Comprehensive Unit Content Objective
Through an in-depth analysis of the graphic novel Una historia más: Un relato de migración, students in Spanish 2 and Spanish for Heritage Speakers will develop key critical thinking and Spanish language skills. The unit will help students better understand migration experiences and identity within Latinx communities, allowing them to build empathy and stronger connections with others.
Specific Unit Objectives: (The students will be able to = SWBAT)
Language Acquisition & Communication:
- Interpret: SWBAT understand the main ideas and supporting details of "Una historia más" written in Spanish, identifying key vocabulary and grammatical structures related to migration, emotion, and daily life.
- Communicate: SWBAT express their thoughts and opinions about the characters, plot, and themes of the graphic novel in Spanish, using appropriate vocabulary and grammatical constructions.
- Acquire Vocabulary: SWBAT define and correctly use new vocabulary terms related to migration, personal challenges, family, and cultural practices found within the graphic novel.
Cultural Understanding & Connection:
- Explore Reasons for Migration: SWBAT explain various reasons (economic, political, social, safety) that lead individuals and families to migrate, as depicted in the graphic novel and through supplemental resources. Understand the importance of empathy.
Literary Analysis & Critical Thinking:
- Analyze Graphic Novel Elements: SWBAT identify and explain how specific elements of graphic novels (e.g., panels, gutters, speech bubbles, visual metaphors, color) contribute to the narrative, character development, and emotional impact of Una historia más.
- Evaluate Author's Purpose: SWBAT identify and discuss the author's purpose in creating Una historia más as a migration account, considering its role in humanizing migrants' experiences and raising awareness.
- Connect to Self and World: SWBAT make connections between the themes and characters in Una historia más and their own experiences, other literary works, and current events.
I'm incredibly enthusiastic about introducing an authentic Spanish graphic novel into my Spanish classroom, especially those that illuminate the rich Latinx experience and diaspora. My goal is to move beyond traditional curricula, centering student voices, validating their lived experiences, and recognizing the unique cultural assets they bring to our learning community. This approach aligns beautifully with Rudine Sims Bishop's concept of "mirrors, windows, and sliding glass doors", providing literature where students can see themselves reflected, gain insight into others' perspectives, and empathetically step into someone else's shoes.1 This unit will have a profound impact, particularly in my Spanish 2 classes, where diversity truly flourishes.
This initiative presents a valuable opportunity for students to form deeper connections with the Spanish language and their Latinx cultures. By utilizing graphic novels, a genre often overlooked in traditional language instruction, we can authentically explore how Latinx people speak and live. This unit will empower students to embrace their heritage, immersing them in the everyday language, identity exploration and empowerment, and cultural details often absent from standard textbooks.
The current political climate has created significant emotional challenges for many of my Latinx students and their families. Nationwide protests ICE and the impact of executive orders, which many feel hamper due process and expose vulnerabilities in our democracy, have deeply affected our community. Students have confided in me about their families' fears, highlighting the urgent need for a supportive classroom environment.
It's crucial to acknowledge that immigration is a global phenomenon, with people from all over the world engaging in border crossings. However, the current administration's concentrated focus on Latinx, non-white migrants suggest a pattern of racial profiling. Because the Latinx population is disproportionately impacted by this scrutiny, it's imperative that we, as educators, actively and carefully listen to our students, provide unwavering support, and amplify the voices of those who feel voiceless. It's precisely for this reason that I want to cultivate a safe space where they can decompress and find the emotional support necessary to thrive academically. For the 2025-2026 school year, I'll kick off my Spanish 2 and Spanish for Heritage Speakers classes with excerpts from Javier Zamora's poignant memoir, Solito. This powerful reading will provide essential background and set the tone for the proposed graphic novel unit in our World Language classroom.
What I'm proposing—using authentic Spanish graphic novels to teach the target language while adhering to ACTFL national standards and facilitating discussion, analysis, and reflection on sensitive social topics—is truly innovative and vanguardist within the School District of Philadelphia. The current Spanish curriculum often remains superficial, focusing on basic grammar and offering limited, overly simplistic topics. This unit aims to transcend traditional language learning by incorporating critical thinking and encouraging students to analyze current social problems that directly impact the very nature of democracy.
Graphic novels stand as a legitimate literary form, powerful enough for teachers to use across any subject area. These aren't just "comics for kids" or superhero tales; graphic novels are a sophisticated art form with unique conventions and complexities, as explored in Scott McCloud's Understanding Comics. Using graphic novels in a Spanish 2 class is incredibly relevant and offers a multitude of benefits for language acquisition and cultural understanding. First, visual scaffolding is essential for students developing their language skills. “An image is worth ten thousand words" directly applies here. The illustrations clarify vocabulary, contextualize events, and help students follow the plot even if they don't understand every single word, making the reading experience less intimidating and more accessible.
