UNIVERSITY OF NEVADA, RENO
DEPARTMENT OF EDUCATIONAL SPECIALTIES
COLLEGE OF EDUCATION
EDRL 490/690.001(3credits)
Examining Curriculum for Spanish Speakers in U.S. Schools
FALL 2011, Saturdays 9:00 a.m. – 12:15 p.m. WRB #2006
Instructor:
Office:
Office Hours:
Email:
Rachel Tillotson, MA
EJCH #235E
Mondays & Thursdays 6:00 – 6:50 p.m.
[email protected] or Web Campus email
And nobody sees us
The flame of our blood burns, Inextinguishable, In spite of the wind of centuries.
We do not speak,
Our songs caught in our throats, Misery in spirit, Sadness inside fences.
Ay, I want to cry screaming!
The lands they leave for us, Are the mountain slopes, the steep hills; little by little the rains wash
them and drag them to the valleys that are no longer ours.
Here we are, standing on roadsides, with our sight broken by a tear.
And nobody sees us…
Poem by Humberto Ak’abal from Americanos/Latino Life in the United States Edward James Olmos, et. al., editors
(1999)
EDRL 490/690 Examining Curriculum for Spanish Speakers in U.S. Schools
Fall 2011
Notice of Importance: The pacing of this class cannot always be accurately anticipated. As
instructor of this course, I reserve the right to change the course syllabus to accommodate
needs of students, pacing and learning development. As students you will be expected to keep
current email, phone numbers, and observe revised deadlines for assignments, and other
assessments.
Course Description
This course is designed to survey the Latino experience(s) in the United States. We will
embark on a journey that examines and reflects on topics of Latino culture, identity, family,
community, politics, language, assimilation, and education.
The sociopolitical issues surrounding the discussion of educating English Language Learners
today deserve careful scrutiny. Larger factors, such as ideology, language policies, international
politics, and federal legislation and court cases have had long-term repercussions in schools’
choice of language education programs, particularly in the US. All these factors together play a
considerable role in the status, academic achievement, and linguistic development of Latinos
today. This course will examine both historical and contemporary views of Latino students in
American schools, from pre-school to post secondary education and aims to examine how these
sociopolitical issues affect the education of Spanish speaking Latinos as they are the nation’s
largest and fastest growing minority group and make up the majority of school enrollment in
both urban and rural districts across the country. Students will examine how the socio-historical,
cultural and political contexts have shaped the educational experience of Latinos in the U.S.,
paying particular attention to issues of cultural identity and representation as they affect the
education of Latinos. Finally, this course aims to help educators make important conceptual
connections between the aforementioned issues associated with the quality and characteristics of
educational programs offered to Latino students in the United States in an effort to help
educators develop curriculum that promotes learning in a culturally and linguistically diverse
population.
REQUIRED TEXTS
Leal, D.L., and K.J. Meier. Eds. (2011) The Politics of Latino Education. Teachers College
Press, New York, NY.
(ISBN# 978-0-8077-5142-8)
Portales, M. & P. (2005) Quality Education for Latinos and Latinas: Print and Oral Skills for
All Students, K – College. University of Texas Press, Austin, TX.
(ISBN # 0-292-70664-2)
Optional:
Harvey, W.C. (2006) Spanish for Educators. Barron’s Educational Series, Inc. Hauppauge, NY.
(ISBN # 978-0-7641-7953-2)
Kloosterman, V.I. (2003) Latino Students in American Schools: Historical and Contemporary
Views. Praeger Publishers, Westport, CT. (ISBN# 0-89789-898-2)
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COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK
The objectives of this course reflect the conceptual framework which is the foundation of
all education programs in the College of Education: a love of learning, development of a strong
fund of knowledge, engagement in reflective practices, and a commitment to democracy and
multiculturalism.
Students will demonstrate a love of learning byMaintaining at least 90% attendance to class
Actively listening and participating in class activities
Completing all assignments thoroughly, completely, and insightfully
Exercising intellectual curiosity in the search for knowledge beyond the scope of
assigned tasks.
Students will develop a strong fund of knowledge byUnderstanding basic theoretical foundations concerning the instructional practices of
educating Latino students in today’s classrooms.
