DOCUMENT RESUME ED 410 764 FL 024 718 AUTHOR Rodriguez Pino, Cecilia TITLE Teaching Spanish to Hispanic Students: Thematic Teaching Units for Middle School and High School Teachers. SPONS AGENCY National Endowment for the Humanities (NFAH), Washington, DC PUB DATE 1994-00-00 NOTE 227p.; Contains light and broken type. PUB TYPE Guides Classroom Teacher (052) LANGUAGE Spanish EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *Careers; Class Activities; Course Content; Curriculum Design; *Family (Sociological Unit); Heritage Education; High School Students; Hispanic Americans; Immigrants; Instructional Materials; Intermediate Grades; Middle Schools; *Native Language Instruction; Personal Narratives; Reading Materials; Secondary Education; Social Bias; *Spanish; *Stereotypes; Teaching Guides; *Thematic Approach; Units of Study IDENTIFIERS Hispanic American Students; Middle School Students ABSTRACT The six thematic teaching units, designed for teaching Spanish to native speakers in the American Southwest, are a result of a July 1993 conference of 30 middle school and high school teachers. Each unit was produced by a group of teachers, and is entirely or primarily in Spanish. The units contain lesson outlines, activities, tests, samples of student work, and readings. Unit topics include: family relationships; personal stories; the immigrant; careers; and prejudices and stereotypes. (MSE) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** TEACHING SPANISH TO HISPANICSTUDENTS THEMATIC TEACHING UNITS FOR MIDDLE SCHOOL AND HIGH SCHOOLTEACHERS U.S. DEPARTMENT OF EDUCATION "PERMISSION TOREPRODUCE THIS Office of Educational Research and Improvement MATERIAL HASBEEN GRANTED EDUCATIONAL RESOURCES INFORMATION BY tztoTCENTER (ERIC) his document has been reproduced as received from the person or organization originating it. Minor changes have been made to e improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER document do not necessarily represent (ERIC)." official OERI position or policy. CeciliaRodriguezPino Project funded by the National Endowmentfor the Humanities 2 TEACHING SPANISH TO SOUTHWEST HISPANICSTUDENTS Thematic Units for Classroom Teachers A National Endowment for the HumanitiesFunded Project CeciliaRodriguezPino,ProjectDirector New Mexico StateUniversity Las Cruces, New Mexico A 1994 Publication BEST COPY.AVAILABLE PREFACE This publicationispart of the grant project 'TeachingSpanish to Southwest Hispanic Students" funded by the NationalEndowment for the Humanities to the project director,CeciliaRodriguez Pino, New Mexico State University. This NEH project consisted of the following components: A five day conference was hosted by NewMexico State University in Las Cruces inJuly 1993 and was attended by thirty middleschool and high school teachers with a minimumof three years experience, selected by application from the eight state regionof the southwest to collaborate with eight consultantswho presented information about pedagogical,linguistic,cultural and curricular topicsrelated to the teaching of Spanish to Hispanicstudents at the middle school and secondary schoollevel. A curriculum-development phrase was heldduring the summer conference to design thematic units outlinesthat the participating teachers would develop throughout the academic year. The participants collaboratedin groups to develop the six thematicunits included in this publication. Many of the techniques and strategies presentedby the eight consultants specificallyfor instruction for native speakers of Spanish were incorporated into the teachingunits. Throughout the1993-94 academic year,the participating teachers have further developed their units, implementedthe activities,several have evaluated them and asked for studentfeedback. Itis hoped that these six units will serve as amodel for teachers and administrators and give an idea of the importance todevelop curricula and instructional materials that truly addresses the needsof the native speaking students, in particular,the maintenance and value of their heritagelanguage and culture. Many of theactivities,strategies and materials presented and/ordesigned at the *Teaching Spanish to SouthwestHispanic Students Conference' have not been exploredsufficiently. The preparation of many instructionalmaterials such as the ones found in these thematicunits have not been published in Spanish fornative speaker texts and merit much attention by theprofession. The project director would like to thank theNational Endowment for the Humanities for the valuable grant support provided toaccomplish this endeavor to focus on the Spanish for Native Speakersprofession. BEST COE'v