I will use oral and listening drills, communication activities, as well as reading and writing assignments so that students will be able to understand and successfully communicate in the Spanish language. I will also use a research project so that students will learn about the HIV/AIDS epidemic and health care system in depth in a specific Spanish-speaking country.
Strategies used will include:
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- Practice pertinent unit vocabulary
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- Practice regular -ar verbs, including the verb
necesitar
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- Practice the regular verb
ir
+ infinitive
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- Discuss HIV and AIDS and how HIV is transmitted
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- Discuss the global HIV/AIDS pandemic
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- Discuss and describe how exactly this epidemic affects the Spanish-speaking community
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in the United States, including Puerto Rico, and other Spanish-speaking countries
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- Discuss and describe the differences in health care systems in the United States, including
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Puerto Rico, and other Spanish-speaking countries
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- Discuss and describe some cultural misconceptions about HIV/AIDS in other countries
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- Discuss and describe issues of access to proper treatment in higher needs communities
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and impoverished countries
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- Make connections between the global HIV/AIDS pandemic and the complex issues of the
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epidemic in the United States
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- Cooperative research of the HIV/AIDS epidemic in another Spanish-speaking country
I will provide students with much of the historical background of the HIV/AIDS epidemic, in the United States and abroad. The freshman biology teacher will provide much of the scientific background of the disease, but I will review this information in class to ensure that students have mastered this knowledge and are ready to have conversations about medical treatment.
A possibility is having a guest speaker come in to talk about the HIV/AIDS problem in New Haven, and how it affects the Latino population right here in our community. Students will not only benefit from learning about the issues of health care in different communities, but will also benefit from learning about how HIV/AIDS is spread. To make the unit more personal, I would like to incorporate personal stories about how HIV and AIDS have affected different people. My idea is to have a Spanish-speaking person that is HIV-positive come in and speak about what it is like to have HIV, and what it looks like to get medical treatment. I want students to be able to put a face and a name to HIV/AIDS, and really know what it means to have HIV/AIDS.
I will also give students a sort of personal passport throughout the unit, detailing such personal details as a name, country/location, amount of income, cost of medication, and availability of medications and health care. This is inspired by the personal passport given at the Holocaust Museum in Washington, DC. This will bring into perspective the differences in socioeconomics and its level of effects on healthcare. Students will have the opportunity to discuss their passports and their thoughts on the disparities in help available at the end of the unit. Throughout the unit, students will be given additional information to add to their passport. Time will be set aside once a week to add this information, and then students will discuss their passports in small groups. After small group discussions, there will be a class discussion on the newly added information. Students will reflect on passport information together as a group, and later on their final assessment.