La caminata nocturna

Language level Pre-AP/AP (Intermediate High and up)

Theme Immigration
Approximate 3 hours +
duration
AP themes and • Global Challenges (Economic Issues, Human Rights, Immigration)
sub-themes • Personal and Public Identities (Beliefs and Values, Multiculturalism, Nationalism
and Patriotism)
• Families and Communities (Citizenship, Identity)
Resources, Podcast La caminata nocturna http://radioambulante.org/audio/caminata-nocturna
Materials, and Transcript La caminata nocturna
Links http://radioambulante.org/transcripcion/transcripcion-caminata-nocturna
Copies and Handouts (included)
• Investigación
• Vocabulario
• Vocabulario Key
• Inferencias y predicciones
• Preguntas
• Discussion Rubric
Basic classroom resources (computers, projector, scree, internet access)
Objectives
• Students use context clues to interpret meaning of unknown vocabulary words. (Communication,
Connections)
• Students make written predictions about the podcast and discuss them with classmates.
(Communication)
• Students can elaborate on ideas or opinions, ask clarifying and follow-up questions, and share
relevant personal experience/knowledge about immigration. (Communication)
• Students can interpret, prepare, and discuss an authentic radio program with scaffolding and aids like
transcripts, comprehension question, and pre-prepared notes. (Communication, Connections)
• Students research and build a more complete understanding on historical and modern immigration
trends to their country/region and further their understanding of how it has contributed to local and
national culture. (Culture, Communities, Connections)
• Students develop a better understanding of illegal immigration from the lens of a community in rural
Hidalgo, Mexico and interpret, compare, and discuss points of view regarding illegal immigration
presented in the podcast and raised by classmates. (Culture, Communities, Connections)
• Students practice comprehension skills and reflect how they can be applied to Spanish class and other
classes. (Connections)
• Students research and build a more complete understanding on historical and modern immigration
trends to their country/region.

Prelistening Activity – Activating Prior Knowledge through Conversation

Time: 10 minutes
Resources: Projector and screen to display conversation questions for everyone to see. Could also be
printed and handed out.
Conversation Questions
• ¿Qué sabes de la inmigración ilegal? ¿Qué has leído acerca del tema en las noticias? ¿Has
visto películas sobre inmigrantes o aprendido sobre la inmigración en la escuela?
• ¿Cuáles son unos factores que empujan a la gente dejar su país? ¿Cuáles son unos factores
que atraen gente de otras partes del mundo a vivir en un país especifico?
 • ¿De dónde venían los inmigrantes a nuestro país o región históricamente? ¿De dónde
vienen la mayoría hoy día?
What the teacher does:
• Put students in pairs or groups of three to discuss the questions about immigration (add or edit
questions as appropriate). Encourage students to speak only in Spanish and to keep the
conversation going. (I always tell my students that both English and silence are forbidden.) If they
“finish” answering the questions they’ve been provided instruct them to ask follow up questions,
make connections to personal experiences, solicit details, etc. I generally only provide students
with one question at a time so they dedicate an appropriate amount of time to it before moving on
and so that they can switch partners after each question.
• While students are discussing walk around and listen to their conversations, but refrain from
correcting students unless explicitly asked a question.
• After 2 – 3 minutes (or longer if they are chatty) ask students to pause and provide
feedback/input. Point out some good things you saw and heard, share some good ideas/answers
you overheard, and comment on good conversations skills like asking clarifying or follow up
questions.
• Have students switch conversation partners and display the next question.
• I don’t require students to take notes during this kind of activity so they are able to focus on
speaking and listening.
What learners do:
• Discuss the questions provided for them entirely in Spanish with a variety of classmates.
• Elaborate, provide details, ask clarifying questions, ask follow-up questions, and share personal
experiences related to the conversation questions.
• Focus on understanding and being understood rather than grammar and accuracy. (These things
are important, but encourage communication!)

