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Lesson Plan Fotip

This 6-7 week Spanish unit focuses on the migrant experience. It uses literature, film, and a final project to teach students about immigration from Mexico, Cuba, and Central America. Key activities include: 1) Analyzing the story "Cajas de cartón" and learning about Mexican immigration. 2) Studying the short story "Kike" and learning about Cuban immigration through Operation Pedro Pan. 3) Researching the Northern Triangle countries and presenting on their histories and cultures. 4) Watching the film "Sin Nombre" and taking notes. 5) Writing and performing a corrido, a traditional Mexican folk song, to honor an immigrant's story.

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142 views3 pages

Lesson Plan Fotip

This 6-7 week Spanish unit focuses on the migrant experience. It uses literature, film, and a final project to teach students about immigration from Mexico, Cuba, and Central America. Key activities include: 1) Analyzing the story "Cajas de cartón" and learning about Mexican immigration. 2) Studying the short story "Kike" and learning about Cuban immigration through Operation Pedro Pan. 3) Researching the Northern Triangle countries and presenting on their histories and cultures. 4) Watching the film "Sin Nombre" and taking notes. 5) Writing and performing a corrido, a traditional Mexican folk song, to honor an immigrant's story.

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Teacher: Jamie Fisher

Lesson: La experiencia migrante


Level: Spanish Speakers 1
Duration: 6-7 weeks

Resources:
- La experiencia migrante​ (Google Slides)
- Vocab List
- Cajas de cartón by Francisco Jimenez
- Kike (excerpt) by Hilda Perera
- Sin Nombre (movie)
- Graphic Organizers
- Venn Diagram
- Triple Venn Diagram
- Corrido Organization Handout
- Final Project Instructions
- Assessments
- Kahoot: Cajas de cartón
- Cajas de cartón: Write about 10 events from story using past tense
- Kahoot: Kike
- Unit Exam
- Rubrics
- Written Assessment
- Final Project Assessment

Part 1: Cajas de cartón


Day 1:
- Teacher begins the class with a KWL Chart (Slide 4). Students fill out the “K” and W” - what they know
and what they want to know about immigration. After students have time to answer, there is a short
review with the class.
- Students are given ​vocabulary​ they will need for the unit. Each student is assigned a word and they will
make a visual for the vocabulary word to be hung in the class as a visual aid (Example on Slides
10-11).

Day 2:
- Students participate in a quick write: “Describe a time in your life when you had to abandon someone or
something.” (Slide 13) After the quick write students share with a partner, and then there is a brief
whole class discussion.
- Students are introduced to ​Cajas de cartón ​by Francisco Jimenez. Teacher provides a brief overview of
the author, his history, and the history surrounding the short story (Slides 14-20).
- The teacher will divide ​Cajas de cartón​ into segments. Each student pair will be given a segment of the
story, and before reading the whole story, they read their part together. Students illustrate the segment
of the story with color and details (Slides 21-22).

Days 3 and 4:
- After illustrating the story, students do an “​enfoque en forma​” or a focus on form in which they study the
two forms of past-tense in Spanish - the preterite and the imperfect. They use their part of the story to
highlight verbs that indicate past tense.
- After the focus on form, students will take turns reading aloud, based on the part of the story they were
given to illustrate. Each student has a copy of the full story to read along with.
- Once students are finished reading the segments that were given to them, they make a prediction of
what will happen at the end of the story.
- The teacher reveals the ending by reading the last segment of the story.

Day 5:
- Students engage is a discussion about the story and themes related to the unit. (Slides 23-24)
- Students are given a written assessment of the story in which they must write ten sentences in Spanish
that use the past tense to summarize important events. This assesses students comprehension of the
story as well as of the forms of preterite and imperfect.

