Latinos en el USASpanish Heritage Teachers’ ProjectLizy Moromisato, Valeria Valencia, Michelle Nicola

Spanish HL Learner Profile

0High School Juniors & Seniors

0Lots of exposure to the language in the community, friends, family, religious and other cultural events

0There is a need for students to feel pride and a sense of accomplishment in their HL language

0Classes 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

0Extensive background exposure to the HL0Advanced oral proficiency0Novice-High reading and writing proficiency0 Intermediate speaking proficiency

0 Need practice with presentational speech

Students’ Strengths & Areas of Need

Strengths Areas of Need

0Ability to read abstract language independently

0Create complex questions

0Ability to comprehend authentic listening materials

0 Presentational Skills0 Identity development0 Sense of belonging as

bilingual individuals0 Explaining preterit v.

imperfect0 Vocabulary

Enduring Understanding

Students will value the Latino contribution through poetry and

activism as part of US culture

Students will be able to . . .

0Defend opinions about Latino contributions to US culture using formal discourse

0Read a short poem0 Interview members of the Latino community using

the formal register0Write two poems (individual and group) in Spanish0 Identify and explain the application of preterit and

imperfect past tenses0Present their writing to the class

Students will understand . . .

0How to interview0Common experiences of Latinos in the US0The difference between preterit and imperfect

Differentiated Instructional Strategies

0 KWL – What do you already know about Latinos living in the US?

0 Think Pair Share – Students are asked a question, have time to think about an answer and share with a partner

0 Graphic Organizer Template – to help guide students in discovering the rule for preterit and imperfect

0 Group work – students write a poem with a group before writing their own poem

0 Exit Cards

Unit Plan – Day 1SWBAT: Defend opinions about Latino contributions to US culture

0KWL – What do you already know about Latinos living in the US?

0Teacher guides students in asking questions.

¿Qué saben? ¿Qué quieren saber?

¿Qué aprendieron?

Unit Plan – Day 1SWBAT: 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 Linkhttps://www.youtube.com/watch?v=2phQLNtWGr4

Unit Plan – Day 1SWBAT: Defend opinions about Latino contributions to US culture

Video Questions1. ¿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 españollo aprendíde mi abuela mijitono lloresme decía en las mañanascuando salíanmis padres a trabajaren las caneríasde pescado…

I learned SpanishFrom my grandmother

“Don’t cry,my little son”She would tell me

In the morningsWhen my parentsWould leave the house

to go workin the fish canneries…

Unit Plan – Day 2SWBAT: Read a short poem and review conjugations and application of preterit

and imperfect past tenses

0Read poem & discuss themes as a class0 Themes: when you learned Spanish, things we learned

from our family members, landscape of our HL country0Focus on verbs, using the template:

español English Observations

Verbs that describe habitual actions

Verbs that describe completed events

Unit Plan – Day 2SWBAT: 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 2SWBAT: Read a short poem and review conjugations and application of preterit

and imperfect past tenses

0Based on the previous guidance, students come up with the rule for preterit and imperfect.

0Teacher uses a PowerPoint to give a short mini-lesson to cover any information not provided by students

0Exit Slip Question:How would you explain to a non-native Spanish speaker when to use preterit and when to use imperfect?

Unit Plan – Day 3SWBAT: Interview members of the Latino community using the formal

register

0Students 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.

0Teacher asks students to think about the interview that they observed in the video and brainstorm questions that they appreciated.

Unit Plan – Day 3SWBAT: Interview members of the Latino community using the formal

register

0Teacher 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)?”

0Students write their questions and interview selected teachers after school.

Unit Plan – Day 4SWBAT: Write two poems (individual and group) in Spanish

0Students use the information gathered to write a poem in groups about the teacher they interviewed.

0Students begin work on their own poem. Advanced students write a narrative using full sentences. Lower level students write a shorter poem and illustrate it.

0Poems can be read at the Hispanic Heritage Assembly.

Unit Plan – Day 5SWBAT: Present their writing to the class

0Students present their poems to the class.

0Formative assessment/feedback given on presentational skills: voice, poise, inflection, professionalism.

0Short Preterit/Imperfect quiz given

Summary of Materials Used

0En un barrio de Los Angeles, por Francisco X. Alarcón 0Latinos en el USA, CNN News Reporthttps://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%