This unit will be taught near the beginning of the school year, after our global awareness unit. By this point in the year, students will have a solid background in how many Spanish-speaking countries there are, as well as how many Spanish speakers there are in the world. This unit will give students the opportunity to view problems in these countries and compare them to our community in the United States. It will also allow students to learn new vocabulary and grammatical structures.
The classroom activities can be modified to be used in other classrooms. My goal is for the unit to slowly expand in a global fashion, by first starting out with the basics of HIV and AIDS, and the complexities of the epidemic in the United States. We will discuss health care and medication in the United States in this first week. We will learn basic body part vocabulary in Spanish in this first week. In the second week, we will open the lesson on HIV/AIDS in the Spanish-speaking world by introducing students to the epidemic in Puerto Rico. In this week, we will begin to discuss health care and treatment in other countries. We will also review body part vocabulary and introduce vocabulary of different medical related vocabulary. In this week, we will learn
necesitar +
infinitive or noun and use it to communicate needs. For instance, you would use this in a pharmacy to say ¥I need medicine.¥ In the third week, we will finish the unit by doing a group research project on HIV/AIDS in a specific Spanish-speaking country and giving a short group presentation. We will also start to use the structure of
ir
+ infinitive, to say for example ¥I am going to the hospital. Finally, we will finish the unit with a written test.
Sample Lesson #1: Body Parts and Basic HIV/AIDS Knowledge
Duration:
4-5 Days
Objectives:
By the end of this lesson, students will be able to:
-
· Interpret and produce body part vocabulary
-
· Describe body parts
-
· Define HIV and AIDS and how HIV is transmitted
-
· Define and describe the global HIV/AIDS pandemic
Materials:
Bingo Boards, Index cards, Individual marker boards, Markers, Erasers, Dictionaries, Handouts (fact sheets), Chart paper or chalkboard.
Activities:
Day 1- Students will play bingo to learn body parts. Students will do an index card activity to practice listening and speaking skills. Students will sing head, and shoulders, knees and toes in Spanish to reinforce body part vocabulary. Finally, students will practice reading and writing body part vocabulary, and then take an exit slip to demonstrate mastery of the vocabulary.
Day 2- Students will use group marker boards to reinforce body part vocabulary, and describe body parts. Students will speak in pairs to describe body parts. Students will take an exit slip on describing body parts to demonstrate mastery of descriptive words.
Day 3- Students will brainstorm in groups of 4-5 what exactly HIV/AIDS is and how it is transmitted, building off of knowledge gained in their biology class. A representative from each group will present to the class, and one student will record on the board what the class has come up with. In their same groups, students will discuss the definition of the words pandemic and epidemic and what exactly they mean, and a representative from each group will present what their group came up with. Students will take an exit slip to demonstrate mastery of the definitions of HIV/AIDS, pandemic, epidemic, and how HIV/AIDS is transmitted.
Day 4- Students will be given a fact sheet with statistics on HIV/AIDS relating to different risk groups in the United States, and the prevalence of HIV/AIDS in the US and the world. In their groups, students will read through the statistics and brainstorm the importance of these statistics and note the two highest risk groups in the US, and the location of the highest prevalence of HIV/AIDS in the world. Students will then discuss their findings as a class. Finally, students will take a quiz on the material from the entire week.
Closure:
Each day, students will take an exit slip, or a mini quiz, on the objectives from that day to demonstrate mastery of the objective. On the final day of the lesson, students will take a quiz on all material from the entire week.
Sample Lesson #2: HIV/AIDS in Our Spanish-Speaking Community and Puerto Rico
Duration: 4-5 Days
Objectives: By the end of this lesson, students will be able to:
- Describe how exactly this pandemic affects the Spanish-speaking community in the
United States, including Puerto Rico, and other Spanish-speaking countries
- Describe the differences in health care systems in the United States, including Puerto
Rico, and other Spanish-speaking countries
- Describe issues of access to proper treatment in higher needs communities and
impoverished countries
- Interpret and produce hospital, pharmacy, and doctor related vocabulary, as well as other
locations in the community
- Interpret and produce the
ir
+ infinitive structure and express where they are going
Materials:
Bingo Boards, Index cards, Individual marker boards, Markers, Erasers, Dictionaries, Handouts (fact sheets), Chart paper or chalkboard.