Part 2: Kike
Days 6 - 8: Slides 26-42
- Students are introduced to Cuba and learn a brief history of the island’s culture and politics.
- Students watch the video “Operación Pedro Pan” before reading Kike to get a better understanding of
events in the story.
- Students are given a “Mente abierta” (open mind) graphic organizer. As they read the story about Kike,
they will draw symbols in the open space that represent waht Kike is feeling and thinking. They are not
allowed to write words.
- After finishing the reading, students share the symbols they drew and the meaning behind them in
concentric circles. Each student has a partner, they talk for 30 seconds, and then the circles rotate,
giving each student a new partner.
- After the discussion and recap of the story, students engage in a discussion about child immigrants
from Cuba during Operation Peter Pan.

Day 9: Slides 43-45


- Students play a Kahoot with questions related to Kike and Cajas de Cartón.
- Students complete a ​Venn Diagram​ comparing the protagonists from Kike and Cajas de cartón.

Day 10: Slides 46-47


- Students use the Venn Diagram to complete a timed, in-class writing assignment.
- This will be used to assess students' target language writing proficiency.
- Rubric

Part 3: The Northern Triangle


Days 11 and 12:
- Students will learn about the countries that form part of the Northern Triangle: Guatemala, El Salvador,
and Honduras. Instead of a teacher-led direct instruction, this time, students will create a presentation
to share in small groups.
- In groups of three, each student will be assigned one of the three countries to research. Students will
be given a graphic organizer to take notes about the history and culture of the country in order to
prepare a presentation similar to that modeled by the teacher with Mexico and Cuba.
- Students create a poster or Google Slide with photos pertaining to the country. Students share basic
information about the country as well as the immigration statistics from each country.
- Students present to their group, and take notes on a ​Triple Venn Diagram​.
Days 13 - 15:
- The teacher leads a brief discussion about the violent gang MS-13 that terrorizes Central America,
which is one of the contributing factors to reasons why people flee the country. The discussion also
introduces students to “La bestia” or the Beast, which is a system of freight trains that migrants use to
travel to the United States.
- Students watch the movie ​Sin nombre​ and take notes.

Part 4: Corridos
Day 16: Slides 56-62
- Students start with a quick write to answer the question: “How can we give a voice to the immigrant
community?”
- The teacher leads a brief discussion on corridos (traditional Mexican folk songs). Most students are
familiar with the now-popular “narco-corrido,” or corrido about drugs and drug traffickers. However,
corridos have a rich history that dates back to the Mexican Revolution. Back then, corridos were
actually used to tell story of revolutionary heroes. As corridos evolved, they became a way for people to
honor others.
- Students will be introduced to the project in which they will write a corrido to honor an immigrant and tell
his/her story.

Day 17: Slides 63-69


- Students will listen to various styles of corridos and analyze how corridos are written.
- Students will analyze two corridos in class, and one one their own.

Day 18 - end of unit:


- Students begin the writing process of the corrido: ​Intro to the project + rubrics:
Students can do this project alone or with a partner - writing a song and singing is hard! Sometimes
students feel more successful when they can work with someone else.
- First they must decide who to write about (a family member, friend, etc). They will need to interview the
person to get important details to tell the story. They will be given a ​graphic organizer​ for how to
organize the song after the interview.
- If a student doesn't have someone to interview, or isn't comfortable writing about a family
member, students may choose to write a corrido for one of the characters from the readings or
the movie. They will need to answer the interview questions from the perspective of the
character before writing the song.
- After interviewing, students start to compose the corrido lyrics. Sometimes it is easier if students chose
a song to base his/her song off of first, other students find it easier to write the lyrics first and match a
beat later.
- This process can take as long as the teacher deems necessary; depending on the students and
time given in class it can take 1-2 weeks.
- There are opportunities for several revision processes. Students turn in a first draft to the
teacher, then a 2nd draft for a peer edit before submitting the final.
- Students record their songs on their phones or with a computer, whatever is easier. To present the
corrido, a student must do a brief presentation about who they wrote the corrido about, including a
photo. Then the student shares his/her song with the class - the class takes notes as they listen to the
corrido.
- The final product is used to assess students writing and speaking in target language: ​Rubric

At the end of the unit, the teacher may wish to administer an end-of-unit exam, ​such as this one​.

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