Moreover, graphic novels are inherently engaging, particularly for reluctant readers. The dynamic interplay of images and text makes reading feel less like a chore and more like an immersive experience, fostering a love for reading in the target language. They also expose students to authentic, colloquial language, including slang and idiomatic expressions often absent from traditional textbooks, which equips them with more practical conversational skills.
Culturally, graphic novels focused on the Latinx experience provide invaluable insights into social norms, traditions, historical contexts, and diverse perspectives within the Spanish-speaking world. This goes beyond simple vocabulary and grammar, fostering empathy and a deeper understanding of the cultures associated with the language. In today's highly visual world, developing visual literacy is as important as verbal literacy. Graphic novels ask students to do more than just read words; they also need to understand the pictures, how the pictures are arranged on the page, and the art style to grasp the full meaning. This helps them think more deeply and analyze information better.
Graphic novels can be a great first step to reading longer books, making students feel more confident and able to read for longer periods. Furthermore, the combination of visuals and text can be particularly effective for exploring complex and sensitive topics like migration and discrimination in an accessible way. This multimodal approach addresses diverse learning styles, leading to better retention and deeper understanding. Most importantly, when students encounter stories that reflect their own experiences or those of their communities, it validates their identities and encourages them to share their voices, creating a more inclusive and empowering classroom environment.
School Context
Swenson Arts and Technology High School, located in Northeast Philadelphia, stands out due to its core focus on Career and Technology Education (CTE). This unique structure allows our students to earn two diplomas upon graduation: a traditional high school diploma and one in their specific CTE field, or "shop." With a wide array of CTE programs, which include Health Related Technologies, Culinary Arts, Baking, Auto Body, Auto Tech, Carpentry, Electric, Computer Networking, and Digital Media/Video Production, Swenson provides robust pathways to internships, scholarships, and future employment. This explains why students from across Philadelphia seek admission, and our waiting list remains consistently full. Our school operates on an A/B block schedule, where I teach my students in 90-minute blocks every other day. This extended class time offers a significant advantage as it allows for deeper engagement and more comprehensive lessons. It is for this reason that these lessons are meant to be flexible and adjusted as necessary.
Given the significant Latinx student population within the School District of Philadelphia, and particularly at Swenson High School, it's crucial to acknowledge the diverse learning needs within this group. A large majority of our students also experience economic difficulties. As effective teachers, we must pay close attention to the cultural and socioeconomic backgrounds of our student population and how these intersect with special education needs and those of English as a Second Language learners. If we truly understand and integrate their experiences, we can leverage this as a fundamental starting point for their educational development and future goals.
According to 2024-2025 data, approximately 25% of the School District of Philadelphia's student population is Latinx. At Swenson, this figure is slightly higher at 27.5%. Notably, 100% of Swenson's student population is identified as economically disadvantaged, making our school eligible for Title I funds and providing two meals a day (breakfast and lunch) to all students. It is important to keep in mind that data often uses single identity categories, which fail to reflect the intersectionality of students from multiple groups. For example, a Latinx student could also be Afro-Latino, a member of the LGBTQIA+ community, and an Evangelical Democrat. This example highlights the many facets of intersectionality and why it's crucial to capture these complexities in data.
Our student body includes:
- Special Education: 22.7% of Swenson's students have an Individualized Education Program (IEP) for specific areas such as Specific Learning Disability, Other Health Impairment, Autism, Intellectual Disability, and Emotional Disturbance.
- English Language Learners (ELL): 16.9% of our students are classified as ELL. Their primary home languages, in order of prevalence, are Spanish (43 students), Portuguese (22 students), Russian (18 students), Chinese (Mandarin) (10 students), Uzbek (10 students), and Arabic (9 students). We also have many more bilingual and bicultural students from diverse countries who are not classified as ELL.2
With proper support and pre-teaching of vocabulary, Spanish language students will be able to read and comprehend the themes presented in the graphic novels while expanding their Spanish language skills. Simultaneously, Spanish-speaking students will gain a broader understanding of the Latinx experience, particularly regarding first and second-generation migrants, fostering a deeper connection to their heritage language and culture. I anticipate that seeing their cultures and stories presented in such an engaging format will not only improve their Spanish proficiency but also cultivate a stronger sense of belonging and spark meaningful classroom discussions.
