TOPIC: Living in a new country
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1. Linguistic differences.
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2. Cultural differences.
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3. Sauce-economic issues.
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4. Films:
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El Super
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MI Family/My Family
Objective Two:
To explore current immigration issues within the different Spanish Speaking groups, such as cultural and linguistic differences, as well as socio-economic issues.
Lesson 1 (Day 11)
Sources: The Latino Experience
The Day the Garcia Girls Lost Their Accent (excerpt)
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A. Teacher introduces the topic of migration. Vocabulary words to look up and discuss: Bilingual—linguistic-culture-multicultural-settlement-Hispanic-Latino-Latin American-South American-Chicano-bilingual education-ESL (or ESOL)
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B. Teacher discusses cultural differences between Mexicans, Cubans, Dominicans and Puerto Ricans.
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C. . Read Chapter 28:
Central Americans and Dominicans Today
(Latino Experience). Students answer questions #1, #2 and #3 on page 365 about Dominicans in the U.S.A. [Other teacher sources: Patricia Pessar’s
Visa for a Dream].
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D. Homework: Assign students a selected chapter of Julia Alvarez’
The Day The Garcia Girls Lost Their Accent.
The chapter on the girls first learning English is recommended as we move into the topic of Bilingual Education.
Lesson 2 (Day 12)
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A. Teacher will discuss last night’s reading in view of learning a new language. Present the topic Bilingual Education by discussing the Bilingual Education Act (1960), signed into law by President Johnson, this law directed school districts to set up bilingual classes for students who did not speak English.
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B. The teacher will discuss the learning of a second language using two sources: (1) as expressed by Julia Alvarez in the reading selection; (2) as explained by researchers, such as Kenji Hakuta and Virginia Collier (see bibliography for more information).
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C. Student Activities:
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1. Discussion of reading selection in class with emphasis on the topic of learning English. Vocabulary words on board.
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2. Discussion of what it means to be bilingual. Why there are bilingual programs in New Haven Public Schools (there is a State mandate covering Bilingual Education programs).
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3. Homework assignment: essay Question: Have you tried to learn another language? How easy or difficult has it been for you? Please explain.
Lesson 3 (Day 13)
Geography
Source:
The Latino Experience in US. History
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A. Teacher discusses the current major groups in the USA and the states where they have settled and made their homes. (page 378, States With the Largest Latino Populations, Book: The Latino Experience).
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B. Student Activity: Students work on maps of Latin America and Mexico. Students label countries and capitals using maps from Saludos. Students fill in numbers according to chart on page 376 (Latino Experience).
Lesson 4 (Day 14)
Math
Source: The Latino Experience in US. History
CT Census Report
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A. Students will study the numbers of latinos as per the 1990 census document on page 325.
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B. Student Activity: Students will draw up charts showing Latinos in Connecticut , as well as those of New Haven, and the school system.
Lesson 5 (Day 15)
Spanish
Source: Saludos Textbook
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A. Teacher will present a lesson on nationalities. People from Cuba are called Cubanos, from Puerto Rico Puertorriquenos; from Mexico= mexicanos, etc.
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B. Student Activity:
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1. Students will identify countries and give their capital.
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2. Students will use the verb SER in various situations: Example:
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De donde eres? [Yo soy americano] Ella es mexicana.
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De donde son ustedes? [Nosotros somos americanos]
Lesson 6 (Day 16, 17 and 18)
Film
Materials:
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1. Plot Chart or similar instrument (check with Language Arts)
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2. Film: Mi Familia or El Super
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A. Movie: Mi Familia
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B. Student Activity: Using a story chart, students will plot the movie action. This is on-going, as they watch.
Lesson 7 (Day 19)
Student Activity
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A. Based on the story chart, students will write about the movie using prompt questions, in an open-ended CAPT (CT Assessment test) style format. (see unit 1 for more details on CAPT). Questions:
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1. After watching the movie Mi Familia/El Super, please write of three things that you would like to know about the characters or the story that the movie did not explain.
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2. Please write about a time in your life when you and your parents/guardians disagreed about something that was important to your parents. How was the issue resolved?