With each unit there are different key learning goals, here are a few from my different classes:

Spanish 5: Immigration Unit (In Spanish)

1. Students will reflect on their own (or their family’s) journeys to this country through a personal mapping of their journey and the reading of the graphic novel “The Arrival.”
2. Students will understand and develop relevant academic vocabulary to discuss immigration more fluidly and professionally: Diaspora, Push – Pull factors, The difference between immigration, migration, and emigration, etc.
3. Students will discuss the difference between refugees and migrants using the new vocabulary.
4. Students will present on their families journey to Worcester using a map and using the new vocabulary.
5. Students will listen to a radio program where experts discuss different migratory proposals, they will either choose one or create their own, and defend it in a debate.
6. Students will investigate, present on, and discuss the immigration platforms of the different presidential candidates.

Spanish 3: Los Deportes

1. Students will start by discussing the difference between a sport, a hobby, and a game. What is the difference?
2. Students will create a classroom survey related to sports and discover the interests of their peers, and discuss what this might reflect.
3. Is there a difference between the sports of Latin America, Europe, and the United States, can colonialism explain these differences?
4. Students will attempt to guess the “national sports” of different Latin American countries.
5. Students will work in groups, choose a latin american country, and presnt on the history, traditions and rules of their national sport.
6. Students will read about “lucha libre”, discuss whether it is theater or sport.
7. Students will create their own “lucha libre” persona, and masks.

ELL: Building Academic Literacy

1. Students will play spot the difference, and learn how to use and label Venn Diagrams.
2. Students will develop academic habits: bell-ringer. exit slips, note taking, etc.
3. Students will read their first book in English (a graphic novel) using different pre-reading strategies, and create a characterization sheet and timeline to help follow along.
4. Students will strengthen their syntactical knowledge, playing different bell-games for prepositions and common verbs and nouns.
5. Students will present on the holiday traditions of their home countries and how they differ from those in the US.
6. Students will reflect weekly on the areas of their language that they would like to improve upon, and we will jointly think of ways strategies to address these.