Immigración, Spanish, Advanced

Created Feb. 7, 2024 by Amber Hoye, Camille Daw

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact amberhoye@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email WLRCLAR@gmail.com and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

Immigración, Spanish, Advanced originally created by Angie

Description:

Students will participate in a discussion about immigration to the United States. After agreeing to be respectful regarding discussion and the conversation on immigration, students will take a Kahoot Immigration Myth quiz about misconceptions they might have about immigration to the United States. Students will also watch a video, journal their thoughts on the video, and in groups, create a poster to share their thoughts with the class.  

Proficiency Level:

Advanced 

Keywords:

Spanish, advanced, immigration, song

World-Readiness Standards:

Interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

Analyze the significance of a product (art, music, literature, etc…) in a target culture.

Access authentic materials prepared in the target language by or for native speakers.

Analyze the content and cultural perspectives of authentic materials prepared in the target language by or for native speakers.

Idaho Content Standards for World Languages:

COMM 1.1

Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.

COMM 2.1

Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

CLTR 2.1

Analyze the significance of a product (art, music, literature, etc…) in a target culture.

CONN 2.1

Access authentic materials prepared in the target language by or for native speakers.

CONN 2.2

Analyze the content and cultural perspectives of authentic materials prepared in the target language by or for native speakers.

NCSSFL-ACTFL Can-Do Statements:

I can explain some diversity among products and practices and how it relates to perspectives. 

I can interact at a competent level in familiar and some unfamiliar contexts. 

I can discuss, support, and sometimes debate opinions and advice on a variety of complex concrete topics, often addressing hypothetical or abstract issues, and asking precise questions.

I can follow the flow of ideas and infer meaning from complex language on unfamiliar, abstract topics within informational texts. 

I can present my interpretations of a piece of art or music to someone else while respecting their interpretation.

Materials Needed:

Mojado video

Immigration Activity Powerpoint

Immigration Myth Kahoot

Students will need a journal or a piece of paper

Poster paper and markers 

Warm-up (10-15 Minutes)

1. Display the Immigration Activity Powerpoint on the projector. Ask students to get out a journal or a piece of paper to write down their thoughts. Describe the activity to students. 

"Let's discuss immigration. We will discuss the video "Mojado" by Ricardo Arjona. We are going to talk about some reasons why people might come to the United States without documents." “Hoy, vamos a hablar sobre la inmigración. Vamos a platicar sobre el video ‘Mojado’ de Ricardo Arjona.  También vamos a hablar sobre algunas razones por las cuales las personas podrían estar motivadas para venir a los Estados Unidos sin documentos.” 

2. Before starting anything,  set the ground rules for discussion as a class. Students should be able to express their opinions while being respectful.

"First we need to set the rules for the conversation. What are the rules for a respectful conversation? Each group needs to write a rule. Talk about this with your group for a few minutes and then we'll talk together as a class. I want one person from each group to come to the front and write their most important rule on the board."“Primero, necesitamos establecer las reglas para la conversación. ¿Cuáles son las reglas para una conversación respetuosa? Cada grupo necesita escribir una regla. Hablen sobre esto con su grupo por unos minutos y después hablaremos juntos como clase. Quiero que una persona de cada grupo venga al frente y escriba su regla más importante en la pizarra.”

This will take about 10 minutes.  Give the groups about 5 minutes to come up with a rule. Then, have someone from each group write their rule on board at the front of the class.  Then, present them all together as a group and ask the group if they agree to follow the rules.  

"Do we agree to follow the rules or no?" “¿Todos estamos de acuerdo de seguir las reglas de la clase?  ¿Si o no?”

3. Ask students to signal thumbs up or thumbs down. Wait for everyone to have their thumbs up.

"Do you already know anything about immigration? We are going to take an exam on immigration myths."

4. Have students take the Immigration Myth Kahoot using their phones or laptops before continuing with the main activity. 

