Module 4 (Demonstration of ICC)
UNIT BACKGROUND AND CONTEXT
Due to pacing this semester in my Spanish IV class, I had to adjust and take on Spanish III for the final module of AMLA 612.
These final assessments were designed for the fourth unit in my Spanish III course. The students are in grades 9-11 and vary in proficiency level, with most around intermediate low. There is one native speaker in the course. At this point in the year they are proficient with the preterit and imperfect along with the present tense.
In regards to content, we have never before discussed immigration in depth in class before but students have discussed the topic if enrolled in AP Human Geography or Crime and Social Issues. Politically, the county where I teach is extremely conservative with many students being strongly in favor of Republican candidates in the upcoming election. My goal in this unit is to open students' minds and hearts to the issue of immigration and to begin to get them to empathize with immigrants who come to the USA from Central America and Mexico. I had them fill out a pre-survey (here) with information about their own cultural background and their stance on immigration.
By the time students do this final assessment, they will have learned specific vocabulary (list here) related to immigration and analyzed the film via reflective questions (here). The final task is to create a video letter via Voicethread to President Obama, urging him to view the documentary Which Way Home and to work to create more inclusive policies for immigrants (minors especially) to the United States.
ESSENTIAL QUESTIONS
LEARNER OUTCOMES
Due to pacing this semester in my Spanish IV class, I had to adjust and take on Spanish III for the final module of AMLA 612.
These final assessments were designed for the fourth unit in my Spanish III course. The students are in grades 9-11 and vary in proficiency level, with most around intermediate low. There is one native speaker in the course. At this point in the year they are proficient with the preterit and imperfect along with the present tense.
In regards to content, we have never before discussed immigration in depth in class before but students have discussed the topic if enrolled in AP Human Geography or Crime and Social Issues. Politically, the county where I teach is extremely conservative with many students being strongly in favor of Republican candidates in the upcoming election. My goal in this unit is to open students' minds and hearts to the issue of immigration and to begin to get them to empathize with immigrants who come to the USA from Central America and Mexico. I had them fill out a pre-survey (here) with information about their own cultural background and their stance on immigration.
By the time students do this final assessment, they will have learned specific vocabulary (list here) related to immigration and analyzed the film via reflective questions (here). The final task is to create a video letter via Voicethread to President Obama, urging him to view the documentary Which Way Home and to work to create more inclusive policies for immigrants (minors especially) to the United States.
ESSENTIAL QUESTIONS
- Why do children immigrate to the United States alone?
- What should the role of the United States be in helping children who immigrate to the United States alone?
LEARNER OUTCOMES
- Students will be able to explain their stance on immigration in Spanish.
- Students will be able to convince the US government to act on concerns around unaccompanied minors immigrating to the US.
- Students will be able to ask thoughtful questions to encourage their classmates to think more deeply about immigration.
ACTFL Standards
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ISTE Standards
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Ejemplo de una parte de una carta
The following example is incomplete (and I recorded it while I was extremely stuffy!) but gives students an idea of how to create their video letter.