Students will engage in reflective practice byReflecting thoughtfully and insightfully on the education of ELLs in public schools.
Reflecting thoughtfully and insightfully on class discussions and course assignments.
Sharing ideas and responding to the ideas of others in class discussion.
Utilizing self-reflection to continue the process of intellectual growth.
Students will demonstrate a commitment to democratic and pluralistic practices byGetting to know the instructor and classmates in a non-prejudicial, non-judgmental, and
non-stereotypical manner
Developing sensitivity to, appreciation of, and respect for the linguistically and culturally
diverse backgrounds of bilinguals.
Understanding the complexity of individual, linguistic, socio-cultural, educational,
emotional, and political factors involved when examining bilingualism and Bilingual Ed.
Understanding the responsibility of all educators and becoming an advocate for the
educational rights of ELLs.
COURSE OBJECTIVES
1.
2.
3.
4.
5.
6.
7.
Identify push/pull factors that influence immigration and describe how
immigration policies have affected Latino communities in the US.
Identify transnational issues shaping the experience of Latino Immigrant
students in K- 12 settings.
Describe the Socio-historical context that shapes the educational experience of
Latinos in U.S.
Describe how cultural constructions of Latinos (immigrants, natives, citizens,
and non-citizens) shape educational policy, programs, and teaching practices
for students.
Identify exceptional teaching practices for educating Latino youth in K-12
settings.
Recall vocabulary and common phrases related to communicating about
Spanish speaking ELs in the school setting in Spanish.
Analyze the significance of a variety of cultural traditions in the Latino Culture
in relation to Latino experiences in US schools.
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TEACHING PHILOSOPHY ~ SOCIAL CONSTRUCTIVIST
In order to maintain the integrity of this course, I expect students to make a serious commitment
to the required course work. As a teacher-educator, I organize course work around the social coconstruction of knowledge and experiential learning. Education students in the UNR College of
Education are expected to assume individual ownership for the amount, quality and depth of
theoretical and practical knowledge to be gained in the course. In other words, you will construct
your own knowledge. That means you will get out of the course (gain knowledge and
experience)what you put into it (motivation, attitude, hard work, inquisitiveness and serious
reading of the materials). The course provides opportunities for students to select specific areas
in bilingualism and bilingual education for further investigation.
Each week you can expect to be involved in a variety of class activities, such as:
interactive overview of the assigned topics led by the instructor, small and large group
discussions, individual and group presentations by you, your peers and guest presenters, viewing
and critiquing videos, and critical discussions of timely issues gleaned from the media.
My role as your instructor in this course is to:
a.) Guide, focus, and facilitate class discussions in a democratic manner.
b.) Model and promote academic excellence, collegiality, and respect for diversity of
opinions.
c.) Encourage scholarship, academic inquisitiveness, and independent learning.
d.) Provide individual feedback on student work
Your role in the course is to:
1. Be an independent learner. You and you alone are responsible for your learning.
Just attending classes silently and completing course assignments at the bare
minimum level of effort is not the type of academic work expected of graduate
students in the TESOL program. Course grades will reflect the level of student
engagement and academic excellence. Each student is expected to read carefully,
thoughtfully, and critically all the required readings for each week and come
prepared for the class activities.
2. Participate in the community of learners. I believe that learning is a social act
and that knowledge is socially constructed. Each student’s learning is best
achieved within a community of learners (this class) through engaging,
collaborative, and participatory class discussions. Your individual contributions
and serious participation in class activities benefit the entire community of
learners. It is through your active participation that you increase your knowledge
and understanding of the topics.
3. Be prompt and attend every class in its entirety. The activities, presentations,
and discussions that take place in class, the presence of guest speakers, and the
content of the instructor’s explanations cannot be accessed outside of class.
Unreasonably high unexcused absenteeism, chronic tardiness or early departures
from class denote a casual, less than professional attitude and lack of commitment
toward graduate work. CHRONIC TARDINESS IS STRONGLY
DISCOURAGED. If you have another commitment before this class that
precludes you from arriving on time, please discuss your situation with the
instructor before you register for the class. If you have other commitments that
conflict or overlap with the class time, please make arrangements so that you
CAN arrive to class on time. Class attendance is required and must be a priority
for students enrolled in this course.
