Lesson Plan I

• Objectives

• Materials

• Procedures

Lesson Plan II

• Objectives

• Materials

• Procedures

Lesson Plan III

• Objectives

• Materials

• Procedures

Lesson Plan IV

• Objectives

• Materials

• Procedures

• Extension

Lesson Plan V

• Objectives

• Materials

• Procedures

Lesson Plan VI

• Objectives

• Materials

• Procedures

Lesson Plan VII

• Objectives

• Materials

• Procedures

Lesson Plan VIII

• Objectives

• Materials

• Procedures

OTHER ACTIVITIES FOR CLASSROOM INTERACTION

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LESSON PLAN I

I.                    Objectives.     Students will….

A.     read and complete an attitudinal questionnaire (2.1, 2.2,3.1, 3.2,4.2)

B.     identify Guatemala and border countries on a map (1.2, 3.1)

C.     express their knowledge of the border/illegal immigrant problems (1.1)

D.  read selected parts of the Time magazine article and answer questions  (4.2) (3.1).

II.                Materials

A.     Attitudinal Questionnaire

B.     Map of Middle/North America

C.     Time magazine article

III.             Procedures

A.     {5-10 minutes} Questionnaire:  Teacher passes out “Values Questions” for students to read and answer. Teacher collects the handout and keeps for recording data.

B.     {5-10 minutes} Pre-reading/listening activities:

                                                              i.      Map presentation:  Teacher puts up overhead of North and Central America.  Teacher asks students questions, such as: “¿Dónde está Guatemala?  ¿Dónde está México? ¿Dónde está EEUU; ¿Dónde están las fronteras? ¿Cuáles son algunos de los problemas que países tienen con fronteras?  ¿Cómo es posible cruzarlas?    If the students do not understand certain words, write them on the overhead. Students are given maps and asked to identify borders and major cities as the discussion progresses.  The maps will be used later as they trace the travels of Rosa and Enrique in the El Norte film.

                                                            ii.      Begin with examination of your own values: (Idea from Kramsch, 1997, p. 464) of using a repertory grid as a psychic mirror of cultural attitudes and values.   It is in this contrastive state that attitudes can change—to eventually contrast what they believe to be true with new information)

·        Student 1 and student 2 are given the word “los inmigrantes legales”  “los inmigrantes ilegales”  and asked to give a contrasting word (antonym) and then give an analogy or similar word to each.

·        They then share their grids.

                                                    iii.            Time article. 

·        Read first paragraph aloud in class.

·        Have them discuss briefly questions 1-3 below.  Then assign the article for homework and have them answer all of the questions.

a.       ¿Quiénes son estos inmigrantes? 

b.      ¿Por qué vienen? 

c.       ¿Quién tiene la culpa? 

d.      ¿Qué han hecho los gobiernos?

e.       ¿Cuáles son algunas de las consecuencias de esta inmigración ilegal?

f.         ¿Qué papel han hecho las compañías de los Estados Unidos?

LESSON PLAN 2

I.                   Objectives

A.     Students will share their answers to questions regarding the Time article. (3.1, 4.2)

B.     Students will view 25 minutes of the movie and answer questions to show comprehension (1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2)

C.     Students will orally create a “movie map” / brainstorm based on what they observed in the movie selection (1.1, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2)

II.                Materials

A.     Map of Middle/North America

B.     Movie Questions

C.     Movie/VCR

D.    “Z” Character Map

III.               Procedures

A.     Discussion of Time Magazine Article

B.      Teacher then foreshadows lesson by telling the students that they will be watching a movie that was filmed in Guatemala, Mexico, and the USA.  The teacher gives the students a brief synopsis of the film: Brother and sister from Guatemala go to “el Norte/EEUU” via Mexico.

C.     {25 minutes} Movie, “El Norte”:  Prior to starting the movie, teacher passes out movie questions, and reads through them briefly to clarify and answer any translation questions.  Teacher asks students to turn over their paper and put away any writing utensils.  Play the movie for 25 minutes.

D.    {5-10 minutes} Post movie discussion:  Teacher puts “Z” character map on the overhead.  Teacher asks students to help fill in the map.  Teacher may use the “List of Characters and Important Information” sheet as a guide.  Use this time to ask/answer questions from the movie.  Teacher may ask the following: (*change to past tense if more appropriate for class level):

·        ¿Por qué está la militaría?

·        ¿Qué están cogiendo en la primera escena?

·        ¿Por qué quieren salir Rosa y Enrique?

