Inmigración en el mundo hispánico incorporating La misma luna Film Study
Important elements of this unit plan:
Unit Length: One month- February- March 2015
Target Age Group: Grade 9 Spanish Language and Culture Six-Year Program of Studies.
Class Length: Students have 52-minute Spanish classes, 3 times a week.
Unit Rationale: This unit will explore the theme of immigration in the Hispanic world using a film study, La Misma Luna to facilitate learning. Throughout the unit students will learn to demonstrate comprehension and production of the preterite verb tense as they enhance their written, speaking, listening and reading skills through a variety of communicative activities . Furthermore, while developing their Spanish language skills, through exploration students will simultaneously gain cultural understanding and knowledge about motivations for Hispanic populations to immigrate to other countries, the challenges many of them often face, as well as the diversity of ideas and traditions that the hispanic cultures bring to their new homelands. Students will have flexibility in how they demonstrate their knowledge learned to provide them with ownership in their work as well as to meet the needs of the students.
Proficiency: Students are at a low-intermediate level of proficiency.
Pre-Konwledge: Aligned with the Alberta Education Program of Study students should already have two years of Spanish language knowledge and an introductory understanding into the cultural diversity of the Spanish-speaking world. They have a general idea about the existence of immigration in the Hispanic world and students are able to understand and produce basic Spanish vocabulary and grammatical structures to communicate.
Target Age Group: Grade 9 Spanish Language and Culture Six-Year Program of Studies.
Class Length: Students have 52-minute Spanish classes, 3 times a week.
Unit Rationale: This unit will explore the theme of immigration in the Hispanic world using a film study, La Misma Luna to facilitate learning. Throughout the unit students will learn to demonstrate comprehension and production of the preterite verb tense as they enhance their written, speaking, listening and reading skills through a variety of communicative activities . Furthermore, while developing their Spanish language skills, through exploration students will simultaneously gain cultural understanding and knowledge about motivations for Hispanic populations to immigrate to other countries, the challenges many of them often face, as well as the diversity of ideas and traditions that the hispanic cultures bring to their new homelands. Students will have flexibility in how they demonstrate their knowledge learned to provide them with ownership in their work as well as to meet the needs of the students.
Proficiency: Students are at a low-intermediate level of proficiency.
Pre-Konwledge: Aligned with the Alberta Education Program of Study students should already have two years of Spanish language knowledge and an introductory understanding into the cultural diversity of the Spanish-speaking world. They have a general idea about the existence of immigration in the Hispanic world and students are able to understand and produce basic Spanish vocabulary and grammatical structures to communicate.
Core Objectives from the Alberta Education Curriculum
Applications [A]
• Students will use Spanish in a variety of situations and for a variety of purposes.
Language Competence [LC]
• Students will use Spanish effectively and competently.
Global Citizenship [GC]
• Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Spanish-speaking world.
Strategies [S]
• Students will know and use various strategies to maximize the effectiveness of learning and communication.
• Students will use Spanish in a variety of situations and for a variety of purposes.
Language Competence [LC]
• Students will use Spanish effectively and competently.
Global Citizenship [GC]
• Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures of the Spanish-speaking world.
Strategies [S]
• Students will know and use various strategies to maximize the effectiveness of learning and communication.
Specific Outcomes
A–6 for imaginative purposes and personal enjoyment
A–6.2 a. use the language creatively and for aesthetic purposes; e.g., write poems based on simple, repetitive and modelled language.
A–6.3 a. use the language for personal enjoyment; e.g., view a music video or a sports telecast in Spanish.
A–1 to receive and impart information
A–1.1 a. ask for and provide information on a range of familiar topics
b. describe people, places, things and series or sequences of events or actions.
A–2 to express emotions and personal perspectives
A–2.1 b. record and share thoughts and ideas with others; e.g., keep a journal of ideas for stories
A–3 to get things done
A–3.3 a. encourage other group members to participate
b. assume a variety of roles and responsibilities as group members
c. negotiate, in a simple way, with peers in small-group tasks
d. offer to explain or clarify
A–5 to extend their knowledge of the world
A–5.1 b. discover relationships and patterns
A–5.3 explore opinions and values
a. express their views on a variety of topics within their direct experience
b. gather opinions on a topic within their direct experience
A–6 for imaginative purposes and personal enjoyment
a. use the language creatively and for aesthetic purposes; e.g., write poems based on simple, repetitive and modelled language
LC–1 attend to form
LC–1.4 grammatical elements
a. use, in modelled situations, 1 the following grammatical elements:
• preterite (regular verbs)
b. use, in structured situations, 2 the following grammatical elements:
• nos/les (os) gusta/an
• caer bien/mal
• irregular verbs: poder, conocer, saber, venir, salir, decir, hacer, preferir
Students will be able to:
c. use, independently and consistently, 3 the following grammatical elements:
• me/te/le gusta/an
• commonly used verbs: ir, querer
• regular –ir and –er verbs in the present tense
• definite and indefinite articles: el, la, lo, las, los, un, una, unas, unos
• possessive adjectives: mi, tu, su, mis, tus, sus
LC–2 interpret and produce texts
a. understand short, simple oral texts in guided and unguided situations
LC–2.4 visual interpretation
a. derive meaning from the visual elements of a variety of media in guided and unguided situations
LC–2.5 oral production
a. produce short, simple oral texts in guided situations
LC–2.6 written production
a. write short, simple texts in guided situations
LC–4 apply knowledge of how text is organized, structured and sequenced in Spanish
LC–4.2 text forms
a. recognize and use a variety of text forms, in guided and unguided situations; e.g., travel brochures, personal letters, multimedia presentations
GC–1 historical and contemporary elements of Spanish-speaking cultures
GC–1.1 knowledge of Spanish-speaking cultures
a. identify some things they have in common with people their own age who live in Spanish-speaking nations
b. explore some elements of Spanish-speaking cultures; e.g., influence of the geography and climate on way of life
GC–1.2 accessing/analyzing cultural knowledge
a. compare and make connections between some elements of Spanish speaking cultures being studied and their own; e.g., geography and climate
GC–1.3 applying cultural knowledge
a. identify commonalities and differences between the Spanish-speaking cultures being studied and their own
b. apply knowledge of Spanish speaking cultures to interpret similarities and differences between those cultures and their own; e.g., when interpreting stories,
television or films, when interviewing a visitor.