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4. Barring any personal crisis or serious illness—we are all human and
unforeseeable circumstances could prevent any of us, myself included, from
attending class or cause us to be tardy on occasion-unexpected absences over (3
hours) will affect the grade considerably. Students with special circumstances
should discuss this with the instructor before registering for the class.
Disability Accommodations: Students with a documented disability
must provide the instructor with a letter from the Disability Resource Center
stating the appropriate accommodations needed to complete the requirements of
this course. Please contact the instructor in advance to discuss how to meet
specific needs.
Attendance Policy:
Attendance and punctuality to ALL classes is
expected. Students are allowed one absence (a 3 hour class period) without losing
points for attendance. Points lost due to additional absences cannot be made up
in any other way. Repeated absences (more than one) will affect your course
grade as 10 points per class will be given for attendance and class participation.
Punctuality is expected and consistent tardiness (more than 2) and/or early
departures (more than 2) will be counted as one absence.
Late Work: Scores for assignments that are turned in late will
automatically be reduced by 10% of the points possible for each day that the
assignment is late. No late assignments will be accepted after the last day of
class. You have until midnight on Saturdays before the assignment is
considered late.
Written Work: All written assignments must be typed (12 pt. font, double
spaced, spell checked, with appropriate references and citations). Plagiarism is
not allowed. Please ensure that the work of fellow students and other
professionals is given appropriate credit in your writing and speaking. All
academic writing assignments are to be written in APA or MLA format. Be
consistent with the format you choose.
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ASSIGNMENTS, DUE DATES AND POINTS
Undergraduates EDRL 490
Assignment
Points per
Assignment
Total
points
Available
Due Date
Attendance
WebCampus Discussions
9 (x10pts)
10 (x5pts)
90
50
Discussion Circle Leader
Guest Speaker Questions &
Reflective Essays
25 (x2)
50 (x2)
50
100
Sept. 10-Dec. 3
Every Saturday before
class
Sign-up sheet
10/15 & 10/22
Movie Review
35
35
10/8 on WebCampus
by Midnight
Holiday Activity
40
40
11/5
Lesson Plan & Presentation
75 (written)
75 (presentation)
150
Sign-up sheet
Lesson Observations
Final Paper /Presentation
50
50 (paper)
25 (presentation)
20 (X3)
50
75
Day of Observ.
12/3
60
700
9/24, 10/22, 11/19
Spanish Vocab. Quizzes
Total Points Possible
Graduates EDRL 690
Assignment
Points per
Assignment
Total Points
Available
Due Date
Attendance
WebCampus Discussions
9 (x10pts)
10 (x5pts)
90
50
Discussion Circle Leader
Guest Speaker Questions & Reflective
Essays
Movie Review
25 (x2)
50 (x2)
50
100
Sept. 10-Dec. 3
Every Saturday before
class
Sign-up sheet
TBA
35
35
Holiday Activity
Lesson Plan & Presentation
40
75 (written)
75 (presentation)
50
50 (paper)
25 (presentation)
20 (X3)
100
40
150
10/8 on WebCampus
by Midnight
11/5
Sign-up sheet
50
75
Day of Observ.
12/3
60
100
9/24, 10/22, 11/19
Proposal: 9/24
Project: 12/3
Lesson Observations
Final Paper /Presentation
Spanish Vocab. Quizzes
Graduate Project
Total Points Possible
800
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Extra Credit Opportunities: Current Event Clippings worth 5 pts. (Max. 2 x 5 = 10 total )
Volunteer School Observations & Tutoring (must keep attendance log) (Max. 2 assignments)
LETTER GRADES AND POINTS UNDERGRADS (MAX. 700)
Letter Grade
A
AB+
B
BC+
Point Scale
651 - 700
630 - 650
609 - 629
581 - 608
560 - 580
539 - 559
Letter Grade
C
CD+
D
DF
Point Scale
511 - 538
490 - 510
469 - 489
441 - 468
420 - 440
Below 420
LETTER GRADES AND POINTS GRAD STUDENTS (MAX. 800)
Letter Grade
A
AB+
B
BC+
Point Scale
744 - 800
720 – 743
696 - 719
664 – 695
640 - 663
616 - 639
Letter Grade
C
CD+
D
DF
Point Scale
584 - 615
560 - 583
536 - 559
504 - 535
480 - 503
Below 480
WRITTEN WORK: All papers prepared out of class must be typed, double-spaced, with
numbered pages, the student’s name on each page’s header, grammatically correct, and spell
checked. They must have a clear heading on the first page (course title, date, your name, and
title of the assignment) and attach any rubrics provided by the instructor to the paper.