Prelistening Activity – Expansion of Understanding through Investigation

Time: 20 – 30 minutes
Resources: Students will need access to devices and internet and the “Investigación” handout.
What the teacher does:
• Divide students into two groups, one to research the history of immigration to your country/region
and the other to research the present reality of immigration to your country/region.
• Instruct students to fill out the first two sections of the “Investigación” handout (this is a slightly
expanded version of a KWL chart.)
• Make suggestions of search terms they might use in Spanish and encourage students to search for
sources from online newspapers, videos, and infographics (this can be used to differentiate the
task for more/less advanced students).
• Walk around while students are researching to answer questions and help those who are
struggling with the task.
• Instruct students to share what they have in the 4th box of the handout with a minimum of three
students who researched the other topic and to take notes on what those three partners share
with them. Explicitly mention that they are not to copy each other’s notes, but to listen and take
their own notes based on what they hear.
What learners do:
• Fill out the first two sections of the “Investigación” handout based on their prior knowledge and
their conversations from the previous activity.
• Search for sources online to answer their questions and learn more about the topic they
chose/were assigned.
• Complete the chart and decide what they want to share with their classmates.
 • Share what they learned with three partners and take notes on what their partners from the other
group share with them.

Provide Input – Preview of Task and Vocabulary

Time: 10 – 15 min
Resources: Enough printed copies of the “Vocabulario” handout for each student. Projector, screen, and
access to this link http://radioambulante.org/audio/caminata-nocturna .
What the teacher does:
• Project the synopsis of the Radio Ambulante episode La caminata nocturna on the screen and
explain that students will soon be listening to the podcast.
• Have a volunteer(s) read the synopsis and answer any questions.
• Pass out the “Vocabulario” handout and give students time to complete it individually or in pairs.
Point out that the purpose of this exercise is to use context clues to make an educated guess of the
meaning of the words. They should not use dictionaries, at least at first.
What learners do:
• Read the synopsis as a group and ask questions.
• Complete the “Vocabulario” handout individually or with a partner.

Review and Provide Input – Comprehension Strategies

Time: 20 – 60 min (depending on if the podcast is played during class or assigned as homework)
Resources: Enough printed copies of the “Inferencias y predicciones” handout for each student. Internet
connection, speakers, and access to this link http://radioambulante.org/audio/caminata-nocturna
What the teacher does:
• Review previously taught comprehension strategies covered in class up to this point and mention
that many comprehension strategies they use for reading can also be applied to listening
comprehension.
• Mention that activating background knowledge and previewing some vocabulary are two
strategies that have already been applied during this class, but that our main focus will be
inferring and making predictions.
• Pass out the “Inferencias y predicciones” handout, give directions, and let students work on part
one. While students are working walk around to observe and assist.
• Play the first section of the episode (up to 02:49) and have students complete the second section
of the “Inferencias y predicciones” handout.
• Play the rest of the episode during class or assign it as homework.
What learners do:
• Complete the first section of the “Inferencias y predicciones” handout.
• Listen to the first 02:49 minutes of the episode and complete the second section of the handout.
• Listen to the episode (in class or as homework) and finish the “Inferencias y predicciones”
handout.

Preparation for Class Discussion

Time: Individual times will vary, suggested homework
Resources: Enough printed copies of the “Preguntas” handout for each student. Students will need access
to the recording and transcript, both available at this website
http://radioambulante.org/audio/caminata-nocturna
What the teacher does:
• Clearly explain the format of class discussion, review expectations, and preview rubric.
• Answer questions and suggest resources for preparation.
 • Encourage students to thoroughly prepare answers to the provided questions as well as writing
their own questions to use during the class discussion.
What learners do:
• Listen to the podcast for a second time and follow along with the script.
• Prepare written answers to the questions on the “Preguntas” handout.
• Prepare additional questions to be used during the class discussion.