AVAILABLE The teachers who participated in thefive day summer conference listed by state: ARIZONA: JuliaHernandez South Mountain High School Phoenix Colleen Kane Arcadia HighSchool Phoenix Judith Kent Amphitheater High School Phoenix Lucy Linder North High School Phoenix Pat Stewart Miami High School Miami CALIFORNIA: Peggy Blanton Clovis West High School Clovis EsperanzaCobian Silver Creek High School San Jose Laura Nunez Ray Kroc Middle School San Diego RodolfoOrihuela C.K. McClatchy High School Sacramento Irene Silvas W. C. Overfelt High School San Jose Sonia Stroessner Gunn High School Paloalto Alicia Wilson Buena High School Ventura NEW MEXICO: Felipe Avila Gadsden Middle School Anthony AngelaOrtizBuckley Sun land Park High School Sun landPark BarbaraPerezCasey Goddard High School Roswell Barbara Cottle Hot Springs High School Truth or Consequences Alicia Fletcher St. Pius High School Albuquerque Eva Gallegos Valley High School Albuquerque Gail Lamendola Pecos High School Pecos Martin Lueras La Cueva High School Albuquerque Marta Moran Onate High School Las Cruces Myrtelina Rael Mora High School Mora NEVADA: Gordon Hale Green Valley High School Henderson CatherineHammelrath Las Vegas High School Las Vegas TEXAS: Annette Guerra Clark High School Plano Viola Milan San Jacinto Junior High SchoolMidland Stella Reyna Holmes High School San Antonio Lupe Rosas Riverside High School ElPaso Maria Zambrano John Marshall High School San Antonio Acknowledgements Appreciation and gratitudeis expressed to the National Endowmentfor the Humanities, New Mexico State University, theDepartment of Languages and Linguistics and the Language Laboratory fortheir collaborative support to the ProjectDirector. Special thanks to the conference keynotespeaker, Dr. Richard Teschner of the University of Texas atElPaso. My most sincere thanks and admiration tothe eight consultants who spent five days from eight to five and even late hours tocollaborate and offer professional support to the participating teachers duringthe conference. CONSULTANTS RicardoAguilar New Mexico State University Las Cruces George Blanco Universityof Texas atAustin Austin Ana Maria de Bailing Cupertino High School Santa Clara PatriciaMoralesCano Western New MexicoUniversity SilverCity Nasario Garcia Highlands University Las Vegas, NM Fidel de Leon El Paso Community College ElPaso, TX Barbara Merino University of California at Davis Davis Laura Gutierrez Spencer Universityof Nevada/Las Vegas Las Vegas flBLE BEST COPYAVAI INVESTIGACION DE RAICESFAMILIARES FelipeAvila, New Mexico Esperanza Cobian,California Annette Guerra, Texas Catherine Hammelrath, Nevada Julia M. Hernandez, Arizona T COPY AVM BLE INVESTIGACION DE RAICES FAMILIARES I. Introduccion A. Filosofia: El proposito de esta unidad es desarrollar el autoestima de los alumnos por medio del conocimiento de sus raices familiares, Los alumnos demostraran el dominio de la lengua espanola en forma oral y por escrito via la muestra de un proyecto a laclase y la presentaci6n de un resumen escrito. El Dr. Stephen Krashen propone que el valor del autoestima reduce el socio-afectivo conrelacion a la proficiencia oral. B. Justificaci6n: Los alumnos deben tener un buen concepto e imagen de si mismos para sobersalir academicamente al igual que socialmente. Meta: En esta unidad los alumnoshara.nunbUsqueda de sus raices familiares atraves de entrevistas, un mapa geografico, una lista de costumbres familiares, y una investigaci6n sobre el nivel educativo de su grupo familiar. Los alumnos seran evaluados por medio de trabajos diarios y el resultado final de su proyecto. Este proyecto tomara 5 dias en una clase de 50 minutos. Dia 1 META: Los estudiantes prepararan una lista de terminos relacionados a la familia y podran definir las palabras desconocidas. MATERIALES: Papal Lapiz Diccionarios Tiza VOCABULARIO ESENCIAL: los parientes provenir bisabuelo(a) tatarabuelos antepadados natal genealogia compadrazgo nietos nuera ahijado(a) yerno suegro(a) apellido huerfano(a) maternal paternal cutiado(a) padrastro madrastra nombre de pila medio(a) hermano(a) hermanastro(a) PROCEDIMIENTO: 1. Los alumnos participaran dando palabras familares al(a la) profesor(a). 2. El/La profesor(a) escribird las palabras en el pizarrem. 3. Los estudiantes copian los terminos. 4. Usaran diccionarios para definir las palabras desconocidas. 5. Tener.una discusion sobre el significado de los terminos: Dia 2 (Felipe Avila - New Mexico) META: Los alumnos formarAn las preguntas para entrevistar a un (os) familiar(es). MATERIALES: Pizarra, tiza, papel, lapiz Vocabulario de la familia "Sugerencias para entrevista de un historia oral" por Willa