Plagiarism is not allowed. Please ensure that the work of fellow students and other
professionals is given appropriate credit in your writing and speaking. All academic writing
assignments are to be written in APA or MLA format. BE CONSISTENT with the format you
choose.
DISCRIPTION OF ASSIGNMENTS
Attendance (90 points)
Attendance and punctuality to ALL classes is expected. Students are allowed one absence (a 3
hour class period) without losing points for attendance. Points lost due to additional absences
cannot be made up in any other way. As a learning community, I count on your regular
attendance to successfully complete our class activities and projects. It is important that you
attend all class sessions and participate cooperatively, positively, and collaboratively.
Please notify me ahead of time if you must be absent. It is YOUR responsibility to make
arrangements to catch up on the information missed (i.e. ask another student to pick up course
handouts, review the material, and inform you of any announcements). Repeated absences (more
than one) will affect your course grade as 5 points per class will be given for attendance and
class participation. Punctuality is expected and consistent tardiness (more than 2) and/or early
departures (more than 2) will be counted as one absence. Scores for assignments that are
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turned in late will automatically be reduced by 10% of the points possible for each day that
the assignment is late. No late assignments will be accepted after the last day of class.
WebCampus Discussions (10x5=50)
The purpose of this assignment is to maintain an ongoing, thoughtful discussion throughout the
week about how certain cultural, linguistic, social, political, economic, and educational issues
affect us, as individuals, our society, and those with whom we interact. Each week a discussion
topic will be posted on the WebCampus page for this course. Click on ‘Discussions’ on the left
side of your screen. ANSWER the question based on your personal knowledge/opinions and on
what you have studied in previous courses and/or in this course and then RESPOND to at least
one other discussion entry from a classmate. Questions will be posted on Saturdays after class
and answers will be due by the following Saturday before class. There is no expected length for
answers as individual views and knowledge are encouraged. You will not be evaluated based on
length but rather on your ability to answer the question and respond to the views of others.
There will be a total of 10 discussion questions. Each question will be worth 5 points for a total
of 50 points. The discussion will remain posted throughout the course but a deduction of 1 point
per day will be assessed for entries posted after the due date up to 5 points.
Discussion Circle Leader (2x25= 50)
(individual)
In this activity you will lead a discussion by either summarizing or responding to an issue or concept
described in the week’s reading. You should also plan to write at least a one page summary. At the
beginning of class you will gather with 3-4 classmates. As the “Discussion Circle Leader” your task will
be to discuss your writing (this does not mean to read your paper) and provide thought-provoking and/or
engaging insights to encourage meaningful discussion. You will receive an excellent grade if your work
includes an accurate summary of the issue, concept or term in a clear/thoughtful response and you
conduct a serious and thoughtful discussion that is centered on the topic, and you list the questions you
plan to ask your group on the Discussion Circles Leader cover page. You will sign up to be a Disc.
Leader twice throughout the semester. See sign-up sheet. Cover sheet in Student Appendix A.
Guest Speaker Questions & Reflective Essays (DUE: TBA) (individual)
These assignments will correspond with guest speaker presentations in the course and will be
completed in two parts: You will be given the topic at least one week in advance and will be
required to prepare at least 5 questions for our guest speakers. If the speaker(s) trigger other
questions during his/her/their visit, feel free to adapt, alter, or add to your questions accordingly.
Following the presentation, you will be required to write a reflective response to the concepts
discussed in class. You should include your own reaction to the information, attitudes, and
opinions discussed by classmates and/or the speaker and any evidence that you feel may be
relevant from assigned readings, current affairs, or cultural experiences that you have had. In
addition to responding to the guest speaker experience, the essay provides you an opportunity to
react to class discussion, reading assignments, and draw connections between what we are
talking about in class, the readings, and the outside world. The essays are an excellent way to let
me know if there are concepts you are struggling with or want to hear more about. Essays should
be approximately 2 pages in length, double-spaced, 12 pt. font, include a cover page and must
be in APA or MLA format. Just be consistent with the format you choose. You must include a
list of the questions that you prepared and the answers that were given. *Remember to CITE
all references used in this essay. For Grading standards, refer to rubric in Student
Appendix B. Due to scheduling issues, the dates for these assignments will be given in class.
