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Lesson Title: Youth Immigration Dream Act

Subject: World Languages - Spanish


Grade Level: 9th - 12th
Duration of Lesson: 4 Weeks
Overview:
In this lesson students will be introduced to the topic of immigration through a classroom discussion on
how it is defined in society. As well as students preconceived understandings will be evaluated through a
debate and digital storytelling.
I first will share my families personal experiences on Immigration and let the students see my personal
digital story. YouTube - https://www.youtube.com/watch?v=DIqxfZi3gBw
Then I will show students a video or how immigrants cross the border illegally.
https://www.youtube.com/watch?v=BFIgKryBbEQ
I will then project a polleverywhere.com page and have students post question on what immigration is to
them or what they have been told or heard. We will have a discussion and then talk about what they
Dream Act is go over vocabulary term.
I will show another video that gives a brief definition of what the Dream Act is and also how the Dreamers
react to what is going on in the government. https://www.youtube.com/watch?
v=MXnqhG2h9QA&index=39&list=PLiRpyx24kHzXL3_ol5ocxnx34iu9tLEe0
https://www.youtube.com/watch?
v=iz2yrvPOeo&list=PLiRpyx24kHzXL3_ol5ocxnx34iu9tLEe0&index=40
Problem Scenario Students will be divided into groups of 3 or 4 and given a stance as Supporters for
the Dream Act or Non-Supporters for the Dream Act. Whether or not the students agree with the stance
they have to take on the roll of supporters or non-supports and think of questions and answers that
person would say. Students will create a graphic organizer and debate what the Dream Act is and why they
are for their stance and defend their position depending on the roll they have to play.
After the debate, student will get the opportunity to interview a family member, friend or student
that came illegally to the United States and studied or is studding (can change names or person can
remain anonymous) I the American Public/Private School system. Based on what they have learned from
the Dream Act on their stance they will create and ask them questions.Based on their interview students
will role play again and create a digital storytelling presentation as if they were that person and discuss
the life as a Dreamer and what changes they would like to see in Congress and what can be done so people
and Understand what role the Dream Act plays on this generation.
Driving Question :
In your opinion, in what ways are illegal immigrants important/ helpful to the U.S.?
In your opinion, in what ways are illegal immigrants impacting the U.S. in a negative way?
What can you do in order to help a Dreamer or ruin the plans of a Dreamer receiving an education and
completing a degree and a green card?
Learning Objectives:

Students will learn about the DREAM Act and its background, history and current status.
Students will reflect on different perspectives on the DREAM Act.
Students will connect their own dreams for the future to the young DREAMers dreams
for the future.
Students will examine how history, culture and geography influence a persons perception
toward a particular issue.
Students will construct an understanding of the various points of view by immersing
themselves in the role of individuals who are living as Dreamers
Students will Research and analyze how cultural implications have influenced the views
of groups of people receiving education without being US citizens
Students will Apply what they have learned concerning differing points of view and
create a multimedia presentation with a digital story
Students will Reflect on weekly struggles of immigrant youth and what they have to
endure to receive an American Education
Instructional Activities
Based on different opinions about immigration and the Dream Act student will create and look up
hashtags# using vocabulary words discussed as well as stances on the Dream Act in order to see the
different viewpoints to help them with their debate and the role they will play.Students will use Google
Docs or create a graphic organizer to journal weekly what they find in the #hashtags about the comments
and if they agree with what was said or find disturbing comments throughout the lesson.
In order to organize the information they will address for the debate students will collaborate with team
members using their Google Drive to comment and add information about the debate. Students will use
Lucid Chart to organize the information and create graphic organizers. Students need to use citation
guidelines where they will compare and contrast information from their charts and decide on the best
sources and what are they best questions to ask in the debate.
They will need to provide:
Proyecto: The Great Debate over Immigration
You will be participating in a debate/discussion project on the topic of immigration. You will be assigned a
topic over immigration as well as your stance on the topic. You will take part in a debate with your
classmates and will defend your position with your research.
The information below is required for your debate project:
Definition of the topic assigned
Background information on the topic (ex: history, government actions, economic impact
and controversy)
3 opinions supporting your stance on the topic
3 facts supporting your opinions (ex: statistics, etc.)
3 Questions for opposing stance
Grading Rubric for Project
20 points Definition of the topic assigned over immigration
20 points Background information on the topic - Important information over the topic
assigned (include relevant information for the debate that will better explain the topic to the
class)
60 points Opinions and Facts
Each opinion must have a fact to support it (each opinion and each fact is worth 10 points)

Debate Topics for Project


Education- Dream Act
Supporter
Non-Supporter

As the students are interviewing their participant they need to remain organized and for a week students
will create a journal log in Google Docs on how they feel about the interview and what was discussed. The
teacher will then if needed help guide the students to use higher level questions and give feedback
through the Google Doc with the comments tab.
Students will use WeVideo or Windows Movie Maker to create a digital story about being an immigrant in
American and wanting a higher education degree and residency but the obstacles involved to obtain them.
Students will be able to receive resources via the teachers Google Classroom and comment on articles and
videos to receive feedback in order to receive deeper understanding.

Formative Assessments: #Hashtag responses, Group collaboration on debate information, Citations


to web pages for research Graphic organizer
Summative Assessments: Debate, Interviews, Digital Storytelling video
Resources:

Google Drive Docs


WeVideo
Windows Movie Maker
LucidCharts for Graphic Organizers
Google Classroom Link and code

Rubrics Digital Story :

Planning

[Purpose of
the Story]

Maintains a clear
purpose and focus
throughout
presentation.

Maintains a clear
purpose and focus
throughout most
of the
presentation.

Purpose is fairly
clear throughout
presentation.

Purpose is
difficult to
understand
throughout
presentation.

[Point of
View]

Highlights point
of view of the
story in an
original manner.

The point of view


is somewhat
present with an
original story.

The point of view


is unclear in the
story. Parts of the
story veer off
track.

No real point of
view in story
veered off track.

[Question]

Question is
relevant and is
impacting to the

Question is
interesting to the
viewer and

Question is
somewhat
interesting to the

Question is not
interesting at all.
Does not pose any

viewer in the
beginning of the
story.

answering
question at the
end of story .

viewer. But not


really able to
answer question
at the end of story.

question to be
answered
throughout the
story.

[Voice /
Pacing]

Voice quality is
clear throughout
the presentation.
The pacing fits the
story and gives
enough
understanding to
the listener.

Voice quality
needs minimal
improvement
throughout
the presentation.
The pacing is to
somewhat fast or
slow but gives
enough
understanding to
the listener.

Voice quality
needs major
improvement
throughout
the presentation.
The pacing is to
fast or slow and
does not give
enough
understanding to
the listener.

No Voice is
apparent through
out most of the
story.

[Image /
Video
Quality]

The picture and


video
resolution is clear
and in great
condition.

The picture and


video
resolution is clear
and with some
graphic problems.

The picture and


video
resolution is low
and pixels look in
bad condition

The picture and


video
resolution is very
low and pixels
look messy and in
bad conditions.

[Economy]

The story displays


great detail
throughout.
Length is good.

The story displays


sufficient detail
throughout. Story
is missing few
parts and is
somewhat either
to short or long.

The story display


needs more detail
and editing
throughout. Story
is missing many
parts and is either
to short or long.

The story needs


major editing
throughout. Story
is missing major
parts and is either
to short or long.

[Soundtrack
Emotion /
Connections]

Music intensifies
emotional
response that
highlights the
story.

Music creates
emotional
response that
highlights some of
the story.

Music does not


add much
emotional
response to the
story.

Music does not


create emotional
response or match
the story.

Technology