Latinos en el USA

1. Latinos en el USA Spanish Heritage Teachers’ Project LizyMoromisato, Valeria Valencia, Michelle Nicola

2. Spanish HL Learner Profile • High School Juniors & Seniors • Lots of exposure to the language in the community, friends, family, religious and other cultural events • There is a need for students to feel pride and a sense of accomplishment in their HL language • Classes are: mixed level ability, one class for sophomores and another for juniors/seniors

3. Spanish 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.

4. Language Proficiency • Extensive background exposure to the HL • Advanced oral proficiency • Novice-High reading and writing proficiency • Intermediate speaking proficiency • Need practice with presentational speech

5. Students’ Strengths & Areas of Need Areas of Need Ability to read abstract language independently Create complex questions Ability to comprehend authentic listening materials Presentational Skills Identity development Sense of belonging as bilingual individuals Explaining preterit v. imperfect Vocabulary Strengths

6. Enduring Understanding Students will value the Latino contribution through poetry and activism as part of US culture

7. Students will be able to . . . • Defend opinions aboutLatino contributions to US culture using formal discourse • Read a short poem • Interview members of the Latino community using the formal register • Write two poems (individual and group) in Spanish • Identify and explain the application of preterit and imperfect past tenses • Present their writing to the class

8. Students will understand . . . • How to interview • Common experiences of Latinos in the US • The difference between preterit and imperfect

9. Differentiated 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 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

10. Unit Plan– Day 1SWBAT: 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.

11. Unit Plan – Day 1SWBAT: Listen and discuss Latino contribution to US culture • Authentic Video – CNNLatinos in the USA • Think-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 KWL • Video Link https://www.youtube.com/watch?v=2phQLNtWGr4

12. Unit Plan– Day 1SWBAT: 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?

13. 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 mijito no llores me decía en las mañanas cuando salían mis padres a trabajar en las canerías de pescado … I learned Spanish From my grandmother “Don’t cry, my little son” She would tell me In the mornings When my parents Would leave the house to go work in the fish canneries …

14. Unit Plan – Day 2SWBAT: Read a short poem and review conjugations and application of preterit and imperfect past tenses • Read poem & discuss themes as a class • Themes: when you learned Spanish, things we learned from our family members, landscape of our HL country • Focus on verbs, using the template:

15. Unit Plan – Day 2SWBAT: Read a short poem and review conjugations and application of preterit and imperfect past tenses Ask studentsthe 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.?

16. Unit Plan – Day 2SWBAT: Read a short poem and review conjugations and application of preterit and imperfect past tenses • Based 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 students • Exit Slip Question: How would you explain to a non-native Spanish speaker when to use preterit and when to use imperfect?

17. Unit Plan – Day 3SWBAT: 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.

18. Unit Plan – Day 3SWBAT: 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.

19. Unit Plan – Day 4SWBAT: 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.

20. Unit Plan – Day 5SWBAT: 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

21. Summary of Materials Used • En un barrio de Los Angeles, por Francisco X. Alarcón • 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

22. 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%