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Movie Review (35 points) (DUE: 10/8/11 by midnight on WebCampus)
For this assignment you will have a choice between one of the movies from the list, or if you
prefer to view a movie not found on the list; clear it with the instructor first. Once you have
finished viewing your movie you will write a 1-2 page paper briefly summarizing the plot in one
paragraph and then offering a critical analysis of how accurately the movie portrayed cultural
constructions of Latinos, and how events in the film relate to course concepts discussed in class
and assigned readings; incorporate 2 or more references from course readings. You may work in
small groups for movie viewing to complete this assignment; however, each person is
responsible for completing his/her own write up. Refer to rubric in Student Appendix C.
Holiday Activity (40 points) DUE: 11/5/11 & 11/12/11 (individual or with a partner)
This is a chance for you to learn a little bit more about specific holidays in the Spanish speaking
world. For this assignment, you are to research a specific holiday and learn something to
demonstrate for the class. For example, for Día de los muertos, you could bring Pan de muerto
for the class & explain how and why it is made and a little about the history of that day; or for
Día de los santos, you could explain about the holiday and show the class how to make paper
carnations; or for La posada, you could teach the class a typical song; etc. On the day of your
presentation, you will submit a 1 page summary of what you learned, why you picked this
holiday, & how it can be used in the classroom. Your presentation must include at least 1 visual
aid. This could be in pictures, food, costume, etc. Please follow the written work standards and
be sure to CITE YOUR SOURCES! The presentations will be divided into two days: 11/5 &
11/12. You may do this individually or with a partner. Presentations should be no more than
10 minutes long. Have fun with this!
Lesson/Strategy Presentation ~ (150 pts) (pairs) Due: See Sign-Up Sheet
The purpose of this assignment is to allow you to share your ideas for promoting
diversity in the classroom through teaching strategies. It provides you with an opportunity to
receive constructive feedback and it affords others additional ideas that they can incorporate into
their classrooms. For this assignment, you will be asked to present a 30-40 minute lesson plan.
You may choose a specific Spanish speaking cultural group or include activities based on
language. If you are primarily a History teacher, incorporate a strategy into a History lesson plan
that would promote learning for Spanish speakers or ELL Spanish-speaking students in the
classroom. Demonstrate some effective teaching techniques for the class. Treat the class as if
they are your students and you are teaching this lesson in your field. The lesson should last
approximately 30-40 minutes and may be taught individually or with a partner (co-teacher). On
the day of your lesson, bring 7 copies of your lesson plan: 1 for the instructor & 6 for students to
pass around and view. Also, please e-mail a copy of the lesson plan to the instructor at
[email protected] by midnight on the day of your presentation. This lesson plan will be posted on
WebCampus as a reference for your classmates.
The lesson plan should include: 1) Title of Lesson, 2)Grade Level(s) being taught, 3)
Class being taught (History, Algebra, etc.), 4) Hypothetical Class Make-up (who’s in the
class—# of males/females/ELLs/Special Ed/etc.), 5) Rationale (why teach this lesson—
What’s the point?), 6) Goals of the lesson (What do you hope to achieve by the end of the
lesson? Students will be able to. . .(refer to Bloom’s taxonomy), 7) The National/State
Standards &/or Benchmarks, 8) Materials needed for the lesson, 9)A step-by-step
breakdown of the lesson plan (include timing where necessary), and 10) Any modifications
that may be necessary. 11) Also, at the end of the lesson plan, include a brief paragraph
9
about why you chose the activities you did and how you believe these will promote learning
for Spanish speakers in the classroom.
You may use any Lesson Plan format of your choosing: SIOP, Microsoft Templates,
Traditional formatting, etc. There is no specific required length for the written lesson plan. The
delivered lesson should last approximately 30-40 minutes. For grading expectations, see
Student Appendix D.
Lesson Observation (50pts) (individual) DUE: On day of observation.