While my research is ongoing, I'm confident this approach holds immense potential to genuinely engage my students. I explored Manuelito, which also centers on undocumented border crossing and is short, but it lacked the elements I sought. Manuelito is black and white, and I wanted a colorful graphic novel to captivate and engage students in reading in Spanish. After careful consideration, I've decided that the best fit for my unit is Una historia más: Un relato gráfico de migración (Just Another Story: A Graphic Migration Account) by Ernesto Saade.
Una historia más: Un relato gráfico de migración begins with a genealogical family tree of the main characters, followed by three vibrant pages showcasing emotional scenes of characters walking through the desert. Chapter 1, "10 Years After," then shifts to soft beige and gray colors, depicting the present as Carlos picks up his cousin Ernesto at the LA airport. Ernesto asks Carlos to recount his immigration story, to which Carlos responds that it would be the first time he's spoken about it, and that it feels right to open up after 10 years. Carlos's narration of his migration experience begins on page 16. Because Saade uses distinct color palettes throughout the novel, readers can easily distinguish between the narrator's past experiences of border crossing and related events and the present-day recounting of the story.
In key parts of the narration, specifically on pages 84, 87, 90, and 100, Saade includes maps detailing routes taken through Central America, providing crucial context for the story. Una historia más: Un relato de migración” also briefly touches upon the Salvadoran Civil War (1979-1992), which claimed over 75,000 lives. The Salvadoran Civil War was a catastrophic period in the history of El Salvador, so dramatic that they are still suffering the consequences of it. We will explore questions like: What was it? When did it start and end? How many Salvadorans died, and why? Learning about tragic historical events helps us understand the reasons behind border crossing, as nobody wants to leave everything behind, including family, friends, their homes, and their lives, to start all over again from zero in an entirely different country with the challenges this presents.
Other relevant topics include simple geography mini lessons to complex critical thinking questions: Where is El Salvador? Where is Central America? How are migrants treated in Guatemala and Mexico during their journey to the US? All these questions are relevant to Una historia más: Un relato gráfico de migración. These questions promote critical thinking and analysis, and they help debunk many misconceptions and generalizations, such as the idea that all migrants are Mexican, all Latinx are undocumented, or that there are no legitimate reasons to cross the border without authorization.
The obscure realities of human trafficking are presented in Una historia más, immediately brought to light by the introduction of two "coyotes" who “helped”, which is debatable, Carlos and his mother in their border crossing. These men, former soldiers who fought against guerrillas in 1989, carry their own haunting pasts. One, nicknamed "Peligro" (Danger), recounts a specific, emotionally devastating battle from 1989 that led to his discharge due to mental distress. The graphic novel further depicts their perilous journey on "La Bestia" (The Beast), an infamous cargo train used by migrants. Thousands have died or suffered mutilations attempting to board this non-stop train, as entire families run and jump in a desperate attempt to reach freedom, or tragically, death. Life is so difficult, chaotic, and suffocating that even "La Bestia," as dangerous as it is, doesn't stop them in their search for the American dream and better living conditions. This also makes me think about the law. Who wants to break the law? Are migrants crossing the border illegally, committing a violent crime? Why are they labeled as terrorists? What is the point of saying that a particular group of migrants eat cats and dogs? Why?! Why would so many parents send their little precious kids on an uncertain journey?
What is the Alien Enemies Act of 1798? Why did President Trump invoke this historical, unclear, obscure law? Officially, it was invoked targeting the Tren de Aragua (Venezuelan Cartel). Why is ICE detaining, arresting, and deporting people using tattoos as the only indication of Tren de Aragua membership? Why is ICE deporting non-violent every day working people? This is the part of the unit where teachers must decide if they want to have detailed class discussions, specific research completed by students, so they form their own research-based opinions about Latinx immigration or keep reading the graphic novel and complete some activities presented in this unit. Remember that we know our students and their educational and emotional needs. As we read the graphic novel, we will encounter wonderful teachable moments. Everyone benefits from teachable moments and mini lessons that are engaging and spontaneous. Use those moments to make connections with your students. They will appreciate sincere and safe conversations.
My goal is to provide my students with the opportunity to learn Spanish by exploring an authentic, visually rich graphic novel that addresses difficult topics like immigration and understanding why many people choose to migrate. This approach also seeks to humanize immigrant experiences, which are too often discussed in the abstract, and to cultivate global citizenship, empathy, and intercultural competence, all vital 21st-century skills. My proposed unit will create a dynamic and engaging learning environment that celebrates my students' Latinx heritage and strengthens their connection to the Spanish language. Moreover, it will lay the groundwork for future graphic novel units highlighting other crucial Latinx themes, such as returning to our roots (even through short experiences like vacations), LGBTQAI+ experiences, translanguaging, family history, food, traditions, and values. Other important titles for a Spanish-World Language classroom include Ay, Mija! and Mexikid; these two graphic novels are also authentic and present diverse perspectives and Latinx experiences from both sides of the border.
