Nepantla, A Latinx/ Chicano Studies Mini-unit

;

Alison Sickler

56 Followers

Grade Levels

9th - 12th, Higher Education, Adult Education, Homeschool, Staff

Subjects

English Language Arts, Social Studies - History, Latinx Studies

Resource Type

Unit Plans, Cultural Activities, Lesson

Standards

CCSSRL.9-10.1

CCSSRL.9-10.2

CCSSRL.9-10.6

CCSSRL.9-10.9

CCSSRL.9-10.10

Formats Included

Google Drive™ folder

$6.00

Wish List

$6.00

Wish List

Share this resource

Report this resource to TPT

Alison Sickler

56 Followers

Made for Google Drive™

This resource can be used by students on Google Drive or Google Classroom. To access this resource, you’ll need to allow TPT to add it to your Google Drive. See our FAQ and Privacy Policy for more information.

Description

Standards

⁴⁹

Reviews

Q&A

More fromAlison Sickler

Description

This rigorous, culturally relevant, multimedia mini-unit inspired by Hispanic Heritage Month / Indigenous Peoples Day takes students on a journey through Latinx and Chicano identity with rap, poetry, TV shows, personal narratives, and vlogs all composed by Latinx artists and writers. The three-lesson unit goes beyond the superficial treatment of Hispanic Heritage and includes readings, discussion prompts, multimedia links, and a detailed lesson progression that includes engaging, culturally responsive strategies for reflection and discussion that support diverse learners, including English Learners (ELs). Students analyze poetry by Pat Mora, discuss videos from the popular YouTube channel Pero Like, respond to a personal narrative about identity and Selena Quintanilla, and more.

This unit is designed for high school humanities lessons, but take note that some of the content (notably the Netflix episode of Gentefied) contain profanity and sensitive themes.

#latinx #chicano #culture #hispanic #ela #latinxstudies #femenismo #selena #mexican

Total Pages

Answer Key

N/A

Teaching Duration

N/A

Report this resource to TPT

Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT’s content guidelines.

Standards

to see state-specific standards (only available in the US).

CCSSRL.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSSRL.9-10.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSSRL.9-10.6

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

CCSSRL.9-10.9

Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

CCSSRL.9-10.10

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

Reviews

Questions & Answers

Alison Sickler

See all 56 resources

56 Followers