GC–1.5 valuing Spanish-speaking cultures
a. identify similarities between themselves and people of Spanish-speaking cultures being studied
b. express an interest in finding out about people their own
GC–2 affirming diversity
GC–2.3 awareness of Canadian culture
a. recognize and identify similarities and differences between their own culture and other cultures; e.g., occupations, seasonal activities
GC–3 personal and career opportunities
GC–3.1 Spanish language and Spanish-speaking cultures
b. identify some places they could visit where Spanish is spoken
S–1 language learning
S–1.2 metacognitive
a. identify and use a variety of metacognitive strategies to enhance language learning; e.g., reflect on the listening, reading and writing process, check copied writing for accuracy
S–1.3 social/affective
a. identify and use a variety of social and affective strategies to enhance language learning; e.g., understand that making mistakes is a natural part of language learning, experiment with various forms of expression and note their acceptance or nonacceptance by more experienced speakers.
A–6.2 a. use the language creatively and for aesthetic purposes; e.g., write poems based on simple, repetitive and modelled language.
A–6.3 a. use the language for personal enjoyment; e.g., view a music video or a sports telecast in Spanish.
A–1 to receive and impart information
A–1.1 a. ask for and provide information on a range of familiar topics
b. describe people, places, things and series or sequences of events or actions.
A–2 to express emotions and personal perspectives
A–2.1 b. record and share thoughts and ideas with others; e.g., keep a journal of ideas for stories
A–3 to get things done
A–3.3 a. encourage other group members to participate
b. assume a variety of roles and responsibilities as group members
c. negotiate, in a simple way, with peers in small-group tasks
d. offer to explain or clarify
A–5 to extend their knowledge of the world
A–5.1 b. discover relationships and patterns
A–5.3 explore opinions and values
a. express their views on a variety of topics within their direct experience
b. gather opinions on a topic within their direct experience
A–6 for imaginative purposes and personal enjoyment
a. use the language creatively and for aesthetic purposes; e.g., write poems based on simple, repetitive and modelled language
LC–1 attend to form
LC–1.4 grammatical elements
a. use, in modelled situations, 1 the following grammatical elements:
• preterite (regular verbs)
b. use, in structured situations, 2 the following grammatical elements:
• nos/les (os) gusta/an
• caer bien/mal
• irregular verbs: poder, conocer, saber, venir, salir, decir, hacer, preferir
Students will be able to:
c. use, independently and consistently, 3 the following grammatical elements:
• me/te/le gusta/an
• commonly used verbs: ir, querer
• regular –ir and –er verbs in the present tense
• definite and indefinite articles: el, la, lo, las, los, un, una, unas, unos
• possessive adjectives: mi, tu, su, mis, tus, sus
LC–2 interpret and produce texts
a. understand short, simple oral texts in guided and unguided situations
LC–2.4 visual interpretation
a. derive meaning from the visual elements of a variety of media in guided and unguided situations
LC–2.5 oral production
a. produce short, simple oral texts in guided situations
LC–2.6 written production
a. write short, simple texts in guided situations
LC–4 apply knowledge of how text is organized, structured and sequenced in Spanish
LC–4.2 text forms
a. recognize and use a variety of text forms, in guided and unguided situations; e.g., travel brochures, personal letters, multimedia presentations
GC–1 historical and contemporary elements of Spanish-speaking cultures
GC–1.1 knowledge of Spanish-speaking cultures
a. identify some things they have in common with people their own age who live in Spanish-speaking nations
b. explore some elements of Spanish-speaking cultures; e.g., influence of the geography and climate on way of life
GC–1.2 accessing/analyzing cultural knowledge
a. compare and make connections between some elements of Spanish speaking cultures being studied and their own; e.g., geography and climate
GC–1.3 applying cultural knowledge
a. identify commonalities and differences between the Spanish-speaking cultures being studied and their own
b. apply knowledge of Spanish speaking cultures to interpret similarities and differences between those cultures and their own; e.g., when interpreting stories,
television or films, when interviewing a visitor.
GC–1.5 valuing Spanish-speaking cultures
a. identify similarities between themselves and people of Spanish-speaking cultures being studied
b. express an interest in finding out about people their own
GC–2 affirming diversity
GC–2.3 awareness of Canadian culture
a. recognize and identify similarities and differences between their own culture and other cultures; e.g., occupations, seasonal activities
GC–3 personal and career opportunities
GC–3.1 Spanish language and Spanish-speaking cultures
b. identify some places they could visit where Spanish is spoken
S–1 language learning
S–1.2 metacognitive
a. identify and use a variety of metacognitive strategies to enhance language learning; e.g., reflect on the listening, reading and writing process, check copied writing for accuracy
S–1.3 social/affective
a. identify and use a variety of social and affective strategies to enhance language learning; e.g., understand that making mistakes is a natural part of language learning, experiment with various forms of expression and note their acceptance or nonacceptance by more experienced speakers.
Unit Plan Reference Page
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