Ernesto Saade's Just Another Story offers a unique opportunity to engage students with themes of migration and the human side of it, providing reasons why some people decide to leave their homes, family, and friends behind. Some important definitions of terms will be discussed in English and translated into Spanish to prepare students for the graphic novel. This will take us to cognates which is another tool to better understand anything that you read.
Migration is the act of people moving from one place to another to settle permanently. The two main categories of migration are voluntary, where individuals choose to migrate (such as for a new job), and involuntary or forced, where they migrate against their will. There are two clear examples of US-forced migration. The first historical example refers to the Indigenous Peoples' forced migration and loss of their ancestral land.3 The second example is the transatlantic slave trade. This period marked a cruel and sinister era where millions of Africans were violently taken from their home countries and forcibly transported across the Atlantic to the Americas. They suffered immense despair, dehumanization, and often death, forced into labor that profoundly shaped the development and economies of the Americas continents. 4
This unit explores the complex nature of Latinx migration, involving both voluntary and forced movements. Latinx immigration refers to the movement of people from Latin America, particularly from countries such as Mexico, Central America, and the Caribbean, to other countries, finally settling in the United States. This phenomenon has been a significant aspect of U.S. demographics, culture, and economy for centuries. The diverse reasons behind these migrations are deeply rooted in the richness and diversity of Latinx communities themselves, across 21 distinct Latin American and/or Hispanic countries. Understanding these migrations also requires examining the evolving identities of Latinx individuals and communities both in their countries of origin and in their new homes.
Each of these nations has its own unique culture, traditions, accents, culinary variations, and musical styles. However, they also share significant historical and cultural commonalities, including a history of colonization, the use of the Spanish language, and shared experiences in their fight towards national independence. These shared experiences often create a larger Latinx or Hispanic identity that goes beyond individual countries. However, it's still important to remember the unique differences between people and nations within this broader group.
We develop who we are, our personal identity, through interactions with others because we are social beings. How we see ourselves, our social identity, comes from the groups we belong to. While there are many different social groups, some of the main ones include our (dis)ability, age, immigration status, economic class, ethnicity, gender, nationality, language, race, religion, and sexual expression.
Race usually refers to physical traits, such as skin color, hair texture, or facial features. It's a social construct, meaning society creates and defines these categories, rather than them being purely biological. Examples of racial categories include African American, White, Asian, Indigenous, and Pacific Islander. On the other hand, ethnicity is about cultural identity. This includes shared language, family history, customs, traditions, or a common country of origin. For instance, ethnic identities might include Puerto Rican, Dominican, Mexican, Guatemalan, or Salvadoran. While both race and ethnicity play a role in shaping identity, recognizing their distinct definitions helps to unpack the multifaceted nature of human categorization and belonging.
When talking about Latinx cultures, a painful common thread ties them together: their shared history of invasion by an empire, colonization, and intense oppression. This explains why Puerto Ricans, despite being U.S. citizens since the Jones Act of 1917, are often treated as second-class citizens and seen as not fully part of the United States. Puerto Rico's history is undeniably American history. This connects directly to powerful ideas like "Black History is American History". When groups of marginalized people face oppression and are pushed to the sidelines for too long, someone will eventually speak up, bring people together, and demand fairness. This is a social justice problem that is too deeply rooted in US. We are currently seeing how people organize in different parts of the nation to pacifically protest illegal deportations, as ICE agents are masked and do not identify themselves. They are arresting people in many cases violently.5
Trauma is a complex emotional response to a profoundly distressing or disturbing event(s). It can result from direct experience, witnessing, or learning about an event, leading to significant psychological, emotional, and, many times, physical symptoms that can impact a person's well-being and functioning.6 Latinx communities in the USA suffer from trauma due to extreme events they face, such as family separation, border crossing, raids, arrests, and deportations.
Specific Aspects of Latino Immigration
- Historical Context: Latino immigration to the United States has a long history, dating back to the 19th century. However, it wasn't until the 1960s and 1970s that large-scale migration from Latin America began, driven by economic and social factors. One example of this is the Bracero Program, which started in 1942 and ended in 1964.
- Reasons for Migration: Latinx migrants migrate to the United States for various reasons, including economic opportunities, family reunification, fleeing violence and persecution, and seeking better living conditions.
- Country-Specific Migration Patterns: Different countries have distinct migration patterns. For example, Mexican migration is often driven by economic factors, while Central Americans, such as Salvadorans, Hondurans, and Guatemalans, may flee violence and persecution. There are many known stories of Central American unaccompanied children who have crossed the US southern border to escape their forced initiation into gangs or reunite with their parents.
