Identity Affirmation

Purpose 1

HONOR AND SUPPORT YOUR STUDENTS BY EMBRACING AND INCORPORATING ALL THE LANGUAGES THEY USE INTO YOUR CLASSROOM.

"I Am" Collage

In this project, students explore their identities by reflecting on both how they see themselves and how others perceive them. At the center of a poster, students write the phrase "I am," then surround it with descriptive words that capture who they are. These words can come from their full linguistic repertoire, including all the languages they speak or hear at home, in their community, or at school. Students may choose words they use to describe themselves or ones others have used to describe them. This powerful activity is ideal for the start of the school year or as a meaningful reflection before a significant event, serving as a reminder of each student’s unique worth and individuality. Once completed, students share their posters with the class, and the posters can be displayed around the classroom or school to celebrate the diversity and richness of every learner’s identity. By encouraging students to express themselves in all the languages they know, this project validates their full linguistic repertoire and fosters a classroom culture where every language and cultural background is valued as an essential part of who they are.

Materials:

Poster board
Possible graphic organizer
Paper Scraps
Markers
Your Choice for Background Designs

Procedure:

Model the Activity: Begin by showing students a blank poster with the words "I am" written in the center. Think aloud as you brainstorm words that describe who you are. Consider personality traits, cultural identity, interests, values, and even words in different languages that reflect your identity.
Invite Student Input: Ask students for their ideas about what words might describe you. Use this as a moment to highlight that identity is shaped both by how we see ourselves and how others see us. This also sets the tone for collaborative and reflective thinking.
Whole Class Brainstorm: Record all brainstormed words on the whiteboard or a shared graphic organizer. This can serve as a reference and idea bank for students as they begin thinking about their own identities.
Independent Work Time: Students then begin their own posters, placing "I am" in the center and surrounding it with words that reflect their identity. Encourage them to use any language(s) they speak or are connected to. Let them know it’s okay to use words they’ve heard others use to describe them, as well as words they feel personally connected to.
Flexible Options: You may choose to have students complete their brainstorming in class and then take it home to think of more words with their families. Similarly, students can either complete the posters at school or finish them at home, depending on what works best for your class community.
Sharing and Celebration: Once completed, have students present their posters to the class. Encourage a culture of curiosity and respect by allowing classmates to ask thoughtful questions. Finally, display the posters in the classroom or throughout the school as a celebration of each student's unique identity.
Assessment: Students are graded on their poster and their presentation.

Family Artifacts

Heritage Project Ideas

In this project, students will reflect on their family, immediate or extended, and what they collectively value. The goal is for students to imagine themselves as museum curators preparing to open an exhibit on their family's history and identity. They will consider what objects or artifacts would best represent their family. Students will begin by brainstorming a list of approximately ten artifacts that are culturally or personally significant to their family. These could include items such as photographs, heirlooms, tools, books, clothing, recipes, or anything meaningful to their family's story. Once the list is complete, students will work with their families to locate and collect these artifacts. If an item cannot be brought to school, a photo or drawing can be used instead. After gathering the items, each student will present their "family exhibit" to the class, sharing a brief explanation of why they chose each artifact and how it reflects their family's values, culture, or traditions. As an optional bonus, families can be invited to attend the presentations and participate in the celebration of shared heritage and identity. This project honors students’ full identities by encouraging them to share meaningful family stories and artifacts, valuing their cultural backgrounds and experiences. By connecting classroom learning with their personal heritage, it creates space to embrace their entire linguistic and cultural repertoire as strengths.

Materials:

paper for brainstorming
pencil
notice to inform families of the project

Procedure:

Introduce and Model the Project: Begin by explaining the purpose of the project which is to celebrate family identity and values through meaningful artifacts. Model the assignment by sharing your own list of ten family artifacts, along with brief explanations of why each item was chosen and what it represents.
Class Brainstorming Session: Give students time in class to begin brainstorming potential artifacts. Encourage them to think broadly.
Family Collaboration and Collection: Allow students two nights to work with their families to collect their chosen artifacts. If a physical item cannot be brought to school, students may take a photo, create a drawing, or bring a symbolic representation.
Class Presentations: Have students present their family exhibits to the class, sharing a short explanation for each artifact and using their full linguistic repertoire. Create a supportive environment where students feel comfortable sharing and classmates are encouraged to listen respectfully and ask thoughtful questions.
Assessment: Evaluate students based on the thoughtfulness of their artifact selection, the clarity and depth of their explanations, and the effort shown in engaging with the project. Focus on meaningful participation rather than artistic or material quality.

Resources:

Beaulieu, M. (2018, August 22). Collage and word art with wellspring living and Ashley Hizer. Paint Love. https://www.gopaintlove.org/blog/collage-and-word-art-with-wellspring-living-and-ashley-hizer

Carey, D. (n.d.). Heritage Project. Weebly. https://mrsdeannacarey.weebly.com/uploads/6/3/8/3/63838493/heritageprojectresearchyourancestry__1_.pdf

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