“¿Ustedes ya saben algo sobre la inmigración? Vamos a tomar un examen sobre las mitas de la inmigración. 

(This should take 10-15 minutes to go over with the class. The teacher can read the question aloud and then students answer using their cell phones).

Main Activity

1. Explain to the students what the video is about. Discuss the term "Mojado" and why the singer might use the term.  (This discussion should take about 5 minutes). "Now we are going to watch a video and then we are going to write a reflection on the video in the newspaper. Before watching the video, I want to talk about word 'wet'; It is not a good word to use in most contexts. Especially in English, the term is a bad word that is a racial insult. The singer is not using the word pejoratively in the song. Why do you think he uses this particular word?" 

“Ahora, vamos a mirar un video y después vamos a escribir una reflexión sobre el video en el diario. Antes de mirar el video, quiero hablar de la palabra ‘mojado’; no es una buena palabra para usar en la mayoría de los contextos. Especialmente en inglés, el término es una mala palabra que es un insulto racial. El cantante no está usando la palabra de manera peyorativo en la canción. ¿Por qué creen que usa esta palabra en particular?” 

2. Play the video for the students. 

3. After the video finishes ask students to spend 8-10 minutes writing a journal entry reacting to the video in a constructive way. (This discussion should take about 5-10 minutes. The video lasts about 6 minutes. After the video, I will ask the students to write an entry in their journals for 8-10 minutes in Spanish, reacting to the video).

"Here are some questions to consider for your journal reflection. Please write your answers to the questions in your journal. What is the video about? What is the singer expressing? How do you think people feel in the video? What is the "American Dream" What is the history of immigration to the United States? Who were the first immigrants? Why do you think people immigrate to the United States? What do you think they are looking for in the United States? Have you ever been to a foreign country? How did you feel? If you have not been to a foreign country, imaging going to a foreign country. How do you think it would feel? " “Aqui tengo unas preguntas para la reflexión.  Favor de escribir en su diario sus respuestas a las preguntas.  De qué trata el video? ¿Qué está expresando el cantante? ¿Cómo crees que se siente la gente en el video? ¿Qué es el "sueño americano"? ¿Cuál es la historia de la inmigración en los Estados Unidos? ¿Quiénes fueron los primeros inmigrantes? ¿Por qué crees que algunas personas vienen a los Estados Unidos? ¿Qué crees que están buscando en los Estados Unidos? ¿Alguna vez has estado en un país extranjero? ¿Cómo te sentiste? Si no ha estado en un país extranjero, imagine ir a un país extranjero. ¿Cómo crees que se sentiría?”

4.Put students in small groups and have them share something they wrote with their small groups.  

5. Ask each group to make a poster, with drawings and/or words that represent their thoughts about the video/song. They present it to the class as a group. (15 minutes)

"Now please form small groups. I would like everyone to draw or write words about what they think the song represents. What are some symbols or words that represent the song?"

“Ahora, favor de formar grupos pequeños. Me gustaría que todos dibujen o escriban palabras sobre lo que creen que representa la canción. ¿Cuáles son algunos símbolos o palabras que representan la canción? ”

Wrap-up

1. Students will present their poster to the group explaining why they wrote/drew what they did to the rest of the class. 

End of lab:

Read Can-Do statements once more and have students evaluate their confidence. (Use thumbs up/thumbs down or download our student cards.) 

Encourage students to be honest in their self-evaluation.

NCSSFL-ACTFL Can-Do Statements:

I can explain some diversity among products and practices and how it relates to perspectives. 

I can interact at a competent level in familiar and some unfamiliar contexts. 

I can discuss, support, and sometimes debate opinions and advice on a variety of complex concrete topics, often addressing hypothetical or abstract issues, and asking precise questions. 

I can follow the flow of ideas and infer meaning from complex language on unfamiliar, abstract topics within informational texts. 

I can present my interpretations of a piece of art or music to someone else while respecting their interpretation. 

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