Week One Outline
Theme: Preterite and Introduction to Immigration in the Hispanic World
Day 1
Introduction to the Preterite Tense
Materials:
Lesson Overview with Learning Tasks
1. On the final day of the previous unit students were given Preterite Conjugation Charts with regular and irregular verbs to review before this first class of this Inmigración en el mundo hispánico unit.
2. Students will be given a non-authentic text to read that introduces them to the concept of immigration while also demonstrating the preterite tense. The teacher can display it as well on the SmartBoard to be used as a visual for the group.
3. The teacher will read the first two sentences aloud as students follow along.
4. The teacher will ask students to pick out any preterite verbs they see while reading out the first sentences. Everyone will circle identified preterite verbs they see. Students will finish the reading and circling individually.
5. Upon completion, the text will be reviewed as a group and preterite verbs will be identified and circled on the SmartBoard.
6. Introduce preterite rules. Include WHY they need to know this concept.
7. Have students write in their journals about “Memorías de un verano maravilloso” using the preterite tense.
Day 1
Introduction to the Preterite Tense
Materials:
- Preterite Conjugation Charts
- Non-authentic text that introduces immigration and the preterite verb tense
- SmartBoard
- Student Journals
Lesson Overview with Learning Tasks
1. On the final day of the previous unit students were given Preterite Conjugation Charts with regular and irregular verbs to review before this first class of this Inmigración en el mundo hispánico unit.
2. Students will be given a non-authentic text to read that introduces them to the concept of immigration while also demonstrating the preterite tense. The teacher can display it as well on the SmartBoard to be used as a visual for the group.
3. The teacher will read the first two sentences aloud as students follow along.
4. The teacher will ask students to pick out any preterite verbs they see while reading out the first sentences. Everyone will circle identified preterite verbs they see. Students will finish the reading and circling individually.
5. Upon completion, the text will be reviewed as a group and preterite verbs will be identified and circled on the SmartBoard.
6. Introduce preterite rules. Include WHY they need to know this concept.
7. Have students write in their journals about “Memorías de un verano maravilloso” using the preterite tense.
- Students must include the verbs: jugar, visitar, aprender, compartir, comer, leer
Day 2
Immigration
Immigration
Materials
- First illegal immigrant comic translated into Spanish
- SmartBoard
- SQA Chart
- Immigration Vocabulary Crossword
Lesson Overview with Learning Tasks
1. The teacher displays the hook cartoon on SmartBoard for students to see and start thinking about for when they enter the classroom.
1. The teacher displays the hook cartoon on SmartBoard for students to see and start thinking about for when they enter the classroom.
Discuss:
2. Do a SQA chart (KWL) regarding immigration as a class on the SmartBoard.
3. Students do an Immigration Vocabulary Crossword.
- Is the comic funny and why? E.g. humour challenges the status quo
- Who is in control in the comic? E.g. First Nations are immigration officials
- Who is in control of immigration now in Canada, United States and Mexico?
- Review visual literacy cues with students: Pilgrims have no mouths = no voice, they are surprised, First Nations people are portrayed as in control of their land and they have come to not welcome the pilgrims but to control who comes on to shore.
- Review with students that issues of migration have been around since the beginning of time.
- Review the concept of political cartoons as a strategy for social change.
- Ask the students why they think this is important to learn.
2. Do a SQA chart (KWL) regarding immigration as a class on the SmartBoard.
3. Students do an Immigration Vocabulary Crossword.
Day 3
Introduction to Film Study
Materials:
Lesson Overview with Learning Tasks
1. Introduction to the Film Study La Misma Luna.
2. Introduce the movie by displaying the movie cover on the SmartBoard to spark interest.
2. Mini-Research to discover the main actors names and the characters they play in the movie. Native and non-native speakers may recognize some of the actors in the film. This facilitates a good opportunity for students to discuss with a partner what they know about the actors and other roles they may have played. Students record their findings in their notebooks.
3. Part 2 of mini-research: Students individually investigate motivations for many people who chose to immigrate to new countries.
4. The teacher then brings the class back together to create a concept map. The focus of the concept map is "Why many people chose to immigrate". Students will volunteer ideas they found during their research and the teacher will add them to the class concept map at the front of the board.
5. Tres prediccones: Next, have students make “tres predicciones” regarding the plot and characters of the movie. Have them record them in their notebooks.
6. Have some students share with the class their movie predictions.
7. Next class you will be ready to begin the film!
Introduction to Film Study
Materials:
- iPads or other technological devices
- Notebooks
- SmartBoard- Google image La misma luna poster
- Whiteboard and markers to make a concept map
Lesson Overview with Learning Tasks
1. Introduction to the Film Study La Misma Luna.
2. Introduce the movie by displaying the movie cover on the SmartBoard to spark interest.
2. Mini-Research to discover the main actors names and the characters they play in the movie. Native and non-native speakers may recognize some of the actors in the film. This facilitates a good opportunity for students to discuss with a partner what they know about the actors and other roles they may have played. Students record their findings in their notebooks.
3. Part 2 of mini-research: Students individually investigate motivations for many people who chose to immigrate to new countries.
4. The teacher then brings the class back together to create a concept map. The focus of the concept map is "Why many people chose to immigrate". Students will volunteer ideas they found during their research and the teacher will add them to the class concept map at the front of the board.
5. Tres prediccones: Next, have students make “tres predicciones” regarding the plot and characters of the movie. Have them record them in their notebooks.
6. Have some students share with the class their movie predictions.
7. Next class you will be ready to begin the film!