- Immigration Policies and Debates: U.S. immigration policies have a significant impact on Latinx immigration. Debates around border control, deportation, and pathways to citizenship continue to shape the experiences of Latinx immigrants. Trump’s mass deportations are an example of this. These mass deportations were ordered by President Trump.
Immigration and the City of Philadelphia, PA:
Philadelphia is a sanctuary city, which means that local police are prohibited from sharing information or cooperating with ICE for immigration processes (deportations) unless there is a judicial warrant.7
Sometimes we think some parents do not participate or do not care about their kids’ education. Teachers do not know them. Teachers do not have working cell phones numbers or email addresses in the emergency contact school records. Have we stop to think why? What are the obstacles that impede their participation in school activities? Is language one of the obstacles? Are these families facing the uncertainty of these times? These are serious questions and we if just listen we could find the answers and then, provide the supports needed.
The School District of Philadelphia has strong policies to ensure the safety of everyone regardless of race, ethnicity, gender, sexual orientation, sexual expression, nationality, religion, abilities, among others. In terms of immigration, the School District of Philadelphia has established a set of seven steps that school principals must adhere to in case ICE enters the school. This allows parents and students to fully participate in school activities such as Back to School Night, Informational Title 1 sessions, Report Card conferences, IEP meetings, and development of 504 plans, among other important school-related activities. Sometimes we think parents do not participate or do not care about their kids’ education. Have you stop to think why? What are the obstacles that impede their participation in school activities? Is language one of the obstacles? Are they facing the uncertainty of these times? Are these families separated?
The School District of Philadelphia has developed a comprehensive Immigration and Refugee Tool Kit. It is easily accessible and available in 12 languages. It is divided into 10 sections, which are: What is a Safe and Welcoming School, Why the District Values and Supports Diversity and Inclusion, Definitions, Confidentiality of Immigration Status, Law Enforcement, Immigration & Customs Enforcement (ICE), and the School District, Trauma, Immigration Status, & Healthy Minds, Fears of Raids, Arrest, and Deportation, Refugee Health, Climate and Culture: A Safe Welcoming Environment for All.8. This helps to create a positive, welcoming environment for all, but especially for undocumented families. The School District of Philadelphia has also established a Language Line that provides free, real-time translation services to teachers and families. Additionally, our schools have bilingual counselor assistants who serve as liaisons between the schools and the community.
Border Crisis: The U.S.-Mexico border has been a focal point of immigration debates, with recent waves of marching caravans of migrant families trying to seek asylum.9
Dreamers: The Deferred Action for Childhood Arrivals (DACA) program, which protects certain young undocumented immigrants from deportation, has been a polemical issue, with ongoing court battles and legislative efforts to provide a pathway to citizenship. Comprehensive immigration reform efforts have stopped in Congress, leaving many Latinx immigrants in limbo, without a legal path to citizenship or stability.
Anti-Immigrant Sentiment: The rise of anti-immigrant sentiment has contributed to a hostile environment for Latino immigrants, with ICE raids, arrests, detentions, and deportations without due process. Many of these raids and arrests have been violent, unexpected, and made to instill fear in the community. Unfortunately, this is being normalized.
Key Statistics
- Number of Latino Immigrants: According to the Pew Research Center, there are approximately 19.1 million Latino immigrants living in the United States.10
- Countries of Origin: The top countries of origin for Latino immigrants are Mexico, El Salvador, Guatemala, Honduras, Venezuela, and Cuba. The reason for this is that these countries have high levels of crime, corruption, unstable economies, and oppressive governments, such as dictatorships in Cuba, Nicaragua, El Salvador, and Venezuela. El Salvador’s president, Nayib Bukele, is accepting undocumented migrants who are being deported in an expedited manner, without following due process.11
- Bukele has built mega prisons to permanently house thousands of Latinx. Trump is using El Salvador as a third country. This means that deported people are being transferred to El Salvador regardless of their nationalities, including American citizens deported by mistake and U.S. citizens convicted of violent offenses.
Before we begin our unit, it's important to establish a classroom environment where everyone feels safe, heard, and respected. Our conversations will explore meaningful and personal topics, such as immigration, race and ethnicity, identity, language, family separation, culture shock, and the diverse experiences within migrant communities, specifically Latinx in this case. To discuss these themes thoughtfully and respectfully, we need to build a strong foundation of trust.
As a class, we will work together to create a set of community agreements (or ground rules) that reflect our shared values and commitment to one another. These agreements will guide how we listen, speak, and interact throughout our time together. Our focus will be on empathy, respect for differing perspectives, and a genuine willingness to learn from each other. Every student’s input is valued, and everyone will have a voice in shaping a positive and inclusive classroom culture.