Student-Led Class Discussion

Time: ~ 40 min
Resources: Discussion Rubric
What teacher does:
• Structure the student-led discussion the way that works for you and your students. I personally
like to use the Fishbowl format (https://www.facinghistory.org/resource-library/teaching-
strategies/fishbowl). I find that it really helps to give the space and time for more students to
participate fully. I have also experimented with individual and group graded components for the
discussion. Don’t be afraid to experiment, but be sure that students understand the expectations.
The following is the basic structure I typically use with students.
o Group A Discusses in the inner circle while group B listens and takes notes in the outer
circle. Group A is responsible for maintaining a productive conversation and filling the
entire time. (~15 min).
o Group B is allowed to ask questions based on what they heard during. They are expected to
fill the entire time. (~ 5 min).
o Teacher provides feedback on the performance of Group A and B in their respective roles
and points out examples of good participation. Makes suggestions for improvement
relevant to the group as needed (no individual feedback here).
o Group B discusses in the inner circle while group A listens and takes notes in the outer
circle. Group B is responsible for maintaining a productive conversation and filling the
entire time. (~15 min).
o Group A is allowed to ask questions based on what they heard during. They are expected to
fill the entire time. (~ 5 min).
o Teacher provides feedback on the performance of Group B and A in their respective roles
and points out examples of good participation. Makes suggestions for improvement
relevant to the group as needed (no individual feedback here).
• Listen, take notes, assess student participation. (I’ve included one version of a rubric that I use.
Like I mentioned, I am constantly experimenting with formats and evaluations. This very simple
rubric includes both an individual and group grade, something that I know is controversial, but
that has worked well for me and my students. Use it, adapt it, or use something else that works for
you.)
• Don’t interrupt, participate, or “save” students.
What learners do:
• Participate in the class discussion according to the procedures and expectations outlined by the
teacher.
• Students can use any notes, questions, and/or answers the prepared during the discussion.

Additional Suggested Resources and Readings

• Dr. Susan Nygaard’s Blog about Student-Led Discussions (Even though she writes about her
English Class this is very applicable. I’ve reshaped and improved student-led discussions
immensely in my own classes thanks to what I’ve learned from Susan.)
http://discussionmarshallf109.blogspot.com.uy/
 • Barbara Sawhill’s Blog about using Radio Ambulante in Spanish classrooms. (She has some
fantastic ideas and even though I was already using Radio Ambulante in my classes before seeing
her present, I’ve learned a ton from her. Well worth the read!)
https://languagelabunleashed.org/series/radio-ambulante/

• There are also many videos on youtube about la caminata nocturna that could be used as
additional resources at any point in this lesson.

I would love any feedback on this lesson. Please rate, comment, and keep an eye out for future lesson
plans, activities, and resources.
Investigación: La historia de la inmigración Nombre:

Lo que ya sé sobre la Preguntas que tengo sobre la

inmigración a nuestro país o inmigración a mi país o Lo que aprendí
región región

Lo que quiero compartir con mis compañeros:

Lo que aprendí de mis compañeros:

Investigación: La situación actual de la inmigración Nombre:

Lo que ya sé sobre la Preguntas que tengo sobre la

inmigración a nuestro país o inmigración a mi país o Lo que aprendí
región región

Lo que quiero compartir con mis compañeros:

Lo que aprendí de mis compañeros:

Vocabulario: La caminata nocturna Nombre:
Lee las citas seleccionadas del podcast y después decide cual definición corresponde con cada palabra de
vocabulario.

“Son los Hñahñu, un grupo indígena que ha estado aquí desde mucho antes que los Aztecas. La
Caminata la hacen en su ejido, un territorio cedido por el gobierno federal. La tierra no es muy
buena para la agricultura o la ganadería, y casi no hay trabajo en El Alberto.”

“Me cuenta que una vez, a una amiga se le quemaron las manos por el frío. En otra ocasión,
Brigilio fue asaltado a mano armada, con una cuchillada al estómago. Me mostró la cicatriz.
Otras personas con las que ha cruzado se han enfrentado a cosas peores.”

“¡Rápido señores, viene la migra! ¡Vámonos!”