·        ¿Adónde va Enrique?

·        ¿Son indios/indígenas?

·        ¿De que hablan los hombres del pueblo?

·        ¿Dónde está 1. la frontera  2. el norte?

·        ¿Qué papel tiene el padre de Rosa y Enrique- (en el pueblo)?

E.     Extension/Tarea:  The teacher will assign the movie questions for homework.  The questions will be due the following class period and represents the comprehension assessment.

Nombre: __________________                                                          Hora: ___

I.      Vocabulario (ejemplos)

II.      Comprensión

¿Cierto o falso?

1. _____  Rosa y Enrique son novios
2. _____ A la tía de Rosa y Enrique le encanta el norte
3. _____  Las personas en el pueblo hablan 2 idiomas (lenguas)
4. _____  Los militares capturan a todas las mujeres y niños del pueblo

III.      Selección Múltiple

5. _____  ¿Cuáles son los países que tienen una frontera con México?

 a. Guatemala y Ecuador

b. Los EEUU y Costa Rica

c. Los EEUU y Guatemala

d. Puerto Rico y Nicaragua

e. Ninguno de estos

6. _____  ¿Cómo pueden Rosa y Enrique cruzar “la frontera”?

a.  Volar, caminar, manejar

b.  Tomar un bus o un barco

c.  Andar a cuatro patas por un túnel de alcantarilla

d. Esconderse en la parte atrás de un

e.  Solo a y b

f.   Todas

7. _____ Según el dialogo, dónde estará “el norte”?

a.  el norte de Guatemala

b. México

c. EEUU

d. Canadá

IV.      Llenar el espacio

8. In the beginning of the movie, Don Rodrigo, the land owner is talking to an Indio; what does he give the Indio in exchange for information? _________

9.  In the scene where Enrique and his father are talking, the father says, “For the rich, the peasant is just a pair of _____________”

10.   In the last scene, Enrique tells Rosa that he is leaving to go to ____________, but first he will need to find _____________. 

                                                                 ¿QUIÉN?

List of characters/important information from “El Norte”

* to be used by teacher for post movie discussion

1. Personajes

·        Enrique

·        Rosa

·        Los padres

·        La tía

·        Los amigos

·        El novio de Rosa

·        La militaría

·        los trabajadores

·         

2. lugares/escenas

·        La cosecha de café

·        La hacienda

·        El funeral

·        La militaría

·        El pueblo

·        La casa

·        La casa de las hermanas raras

·        Las montañas

·        El simbolismo [flores blancos, la luna, la música]

3. cosas interesantes

·        huipiles

·        café

·        rueda de agua

·        un machete vs. armas

·        tortillas sobre fuego en vez de un orno moderno

4. países/idiomas

·        Guatemala

·        Quechua

·        México

·        EEUU

·        Español

Other options:  Presentation of Guatemalan history (Handy, Jim.  (1984).  Gift of the Devil:  A History of Guatemala.  South End Press.

LESSON PLAN 3

I.          Objectives:

1. Students will orally review last movie segment in teacher directed class discussion (1.1, 2.1, 2.2, 4.1, 4.2)
2. Students will participate in a pre-listening discussion based on a Map of México (1.1, 2.1, 3.1)
3. Students will orally answer questions related to the movie
4. (1.1, 2.1, 3.1, 3.2, 4.1, 4.2)
5. Students, in groups of two, will create a “movie map” based on what they observed in the scene selections (1.1, 2.1, 1.3, 3.1,3.2,4.2)
6. Students will present their movie maps orally to the class (1.1, 1.3, 2.1,3.1, 4.2)
7. Students will complete Cultural Comparison sheet in groups of 2 (1.1, 2.1,2.2,3.2,4.2)
8. Students will present their Cultural Comparisons sheet to the class by writing their comparisons on the overhead (1.1,1.2,1.3,2.1,2,2,3.2,4.1,4.2)
9. Students will read and answer questions related to the second 25 minute segment of  “El Norte” (1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2)

II.        Materials:

1. Overhead of Cultural Comparisons
2. Cultural Comparisons Handout
3. Overhead Map of Mexico
4. Movie Questions
5. Movie/VCR
6. “Z” Character Map

III.       Procedures:

A.     {2-3 minutes} Review:  Teacher will lead a short discussion to review the events depicted in the previous segment.  Teacher will ask students questions that the students answered in the extension assignment from the previous week.  The questions will review characters in the movie and the major themes that were covered.

B.     {5 minutes} Pre-Listening Activity:  Teacher will put map of México on the overhead.  The teacher will ask students:  ¿De dónde vienen Rosa y Enrique?  ¿Adónde van?  ¿Qué país cruzan Rosa y Enrique? The teacher will highlight 1. Oaxaca and 2. Tijuana on the map (as these are two major locations identified in the second segment).  Ask students what they know about these places.  Two major ideas that should be foreshadowed by the teacher include the indigenous populations of Oaxaca and how that is related to the indigenous peoples from San Pedro where Rosa and Enrique are from; Also, the generalizations, known dangers and perspectives related to the culture found in Tijuana.  Review the vocabulary presented in the previous lesson:

C.     {25 minutes} Movie, “El Norte”, Segment II:  Prior to starting the movie, teacher passes out movie questions, and reads through them briefly to clarify and answer any translation questions.  Teacher asks students to turn over their paper and put away any writing utensils.  Play the movie for 25 minutes.

D.    {20 minutes} Post movie discussion: 

      {10 minutes}Teacher puts “Z” character map on the overhead.  Teacher asks students to work in groups of two to fill in the movie map.  During this time, the students will be given 5 minutes to discuss various aspects of the movie.  The movie map provides students with key words.  After the first 5 minutes, students will be called upon randomly to come to the front of the class and fill in the movie map on the overhead.  Students will be expected to pay attention and to write the ideas that are different from their own.  One way the teacher can orchestrate this is to call one group from each row to the front.  Use this time to ask/answer questions from the movie.  Teacher may ask the following: (*change the tenses/L2 level to suit the level of the class; or in this instance, it may be more effective to use English for lower level classes):

1. ¿Por qué quiere Enrique hablar con Don Ramón sobre “el Norte”?  [Don Ramón ha ido al  norte}

2. Rosa enciende 3 velas antes de salir del pueblo.  ¿Qué representan las 3 velas? [la madre, el padre, el pueblo]

3. ¿Por qué se llama Tijuana “la ciudad perdida” o sea The lost city”?  [Various responses: “nadie es dueño de nada”]

4.  ¿Qué trata de hacer  Jaime, el coyote, cuando conoció a Rosa y Enrique por primera vez? [ganar su confianza]

5.   ¿Quiénes son los oficiales al final de este segmento de hoy?  [LA MIGRA]

6. ¿Qué puede significar la luna?  ¿Cuándo aparece?  [La luna aparece antes o despúes de sucesos importantes, por ejemplo la matanza de su padres, antes de salir de Guatemala, antes de que Jaime los robe y la Migra venga.]

{10 minutes}In the same student groups, students will fill out the “Comparaciones Culturales” sheet.  The students will be asked to fill out the segments that apply to them.  Male students will fill in the spoke for Enrique and female students will fill in the spoke for Rosa; both male and female students will fill out the section for “Los Padres”.  The point of this activity is to focus on the cultural differences between the students and Rosa and Enrique.  The teacher will monitor student discussions.  After 5 minutes, the teacher will redirect the focus and lead a teacher directed discussion.  Asking students to share their ideas while the teacher fills in the “Comparaciones Culturales” overhead. 

E.  Extension/Tarea:  The teacher will assign the movie questions for homework.  The questions will be due the following class period.  This assignment represents the comprehension assessment. 

F.    Comparaciones Culturales

O.    Make your own spokes:   What do you worry about? ¿De qué se preocupa?  What do the characters in El Norte worry about?   ¿De qué se preocupan los personajes de la película?  Are they similar?    ¿Son similares?    ¿Cómo son diferentes?  We will discuss and compare the differences between the worries of someone in the US culture versus someone who comes from a rural Guatemalan village culture.  (Adapted from 1955 Film Arobics, p. 20)

Nombre: __________________                                          Hora: ___

             I.      Vocabulario

          II.      Comprensión

¿Cierto o falso?

1. _____  Rosa y Enrique son de Oaxaca, México
2. _____  La tía de Rosa y Enrique les da dinero para ir al norte
3. _____  Don Ramón dice que Tijuana es como una guerra
4. _____  Jaime es un coyote
5. _____  $20.00(US) es poco dinero para Enrique y Rosa

       III.      Selección Múltiple

6. _____ Don Ramón tells Enrique to do what if he gets caught by la MIGRA?

a. to run

b. to swear like a Mexican

c. to pretend to be indios from Oaxaca

d. to tell them they are from Guatemala

e. b and c

7. _____  Who does Enrique have “un sueno” about while on the bus?

a. his father

b. el puma (persona de la militaría)

c. the mean old man on the bus

d. the land owner from San Pedro

e. none of the above

8. _____ According to the dialogue, what do you think “un coyote” does?

a. spies for “LA MIGRA”

b. helps people “cruzar la frontera” in exchange for “dinero”

c. takes people who visit Tijuana on tours of the city

d. none of the above

LESSON PLAN 4

                I.                   Objectives

    A.        Students will orally participate in a pre-listening, teacher directed activity about de-culturalization of indigenous peoples (¡IMAGÍNATE!) (1.1, 1.2, 2.1, 4.2)

     B.     Students will view 25 minutes from the movie “El Norte and exhibit comprehension via the following two activities:

                                                              i.      Students, in groups of two, will create, discuss and present their “movie map” based on what they observed in the scene selections (1.1, 2.1, 1.3, 3.1,3.2,4.2)

                                                            ii.      Students will piece the story together as a review in the “STORY STRIP ACTIVITY”(1.1,1.2,2.1,3.1,3.2,4.1,4.2)

II.                Materials

A.     ¡IMAGÍNATE! Directions (scrap paper at least 3 per student)

B.     Story Strip Activity- pre-cut

C.     Movie/VCR

D.    “Z” Character Map

III.             Procedures

A.     {10 minutes} ¡IMAGÍNATE!:  Teacher will have 90 pieces of scrap paper.  Tell each student to take 3-5 pieces depending on time.  Teacher will follow ¡IMAGÍNATE! Directions that are at the end of this plan.   

B.     {25 minutes} Movie, “El Norte”, Segment II:  Prior to starting the movie, teacher assigns the homework.  This is a way to encourage students to be looking out for important information. Teacher reviews question words found on the homework: “who, what, where, and why”.  Teacher asks students to clear their desks.  Play the movie for 25 minutes

C.     {10 minutes} Post movie discussion:  Teacher puts “Z” character map on the overhead.  Teacher asks students to work in groups of two to fill in the movie map.  During this time, the students will be given 5 minutes to discuss various aspects of the movie.  The movie map provides students with key words.  After the first 5 minutes, students will be called upon randomly to come to the front of the class and fill in the movie map on the overhead.  Students will be expected to pay attention and to write the ideas that are different from their own.  One way the teacher can orchestrate this is to call one group from each row to the front.  Use this time to ask/answer questions from the movie.  Teacher may ask the following: (*change the tenses/L2 level to suit the level of the class; or in this instance, it may be more effective to use English for lower level classes):

·        Do you think that La MIGRA officers speak good Spanish?

[NO]                                                         

·        What do you think about the Rat scene?

·        How do you think that Rosa/Enrique felt after the tunnel?

·        Do you like Don Raimundo? Is he a good coyote?

·        What city was on the other side of the tunnel?

·        Where were they going to go?

·        Who is Monte?

·        What was the name of their new home?[Lazy Acres Motel]

·        Do you think there is any irony in that name?

D.    {10 minutes} Story Strip:  [Review and summary] Teacher passes out scrambled story strips.  Students can work alone or with a partner.  The entire class is timed, and must put the story together from beginning to end.  As the students put the story together, they will form a line, standing side by side[1st strip, 2^nd strip…etc.]  They will not know if they are correct, so the teacher must play an active role in this activity. Encourage students to keep their voice level low. Teacher prompt students to organize themselves first: “If you think your strip is in the 1^st segment of the movie stand here; if its in the 2^nd segment stand here; etc.

IV.              EXTENSION:    task for students

A.     Imagine that you are a teacher, and are testing your students to see if they were paying attention to the movie! 

B.      Write 4 simple questions in Spanish from today’s segment or from class discussion.  After you write the question (“Pregunta”), write the answer (“Repuesta”).

C.     Recycle vocabulary from the first two “EL Norte” segments, from the notes you have from the character map or from minicuentos.

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MATERIALS AND TASK DIRECTIONS

¡Imagínate!  (See III,A)

Background.  This is a game of sorts that shall be used as a cultural presentation and pre-listening activity.  The idea stems from the national standard 2.1, “Students demonstrate an understanding of the relationship between the practices AND PERSPECTIVES of other cultures” This game is adapted from a cultural teaching from an  Odowa and Ojibewe native American woman.  Her teaching reflected the de-culturalization of native americans who were forced to leave behind their culture, their language and their families during the 18 and 1900s, during the time of boarding schools.  Its adaptation is useful to the el norte theme in that an indigenous brother and sister are stripped of all that they know culturally and otherwise, and decide to give in to the idea that the north is the answer to their dilemma.  in making this decision, the brother and sister forsake their culture, traditions, language, and land to achieve survive.

Directions:  pass out 5 small scrap pieces of paper to each student.  Tell the students to write the 5 most important things in the world to them.  Once they have done this, follow the procedure below:

• ask everyone who wrote family to raise their hand.  go and take their paper.
• ask everyone who wrote food or water to raise their hand. go and take their paper.
• ask everyone who wrote spirituality/religion to raise their hand. go and take their paper.
• ask everyone who wrote money to raise their hand. go and take their paper.
• ask everyone who wrote friends/sports to raise their hand. go and take their paper.
• ask everyone who wrote car or home to raise their hand. go and take their paper.

Now, ask the students the following:

• Does anyone have any paper left? If yes, what?
• If you could have one thing back what would you ask for?
• How did it feel (what emotions) when I came and took away the things most important to you?
• What would you do to get them back?
• Are these ITEMS REPLACEABLE?

STORY STRIPS-     (enlarge for class use)      

LESSON PLAN 5

              I.                    Objectives

    A.     Students will view 25 minutes from the movie “El Norte” and answer questions related to the movie (1.1,2.1,3.1,3.2,4.1,4.2)

    B.     Students will orally create a “movie map” based on what they observed in the scene selections (1.1, 2.1, 1.3, 3.1,3.2,4.2)

    C.     Students will read an article in English about illegal immigration and  complete a teacher directed Guided Reading Procedure (1.1, 1.2,3.2, 4.2)

          II.                   Materials

A.     Latina Magazine Article, July 2004, “SPECIAL REPORT…..”pp94-96

B.     Movie/VCR

C.     “Z” Character Map overhead and class handout

           III.             Procedures

A.     {1 minute} Review:  Teacher will lead a short discussion to review the events depicted in the previous segment 

B.     {25 minutes} Movie, “El Norte”, Segment II:  Play the movie for 25 minutes

C.     {10 minutes} Post movie discussion:  Teacher passes out the “Z” character map handout and puts one on the overhead.  The teacher will ask the students to follow along and make notes.  **This segment of the unit will be conducted primarily in English due to the high order thinking, material content, and capability of the students. The teacher will ask the following series of questions, using the L2 whenever possible:

(Personajes): Who is: Nacha? Carlos? Helen? Alice?

(Lugares): 

1.   What is a planchadora? 

2.  What are Rosa and Nacha doing at the rich house?

3.  What was Enrique’s impression of the restaurant?

                        (Cosas Intes.): 

1. What did Rosa think of the pretty ladies?

2.  What happened at the Planchadora?

3.  What does Monte say to the Chinese boss?

4.  What is the difference between Chicano and Mexicano?

5.  Why was it hard for Rosa to understand Helen?

6. Did Rosa enjoy hand washing the clothes? Why?

7. What happens to Enrique at work?

8. What does Enrique’s boss call him?

9. How much money was Enrique offered for the Chicago job?

10.  Why does he say he can’t go?

D.    {20 minutes}:  Guided Reading Procedure: The teacher will hand out a selection from the Latina Magazine Article, July 2004, “SPECIAL REPORT…..”(Pp.  94-96).  The article is broken up into 4 sections.  Each row of students will have a particular selection. 

1. {5 minutes}: The students will be asked to read the article selection silently, in 5 minutes.  The students all become an “expert” about their segment of the article. 

2. {10 minutes}: Divide the students evenly so that there are several small discussion groups, and there are “experts” from each article segment represented in the group. The teacher will monitor the students’ discussions to make sure that the students remain on task.

3. {5 minutes}: The teacher will ask the students to return to their seats.  And will randomly ask for student(s) to summarize the article aloud. If time permits, discuss the similarities between the journalist and Rosa. 

 

 

 

 

 

LESSON PLAN 6

 

Week	Location	Description
6	California	Enrique goes to celebrate; Rosa goes to work; Carlos calls LA MIGRA and Enrique and Carlos have to run; Rosa gets very sick and goes to the Hospital.   Enrique decides to take Chicago job offer.

 

 

 

 

 

 

 

 

 

              I.                   Objectives

A.     Students will review the events of the last segment orally in class (1.1)

B.     Students will provide information in a story prediction activity (1.1,1.2)

C.     Students will view 15 minutes from the movie “El Norte” and  orally create a “movie map” based on what they observed in the           scene selections (1.1, 2.1, 1.3, 3.1,3.2,4.2)

D.    Students will compare their prediction to the events in the scene selection(1.1, 1.2)

E.     Students will participate in a circle activity to review the scene selection(1.1,1.2,2.1,3.1,3.2,4.1,4.2)

 

          II.                Materials

A.     Story Prediction Activity/Overhead

B.     Movie/VCR

C.     “Z” Character Map

D.    Circle Activity Handout

 

           III.             Procedures

A.     {2-3 minutes} Teacher asks students questions that review the last segment.  Teacher will use WEEK 4 “Z” character map to draw questions.

 

B.     {5 minutes} (PRE-LISTENING ACTIVITY)Story Prediction Activity:  Teacher will place story prediction on the overhead.  Students will be asked to predict what will happen in the scene.  The guide words on the over head will help students predict, and the teacher will write down a few predictions per guide word. GUIDE WORDS: el baràhallucinationàel hospitalàLa migraàel bar

 

C.     {15 minutes} Movie, “El Norte”, Segment II:  Teacher asks students to clear their desks.  Play the movie for 15 minutes

 

D.    {10 minutes} (POST-LISTENING ACTIVITY)Post movie discussion: 

                                                        i.            {5 minutes} Teacher puts up story prediction.  Teacher asks students to compare their predictions to what actually happened.

                                                      ii.            {5 minutes} [Z MAP] Teacher puts “Z” character map on the overhead.  Teacher may ask the following: (*change the tenses/L2 level to suit the level of the class; or in this instance, it may be more effective to use English for lower level classes):

·        Personajes:  Jorge, la curandera, la migra, Carlos

·        Lugares:  el bar, el hospital, the hallucination place

·        Cosas Interesantes:  Rosa está enferma, Rosa va a una curandera, Rosa tiene un “rash”, Carlos llama a la migra, Rosa tiene hallucinations, la migra viene, Rosa va a l hospital, Rosa no obtiene servicios por que no tiene papeles, los padres de Rosa y Enrique viene, Monte dice que el lleva los niños a un “orfanato”-orphanage, Enrique consideres the Chicago job offer

·        Países/Idiomas: EEUU, Español, Inglés, Quechua

                                                    iii.            {10-20 minutes} Circle Activity: Teacher will divide the students into groups of 8.  Teacher will pass out the questions and answers.  Students who have the questions will form a circle facing outward; the students with the responses with form an outer circle, and will face the students in the inner circle.  The object is for the students to ask each person their question until they find their response.  Once all students have found their match; the students will be asked to switch their their role; and go through the process again; Time providing, allow all students to try each question one time.

 

 

 

 

 

 

 

 

 

 

 

El Cuento:  Story Prediction Activity

 

 

 

 

 

 

 

 

 

 

 

 

 

CIRCLE ACTIVITY

 

* Questions (not activity) adapted from: ©1994 FILM AROBICS ---EL NORTE

 

Preguntas	Respuestas
¿A quién llama Carlos?	El llama a LA MIGRA
¿Adónde va Enrique con Jorge?	Ellos van al bar
¿A quién ve Rosa en el jardín?	Rosa ve a su padre
¿Por qué Rosa no quiere ir al hospital?	Porque ella no tiene papeles
¿A quién ve Rosa en su apartamento?	Rosa ve a su madre
¿Quién viene al restaurante buscando a Enrique?	LA migra viene
¿Cómo se siente Rosa en la clase?	Se siente muy enferma
¿Por qué no acepta el trabajo?	No puede dejar a Rosa

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN 7

 

Week	Location	Description
7	California	Rosa is diagnosed with Typhus.  Nacha goes for Enrique who says he is leaving; Enrique goes to hospital, but Rosa dies. Enrique has to go back to work; Symbolism.

 

 

 

 

 

 

 

 

                I.                   Objectives

A.     Students will review the events of the last segment(1.1)

B.     Students will provide information in a story prediction activity (1.1,1.2)

C.     Students will view the final 15 minutes from the movie “El Norte and orally create a “movie map” based on what they observed in the scene selections (1.1, 2.1, 1.3, 3.1,3.2,4.2)

D.    Students will compare their prediction to the events in the scene selection(1.1, 1.2)

E.     Students will participate in free write activity(1.1,1.2,2.1,3.1,3.2,4.1,4.2)

 

           II.                Materials

A.     Story Prediction Activity/Overhead

B.     Movie/VCR

C.     “Z” Character Map

D.    Lined paper for student free write

 

III.             Procedures

A.     {2-3 minutes} Teacher asks students questions that review the last segment.  Teacher will use WEEK 5 “Z” character map to draw questions.

 

B.     {5 minutes} (PRE-LISTENING ACTIVITY)Story Prediction Activity:  Teacher will place story prediction on the overhead.  Students will be asked to predict what will happen in the scene.  The guide words on the over head will help students predict, and the teacher will write down a few predictions per guide word. GUIDE WORDS: el hospital à Avión por Chicago à Nacha grita à Se muere à Trabajo nuevo

 

C.     {20 minutes} Movie, “El Norte”, Segment II:  Teacher asks students to clear their desks.  Play the movie for 15 minutes

 

D.    {10 minutes} (POST-LISTENING ACTIVITY)Post movie discussion: 

                                                        i.            {5 minutes} Teacher puts up story prediction.  Teacher asks students to compare their predictions to what actually happened.

                                                      ii.            {5 minutes} [Z MAP] Teacher puts “Z” character map on the overhead.  Teacher may ask the following: (*change the tenses/L2 level to suit the level of the class; or in this instance, it may be more effective to use English for lower level classes):

·        Personajes:  Alice, Monte, Nacha, el doctor

·        Lugares:  el hospital, aeropuerto, visión, el trabajo nuevo

·        Cosas Interesantes:  Rosa se muere, Enrique quiere el trabajo, Rosa se muere, Enrique pierde fe, la luna llena, cosas blancas, el sombrero, Enrique va a nuevo trabajo, cement mixer,  waterwheel, drum, cabeza del padre

·        Países/Idiomas: EEUU, Español, Inglés, Quechua

E.     {10-20 minutes} Free Write: Teacher hands out a piece of lines paper to every student.  Teacher explains that students are going to do a “free write” 

                                                        i.            {5 minutes} Teacher defines free write: students write 100 words; no English is allowed on the paper at all.  Students have 10 minutes to write any thought they have surrounding the topic “What I like and dislike about the story in “El Norte”.  Teacher will give students basic structure such as: a mi, me gusta and a mi, no me gusta;   Tell students they will not be graded on accuracy, only on the number of words on the paper.

                                                      ii.            {10 minutes}  Students will write for 10 minutes; Teacher will set timer.

                                                    iii.            {5 minutes}  Students will count the number of words they have completed.  If time allows, have student volunteers read their free writes.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

El Cuento:  Story Prediction Activity

 

 

 

El hospital

boleto para Chicago

Nacha grita

 

 

Se muere

 

 

 

 

 

Trabajo nuevo

 

 

 

LESSON PLAN 8

I.                   Objectives

A.     Students will read an overhead with a quote in Spanish from a foreign perspective and discuss it  (1.2, 2.1, 3.2,4.2)

B.     Students will orally discuss various jobs Latino Americans have in the US, how they are similar and different to the foreign country(1.1)

C.     Students will infer what life would be like without an illegal immigration population living in the US(1.1, 2.1, 3.2, 4.1, 4.2)

D.    Students will listen to a paragraph written in Spanish about California’s Proposition 187, 1994 (1.1, 1.2, 2.1, 3.1,3.2, 4.2)

E.     Students will participate in a debate about illegal immigration(1.1,1.2,2.1,3.1,3.2,4.1,4.2)

 

II.                Materials

A.     Quote overhead

B.     Proposition 187 overhead

C.     A copy of paragraph, see pg.

D.    A blank overhead sheet and marker

E.     Key word overhead

 

 

III.             Procedures

A.     {5 minutes} Warm up activity-Teacher puts overhead 1, and asks a student to read it.  The teacher asks for someone to translate it.  The teacher then asks the students what they think it means, and if it is a person from the Unites States who wrote it.

 

B.     {10 minutes} Open discussion Part I:  Teacher puts up blank overhead and asks students to list different kinds of jobs Latinos hold in the United States.  Be sure to include various positions including highly educated jobs, and jobs in the service industry.  Iterate to the students that not every Latino is illegal and working in poor conditions, that there are many Latino sub cultures in the US. 

 

C.     {10 minutes} Open discussion Part II:  Teacher asks students to visualize what life would be like, especially in places like California, Florida, Texas, Arizona, and New Mexico, without undocumented workers.  The teacher will pose the following questions:

                                                               i.            Who would work in low paying, laborious jobs?

                                                             ii.            How much would they be willing to work for?

                                                            iii.            Who would loose/gain jobs if illegal immigrants were evacuated?

