Unit Plan Overview

According to many Sociologists, the Hispanic community in junction with the African-American community constitutes half of the population of the United States today. Within the next thirty to fifty years the Hispanic community alone will constitute half of the population and will aid in the progression of minority-majority in America. With the rapid increase of the Hispanic population in the United States, students should have the opportunity to become more understanding and knowledgeable of the Hispanic community through the cultures contributions to humanity in art, music and literature.

This five day unit plan introduces high school students (grades 10-12) of a block scheduled program various Hispanic poets, artists, short story writers and contributors, which paved a road for the Hispanic community’s progression to cultural integration and acceptance in the United States. The use of the word "Hispanic" for this particular unit is in relation to the vast diversity within the Hispanic culture and the content of this unit, which covers multiple cultural segments within the Hispanic community. For example, Mexican-Americans, Puerto Ricans, Cubans and some South American Latinos have written many of the poems and short stories the students shall review in the classroom. Another aspect in this unit, which goes along with the Hispanic theme of diversity, is the investigation of Latino writer’s; who have played a significant role in the development of Hispanic literature.

The students will read and actively participate in open forum discussions covering the text assigned and context shown. This practice allows the students to develop their own opinions and perceptions in relation to the Hispanic community, with which they may or may not be familiar or belong. The students using various resources will conduct individual and group research. For example, the students construct a list of Hispanic achievements using the Internet and texts provided, and then compose a short bibliography about a particular Hispanic writer, artist, politician, inventor or figurehead using the Internet and library resource center with this unit.

The closing evaluation of the unit consists of each individual student composing a short exposition essay. The student examining a particular piece of art or a literary piece shall explain in their opinion: How the literary and art works we covered this week changed your perception of the Hispanic community? Comparing the Hispanic culture to your own ethnic or community culture, how do both seem different? How do they seem alike? What significance did the covered literature and art have on your knowledge and understanding of your own culture?

This unit will help students develop a non-biased perception of the Hispanic community and allow them to become more familiar with a culture that is becoming fairly progressive in the national community. The knowledge and information received will enable the students to become more comfortable with the Hispanic culture and invite them to further their understanding of the culture with independent investigation. Ultimately this unit will enable the students to become more culturally aware and less prejudice toward the multiculturalism in America today. The knowledge of another’s culture strengthens the knowledge of one’s own culture and potentially one’s own identity.

Unit Plan Calendar

 Day One-"What is Hispanic culture?"

1) The students will be introduced to the Hispanic culture with a background handout in the reading packet.

2) The students will be shown the unit plan bulletin board.

3) The students will be presented a unit reading list and reading packet.

4) The students will be given a chronological timeline covering the Hispanic Literature movement.

5) {Integration activity} The students in home and consumer courses (or volunteers) will be asked to help prepare any Hispanic dish to share with the class on day five.

6) The students will be shown a video discussing the Hispanic cultural environment, "Birthwrite, growing up Hispanic."

7) The students will participate in a shared reading activity over the background handout.

Day Two-"A Taste of Latina Literature"

1) The class will break into groups of four to five students and collectively answer a study guide covering the short stories assigned. ("Teenage Zombie" and "Dust to Dust")

2) The class will discuss their findings in an open forum focusing on the cultural characteristics presented in the stories by the means of literary elements.

3) {Writing prompt} the class will be shown a collection of paintings and will write a (1page)-reaction essay over the artwork focusing on the literal and figurative meanings of the paintings in reference to the Hispanic culture.

Day Three-"The World Through my Eyes"

1) The class will discuss the issues in the assigned "Diary Entries" by Carmen Velle.

2) {Writing activity} the students will be asked to recall a situation in their lives and write about the situation to share with the class in diary format. (intuitive, analytical, honest and in first person point of view)

3) The students will review the sample biography handout over Richard Bianco.

: (Activity) The students will break up into groups of four and be given the rest of class time to research information on any Hispanic figurehead, which they are to prepare a (1page) biography discussing achievements and history. (Library and Internet)

: The students will then use this information to prepare a poster highlighting their selected figure.

Day Four-"Cultural Song"

1) The class will participate in an open mic reading of the selected poems assigned for class discussion.

: The students will be asked to relate the use of literary elements to the cultural expression in the poetry.

2) (Assignment) The students will be presented with the following writing prompt question, "Considering the literary and art works we covered this week, has your perception of the Hispanic community changed in any way? If so, in what ways? Comparing the Hispanic culture to your own ethnic or community culture, how do the both seem different? How do they seem alike? (The {2 page maximum} essay should refer to and include details from at least one selection of poetry or prose assigned, along with some information given to them by the guest speaker. The essays will be due the class meeting following day five.)

3) The students will be allowed to finish their posters for the rest of the class period to present on the next class meeting.

Day Five-"What is Hispanic Culture to me?"

1) {Integration activity} The students or teacher will bring in a previously prepared Hispanic dish for the students to eat while each group presents their biography posters.

2) {Guest speaker} (Richard Bianco?) --- A local writer, poet, musician, police officer or professional Hispanic (Historian, anthropologist or sociologist {non-Hispanic if deemed necessary) will come in and discuss life as a Hispanic with the students giving them a chance to ask questions concerning the Hispanic culture.