Presentation on theme: "Latinos en el USA Spanish Heritage Teachers’ Project"— Presentation transcript:
1Latinos en el USA Spanish Heritage Teachers’ Project Lizy Moromisato, Valeria Valencia, Michelle Nicola
2Spanish HL Learner Profile High School Juniors & SeniorsLots of exposure to the language in the community, friends, family, religious and other cultural eventsThere is a need for students to feel pride and a sense of accomplishment in their HL languageClasses are: mixed level ability, one class for sophomores and another for juniors/seniors
3Spanish HL Learner Profile Additional Information Regarding the HL community: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.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.
4Language Proficiency Extensive background exposure to the HL Advanced oral proficiencyNovice-High reading and writing proficiencyIntermediate speaking proficiencyNeed practice with presentational speech
5Students’ Strengths & Areas of Need Ability to read abstract language independentlyCreate complex questionsAbility to comprehend authentic listening materialsPresentational SkillsIdentity developmentSense of belonging as bilingual individualsExplaining preterit v. imperfectVocabulary
6Enduring Understanding Students will value the Latino contribution through poetry and activism as part of US culture
7Students will be able to . . . Defend opinions about Latino contributions to US culture using formal discourseRead a short poemInterview members of the Latino community using the formal registerWrite two poems (individual and group) in SpanishIdentify and explain the application of preterit and imperfect past tensesPresent their writing to the class
8Students will understand . . . How to interviewCommon experiences of Latinos in the USThe difference between preterit and imperfect
9Differentiated Instructional Strategies KWL – What do you already know about Latinos living in the US?Think Pair Share – Students are asked a question, have time to think about an answer and share with a partnerGraphic Organizer Template – to help guide students in discovering the rule for preterit and imperfectGroup work – students write a poem with a group before writing their own poemExit Cards
10Unit Plan – Day 1 SWBAT: Defend opinions about Latino contributions to US culture KWL – What do you already know about Latinos living in the US?Teacher guides students in asking questions.¿Qué saben?¿Qué quieren saber?¿Qué aprendieron?
11Unit Plan – Day 1 SWBAT: Listen and discuss Latino contribution to US culture Authentic Video – CNN Latinos in the USAThink-Pair-Share: Students answer the questions for themselves that the reporter asks in the video. Then, they share these questions with a partner.After watching, students discuss what they learned and as a class fill in the L of the KWLVideo Linkhttps://www.youtube.com/watch?v=2phQLNtWGr4
12Unit Plan – Day 1 SWBAT: Defend opinions about Latino contributions to US culture Video Questions¿Cómo se siente ser un estudiante joven en el estado de Arizona?¿Cuál es tu opinion sobre el DREAM Act?¿Cómo es ser joven en Miami, a diferencia que los de Chicago o Portland? ¿Cómo ha cambiado la vida de los inmigrantes en Miami? ¿Es un sentido renovado anti-inmigración en los EEUU?“Por ser latino, me han clasificado como mexicano.” ________________ habla del “adobe ceiling” sin mencionarlo precisamente. ¿A qué se puede referir el termino “adobe ceiling”? ¿Cuál es tu sueno americano? ¿Qué consejos les da a los jovenes? ¿Cómo son los latinos en otras partes del país, según los entrevistados?
13The Poem: En un barrio de Los Ángeles (In a Neighborhood of Los Angeles) by Francisco X. Alarcón el españollo aprendíde mi abuelamijitono lloresme decíaen las mañanascuando salíanmis padresa trabajaren las caneríasde pescado…I learnedSpanishFrom my grandmother“Don’t cry,my little son”She would tell meIn the morningsWhen my parentsWould leave the houseto go workin the fish canneries…
14Read poem & discuss themes as a class Unit Plan – Day 2 SWBAT: Read a short poem and review conjugations and application of preterit and imperfect past tensesRead poem & discuss themes as a classThemes: when you learned Spanish, things we learned from our family members, landscape of our HL countryFocus on verbs, using the template:españolEnglishObservationsVerbs that describe habitual actionsVerbs that describe completed events
15Unit Plan – Day 2 SWBAT: Read a short poem and review conjugations and application of preterit and imperfect past tensesAsk students the following questions:What do you notice about your verb groups?In the first verse “lo aprendí,” is that a complete or incomplete action?What is the context – is the verb helping describe something or is it a completed action?Do any of the verbs describe routines?How would you rephrase ___________ line in the third person plural?When are other times that we use verbs like trabajaba, estudiaba, etc.?
16Unit Plan – Day 2 SWBAT: Read a short poem and review conjugations and application of preterit and imperfect past tensesBased on the previous guidance, students come up with the rule for preterit and imperfect.Teacher uses a PowerPoint to give a short mini-lesson to cover any information not provided by studentsExit Slip Question:How would you explain to a non-native Spanish speaker when to use preterit and when to use imperfect?
17Unit Plan – Day 3 SWBAT: Interview members of the Latino community using the formal register 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.Teacher asks students to think about the interview that they observed in the video and brainstorm questions that they appreciated.
18Unit Plan – Day 3 SWBAT: Interview members of the Latino community using the formal register 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)?”Students write their questions and interview selected teachers after school.
19Unit Plan – Day 4 SWBAT: Write two poems (individual and group) in Spanish Students use the information gathered to write a poem in groups about the teacher they interviewed.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.Poems can be read at the Hispanic Heritage Assembly.
20Unit Plan – Day 5 SWBAT: Present their writing to the class Students present their poems to the class.Formative assessment/feedback given on presentational skills: voice, poise, inflection, professionalism.Short Preterit/Imperfect quiz given
21Summary of Materials Used En un barrio de Los Angeles, por Francisco X. AlarcónLatinos en el USA, CNN News Reporthttps://www.youtube.com/watch?v=2phQLNtWGr4Additional Resources for Teacher:Explanation of “En un barrio”
22Assessment 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%