Based on the preliminary overview of topic and readings and the individual interview with Professor Roberto Gonzalez Echevarr’a, Project Coordinator, and also, after the completion of a very extensive preliminary research (one week) about Latin American authors (writers) of Spanish literature, I decided (based on Dr. Echevarr’a’s suggestions) to focus my studies only on those famous hispanics from the Caribbean countries. Three countries were chosen: Puerto Rico, Cuba, and Santo Domingo (Dominican Republic). Two or three authors were chosen out of the many writers who have gained recognition all over Latin America (and the world as a whole) from each of these countries.
I. Goal
This curriculum unit provides a basic understanding to Middle and High School students who take Social Studies and/or Spanish courses. It will enhance the Social Studies’ curriculum being used. It is designed for both the high and low achiever students in the grade levels mentioned previously. Better classroom management will be established through small group activities, student participation, teacher praise of students and the academic competitive atmosphere in the classroom. Students will study and have a better understanding of the issues discussed according to the subject topics. Emphasis is placed on the work, life and success of some of the Caribbean’s most deservedly famous Hispanics.
II. Main Objectives and Strategies
The unit content deals with a series of simple and easy to understand objectives. These objectives can serve as a guide and will be easily taught. The instructions for each lesson are written at approximately the 6th or 7th grade “reading” levels. Both teachers and students will be able to learn more about the Latin American culture through the studies of the chosen author’s work, life and success. Both teachers and students will achieve a basic understanding about Hispanic poetry and creative writing which have become a part of the world of literature.
There are teacher and student instructions and exercise activities for each lesson. Each lesson will promote the following:
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student writing skills;
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student interest in literary writing;
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development of student better understandings of poetry, fiction, etc. ...
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III. Student Suggested Bibliography
The student will use it to do homework—independent assignments, or assignments under the teacher’s guidance. The students will benefit from these types of studies in many ways.
Examples:
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the student will gain a wealth of knowledge during his/her research;
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he/she will develop or improve his/her research methods etc . . .
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IV. Teacher Suggested Bibliography
The teacher will enhance the lesson plan preparation by the use of the
Teacher Suggested Bibliography
list. As examples the teacher will be able to:
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conduct research easily since the list will contain all the needed information about each book or material mentioned.
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gain a wealth of knowledge as a result of his/her research investigation.
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plan extracurricular activities to add to the ones in the unit.
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exercise better judgment when grading and/or correcting the students’ work.
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improve the classroom teaching and management.
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V. Implementation of Unit Content
It is suggested that since the most important part of the unit content will lie in its implementation, the unit author, as a teacher of Social Studies (History), recommends implementation of the unit after the first marking period. By that time it is expected that the students will have a basic background of World History, geography and the use of maps which will enhance the students’ understanding of the Latin American unit.