This is an opportunity for you provide helpful feedback about lessons that you have observed in
the class. You may include comments about aspects of the lesson that you really liked or present
ideas about ways that may improve the lesson or make it more Spanish speaker friendly in the
classroom. At the end of each Lesson Plan Presentation, you will be given approximately 10-15
minutes to complete this form. Each Observation form is worth 10 points. You must complete
at least 5 to fulfill this requirement but may do more if desired as it is helpful feedback for the
presenter. The Observation forms will be submitted to the instructor at the end of the class period
for scoring and will then be given to the Presenter as a reference for reflection or improvement.
No points will be deducted from the presenter based on classmate observations. As educators, it
is important that we continually re-evaluate ourselves to improve upon our styles and techniques.
This is a great opportunity to learn from other educators in a path towards self-improvement.
The forms will be posted on the WebCampus Course Content page. Please print them out
and bring them to class with you.
Final Paper/Presentation ~ (75 points total)
(individual) (Due: 12/3)
The purpose of this assignment is to help you better understand Spanish speaking cultures so that
you can apply this knowledge to teaching in a way that promotes the integration of such cultures
in your classroom. For this assignment you will research a specific Spanish speaking ethnicity,
country, culture, social & religious practices, etc. You may choose one specific aspect of the
culture or address multiple aspects. The specific requirements of this assignment are listed in
Appendix E, but your broad goals are as follows: 1) Research and present what you have learned
about the specific culture/ethnicity that you have chosen and explain how this knowledge has
broadened your understanding of this group. 2) Review information about your ethnic group’s
presence in the US and draw on information you have gained in your personal research and in
the course. 3) Discuss how this information is culturally relevant to the classroom and teaching
and how it can be useful for the group you are discussing. Students who simply recant
information and who do not complete and discuss the additional reading will fail this assignment.
The paper should be 3-4 pages in length, double-spaced, 12-point font, and all references
MUST be cited in APA or MLA format. On the last day of class (December 3 rd) you will
present what you have learned about this ethnicity/culture to the class.
Presentation-This presentation will consist of your summary and critical analysis in your
written paper delivered orally with visual representation (PowerPoint, poster display, graphic
organizer, etc.) The creativity with which you choose to do this presentation is up to you. You
will present to the class for about 5 minutes. Refer to rubric in Student Appendix E.
EXTRA CREDIT OPPORTUNITY ~ Current Event Clipping (5 points each/ 10 maximum)
For this opportunity you will stay abreast current issues affecting the Latino population both
locally and/or globally. You will select artifacts from the media (web, newspapers, magazines
etc.) and write a one page artifact analysis that discusses the significance of the artifact and how
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it relates to concepts explored in class, and in readings. You may turn in at any time during the
semester; last day of class is the last day to turn in. (2 max.)
(GRADUATE STUDENTS ONLY)
Due: 12/3
100 points total
(individual)
Choose ONE of the following:
1. Research Proposal & Paper -Students will produce an academic research paper on
a particular facet of the education of Latino students in the U.S. Students will submit a
one page proposal that details the topic of selection and a brief outline for this project by
September 24th. The proposal describes the topic selected, with a tentative title, and
outlines the content of the paper. This assignment is designed to make sure that you start
working on your paper in a timely manner and that you are headed in the right direction.
This proposal must be typed. To find a topic for your paper, skim over our textbooks or
look over the course syllabus. Find a topic that interests or intrigues you. You should start
working on this project as soon as possible. If you change topic after your proposal, then
you must submit another proposal and outline to the instructor as soon as possible and no
later than two weeks before the paper is due (11/19). Attach the rubric found in
Appendix G to the front of your paper. Paper- Write an 7-9 page research paper in
APA or MLA format exploring a topic related to the education of Latino students in the
U.S. You must have at least ten references, 5 of which must be from scholarly peerreviewed journals. This is to be turned in class on December 3rd. Use the rubric found
in Appendix H to guide your and attach to the front of your paper.
OR
2. Unit of Instruction & Proposal – For this assignment you will design a unit of
instruction that integrates/highlights the significant contributions of Latino heroes/role
models. Proposal-you will turn in a tentative plan for your unit of instruction on Sept.