Throughout the unit, we will prioritize maintaining open, respectful, and courageous dialogue. Discussing real, and many times difficult, issues like racism, migration, or cultural identity can be challenging, but it is also vital for learning and personal growth. We will approach every conversation with care, making sure everyone feels valued and that each person’s questions, stories, and reflections are treated with dignity and respect. Sharing beyond what is in the graphic novel is up to each student and completely optional. It is important to establish that what we discuss in class stays in class. Students must not share their legal status, immigration process, or anything of that nature. If any student feels that they need to talk to someone about these topics, they can always speak with me or the school administration. The School District of Philadelphia has strong policies in place to ensure students feel safe and protected in our schools. For example, if ICE is in or around a school, the school must contact the District's Office of General Counsel immediately. We must wait to see if this action plan works. For now, some students are dropping out, attending an online school or simply too afraid to go out.
The goal is to have courageous conversations in a safe, respectful environment. This set of community agreements will be reviewed at the beginning of every lesson. This provides consistency, reinforces classroom expectations, and establishes the importance of a positive, inclusive classroom.
By reading and discussing Una historia más: Un relato de migración, the students will develop multiple competencies simultaneously. The process will require them to consider how visual composition works alongside written narrative, teaching them to integrate different modes of communication effectively. As students complete the different activities, they practice essential academic skills such as research methods, organizational strategies, narrative sequencing, and dialogue construction. The graphic novel format demands attention to character development and emotional expression, pushing them to consider how meaning can be conveyed through both artistic and written elements.
Una historia más: Un relato de migración also provides students with opportunities to explore their cultural backgrounds and family stories in depth. As they research their family's migration experiences, students often discover aspects of their heritage they had not considered before. This investigation process can strengthen their connection to their roots while simultaneously developing their research capabilities and critical thinking skills.
When students choose to share their completed work, these assignments can foster understanding and empathy among classmates. Choice boards based on Una historia más: Un relato de migración offer authentic perspectives on diverse migration experiences. One of the activities on the choice board is to write a graphic novel. The students will be invited to express themselves and their immigration stories in a colorful visual and narrative form. These insights help build bridges between different backgrounds and foster cultural understanding. This format allows for the exploration of the complex emotions associated with migration—resilience, hope, uncertainty, and cultural adaptation, in ways that can deepen the classroom community.
However, implementing such a project requires careful consideration of several important factors. Migration stories often involve sensitive or difficult experiences that need a trauma-informed approach throughout the process. Teachers must ensure that participation in personal story-sharing remains entirely voluntary, allowing students to determine their own comfort levels with disclosure. Some students may prefer to focus on specific aspects of their family's journey rather than attempting to tell a complete narrative, while others might choose to explore a particular memory, cultural object, or moment of adaptation.
Not all students will have personal migration stories to share, and some may prefer not to discuss family experiences in an academic setting. For these students, alternative project pathways can maintain the educational value while respecting their preferences. Students might research historical migration movements, create fictional narratives that explore themes of displacement and belonging. Privacy and safety considerations must remain paramount throughout the project. Teachers should establish clear guidelines about maintaining confidentiality regarding sensitive information such as legal status or specific geographical details. Students need assurance that classroom discussions will remain private and that they maintain control over what they choose to share beyond the content of their graphic novels.
Successful implementation requires providing students with appropriate resources and support systems. Exposure to existing graphic novels that address similar themes, works such as Persepolis or American Born Chinese, can inspire students while demonstrating various artistic styles and narrative approaches. Persepolis is an autobiographical historical graphic novel taking place during the Iranian Revolution. It is very powerful and controversial, being challenged for its content and sexual references. It is banned in Iran and has been challenged several times in the US.12 This is the perfect moment to complete a mini lesson, if the teacher considers pertinent, to talk about why certain books are challenged and/or banned. We can also discuss real examples, such as Florida or Texas, where libraries have strict guidelines that must be followed or risk losing federal funding. Unfortunately, the list of states banning books continues getting longer. You can find more information here.
Technical guidance becomes essential, whether students choose traditional drawing methods, digital creation tools, or template-based approaches. We should emphasize that storytelling quality takes precedence over artistic skill, removing potential barriers for students who may feel inadequate about their drawing abilities. The students also have the alternative to use digital images as part of their graphic novel writing. Scaffolding materials prove invaluable in helping students structure their narratives effectively.
Brainstorming prompts, story organization templates, and guided reflection questions can support students as they develop their ideas. Cultural sensitivity remains crucial throughout this process, as different cultural backgrounds may influence student comfort levels with sharing family information. Providing multiple pathways for successful project completion ensures that all students can participate meaningfully while respecting diverse approaches to privacy and family narratives.
