Latinos en el USA

Report
Spanish HL Learner Profile
0 High School Juniors & Seniors
0 Lots of exposure to the language in the community,
friends, family, religious and other cultural events
0 There is a need for students to feel pride and a sense
of accomplishment in their HL language
0 Classes are: mixed level ability, one class for
sophomores and another for juniors/seniors
Spanish HL Learner Profile
Additional Information Regarding the HL community:
0 Students attend De La Salle North Catholic High School in Portland,
Oregon. The school belongs to a network of schools in the US called
Cristo Rey. Cristo Rey schools provide private education to
traditionally underserved populations. Students participate in a
work study program which pays for their tuition. For this reason,
students attend school four days a week and work at banks, law
firms and other community organizations the fifth day of the week.
0 While motivation to learn is high, many students deal with extra-
stressors outside of school that make it more difficult to learn.
Additionally, students are in general one or two grade levels behind.
Language Proficiency
0 Extensive background exposure to the HL
0 Advanced oral proficiency
0 Novice-High reading and writing proficiency
0 Intermediate speaking proficiency
0 Need practice with presentational speech
Students’ Strengths & Areas
of Need
Strengths
0 Ability to read
abstract language
independently
0 Create complex
questions
0 Ability to
comprehend
authentic listening
materials
Areas of Need
0 Presentational Skills
0 Identity development
0 Sense of belonging as
bilingual individuals
0 Explaining preterit v.
imperfect
0 Vocabulary
Enduring Understanding
Students will value the Latino
contribution through poetry and
activism as part of US culture
Students will be able to . . .
0 Defend opinions about Latino contributions to US
culture using formal discourse
0 Read a short poem
0 Interview members of the Latino community using
the formal register
0 Write two poems (individual and group) in Spanish
0 Identify and explain the application of preterit and
imperfect past tenses
0 Present their writing to the class
Students will understand . . .
0 How to interview
0 Common experiences of Latinos in the US
0 The difference between preterit and imperfect
Differentiated Instructional
Strategies
0 KWL – What do you already know about Latinos living in
0
0
0
0
the US?
Think Pair Share – Students are asked a question, have
time to think about an answer and share with a partner
Graphic Organizer Template – to help guide students in
discovering the rule for preterit and imperfect
Group work – students write a poem with a group before
writing their own poem
Exit Cards
Unit Plan – Day 1
SWBAT: Defend opinions about Latino contributions to US culture
0 KWL – What do you already know about Latinos living
in the US?
0 Teacher guides students in asking questions.
¿Qué saben?
¿Qué quieren
saber?
¿Qué
aprendieron?
Unit Plan – Day 1
SWBAT: Listen and discuss Latino contribution to US culture
0 Authentic Video – CNN Latinos in the USA
0 Think-Pair-Share: Students answer the questions for
themselves that the reporter asks in the video. Then, they
share these questions with a partner.
0 After watching, students discuss what they learned and as
a class fill in the L of the KWL
0 Video Link
https://www.youtube.com/watch?v=2phQLNtWGr4
Unit Plan – Day 1
SWBAT: Defend opinions about Latino contributions to US culture
Video Questions
1. ¿Cómo se siente ser un estudiante joven en el estado de Arizona?
2. ¿Cuál es tu opinion sobre el DREAM Act?
3. ¿Cómo es ser joven en Miami, a diferencia que los de Chicago o
Portland?
4. ¿Cómo ha cambiado la vida de los inmigrantes en Miami?
5. ¿Es un sentido renovado anti-inmigración en los EEUU?
6. “Por ser latino, me han clasificado como mexicano.”
7. ________________ habla del “adobe ceiling” sin mencionarlo
precisamente. ¿A qué se puede referir el termino “adobe ceiling”?
8. ¿Cuál es tu sueno americano?
9. ¿Qué consejos les da a los jovenes?
10. ¿Cómo son los latinos en otras partes del país, según los
entrevistados?
The Poem:
En un barrio de Los Ángeles
(In a Neighborhood of Los Angeles)
by Francisco X. Alarcón
el español
lo aprendí
de mi abuela
I learned
Spanish
From my grandmother
mijito
no llores
me decía
“Don’t cry,
my little son”
She would tell me
en las mañanas
cuando salían
mis padres
a trabajar
en las canerías
de pescado
…
In the mornings
When my parents
Would leave the house
to go work
in the fish canneries
…
Unit Plan – Day 2
SWBAT: Read a short poem and review conjugations and application of preterit
and imperfect past tenses
0 Read poem & discuss themes as a class
0 Themes: when you learned Spanish, things we learned
from our family members, landscape of our HL country
0 Focus on verbs, using the template:
español
Verbs that
describe
habitual actions
Verbs that
describe
completed
events
English
Observations
Unit Plan – Day 2
SWBAT: Read a short poem and review conjugations and application of preterit
and imperfect past tenses
Ask students the following questions:
0 What do you notice about your verb groups?
0 In the first verse “lo aprendí,” is that a complete or
incomplete action?
0 What is the context – is the verb helping describe
something or is it a completed action?
0 Do any of the verbs describe routines?
0 How would you rephrase ___________ line in the third person
plural?
0 When are other times that we use verbs like trabajaba,
estudiaba, etc.?
Unit Plan – Day 2
SWBAT: Read a short poem and review conjugations and application of preterit
and imperfect past tenses
0 Based on the previous guidance, students come up
with the rule for preterit and imperfect.
0 Teacher uses a PowerPoint to give a short mini-lesson
to cover any information not provided by students
0 Exit Slip Question:
How would you explain to a non-native Spanish speaker
when to use preterit and when to use imperfect?
Unit Plan – Day 3
SWBAT: Interview members of the Latino community using the formal
register
0 Students work in teacher selected heterogeneous by
level groups to create interview questions with the
objective of using the information obtained to write a
poem about a Latino teacher from the school.
0 Teacher asks students to think about the interview
that they observed in the video and brainstorm
questions that they appreciated.
Unit Plan – Day 3
SWBAT: Interview members of the Latino community using the formal
register
0 Teacher models writing activity, using the first
stanza of the poem, “If you wanted to know how Sra.
Cabrera learned Spanish, what would you ask her?
Would you use usted (formal register) or tú (informal
register)?”
0 Students write their questions and interview selected
teachers after school.
Unit Plan – Day 4
SWBAT: Write two poems (individual and group) in Spanish
0 Students use the information gathered to write a
poem in groups about the teacher they interviewed.
0 Students begin work on their own poem. Advanced
students write a narrative using full sentences. Lower
level students write a shorter poem and illustrate it.
0 Poems can be read at the Hispanic Heritage Assembly.
Unit Plan – Day 5
SWBAT: Present their writing to the class
0 Students present their poems to the class.
0 Formative assessment/feedback given on
presentational skills: voice, poise, inflection,
professionalism.
0 Short Preterit/Imperfect quiz given
Summary of Materials Used
0 En un barrio de Los Angeles, por Francisco X. Alarcón
0 Latinos en el USA, CNN News Report
https://www.youtube.com/watch?v=2phQLNtWGr4
Additional Resources for Teacher:
Explanation of “En un barrio”
http://hisp.tamu.edu/hpr/hpr-vol1num1-teaser.pdf
Assessment
Create script for the interview (Low Stakes) 10%
Conduct the interview (Low) 10%
Quiz on the preterit/imperfect (High Stakes) 20%
Create a poem based on own experience
(individual work) (High) 20%
Create a poem based on interviewee’s experience
(group work) (High) 20%
Presentation of the poems (Low) 10%
Exit/Reflection Card (Low) 10%

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