24th (Appendix I) This will be an outline of the topic/concept you plan to cover in your
classroom, hypothetical student population (including Latino/ELLs) the state standards
addressed, the TESOL standards addressed/WCSD ESL Curriculum Guide, the sequence
of your five lesson plans and the final culminating activity. You will include the big ideas
you will address, the goals and objectives for each lesson leading up to the culminating
activity. You will refer to the rubric found in Appendix I. Unit Lesson Plans-You will
write a series of three lesson plans for an instructional unit in your given content area
designed for mainstream courses with Latino/ELL students who are part of the class
population. The lessons plans should be sequential in that you are building a strong
foundation in your instruction for your final assessment of the concepts taught. The third
lesson plan will be the culminating activity (assessment) to your unit of instruction. The
lesson plans must include the contribution of a significant Latino role model/hero. There
are numerous Latinos who have greatly influenced many facets of our society,
government, education, etc. thus, you can create a content specific unit and still
incorporate such individuals into the plans. The lesson plans will be written with much
detail. Merely stating that you will lecture for 30 minutes and show a video will not be
acceptable. I want an outline of your direct instruction portion and names of specific
resources/materials you will use, copies of handouts, and Power Points etc. (Appendix J)
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Tentative Course Schedule
Note: The instructor reserves the right to revise the course schedule as necessary.
Readings listed are to be completed for that class date.
*Additional readings available on WebCampus
P = Portales text
Date
Theme
9/10
Week
one
Introductions
Accountability
Lesson Strategies
9/17
Week
two
The Language
Barrier: A Class
Division
9/24
Week
three
10/1
Week
four
Children of
Immigration:
Schooling in the U.S
The Politics of
Immigrant
Education
10/8
Week
five
NO CLASS
10/15
Crime & Cash:
What’s the
Correlation?
Week six
L&M= Leal & Meier text
Assigned
Readings Due
Language &
Culture
Assignments Due
Intro to
Spanish
~Greetings
P)Ch. 1:Thinking
About our Spanish
Speaking Students in
the Schools
L&M)Ch. 1:Limited
English Proficient
Youth &
Accountability: All
Children (who are
tested) Count
WebCampus*”Gambl
ing on the future.”
Article”*
Español
~Review
~Alphabet
~Question
Words
P)Ch. 2 Latino &
Latina Students and
the Schools We
Could Create
P) Ch. 5 A Mexican
American Mother
Who Will Not Visit
School
Español
~Review
~Numbers
~Gathering
Personal
Information
P)Ch. 11
Understanding and
Educating All
Students
L&M) Ch. 7 How
Electoral Structure
Affects Latino School
Board
Representation
WATCH
-WebCampus Question
Mexican
Americans
Central
Americans
Español
~Review
~Family
~Descriptions
-WebCampus Question
-Graduate Final
Proposal
Lesson Presentation:
-WebCampus Question
-Vocab Quiz #1
Lesson Presentation:
South
Americans
MOVIE
-WebCampus Question
Submit Movie Review
via WebCampus by
Midnight
(Guest Speakers:
ESL Student Panel)
P)Ch. 7 Crime &
Properly Funded
Schools
L&M)Ch. 10 The
Politics of Bilingual
Ed. Expenditures in
Urban School Dist
WebCampus: TBA
Español
~Review
~School Vocab
-WebCampus Question
Cubanos
Lesson Presentation:
-Bring 5 Questions
for Guest Speakers
12
10/22
Week
seven
Latino Identity
Development:
Project Drop Out
Gangs
(Guest speaker:
Kyle Meseberg from
Reno P.D. Gang
Unit)
L&M) Ch. 11
Extending Beyond
DropOuts
P)Ch. 4 Why
Students Drop Out
WebCampus:*”Cul
tural Performances”
article
-WebCampus Question
Español
~Review
~School Vocab. -Vocab Quiz #2
~Street ‘Slang’
-Bring 5 Questions
for Guest Speaker
Arts/Crafts
-Reflective Essay #1
Lesson Presentation:
10/29
Week
eight
11/5
NO CLASS
RESEARCH
Week
nine
The Great Debate:
Assimilation vs.
Pluralism
Racism
Course Reserves:
TBA
WebCampus:
*”Immigration,
Language, and
Education..” article
11/12
Week ten
Bilingualism &
Bilingual Ed.
