UNIT ROAD MAP

Who We Are People Are Inspired by the Lives of Others 6 weeks September/October 5TH GRADE SPANISH SEORA KIM McMAHAN *Lessons are taught twice a week for 30 minutes each lesson, comprising approximately 12 lessons. **If possible, the beginning hook lesson will be to introduce Hispanic Heritage Month with a visit from one of the local Great Lakes Loons baseball players who is a native of a Spanish-speaking country. Students will have a chance to use the questions they know how to ask, and will interview the player, garnering excitement for the upcoming unit on inspiring people, and giving them an up-close-and-person encounter with a famous person who is of the Hispanic culture. If this works out, the lessons will be pushed back, and this would be lesson one.
Lesson One: The Conquistadors

In order to introduce the Spanish-speaking world for Hispanic Heritage Month and this unit, Spain will be introduced first, including its many explorers and the routes they traveled/countries they discovered. Characters/explorers will be introduced in first person in order to practice the conversational phrases students must learn. Students will be chosen to present the characters (reading) and other students will ask them questions/interviews to get information. Information will be recorded in a notebook. The IB Learner Profile will be introduced throughout this unit, and Risk-Takers will be a big one as explorers are introduced.
Lesson Two-Four: Mayas, Incas and Aztecs

In order to talk about causation, the explorers will be reviewed, and a couple will be elaborated upon as conquistadors (Francisco Pizarro and Hernn Corts, i.e.). Each native group will be introduced, using students reading short skits in Spanish and introducing each group. As we talk about the groups, write about them in

notebooks, and discuss their attributes (learner profile), we will compare and contrast them through group presentations (skits, Venn Diagrams, Graphic Organizers, Mind-Maps, etc.). Finally, a short debate will be held in Spanish with a native group on one side and the conquistador on the other (Corts vs. Aztecs; Pizarro vs. Incas). Clips of movies can be used (Apocalypto, El Dorado, etc.) to show perspective.
Lesson Five & Six: From Spain to the New World to the United States A Journey

We will review the Spanish explorers and the native groups of the New World. From there, we will talk about the 19 Spanish speaking countries in Central America, South America and the Caribbean. We will discuss reasons (in Spanish) Hispanic people may have moved to the United States (great book is Amelias Road and My Diary from Here to There). Using a map, inquiry, and the mobile lab, students will research in groups where the majority of Spanish speakers live in the U.S., and what countries are most highly represented. This will be documented in the journal. Students can reflect by sharing descriptions of people they know who are from Spanish speaking countries, and why they are here (we have many with parents who work for Dow). *Homework: Come back to the next lesson with a famous person with Hispanic heritage. Document where they are from and their profession (in Spanish).
Lesson Seven: Famous in the U.S. Hispanic Americans Make a Difference

Using the student homework, we will share our famous Hispanic Americans, their jobs, and their countries, and we will plot them on a map. I will share others the students do not bring, or ones that could surprise them. We will discuss the learner profile attributes present in these Hispanic Americans.
Lesson Eight: Immerse Yourself in Hispanic Culture

Using technology, I will show kids clips/still frames of movies, sitcoms, sports, space endeavors, art, music, etc. that is made by Hispanic Americans. This lesson will be to acquaint and familiarize and enjoy Hispanic contributions to the U.S. This will be 15 minutes. In journals, they will identify a couple Hispanic Americans that

inspire them and why, using learner profile vocabulary. Homework will be to choose a Hispanic American to present to the class as a final project.
Lesson Nine: Preparing for a Visitor

Students will work in groups to come up with a list of questions in Spanish to ask a surprise visitor that will be coming to our next class. In preparation, they will decide who will ask the questions, and they will practice on me in a mock interview before class ends. Each group will be given a theme around which to develop questions (i.e. Who Am I?; My Profession; My Family, etc.).
Lesson Ten : An Authentic Journey

This class will be comprised of a visit by a local Hispanic who will share his/her story of coming to the U.S. Could be a Dow employee, or our local dance teachers from Colombia, or the local authentic Mexican restaurant owners. Students will ask their questions and learn from the visitor. Class will be conducted in Spanish and students will take notes in their journal. *Homework: Students will be required to use their journal for information in order to write a thank you note to our visitor in Spanish, noting something in particular about the visit that inspired him/her.
Lesson Eleven & Twelve: Presenting a Hispanic American

Using the mobile lab and any other materials students desire (paper, markers, Flip videocameras, etc.), students will prepare a presentation on a famous Hispanic American to share with the class. They can work alone or in groups of no more than three. They can dress up like that person and present. They can prepare a Power point or Prezi. They can create a poster or skit. The sky is the limit. They will have two days to create the presentation in class, and all else must be done for homework.
Lesson Thirteen: Hispanic American Presentations

Students will give presentations on Hispanic Americans that inspire them, using the learner profile.

***The Unit Road Map was kept as I first created it, because I like seeing how it evolved regardless of my first ideas/impressions. Some ideas werent realized in my lessons, but could still be used if time allowed, or for classes who are ahead of others. The Road Map gives many ideas about activities and directions the unit could take. The more detailed lessons are also uploaded to my blog. Also attached to my blog on this unit is a lesson using the Learner Profile to infuse international mindedness. As a unit on Hispanic Heritage, done in the Spanish language, it is, in and of itself, a lesson in internationalism. I have found another way to use the learner profile (aside from the many ways I embedded it in my lessons already). The learner profile activity allows the students to research a little more on famous Hispanics, and to be inspired by their famous quotes and personalities. Showing how these famous Hispanics embody the learner profile is powerful, and grants the Hispanic population the respect it deserves.