La educación transforma la vida: es el momento tuyo

Submitted by Ann.... Last edit on 01/18/2016 - 12:00. Coauthors: Yol...
Unit Profile
Student Level 
High (9-12)
Target Language 
Spanish
Teaching Context 
Heritage
Target Proficiency Level 
Pre-AP
Unit Themes 
Contemporary life
Performance Descriptors 
  • Report, narrate and describe in all time-frames
  • Speak in paragraph-length discourse
  • Discuss a variety of topics limited to concrete discourse
  • Handle a situation with a complication
  • State an opinion
  • Paraphrase, summarize, compare
  • Understand main ideas and details of texts
  • Understand common idiomatic expressions
  • Deduce meaning in unfamiliar language passages
  • Make notes while someone is talking
Unit Objectives and Standards
Objective 1 
Students will be able to compare and contrast similarities and differences between classroom settings, daily school routines, and how education was a transformational force in the lives of people met throughout the unit.
Objective 2 
Students will be able to identify main ideas, supporting details, evidence and author's point of view in informational texts, fiction and audio/video sources.
Objective 3 
Students will be able to conduct an interview; They will also be able to write a summary, formal and informal letters, and a persuasive essay
Objective 4 
Students will be able to deliver an informational presentation to a community group.
Objective 5 
Students will be able to describe and provide a solution to the educational challenges in their community.
World-Readiness Standards
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California Standards
Advanced Range
Communication 
3.0 Students use planned language (paragraphs and strings of paragraphs).
3.1 Engage in oral, written, or signed (ASL) conversations.
3.2 Interpret written, spoken, or signed (ASL) language.
3.3 Present to an audience of listeners, readers, or ASL viewers.
3.4 Describe, narrate, explain, and state an opinion.
3.5 Demonstrate understanding of the main idea and key details in authentic texts.
3.6 Produce and present a written, oral, or signed (ASL) product in a culturally authentic way.
Cultures 
3.0 Students determine appropriate responses to situations with complications.
3.1 Use products, practices, and perspectives in culturally appropriate ways.
3.2 Describe similarities and differences in the target cultures and between students' own cultures.
3.3 Describe how products and practices change when cultures come in contact.
Structures 
3.0 Students use knowledge of text structure to understand topics related to the external environment.
3.1 Use paragraph-level discourse (text structure) to produce formal communications.
3.2 Identify similarities and differences in the paragraph-level discourse (text structure) of the languages the students know
Settings 
3.0 Students use language in informal and some formal settings.
3.1 Initiate age-appropriate cultural or language-use opportunities outside the classroom.
Common Core Standards
Reading: Key Ideas and Details 
R1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
R2. Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas.
R3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Reading: Craft and Structure 
R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
R6. Assess how point of view or purpose shapes the content and style of a text.
Reading: Integration of Knowledge and Ideas 
R7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
R9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Reading: Range of Reading and Text Complexity 
R10. Read and comprehend complex literary and informational texts independently and proficiently.
Writing: Text Types and Purposes 
W1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
W2. Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Writing: Production and Distribution 
W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Writing: Research and Present Knowledge 
W7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Writing: Range of Writing 
W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening: Comprehension and Collaboration 
SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Speaking and Listening: Presentation of Knowledge and Ideas 
SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of the formal target language when indicated or appropriate.
Language: Conventions of Standard Target language 
L1. Demonstrate command of the conventions of standard target language grammar and usage when writing or speaking.
L2. Demonstrate command of the conventions of standard target language capitalization, punctuation, and spelling when writing.
Language: Knowledge of Language 
L3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Language: Vocabulary Acquisition and Use 
L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L6. Acquire and use accurately a range of general academic and domain specific words and phrases for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge.
Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

Reading and analyzing informational or primary texts (current events and speeches) and fiction, listening to authentic songs, videos, news reports and community presentations, Socratic seminar.

Performance Task 2 - Presentational 

Formal letter writing, compare and contrast paragraph/oral presentation and essay writing, delivering an oral presentation to the school community

Performance Task 3 - Interpersonal 

Pair and group informal conversations, Socratic seminar, informal letter writing, blog posts, asking and answering questions, interviewing community members, defending their opinion in informal writings, and in class discussions.

Final Project Instructions 

Description:
1) Two-minute Oral Presentation-recording: Students will compare and contrast their observations of one of the four student's lives examined in the documentary "La última frontera" and compare that to their own personal experience with education and being Latino(a). They must explain the challenges and similarities/differences that they have with one of the four students.

2) Written: Students will write a persuasive letter to the ELAC Committee at school using evidence from multiple sources that have been studied in the unit to address the question: ¿Es la educación la última frontera para los latinos en los EE.UU?

Extension Activity: Presentational Oral: Students read their letters to the ELAC committee or create a presentation for parents based on multiple sources of information highlighting ways to promote student success in high school. The presentation will be shared with ELAC parents, school administrators, or other community members.

See links in Lesson 5 to materials that provide the situations, resources, scaffolding ,and the rubrics by which students will be evaluated.

Functions, Structures, Vocabulary and Culture
Functions 

(TO FILL)

Structures 

Comparisons of equality and inequality; present subjunctive in noun and adverbial clauses. Review rules of accentuation and punctuation.

Vocabulary 

Vocabulario para la unidad: La educación transforma
https://www.dropbox.com/s/4nyt27yjl5quonx/Vocabulario-La%20educaci%C3%B3...

Two Quizlet activities for guided practice: http://quizlet.com/59096304/la-educacion-transforma-primera-parte-flash-...
http://quizlet.com/59102884/la-educacion-transforma-segunda-parte-flash-...

Rubrics
Task 1 - Interpretive
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Task 2 - Presentational
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Task 3 - Interpersonal
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Other/Additional Rubrics 

Embedded here:
https://www.dropbox.com/s/wh2um82e05ltci5/Final%20Oral%20Assessment%20an...

https://www.dropbox.com/s/sl4x1cpddgdj6jf/Final%20Written%20Assessment%2...