L&M) Ch. 9 Anglo
Voting on Bilingual
Education
11/19
Week
eleven
WebCampus:
*”The Latino
Students’ attitudes
*”The New Latino
South..”article
P)Ch. 6 The Tribal
Mentality and
Favoritism
P) Ch. 10 T&S’s in
the Classroom
Barriers to
Educational
Attainment
Family
Involvement/Commu
nity Outreach
Course Reserves:
HOLIDAYS
-WebCampus Question
-WebCampus Question
Español
~Review
~School Vocab. Holiday Presentations
~Directions
-Reflective Essay #2
Holidays
Lesson Presentation:
-WebCampus Question
Español
~Review
Holiday Presentations
~School
Personnel
Lesson Presentation:
Puerto Rico
Español
~Review
~School
-WebCampus Question
Spain
Lesson Presentation:
Español
~Review
~Reinforcing
Good Behavior
-WebCampus Question
Vocab Quiz #3
TBA
11/26
NO CLASS
Week
Twelve
12/3
Week
thirteen
Last Class
Embracing
Hispanic Culture
THANKSGIVING
-Final Paper &
Presentations Due
-Grad Projects Due
13
List of Sources for Book & Movie Review Assignments
Texts
The Hispanic Experience in
the United States
Anglos Are Weird People
for Me: Interviews with
Chicanos and Puerto
Ricans
Criticism in the
Borderlands: Studies in
Chicano Literature, Culture
and Ideology
Que Assimilated Brother Yo
Soy Asimalado
Graffiti-Busters Paint the
Town
Breaking Boundaries:
Latina Writing and Critical
Readings
The Other Underclass
The Browning of America:
The Hispanic Revolution in
the American Church
Hispanics: Race, Class or
Ethnicity?
Latinas of the Americas
Hispanics in American
Politics
Hispanic
Strangers Among Us
Ask a Mexican
The Latin Deli
Mexican Enough: My Life
b/w the Borderlines
Mexican Migrants
HisPANIC
Literature
El Super
Movies
American Me
Bless Me Ultima
A Bowl of Beings
The Mixquiahuala Letters
Aqui Se Habla Espanol
Emplumada
Bilingual Education: Inside
View
Birthright: Growing Up
Hispanic
Chicano Park
The House on Mango Street
Silent Dancing: A Partial
Remembrance of a Puerto
Rican Childhood
Rebellion is the Circle of a
Lover’s hand
La Montana Rusa
Chicanos in Transition
Chulas Fronteras
Barrio Boy
Hispanic America
Yo Soy Joaquin
Our House in the Last
World
Mi Abuela Fumaba Puros
Before We Were Free
In the Time of Butterflies
How the Garcia Girls Lost
their Accent
Almost a Woman
Stand and Deliver
The Two Worlds of Angelita
The Journey of Hector
Rabinal
Mi voz Mi Vida
Esperanza Rising
Frida
Pocho
Latino Memories & Stories
Zoot Suit
The Wall: A Documentary
Mi Familia
Como Agua Por Chocolate
Under the Same Moon
El Norte
De Ida y Vuelta/ Back &
Forth
American Family
Selena
14
Estrella’s Quinceanera
Journey of the Sparrows
Marisol & Magdalena: The
Sound of Sisterhood
Quinceanera Means Sweet
15
Behind the Mountains
Mexican White Boy
Romiette & Julio
Adios to My Life
Parrot in the Oven: Mi Vida
Cuba 15
Taking Sides
The Brothers Torres
Any Small Goodness
Y No Se Lo Trago La Tierra
Once Upon a Quinceanera
I Rigoberta Menchu
When I was Puerto Rican
Down These Mean Streets
Across the Wire
The Latino Threat
Real Women Have Curves
Walk Out
Maria Full of Grace
When the Mountains
Tremble
Herencia
De Nadie
Casi Casi
La Tragedia del Macario
La Bamba
Innocent Voices
Machuca
Sin Nombre
Chicano! A Mexican
American History of the
Civil Rights Movement
Americano as Apple Pie
Tortilla Soup
Born in East L.A.
Blood In Blood Out
Spanglish
UNIVERSITY OF NEVADA, RENO
Fall 2011
15