Day 1
Essential Question(s): Where are the Spanish speakers in the world? When did they get there?
Content Standards (ACTFL): Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. Objectives Content: After viewing a video on Spanish speaking countries around the world SWBAT work in groups of three to research and present on the history of Spanish speakers in that country. Materials: Video on Spanish speaking countries: https://www.youtube.com/watch?v=ACQX5nMl2wQ Sample presentation: https://docs.google.com/presentation/d/1bW16Zx1QVzlLOn4-iFZD0zxi_TumtIwhpys0o49Z_Qw/edit Rubric for project: https://docs.google.com/document/d/1NRl91F24siWuJ6x18nNCIV_fUFjtBCNsHOX_zHHqQkY/edit Assessments: Group presentation and quality of Googleslides presentation. Anticipatory Set: At the beginning of class students will be asked to write down all of the Spanish speaking countries they can think of. The instructor will then ask volunteers to write each one on the board until a complete list is made. Students will then be asked if Spanish has always been spoken in these countries. After a short discussion about what they think they will then watch a short video about the history of the Spanish language. Student Activities: After watching the video students will get into groups of three. Each group will choose a Spanish speaking country from the list on the board. Then each group will create an informative Googleslides presentation about the history of Spanish in that country and why it is spoken there today. Each group will present what they have learned. Closing: After every group has presented the instructor will engage the students in a conversation about current immigration and language transfer. She will bring up the influx of Spanish into the U.S and ask for some reasons why Spanish speakers could be coming to the U.S to live and work. |
Day 2
Essential Question(s):Who are the migrant workers in the U.S and how are they treated?
Content Standards (Spanish): Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. Objectives: Content: After reading a short story on the immigrant migrant worker experience, SWBAT write a short story about how they would feel if they had to move to another country and live in that fashion. Materials: The children's book "El Camino de Amelia" by Linda Jacobs Altman Assessments: Short story about being a migrant worker Anticipatory Set: Students will begin the class with a quick write about migrant workers. Who are they? Where did they come from? Where do they work? Student Activities: Students will get into groups of four to read aloud the story "El camino de Amelia" in the target language. They will take turns reading and underlining words they are unfamiliar with and words that are cognates. After each page they will look up words they do not know and summarize what happened on that page. After finishing the story the students will talk to each other about what it would be like to live the life of a migrant worker. They will discuss if they think it would be worth it to move here to be a migrant worker and if they would bring their family with them. After the discussion students will each write a short story putting themselves in the place of Amelia. They will write about how they feel and what their live would be like. Closing: At the end of the period the instructor will have someone from each group share what they learned about the life of migrant workers in the U.S |
Day 3
Essential Question(s): How do people express their life experiences and hardships through music? Why is this helpful?
Content Standards (Spanish): Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. Objectives: Content: After listening and discussing three songs about living Mexican immigrants in the U.S SWBAT write their own song about something the struggle with in their lives. Materials: Songs written in Spanish about the plight of living illegally in the United States. http://lyricstranslate.com/en/-clandestine.html http://lyricstranslate.com/en/visa-para-un-sue%C3%B1o-visa-dream.html http://artists.letssingit.com/el-tri-lyrics-el-indocumentado-kbg1qgf#axzz41PcRuzCc Assessments: Students will work in groups of three to write their own song about a challenge that they face in their life. Anticipatory Set: When students arrive they will listen to three songs in Spanish. They will be asked to write down any common themes they can hear in all of the songs. Student Activities: After the discussion about the three songs and their common theme of illegal immigration they will get into groups of three to discuss some of the things that have been hard for them in their lives. They will then choose a song that they know and write their own version changing the words to fit what they are experiencing in their lives. Closing: At the end of the period the instructor will ask for volunteers to read/sing the song that they wrote about their own life. |
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day 4
Essential Question(s):How are languages combined to form new words? Why does this happen?
Content Standards (Spanish): Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. Objectives: Content: After viewing some of the words that English has adopted from Spanish and vice versa, SWBAT create their own new word from what they know about each of the languages. Materials: Articles on Spanish/English loanwords https://www.babbel.com/en/magazine/english-words-actually-spanish http://www.enforex.com/language/vocabulary-english-loanwords.html Assessments: Students will create a poster displaying the new word they created and its definition. Anticipatory Set: At the beginning of class students will be asked to think of all of the street signs and road names that think think could be in Spanish or could have come from Spanish. Student Activities: Students will split up into two groups. Each group will read one of the articles on the blending of Spanish and English as a result of the close proximity of the two languages in the U.S. They will each have a spokesperson to share to the class what each article was saying. Using what they learned about why words tend to be borrowed or mixed they will create their own new word. This will be done in groups of two. Each pair will create their new word and create a small poster to display it. The poster will include the word, its definition or translation and an image that represents it. Closing: Each pair will share the word that they have created with the class. |
day 5
Essential Question:How does immigration change the world?
Content Standards (Spanish): Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Materials: PowerPoint with rules and expectations for Socratic Seminars Name Cards with student names printed on them Socratic Seminar Rubric Sentence Starter placemats Assessments: Participation in Socratic Seminar, pursuant to Rubric Anticipatory Set: Review rules and expectations of Socratic Seminars Student Activities:
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