“Hay tiros – y claro, estoy seguro que no son balas de verdad– pero el ruido es muy fuerte y se
siente real. Todos corremos escapándonos de la patrulla fronteriza y los perdemos en un
matorral de plantas espinosas.”

“Cuando paramos de correr, caminamos. Caminamos y caminamos. Es infinito. Y monótono.

Tedioso.”

“Al otro lado del río, frente a nosotros, hay una loma de unos 60 metros de altura. Está cubierta –
de arriba a abajo – con cientos de antorchas encendidas. Quizás miles. La luz del fuego baila
sobre la superficie del río. Es surreal.”

“Me da tiempo para darme cuenta que la patrulla fronteriza real de los Estados Unidos
probablemente no hubiera anunciado su presencia con sirenas.”
“Hemos estado caminando por tres horas. Todos están callados. Brigilio nos avisa que somos
parte del próximo grupo. Me doy cuenta que realmente quiero llegar. No quiero ser uno de los
que atrapan los agentes.”

1. Uniforme, pesado, aburrido, que no cambia: _____________________________

2. Campo común de los vecinos de un pueblo donde suelen reunirse los ganados o establecerse las
eras: _____________________________
3. La patrulla fronteriza, los agentes migratorios: _____________________________
4. Comprender, entender o percatarse de una cosa: _____________________________
5. Disparo de un arma de fuego: _____________________________
6. Señal de una herida curada y cerrada en la piel: _____________________________
7. Cosa con una materia combustible por un extremo que se puede llevar en la mano para alumbrar
el camino: _____________________________
Vocabulario: La caminata nocturna KEY
Lee las citas seleccionadas del podcast y después decide cual definición corresponde con cada palabra de
vocabulario.

“Son los Hñahñu, un grupo indígena que ha estado aquí desde mucho antes que los Aztecas. La
Caminata la hacen en su ejido, un territorio cedido por el gobierno federal. La tierra no es muy
buena para la agricultura o la ganadería, y casi no hay trabajo en El Alberto.”

“Me cuenta que una vez, a una amiga se le quemaron las manos por el frío. En otra ocasión,
Brigilio fue asaltado a mano armada, con una cuchillada al estómago. Me mostró la cicatriz.
Otras personas con las que ha cruzado se han enfrentado a cosas peores.”

“¡Rápido señores, viene la migra! ¡Vámonos!”

“Hay tiros – y claro, estoy seguro que no son balas de verdad– pero el ruido es muy fuerte y se
siente real. Todos corremos escapándonos de la patrulla fronteriza y los perdemos en un
matorral de plantas espinosas.”

“Cuando paramos de correr, caminamos. Caminamos y caminamos. Es infinito. Y monótono.

Tedioso.”

“Al otro lado del río, frente a nosotros, hay una loma de unos 60 metros de altura. Está cubierta –
de arriba a abajo – con cientos de antorchas encendidas. Quizás miles. La luz del fuego baila
sobre la superficie del río. Es surreal.”

“Me da tiempo para darme cuenta que la patrulla fronteriza real de los Estados Unidos
probablemente no hubiera anunciado su presencia con sirenas.”
“Hemos estado caminando por tres horas. Todos están callados. Brigilio nos avisa que somos
parte del próximo grupo. Me doy cuenta que realmente quiero llegar. No quiero ser uno de los
que atrapan los agentes.”