Evaluation criteria might include sentence structure and coherence, depth of thematic exploration, evidence of engagement with the assignments, and effective use of visual and textual elements to convey meaning. Many free online platforms allow the use of images without infringing the law, as they are for public use, such as Wikipedia. This approach ensures that students with varying artistic abilities can demonstrate their learning and growth through the assignments.
The graphic novel format provides students with therapeutic opportunities to process complex experiences through creative expression while simultaneously developing academic skills. This combination of personal exploration and artistic creation (on paper or digital creations) serves both educational and emotional purposes, offering students tools for making sense of their experiences while building practical competencies. When implemented thoughtfully, these projects can enhance the classroom community by validating diverse student experiences and perspectives, creating space for authentic dialogue about migration experiences.
The multimodal nature of graphic novels ultimately provides students with flexible expression tools, allowing them to communicate complex ideas through whatever combination of visual and textual elements works best for their individual stories and comfort levels. This flexibility ensures that the format can accommodate diverse learning styles, cultural backgrounds, and personal preferences while maintaining educational rigor and meaningful outcomes. Because of the diverse Spanish language proficiency levels, it is up to the students to write in Spanish, English, or Spanglish—a combination of both. The use of Spanish could be basic, like labeling, or complex, such as dialogues that show diverse sentence structure and advanced use of slang. In any case, what needs to be evaluated is student growth.
"Una historia más: Un relato de gráfico de migración” by Ernesto Saade
Timeline: A Six-Week Empathy Journey
Week 1
Our six-week immersion journey with the graphic novel "Una historia más: Un relato de migración " begins by exploring the world of graphic novels and what makes them such a powerful tool for learning languages. In week 1, we'll spend the first few days with several pre-reading activities. It will include discussing its intriguing title and guessing what stories it might hold. Then, we'll open its pages for some pre-reading activities, exploring the cover, the family tree, and introducing key vocabulary related to migration and family history. The beginning of this graphic novel is great as “family” and its related vocabulary is a theme covered in Spanish 1. We will review vocabulary words about “la familia”. We'll also set the stage by discussing the historical context of migration stories, particularly the Salvadoran Civil War, and learn about "La Bestia”, a significant and often perilous aspect of many migrant journeys.
Weeks 2 and 3
As we move into Weeks 2 and 3, we'll immerse ourselves in the graphic novel itself. Before we begin our unit, it's important to establish a classroom environment where everyone feels safe, heard, and respected. Our conversations will explore meaningful and personal topics, such as immigration, race and ethnicity, identity, language, family separation, culture shock, and the diverse experiences within migrant communities, specifically Latinx in this case. To discuss these themes thoughtfully and respectfully, we need to build a strong foundation of trust.
As a class, we will work together to create a set of community agreements (or ground rules) that reflect our shared values and commitment to one another. These agreements will guide how we listen, speak, and interact throughout our time together. Our focus will be on empathy, respect for differing perspectives, and a genuine willingness to learn from each other. Every student’s input is valued, and everyone will have a voice in shaping a positive and inclusive classroom culture.
Throughout the unit, we will prioritize maintaining open, respectful, and courageous dialogue. Discussing real, and sometimes difficult, issues like racism, migration, or cultural identity can be challenging, but it is also vital for learning and personal growth. We will approach every conversation with care, making sure everyone feels valued and that each person’s questions, stories, and reflections are treated with dignity and respect. Sharing beyond what is in the graphic novel is up to each student and completely optional.
It is important to establish that what we discuss in class, stays in class. Students must not share their legal status, immigration process, or anything of that nature. If any student feels that they need to talk to someone about these topics, they can always speak with me or the school administration. The School District of Philadelphia has strong policies in place to ensure students feel safe and protected in our schools. If ICE is in or around a school, the school must contact the District's Office of General Counsel immediately. The goal is to have courageous conversations in a safe, respectful environment. This set of community agreements will be reviewed at the beginning of every lesson. This provides consistency, reinforces classroom expectations, and establishes the importance of a positive, inclusive classroom.
We'll read chapters together in class using comprehension questions to guide our discussions and ensure everyone is following along. The comprehension questions will be bilingual to make sure everyone has the tools they need to understand & follow the story. One activity that is appropriate is to “empty” speech bubbles on certain parts of the graphic novel and have students write the dialogue. This activity could be adapted according to language proficiency levels. The students can label the characters’ feelings, use infinitive verbs in the different tenses, adding the use of the visual content that make a graphic novel easier to understand than entire textbooks or regular novels. A key part of our reading will be noticing how the author, Saade, uses different colors to show what's happening in the past versus the present. Throughout these weeks, we'll constantly be building our vocabulary, encouraging everyone to keep a journal of new words, and adding words to our classroom or personal word wall. Learning vocabulary is key and an ongoing process when learning Spanish or any other language.
