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Sample Unit

Sample Unit. Community based project – various topics (i.e. the Dream Act). Target student population. Advanced Low – Mid HL & L2 college students (based on ACTFL guidelines) Class meets three days a week (MWF) for 60 minutes each class. Content Objective.

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Sample Unit

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  1. Sample Unit Community based project – various topics (i.e. the Dream Act)

  2. Target student population • Advanced Low – Mid HL & L2 college students (based on ACTFL guidelines) • Class meets three days a week (MWF) for 60 minutes each class

  3. Content Objective • To engage students in the community and make them conscious of issues and values that affect the Hispanic community in their area.

  4. Language Objectives: • Push students to the next proficiency level: Advanced-high to Superior. • Speaking: narrate in different time frames; support opinions; discuss topics abstractly; hypothesize. • Writing: peer editing, summarize findings, compare/contrast. • Listening: understand different accents/register/cultural nuances. • Reading: understand complex texts and vocabulary.

  5. Agenda

  6. Week 1 - Day 1 • Warm-up activity: Discuss 5 common values among Hispanics. • Students will read an article that outlines the most common values of the Hispanic community. • Pre-reading activity: Guessing the meaning of key vocabulary from context • Post-reading activities: • Students will fill out the “Vocabulary Rubric”. • Students will fill out a Venn diagram to compare/contrast values among mainstream U.S. and Hispanic culture. • Report back – open discussion.

  7. Week 1 - Day 2 • Students will… • fill out the text-to-self connections handout. • write a brief paragraph to illustrate an experience/situation related to one of the values presented in the article. [Based on the previous task.] • Peer editing.

  8. Week 1 - Day 3Model an issue • Students will… • have watched a brief documentary on the Dream Act issue (assigned as homework). • out a dialectal journal entry and then share it in a group. [Post Activity] • discuss infer on possible outcomes/solutions/next steps to improve/resolve the issue. • L2’s report back to the class.

  9. Week 2 - Day 4 • Divide class into groups. • Groups will choose an issue and sub-topics. • Assign tasks among members to begin research. • (i.e. statistics, trends, policy, etc.) • Students will research at home in the internet and find two articles in Spanish related to the topic and sub-topics assigned.

  10. Week 2 - Day 5 • Students will… • share their research with their group. • (bring in articles, computers, etc.) • create a list of 10 critical words to learn and share. • fill out a previewing and predicting handout (to compare final results).

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