ED 410 764 FL 024 718
AUTHOR Rodriguez Pino, CeciliaTITLE Teaching Spanish to Hispanic Students: Thematic Teaching
Units for Middle School and High School Teachers.SPONS AGENCY National Endowment for the Humanities (NFAH), Washington,
DCPUB DATE 1994-00-00NOTE 227p.; Contains light and broken type.PUB TYPE Guides Classroom Teacher (052)LANGUAGE SpanishEDRS 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; MiddleSchools; *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
ABSTRACTThe six thematic teaching units, designed for teaching
Spanish to native speakers in the American Southwest, are a result of a July1993 conference of 30 middle school and high school teachers. Each unit wasproduced by a group of teachers, and is entirely or primarily in Spanish. Theunits 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 madefrom the original document.
TEACHING SPANISH TO HISPANIC STUDENTS
THEMATIC TEACHING UNITS FORMIDDLE SCHOOL AND HIGH SCHOOL TEACHERS
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
TO THE EDUCATIONALRESOURCES
INFORMATION CENTER (ERIC)."
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONtztoTCENTER (ERIC)
his document has been reproduced asreceived from the person or organizationoriginating it.
Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
Cecilia Rodriguez PinoProject funded by the National Endowment for the Humanities
TEACHING SPANISH TO SOUTHWEST HISPANIC STUDENTS
Thematic Units for Classroom Teachers
A National Endowment for the Humanities Funded Project
Cecilia Rodriguez Pino, Project Director
New Mexico State UniversityLas Cruces, New Mexico
A 1994 Publication
BEST COPY. AVAILABLE
This publication is part of the grant project 'Teaching Spanish to SouthwestHispanic Students" funded by the National Endowment for the Humanities to the
project director, Cecilia Rodriguez Pino, New Mexico State University. This NEH
project consisted of the following components:
A five day conference was hosted by New Mexico State University
in Las Cruces in July 1993 and was attended by thirty middle school
and high school teachers with a minimum of three years experience,selected by application from the eight state region of the southwest
to collaborate with eight consultants who presented information
about pedagogical, linguistic, cultural and curricular topics related
to the teaching of Spanish to Hispanic students at the middle school
and secondary school level.
A curriculum-development phrase was held during the summer conference
to design thematic units outlines that the participating teachers woulddevelop throughout the academic year. The participants collaborated in
groups to develop the six thematic units included in this publication.
Many of the techniques and strategies presented by the eight consultants
specifically for instruction for native speakers of Spanish wereincorporated into the teaching units.
Throughout the 1993-94 academic year, the participating teachers
have further developed their units, implemented the activities, several
have evaluated them and asked for student feedback.
It is hoped that these six units will serve as a model for teachers andadministrators and give an idea of the importance to develop curricula andinstructional materials that truly addresses the needs of the native speaking
students, in particular, the maintenance and value of their heritage language and
culture. Many of the activities, strategies and materials presented and/or designed
at the *Teaching Spanish to Southwest Hispanic Students Conference' have not been
explored sufficiently. The preparation of many instructional materials such as the
ones found in these thematic units have not been published in Spanish for native
speaker texts and merit much attention by the profession.
The project director would like to thank the National Endowment for the
Humanities for the valuable grant support provided to accomplish this endeavor to
focus on the Spanish for Native Speakers profession.
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The teachers who participated in the five day summer conference listed by state:
Colleen KaneJudith Kent
Angela Ortiz Buckley
Barbara Perez Casey
South Mountain High SchoolArcadia High SchoolAmphitheater High SchoolNorth High School
Miami High School
Clovis West High SchoolSilver Creek High School
Ray Kroc Middle School
C. K. McClatchy High SchoolW. C. Overfelt High SchoolGunn High SchoolBuena High School
Gadsden Middle School
Sun land Park High School
Goddard High SchoolHot Springs High SchoolSt. Pius High School
Valley High School
Pecos High School
La Cueva High School
Onate High School
Mora High School
Green Valley High School
Las Vegas High School
Clark High School
San Jacinto Junior High SchoolHolmes High School
Riverside High School
John Marshall High School
ClovisSan JoseSan DiegoSacramentoSan JosePalo altoVentura
AnthonySun land Park
Truth or ConsequencesAlbuquerqueAlbuquerquePecosAlbuquerqueLas CrucesMora
PlanoMidlandSan AntonioEl Paso
Appreciation and gratitude is expressed to the National Endowment for the
Humanities, New Mexico State University, the Department of Languages and
Linguistics and the Language Laboratory for their collaborative support to the
Special thanks to the conference keynote speaker, Dr. Richard Teschner of the
University of Texas at El Paso.
My most sincere thanks and admiration to the eight consultants who spent five days
from eight to five and even late hours to collaborate and offer professional support
to the participating teachers during the conference.
Ana Maria de BailingPatricia Morales Cano
Fidel de Leon
Laura Gutierrez Spencer
New Mexico State University
University of Texas at AustinCupertino High School
Western New Mexico UniversityHighlands University
El Paso Community College
University of California at DavisUniversity of Nevada/Las Vegas
BEST COPY AVAIfl BLE
Silver CityLas Vegas, NMEl Paso, TX
INVESTIGACION DE RAICES FAMILIARES
Felipe Avila, New Mexico
Esperanza Cobian, California
Annette Guerra, Texas
Catherine Hammelrath, Nevada
Julia M. Hernandez, Arizona
T COPY AVM BLE
INVESTIGACION DE RAICES FAMILIARES
El proposito de esta unidad es desarrollar el autoestima de losalumnos por medio del conocimiento de sus raices familiares, Losalumnos demostraran el dominio de la lengua espanola en forma oraly por escrito via la muestra de un proyecto a la clase y la
presentaci6n de un resumen escrito. El Dr. Stephen Krashen proponeque el valor del autoestima reduce el socio-afectivo con relacion a
la proficiencia oral.
Los alumnos deben tener un buen concepto e imagen de si mismos parasobersalir academicamente al igual que socialmente.
En esta unidad los alumnoshara.nunbUsqueda de sus raices familiaresatraves de entrevistas, un mapa geografico, una lista de costumbresfamiliares, y una investigaci6n sobre el nivel educativo de su grupo
familiar. Los alumnos seran evaluados por medio de trabajos diariosy el resultado final de su proyecto. Este proyecto tomara 5 dias en
una clase de 50 minutos.
META: Los estudiantes prepararan una lista de terminos relacionados a lafamilia y podran definir las palabras desconocidas.
los parientes provenir bisabuelo(a) tatarabuelos
antepadados natal genealogia compadraz