1. Uniforme, pesado, aburrido, que no cambia: monótono

2. Campo común de los vecinos de un pueblo donde suelen reunirse los ganados o establecerse las
eras: el ejido
3. La patrulla fronteriza, los agentes migratorios: la migra
4. Comprender, entender o percatarse de una cosa: darse cuenta
5. Disparo de un arma de fuego: los tiros
6. Señal de una herida curada y cerrada en la piel: la cicatriz
7. Cosa con una materia combustible por un extremo que se puede llevar en la mano para alumbrar
el camino: la antorcha
Inferencias y predicciones Nombre:
Hacer inferencias y predicciones es una de las estrategias que se puede usar para mejor la comprensión
de fuentes auditivas e impresas. Usa las preguntas a continuación para practicar esta estrategia antes,
mientras y después de escuchar al podcast.
Antes de escuchar:
1. Piensa en el título del podcast, “La caminata nocturna,” ¿Cuáles imágenes vienen a la mente
cuando piensas en una caminata nocturna?
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2. Lee la sinopsis del podcast y las palabras de vocabulario de nuevo. Tomando esa información en
cuenta haz tres predicciones sobre lo que va a pasar en el podcast.
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Escucha hasta el minuto 02:49:
3. Escucha la primera sección de la grabación hasta el minuto 02:49. ¿Se ha confirmado o cambiado
una de tus predicciones? Escribe una predicción más basada en la nueva información que tienes.
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4. Compara tus predicciones con las de otro estudiante. ¿Cómo son similares o diferentes?
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Escucha el podcast completo:
5. Escucha el podcast entero y al final escribe un resumen de como tus predicciones comparan con lo
que paso en la grabación.
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Reflexión metacognitiva:

6. ¿Normalmente cuando escuchas o lees usas la estrategia de hacer predicciones? ¿Te ayudó
comprender mejor “La caminata nocturna”? ¿Cómo y en cuales situaciones crees que puedes usar
esta estrategia de comprensión en esta clase y en otras en el futuro?
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Preguntas: La caminata nocturna

Usa la grabación, transcripción y preguntas a continuación para prepararse para el dialogo de clase.

1. ¿Qué quiere decir Martina Castro cuando dice que, “la historia de la migración no es solo una
historia mexicana, ni solo una historia latinoamericana. Es un historia estadounidense también.”?
¿Estás de acuerdo? Explica.

2. James nos cuenta que la mayoría de los que vienen a la Caminata son mexicanos de la clase media
que nunca tendrán que entrar sin papeles a los Estados Unidos. ¿Por qué crees que la Caminata es
popular entre este grupo?

3. Los otros participantes en la caminata con James están en una excursión del trabajo para hacer
una “actividad de integración”. ¿Crees que la caminata es una buena actividad de integración?
¿Qué tipo de actividades de integración crees que otros trabajadores en los Estados Unidos y en
México?

4. Al final de la Caminata, Chiquilín dice que “los mexicanos tienen una obligación moral de quedarse
en México” y “hagan grande a este país”. ¿Estás de acuerdo con su mensaje? ¿Crees que es una
opción viable para todos?

5. ¿Por qué crees que cantan el himno nacional dos veces durante la Caminata?

6. Al final, los participantes vean muchas antorchas en una colina. ¿Qué representan?

7. ¿Por qué es importante la Caminata Nocturna a la gente de la Alberto (los Hñahñu)? ¿Para los
mexicanos? ¿Para los estadounidenses?

8. ¿Has visto o escuchado sobre otras experiencias inmigratorias? ¿Cómo compara el cuento de
James con tu conocimiento previo y/o experiencias personales?

9. ¿Te gustaría participar en la Caminata Nocturna? ¿Por qué?

10. ¿Qué conexión tiene el cuento de James con las otras cosas que hemos aprendido en clase sobre la
inmigración?
Student-Led Discussion Rubric

Exceeds Expectations Meets Expectations Needs Improvement

Preparation (20%) Student has
Individual Grade read/listened to required
sources or materials, has
answered any questions
provided by the teacher,
and has prepared
original questions and
notes to use during
discussion.
Participation (60%) The student contributes
Individual Grade to the discussion in a
variety of ways
including…
✓ Asking high level
questions
✓ Answering questions
✓ Sharing and
interpreting quotes
✓ Requesting/Providing
clarification
✓ Making connections
between ideas
✓ Making connections
to other topics
studied and AP
themes
✓ Actively including
others in the
conversation
and…
speaks 100% in the
target language
Participation (20%) Group members
Group Grade contribute equally to the
discussion. No single
student dominates or
fails to participate in the
discussion.