A strategic Vocabulary Preview, pairing key terms with visuals, would ensure understanding of the text language. For this, a visual glossary on the wall would be perfect for students to refer throughout the unit. This Bilingual Word Wall will be revisited at the beginning of each chapter or as needed to add words as needed. This differentiation strategy accommodates diverse Spanish language levels within my classroom and provide special education students with the accommodations and modifications necessary.
We'll also analyze the different Maps presented in the graphic novel to trace migration routes and dive deeper into the historical context, like the Salvadoran Civil War, and to truly understand the dangerous journeys of Carlos and his mother. Google has different educational tools where students can interact with the maps, in this case to follow the migration path used by thousands of people use to cross the southern border legally and illegally. Some other free and educational tools are Google Earth, Google Maps, and Google My Map.
Week 4
By Week 4, it's time for deeper analysis. We'll spend these days analyzing the big ideas in the story: migration, identity, family bonds, and resilience. We'll discuss how Saade masterfully uses the graphic novel format to bring these themes to life. We'll then focus on the characters, particularly Carlos and his mother, and understanding their development.
The week will conclude with a reflection session, where students can share how the novel has changed their understanding of migration and how it humanizes the personal stories behind the headlines. The students will also use Character Maps to analyze the characters and their interactions, and how they change through the graphic novel and why.
Weeks 5 and 6
These weeks will be dedicated to our culminating unit activity, project-based learning choice board. The students will choose a creative way to demonstrate their understanding and their use of the target language. The students will be required to choose one activity from a choice board as their final unit project: a comic strip, digital or paper graphic novel by using a teacher-created template to narrate their migration story, a reflective essay connecting to the novel's themes, current events report, or a presentation on the historical context. The choice board has a set of rubrics for each of the activities. All student work could be completed on paper or digitally, providing options for all.
Why should we use a choice board? Many reasons support the use of choice boards in the classroom. Two of these reasons are that choice boards are a natural tool for differentiating instruction and they offer a variety of activities (visual, auditory, kinesthetic, written, creative), ensuring that every student can select a task that aligns with their individual strengths and preferred learning style.
Teachers can include tasks of varying complexity, addressing different Spanish language levels within the classroom. This ensures that every student, from beginners to heritage language speakers, can complete appropriate and meaningful work. It also allows students to share only what they want to share, making my classroom a safe, welcoming place. Other ideas of learning activities are research on immigration patterns, and current migration issues around the world, as many European & African countries deal with migration issues as well. The unit provides many ideas, teaching strategies and resources for teachers to choose from according to their students’ needs. Even though this unit is created for Spanish 2, or higher and Spanish for Heritage Speakers it is relevant and valuable in Social Studies, US History, and Geography classes nationwide. Una historia más: Un relato de migración is also available in English (Just Another Story: A migration Account) which makes it a great resource in ELA, and English as a Second Language classrooms.
We'll dedicate several days in class to project work. Towards the end of Week 6, students will present their projects to the class. The students will have two options for presenting the project in class: present in front of the class or record their project presentation and upload to Google Classroom. Finally, we'll wrap up the unit by reviewing key takeaways and discussing how "Una historia más" has shaped our perspectives on migration and the broader Latinx experience.
After week 6:
Because I teach in a Career and Technology High School, Swenson Arts and Technology, we usually do cross curricular collaborations, classified as Best Practices. This means that the Digital Media/Video Production CTE teacher and I will work together with a volunteer-based group of students to create public service announcements as part of the school-wide YouTube school channel. The CTE teacher and I will be facilitators only. The students must work as a team to prepare their public service announcements. This project-based learning (PBL) activity leads to student engagement, and social advocacy or social justice. The students will be allowed to use the language of their preference and/or a combination of both. The idea is that the students show their Spanish language communication skills improve.
Swenson Arts and Technology students create news episodes that are an integral part of our Advisory/Homeroom class. Swenson Arts and Technology also has social media accounts, such as Facebook, Instagram, X (formerly known as Twitter), in addition to its official school website created & sponsored by the School District of Philadelphia, where the students’ public announcements could be displayed as well. This project could count towards one of the high school graduation requirements: 90 hours of community service.
Throughout the unit, assessment will be based on active participation, comprehension checks during reading, class discussions, writing activities, and the quality of each student's final project. Raising awareness, being informed, and empathetic with people that live on the other side of the sliding door, as Bishop stated, are key aspects of this curricular unit.
Comments: