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

*******************************************************************************************************************

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.

***************************************************************

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?

</