                                                           iv.            How would this help/hurt the economy in the particular state? In the US?

 

D.    {25 minutes} DEBATE:  Note: 10 participation points are offered; in order to receive all the points possible, students must:   (1) Write out 5 pros and cons and (2) Participate in the debate.

                                                              i.            {5 minutes} Teacher asks a student to read the Proposition 187 Overhead. Teacher assists students in translating; key words students at this level may not know include: aprobó= approved; tratamiento= treatment; debe= should; una ley= a law.

 

                                                            ii.            {10 minutes} Debate Preparation: Teacher points out that there are two issues mentioned on the overhead. The question is: Should these ideas become a national law? Teacher divides students into groups of 2.  Each student is expected to identify 5 pros and 5 cons to having their issue be national law. Example: Student A will represent medical treatment and Student B will represent education. Teacher will give the examples:  Should undocumented persons be denied medical treatment: pro: saves on health care costs, con: people who are sick will go untreated and may die.  The students may help each other and work together to better understand the two different arguments.

                                                          iii.            {10-15 minutes} Debate: Teacher splits the room into two sides.  One side is pro and the other is con.  The teacher will provide 5 minutes per topic.  Teacher will explain that these opinions do not represent the students’ personal opinion.   The students will not be interrupted by the teacher, but are only permitted to speak one at a time. The teacher should set a timer, and will read the first topic: As stated in Proposition 187, should it become a national law that undocumented people be denied medical treatment? After 5 minutes the teacher will stop the clock and ask: As stated in Proposition 187, should it become a national law that children of undocumented people be denied education in the United States?

 

                                                          iv.            {1-3 minutes}  Teacher Summary:  Teacher will identify and reiterate valid points made by the students.  Teacher will ask individual students if they believe there is a solution to these issues. 

 

 

 

 

 

 

La proposición 187 de 1994

(El Norte. (1984)   Film Arobics, Inc, Vernon Hills, IL)

“Exercises for the  Study of Film” by Pat Solano and Judy Sugarman

 

En el otoño de 1994, el estado de California aprobó “la proposición 187” que elimina a los indocumentados  el acceso al tratamiento medico.  Además no les permite a sus hijos ser educados en los Estados Unidos. ¿Debe ser una ley nacional?

 

“Para ganar algo tienes que perder algo. Y la condición de emigrante es así”

 

http://www.bbc.co.uk/spanish/especiales/mundolatino/vivencias_caminos.shtml

 

 

 

OTHER ACTIVITIES FOR CLASSROOM INTERACTION

 

 

I.  Three levels of sample questions to use with magazine pictures or a clip from the video:  (idea from Lafayette, R.  In Heusinkveld’s Pathways to Culture   p. 130)

 

*Description:

1.      What do you see in this picture?

2.      Can you describe some of the items?

3.      What are people doing?

4.      How are they dressed?

 

*Information Gathering:

1.      Can you tell where or when this picture was taken?

2.      Do some of the objects or places in this picture have historical significance?

3.      Does the picture tell you anything special about life in that country?

4.      Does the picture portray a certain segment of society in that country?

5.      Is the picture of a general or specific nature?

6.      Could a similar picture have been taken in other parts of this country?

 

*Comparison:

1.      What makes this picture “Mexican”/”Spanish”/ Peruvian, if anything?

2.      Could a similar picture have been taken in the U.S.?  Where?  If not, why not?

3.      Where would you go in the U.S? To take a picture of contrasting cultural habits?

 

II. Present Maslow’s (1954) five basic needs to students in their hierarchical order:

1.      comfort and survival

2.      safety

3.      belongingness and love

4.      self-esteem and the esteem of others

5.      self-actualization

 

Determine in what way the Guatemalans in the film meet these needs and to what extent this differs from a typical American.  Give examples

 

III.  Can use a clip of the video or photos from a TL magazine that portrays the target people in the midst of action.  Students project an imaginary scenario to “explain” why the person is doing the observed action that is what basic need has motivated the behavior.  Give several students the same scene.  The objective is to look for reasons behind human behavior, not finding the “correct” explanation  (idea from Seelye p. 122

 

 

 

WEB RESOURCES:

•         Film Arobics/El Norte Film Exercises: http://www.filmarobics.com

 

•         Illegal Immigrant Game: http://www.transience.com.au/el/elgameo.html

 

•         Maps:

            http://www.enchantedlearning.com/geography/namer/

 

•         Mundo Latino website http://www.bbc.co.uk/spanish/especiales/mundolatino/map_california1.shtml