Unit 2 – Language in the Family

Lesson 2 – Linguistic Autobiographies

Class time: 57 minutes

Objective: Students will reflect on their own language use and how it is connected to their personal identities. Students will begin work on their own linguistic autobiographies.

Materials Needed:

- Project Assignment Linguistic Autobiographies

- Handout 2.2_ Questions for Linguistic Autobiographies

- Handout2.3_DrawingOutlines.pdf (Face profile/Tshirt outline)

- Markers, colored pencils, etc.

- Paper, scissors

INTRODUCTION (1 min)

Recap from Monday. “Monday we started talking about language and identity and our linguistic identities. Today we will continue to think about that and begin working on our own linguistic autobiographies.”

Explain that the Unit will contain 2 projects: a linguistic autobiography and an interview with a relative or community elder to learn about the role of language in their life. They should start thinking now about who they might like to interview.

INTRODUCTION TO PROJECT 2 (5-7 min)

Pass out the Handout 2.1 – Project 2 description and have students take turns reading through it. Tell students we will do some activities today to get them started in thinking about their linguistic autobiography. They will need to have the assignment ready to present to their classmates on Monday, March 10.

SAMPLE LINGUISTIC AUTOBIOGRAPHIES (10-12 min)

Show four examples from CHS students. Project images of the visual component (with the names blurred out) and have members of the teaching team read different parts of the written component (see selections for each example starting on the next page). Students should write down notes of things they like and don’t like and get ideas for their own autobiographies.

After each example, ask students for their thoughts: What did they learn about this person? What else did they want to know? How could the student have made something more clear (ie: using further examples, linking pieces of the autobiography together). What parts or pieces of identity did these students include? Lead group discussion and brainstorm on board. Remember, identity is what links individuals to communities. Identity can be very broad and include the following pieces, all of which can be connected to language.

  • Culture
  • Diversity
  • Ownership
  • Choices
  • Background
  • Family
  • Personal
  • Heritage
  • Emotions
  • Nationality
  • Location (Region)
  • Appearance
  • Attitude
  • Lifestyle (Behavior/Routines)
  • Tradition
  • Names (Nicknames)
  • Talents
  • Hobbies
  • Religion/Spirituality
  • Where you’ve been?
  • Where you want to go?

BRAINSTORM SESSION (15 minutes)

Pass out Handout 2.2_Questions for Linguistic Autobiographies. Explain that this is a list of questions to get them started in thinking about what they might include in their linguistic autobiography. There is more here than they will be able to include in such a short assignment, but it will help them to start thinking about what they want to focus on. They should go through the handout and jot down ideas as they come to them – no need for complete sentences, just get the ideas on paper. MENTORS: Help students with this. Share ideas, ask questions, show what you've written.

After 12 minutes of working, have them talk to the person next to them about two ideas that they are thinking about focusing on. These should be the areas where they had the most to say and that they are most interested in exploring. Their partner should offer suggestions and questions and they should then switch roles (after about 2-3 minutes).

VISUAL COMPONENT (25 minutes)

Bring students back to the large group. Pass out Handout 2.3_Drawing outlines and markers to the students. Explain that this is a two-sided visual to get them thinking about how they might visually represent the ideas they want to convey in their linguistic autobiography. They can spend the remainder of the class working on this piece. They are welcome to turn in this sheet – choosing which side of the sheet to complete – for the visual piece of the project. Or they can just use this as a visual brainstorming session and do something more elaborate. They will have two more days to work on completing both parts of the project.