Activities:
Day 1- Students will play bingo to learn hospital, pharmacy, and doctor related vocabulary, as well as other locations in the community. Students will do an index card activity to practice listening and speaking skills. Finally, students will practice reading and writing the pertinent vocabulary, and then take an exit slip to demonstrate mastery of it.
Day 2- Students will use group marker boards to reinforce vocabulary from day 1 of the lesson, and use it to express where they are going using the
ir
+ infinitive. Students will speak in pairs to describe where they are going, and where others are going. Students will then take an exit slip on the
ir
+ infinitive structure.
Day 3- In pairs, students will read and article about HIV/AIDS in Puerto Rico and the problems with a lack of funding for AIDS clinics. Students will take turns reading and looking for main ideas. While the first student reads out loud, the other student will read along on the page, underlining main points, and circling any words he or she does not understand. After the first student reads a paragraph, the second student will read that same paragraph out loud, and the first student will read along on the page just as the second student previously did. Students will answer guided questions together, and brainstorm why it is they think there is a lack of funding. Students will then come back together as a class to review the article and issues related to funding of medical treatments. Finally, students will take an exit slip to demonstrate mastery of the HIV/AIDS epidemic in Puerto Rico and the funding issues associated with it.
Day 4- Students will first brainstorm whether or not they think everyone in the US has equal access to medication, and why or why not. Students will take guided notes on different health care systems and the differences between different countries and how that affects us here in New Haven. Students will discuss what it looks like to have HIV/AIDS in New Haven, specifically who is most affected. Students will discuss what they think it looks like to be treated for HIV/AIDS, in preparation for the speaker involved with the next lesson.
Closure:
Each day, students will take an exit slip, or a mini quiz, on the objectives from that day to demonstrate mastery of the objective. On the final day of the lesson, students will take a quiz on all material from the entire week.
Sample Lesson #3 HIV/AIDS in the Spanish-Speaking World
Duration: 5-6 Days
Objectives: By the end of this lesson, students will be able to:
-
- Describe how exactly this pandemic affects the Spanish-speaking community in the
-
United States, including Puerto Rico, and other Spanish-speaking countries
-
- Describe the differences in health care systems in the United States, including Puerto
-
Rico, and other Spanish-speaking countries
-
- Describe some cultural misconceptions about HIV/AIDS in other countries
-
- Describe issues of access to proper treatment in higher needs communities and
-
impoverished countries
-
- Interpret and produce the following HIV/AIDS vocabulary: body parts, hospital,
-
pharmacy, and doctor related vocabulary; other HIV/AIDS related vocabulary
-
- Interpret and produce the following structures in Spanish:
necesitar
+
-
noun or infinitive, and other phrases relating to medicine and buying things
Materials:
Bingo Boards, Index cards, Individual marker boards, Markers, Erasers, Dictionaries, Handouts (Research on different countries if you do not have access to computers), Chart paper or chalkboard.
Activities:
Day 1- Students will play bingo to review all unit vocabulary and structures, and incorporate other HIV/AIDS related vocabulary. Students will do an index card activity to practice listening and speaking skills. Finally, students will practice reading and writing the pertinent vocabulary, and then take an exit slip to demonstrate mastery of it.
Day 2- Students will use group marker boards to reinforce vocabulary from day 1 of the lesson, and use it to express what they need or want to buy using the
necesitar
+ noun or infinitive and the verb
comprar
. Students will speak in pairs to practice the two new structures. Students will then take an exit slip to demonstrate mastery of the
necesitar
+ noun or infinitive and the verb
comprar
.
Day 3- Students will work in groups of 3-4 to research the HIV/AIDS epidemic in a specific country. Students will prepare a presentation to be done in front of the class. In their groups, students will focus on answering questions central to the unit in their chosen country.
Day 4- Students will present on their countries in groups of 3-4.
Day 5- A member of the community will come and speak about what it is like to be Spanish-speaking and have HIV/AIDS in New Haven, as well as what it is like to get treated. Students will prepare beforehand by writing down any questions they may have.
Day 6- Students will take an exam on the entire unit.
Closure:
Each day, students will take an exit slip, or a mini quiz, on the objectives from that day to demonstrate mastery of the objective. On the final day of this lesson, students will take an exam on the entire unit. Another day may be added to review.