in narrating and informing about identity and culture.Vocabulary Integration Challenge
This activity engages students in identifying and integrating academic vocabulary related to identity and culture in their reflections.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA revised reflection that effectively incorporates academic vocabulary.Alignment
How this activity aligns with the learning objectives & standardsAligns with ELD.WIDA.6-8.I2 by integrating academic vocabulary in speaking and writing.Identity & Culture Concept Poem
Students will create a poem expressing their identity and cultural experiences, utilizing language techniques and descriptive details.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA poem that narrates the student's journey of identity and cultural transformation.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with CCSS.ELA-LITERACY.W.6.3 by developing narratives using descriptive details and structured sequences.Cultural Narrative Presentation
In this activity, students will present their reflections and poems/art projects, effectively communicating their experiences and insights about identity and culture.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA class presentation that clearly communicates the student's narrative and cultural insights.Alignment
How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.6.4, focusing on clear communication of narratives and ideas.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioIdentity and Culture Expression Rubric
Cultural Understanding
Assessment of student's ability to connect artifacts to personal identity and cultural significance.Artifact Relevance
Evaluates the relevance of the chosen artifact to the student's personal identity and culture.
Exemplary
4 PointsThe student provides a deep and insightful connection between the chosen artifact and their personal identity and culture.
Proficient
3 PointsThe student provides a clear and logical connection between the chosen artifact and their personal identity and culture.
Developing
2 PointsThe student's connection between the chosen artifact and their personal identity and culture is present but lacks depth.
Beginning
1 PointsThe student struggles to connect the chosen artifact to their personal identity and culture.
Cultural Significance
Assesses understanding of the cultural significance of the chosen artifact.
Exemplary
4 PointsThe student demonstrates a thorough understanding of the cultural significance of the chosen artifact.
Proficient
3 PointsThe student demonstrates a good understanding of the cultural significance of the chosen artifact.
Developing
2 PointsThe student demonstrates a basic understanding of the cultural significance of the chosen artifact.
Beginning
1 PointsThe student shows little understanding of the cultural significance of the chosen artifact.
Language Use and Vocabulary
Assessment of academic vocabulary integration and effective language use in reflections and narratives.Vocabulary Integration
Evaluates the integration and relevance of academic vocabulary in student work.
Exemplary
4 PointsThe student effectively integrates a wide range of academic vocabulary with precision and relevance throughout their work.
Proficient
3 PointsThe student integrates academic vocabulary appropriately and relevantly in their work.
Developing
2 PointsThe student integrates some academic vocabulary, but use is limited or inconsistent.
Beginning
1 PointsThe student struggles to integrate academic vocabulary into their work.
Language Expression
Assesses clarity, creativity, and descriptiveness in language expression.
Exemplary
4 PointsThe student's work demonstrates exceptional clarity, creativity, and descriptiveness in language expression.
Proficient
3 PointsThe student's work demonstrates clear and creative language expression.
Developing
2 PointsThe student's work demonstrates basic clarity and creativity in language expression.
Beginning
1 PointsThe student struggles with clarity and creativity in language expression.
Narrative and Presentation
Assessment of student's ability to narrate personal and cultural stories and present them effectively.Narrative Structure
Evaluates the organization and coherence of the student's narrative structure.
Exemplary
4 PointsThe student's narrative is exceptionally well-organized with a clear, logical flow.
Proficient
3 PointsThe student's narrative is well-organized with a logical flow.
Developing
2 PointsThe student's narrative shows basic organization but may lack a clear logical flow.
Beginning
1 PointsThe student's narrative lacks organization and a clear logical flow.
Presentation Skills
Assesses the effectiveness and clarity of the student's oral presentation.
Exemplary
4 PointsThe student's presentation is highly effective, engaging, and clear in conveying the narrative.
Proficient
3 PointsThe student's presentation is effective and clear in conveying the narrative.
Developing
2 PointsThe student's presentation is somewhat clear but may need more engagement or clarity.
Beginning
1 PointsThe student's presentation lacks clarity and engagement.