Megan Abendroth

Spanish 3

12th Grade

Questioning
Immigration

Focus:

Students will interact with the topic of immigration and the impacts
that immigration has had on Hispanic families. Students will learn
about legal and undocumented immigration.

Groupings:

Individual and Whole Group

Elements of Differentiation:
Process and Product

Learner Elements:

Learning Profile, Readiness, and Interest

Pre-assessment:

For the pre-assessment, students will complete two tasks.

1. Chalk Talk: What do you already know about immigration?
Students will respond to the prompt with as many sticky notes
of information for what they already know. This will help me to
understand what my students already know and what they
think about immigration.
2. Video Journal or Blog Post: Students will complete either a
video journal or blog post to express what they already know
and the questions that they have formed up to this point.
Through this, I will be able to hear each students voice and
get a collection of the questions that they have formed.

Know

The numbers related to immigration and undocumented

immigration
The facts of who is impacted by immigration
The laws that are in place in the United States surrounding
immigration
The countries that immigrants are coming to the United States
from

Megan Abendroth

Spanish 3

12th Grade

The definition of an immigrant and undocumented immigrant

Understand

The
The
The
The
The

impact of immigration on the families who immigrate

impact of immigration on the United States
challenges that immigrants face
challenges that undocumented immigrants face
importance of learning about immigration

Be able to

Explain the cultural impact on the United States

Explain the challenges that immigrants face
Propose and create a final project that expresses their learned
understanding through an individual or partner learning contract

Strategy Description:

One large part of the unit on immigration is the student-centered

discussions using multiple levels of questioning. This strategy will be
used on several different days throughout the unit as we build our
knowledge base and understanding of the topic. I will focus on the
levels of questioning during these discussions because I believe that it
will contribute to recognizing the depth of the topic and really push the
students and myself to wrestle with this issue and grasp the
complexity. Using the different levels of questioning and through the
use of memoirs, text, news articles, photos, movies, music, and role
play, we will be able to hit most of the multiple intelligences which will
also allow each student to dig deeper through the way they learn best
and be more prepared for our class discussion. This allows me to
differentiate for each student and their interest levels as we use
multiple means to bring this topic to life for us. Using Blooms
Taxonomy allows me to differentiate the levels of questions for the
students in my class.

Resources/References:
Possible Questions (Low-High):
1. What is the definition of an immigrant?
2. How many immigrants are currently living in the United States?

Megan Abendroth

Spanish 3

12th Grade

3. What is the definition of an undocumented immigrant?

4. How many immigrants are considered undocumented or illegal in
the United States?
5. What are the current laws in place in the United States regarding
immigration? When were these laws passed? What is the DREAM
act?
6. Which countries do many of the undocumented immigrants come
from?
7. List the typical sequence of events for immigrating to the United
States.
8. What are some of the challenges that undocumented immigrants
face in the United States?
9. What are some of the benefits that might come from being an
undocumented immigrant rather than trying to immigrate
legally?
10.
How do many undocumented immigrants come to the
United States?
11.
How do Americans react to immigrants? Why do you think
they react this way?
12.
Why do you think so many immigrants (legal and
undocumented) come to the US from Mexico and Central
American countries?
13.
How do the current laws impact the lives of undocumented
families? Students? Parents?
14.
What do you think we can learn or gain from the stories of
these families?
15.
Why would we try to understand this topic? How is learning
about undocumented immigrants important to understand when
learning Spanish about the culture?
16.
Where do we see evidence of the cultural impact of
immigrants? Why are these areas impacted?

Megan Abendroth

Spanish 3

12th Grade

17.
Is undocumented immigration a problem? Is there a
solution? What do you think it should look like?
18.
What impact do undocumented immigrants have on the
economy, taxes, crime, and unemployment?
19.
In your opinion, what do you believe is the best response to
illegal immigration?
20.
What is freedom? What is the American Dream? What does
that mean for immigrants?

Unit Resources:
http://reflecciones-kj.blogspot.com/2013/06/unidad-didacticaperspectivas-de-la.html
https://www.pinterest.com/apspanish/z-global-challenges-ap-spanishunit-ideas/
https://www.calvin.edu/academic/spanish/class/inmigracion.htm
https://www.pinterest.com/sparkenthusiasm/immigration-lainmigracion-spanish-class/