Professional Documents
Culture Documents
Standards
TAG Standards:
1. The student uses a variety of print and non-print resources to investigate a topic of interest.
6. The student develops and uses systematic procedures for recording and organizing information.
WL Standards:
Connections Students will connect aspects of their target language learning with information
acquired in other subject areas such as math, science, social studies, English and the arts.
Communication - Students will engage in conversations, understand and interpret spoken and
written language, and present information on a variety of topics.
Comparisons Students will demonstrate an understanding of the nature of language and culture,
making comparisons between those of the target language and their own.
Essential Question(s)
What should students know when lesson is completed?
Cmo es la ciudad de Los ngeles? Qu relacin tiene con mi clase de espaol?
Watch the Video : Mexican-American Heritage Chapter 4 (2:54) Field Trip to a Mexican
Market.
(Relate: make connections to personal experiences) Answer the question: Have you ever
been to a Mexican market or a Mexican food store? If yes, write what was different from
your regular food-store. If not, compare your regular store to Manuels.
Watch the video: The West: Geography of Hope Chapter 7 (4:32) The Barrio: Mexican
Americans Become a Minority in Los Angeles. Answer the questions:
(Reason: Draw a conclusion) Why is the year 1887 important for Los Angeles County?
Has the Hispanic population made an impact in the United States? If so, how? Think of The
Alamo in TX, and the Barrio in L.A., La pequea Habana in Miami.
(Symbolize- Hypothesize) Why do you think Los Angeles is the setting for our new
chapter? Would todays work reflect what we will see in this chapter? What is the
connection to Spanish class?
Students complete the Learned column of their K-W-L chart and share with the class.
Assessment Strategies
Pre-assessment: Answers to K section of the chart.
Post-assessment: Answers to L section of the chart.
Differentiation
Scaffolds/ Interventions/Extensions/Enrichment
Differentiation: Student will be paired with their assigned partner. That is, high/low performer.
Extension/ Enrichment: Write a Spanish description of the city of Los Angeles answering the
question Cmo es la ciudad de Los Angeles?
Materials/Links/Text References/Resources
Elkins Pointe Media Center and website: www.elkinspointemediacenter.weebly.com.
Videos in Safari Montage .
NOTE: * Videos will replace articles or books for research using the New American Lecture strategy.
Nombre: ________________________________ Clase: ___________ Fecha:_____________________
Profe Crowe U1-E3 K-W-L Chart / Tabla S-Q-A Tema: Los ngeles
A. Video : The Pacific Coast States Chapter 2 (4:13) Los Angeles & the Pacific State of
California
1. Describe the population of L.A.
__________________________________________________________________
__________________________________________________________________
2. How and when did the city of Los Angeles begin?
__________________________________________________________________
C. Video : The West: Geography of Hope Chapter 7 (4:32) The Barrio: Mexican Americans
Become a Minority in Los Angeles
4. Why is the year 1887 important for Los Angeles County?
____________________________________________________________________
____________________________________________________________________
5. In your opinion, has the Hispanic population made an impact in the United States? How?
Think of The Alamo in TX, the Barrio in L.A., and La pequea Habana in Miami.
___________________________________________________________________
____________________________________________________________________
6. Why do you think Los Angeles is the setting for our new chapter? What is the connection?
_______________________________________________________________________
________________________________________________________________________