Maestra

Secondary Unit Plan |
Content Area | Spanish | Interdisciplinary Connections (TEKS & Themes) | IB Trait- De Mentalidad AbiertaTheme: Racial DiversityHistorical Leader: n/aCountry: USA-New YorkEnglish Connection: Authors purpose, Genres, Theme, Literary Devices, Parts of speech, Synonyms/Antonyms, Prefixes/Suffixes, Reading strategiesReading: Tomando Partido (Fiction) |
Grade Level |7th | | |
Time Frame | November 9- January 30 | | |
Unit Name | RaceRaza | | |
Teacher | Dominguez | | |
Stage 1 – WHAT DO WE WANT TO LEARN? |
AREA OF INTERACTION | SIGNIFICANT CONCEPT(S) |
Which area of interaction will be our focus? Health and Social Education Why have we chosen this?Students will examine how race creates traditions and identities among food, clothing,migration and language.Students will examine how race has the power to unify and divide humanity simultaneously.I have chosen Health and Social Education so students can explore race by studying through a lens of societal traditions and trends in the United States. | Scholars will be able to independently use their learning to… * What are the big ideas? What do we want our scholars to retain foryears into the future? Are there any real world connections?BIG IDEA: Race only has the power to define who we are in life if you let it.REAL WORLD CONNECTIONS:Racial Migration * Mexicans (CA, AZ, NM, TX) * Puerto Ricans/Cubans (NY, FL)Communities Communities divided by race and socio-economic status segregates ethnicities, meanwhile promotes strong racial identities in the melting pot societythat exists today in America.Dallas Sub cites breakdownLas Colinas (Indian)Richardson (Asian)Downtown (Black and Mexican)Fort Worth (White) |
UNIT QUESTION |
What larger conceptual question will we address through this unit and its summative assessment? How does racial segregation unify and divide humanity? |
TEKSReading: 7.2 Reading/Vocabulary Development(roots, context clues,analogies, word choice and parts of speech)7.6 Reading/Comprehension of Literary Text/Fiction(setting, plot development, internal and external responses of characters, draw inferences, points of view)7.8 Reading/Comprehension of Text/Sensory Language(figurative language, literary devices)7.15 Writing Literary Text(develop characters, sensory details, style, tones, figurative language, graphicelements)7.20/7.21 Spelling and Handwriting(Capitalization, punctuation, spelling) | ESSENTIAL CONTENT UNDERSTANDINGS | ESSENTIAL CONTENT QUESTIONS |
| Scholars will understand that… * Regular and irregular verb conjugation in the preterit * Parts of speech * Prefixes/Suffixes/Roots * Transition Words * Spelling and Capitalization mechanics * Figurative Language * Plot, Setting * Point ofView * Context Clues * Analogies * Internal Vs. External Character responses | What provocative questions will foster inquiry, understanding, and transfer of learning? * Why are communities divided by race and socio-economic status? * Do homogenous racial communities promote segregation? * Do homogenous racial communities unify ethnicities and preserve traditions and culture? *What will happen if all races dispersed equally? * Will racial identities disappear? * America is known as”the melting pot,” how will this affect the integrity of ethnicity? * How does your nationality affect your racial identity? * |
VOCABULARY: 1. La Raza 2. étnico 3. Homogéneo 4. Heterogéneo 5. La Ethnicidad 6. La tradición 7. La integridad 8. Socioeconómico9. La segregación 10. Dispersar 11. Desaparecer 12. Promover 13. Conserver 14. Preserver 15. El enclave 16. La humanidad 17. La migración 18. Simultáneamente 19. Lealtad 20. Convertir 21. Traicionar 22. Transformar 23. Revuelto de Culturas | KNOWLEDGE AND SKILLS |
| Scholars will know… * Race only has the power to define who we are in life if you let it. *...