Follow me on twitter @ferrerchute or @ethsboyssoccer
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congratulations class of 2016
End of year immigrant interviewsFirst of all I'd like to say thank you to all the participants of this year's immigrant interviews. I realize that it isn't easy to sit down and be interviewed especially if you are being asked to speak about sensitive issues such as immigration. Thank you. Please click on some below to hear the final products. If you would like to see the rubric please click on "more" above....then "downloads"....then click on "immigration podcast interview pdf."
March - April Updates |
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Cesar Chavez and the non-violent movements
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We recently completed our Latino Experience unit with Viva La Causa, Part of the Teaching Tolerance kits mailed to teachers across the country. Viva la Causa focuses on Cesar Chavez and the farmworkers movement of the 60's and 70's. There are a bunch of great lessons in the unit which deal with issues of economic justice as well as the non-violent movements of Gandhi, Martin Luther King and Cesar Chavez among others.
Students researched the 3 movements and compared tactics of non-violent protest. Watch the documentary right here! |
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Felix Longoria and Hector Garcia 1950's - 1960's
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Our unit has now shifted from deportations to the famous case of Felix Longoria. Felix Longoria was a World War II veteran who was killed in action in 1945. When his wife went to the funeral home in Three Rivers, Texas she asked for a wake at the local funeral home. The owner of the funeral home insisted that they could not do that because, "the whites wouldn't like it." The turn of events turned out to be a catalyst that united latino Americans across the country for the first time. Hector Garcia, a famous doctor from Texas turned this issue into a national debate. Eventually Senator Lyndon Johnson, from Texas, worked with the family to have Felix Longoria buried in Arlington National Cemetery. Dr. Garcia was able to unite latino Americans into Viva Kennedy clubs a few years later. These latino Americans voters are widely considered as the reason Kennedy won the election.
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March Update - deportations newscasts
Students just completed a massive newscast project. Students worked in groups of 3 or 4 to develop newscasts based around creative writing pieces students developed on the issue surrounding the Mexican American deportations of the 1930's. Students gathered all of the group's creative writing pieces and picked one to turn into a newscast. They then worked to develop a storyboard and a script. Many groups chose to film using a green screen and then edited their movies using the iMovie app on their ipad. The finished products turned out great with the only difficulty coming from not having adequate microphones to record professional sound. The students did their best and for that I congratulate them. The videos will be here soon.
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February Update - Puerto Rico Projects
Students chose either to create a Garageband Podcast or an imovie. Here are a few of them. More will be added soon.
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December update: Puerto Rico
Currently we are in the middle of our Latino American Experience unit. We just finished covering the Mexican American war and have now jumped a few years to the Spanish American war. We will spend some time on Puerto Rico and how Puerto Ricans began arriving in the United States and transforming themselves here. Students will be placed into groups and create podcasts in classic NPR style to answer some questions regarding Puerto Ricans and their experience. These podcasts should be done prior to the holiday break and will be on this website before the break.
November 2015 - Latino American Experience
This next unit is huge. We have already begun researching and learning about the Latino American experience. This unit will take us from the US westward expansion and its effect on the Mexican population all the way to the experience of Latinos today in 2015. We will look at the deportations of the 1930's as well as the experience of war hero Felix Longoria, who died in WWII but suffered the indignity of not being allowed services in the local church. We will also study at length the farmer's rights movement and Cesar Chavez while also investigating modern social economic injustices. There is much much more...so stay tuned.
Peliculitas - October 2015
Students were asked to take pictures of their lives and create mini- Spanish movies using iMovie. The following are some of their finished products.
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Spanish for spanish speakers - 8th grade
This school year has begun in a very excellent way. My 8th grade students have been working very hard in Spanish. We are currently working to fill out our Linguafolio which is a self assessment tool for Spanish speakers. We have made sure to stay in our target language throughout the entire class period which can be challenging at times. Please remind your kids to always remain in target language especially during the more light moments of the class when people are making comments or speaking to one another.
Students have earned Epoints (PBIS reward system using our iPads and smartphones where students can earn points to cash out at a later date). Most Epoints in my class have been awarded to students who remain in the target language or shown responsibility.
We have also been reading in Spanish every day! Students have selected books, both fiction and non-fiction, to read at the beginning of each class daily. I will incorporate these more in the days to come. These books will allow students to dialogue with one another as well as work on their comprehension.
Students have also been working on writing and spontaneous conversations which is key for Spanish language learners.
There are many things going on in class. Check back here for updates and pictures of class activities.
Students have earned Epoints (PBIS reward system using our iPads and smartphones where students can earn points to cash out at a later date). Most Epoints in my class have been awarded to students who remain in the target language or shown responsibility.
We have also been reading in Spanish every day! Students have selected books, both fiction and non-fiction, to read at the beginning of each class daily. I will incorporate these more in the days to come. These books will allow students to dialogue with one another as well as work on their comprehension.
Students have also been working on writing and spontaneous conversations which is key for Spanish language learners.
There are many things going on in class. Check back here for updates and pictures of class activities.
students free writing in español
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Jeremy Klamm writing in Spanish alongside his lingua folio and iPad
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Bienvenidos alumnos a este año escolar 2015-2016
Political Cartoons & Ipad Technology
Students analyzed characteristics that make up political cartoons. We looked at examples of irony, satire, sarcasm, humor in a variety of professional cartoons. As a class we created a list of social issues the students cared about. Some of the topics included police violence, feminism, dress code, racism, NSA, LGBT rights, segregation, immigration, and North Korea. Students then chose which topic to research. After conducting research on the topic of their choice students figured out what they wanted to say about the subject. They then determined a visual representation that could express their thoughts. After completing a draft in pencil, the students took pictures and uploaded them to You Doodle App on their iPads to add color. They then uploaded it into Pic Collage App on their iPads to incorporate text. Students ended this activity by presenting their cartoons to the class. Each student first analyzed their classmate's cartoon by writing what they believe the message to be. Then the presenter shared the meaning of their cartoon with everybody. Finally the students uploaded their finished cartoons into Edmodo for grading. The following are examples of the final products the students turned in.
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March - April
2015 - Immigration Interview podcasts
My Spanish for Spanish Speakers recently completed NPR style interviews of immigrants. This process included the research of immigration related issues as well as creating questions that explored various immigration angles. Students sought the reasons for which their interviewees immigrated into this country. They also documented the experiences and for some the harrowing crossing of international borders.
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In continuation with our immigration unit my students are currently conducting interviews with immigrants. Each student is interviewing an immigrant using Garageband and their ipad. The students created their own questions to ask and will complete a podcast in the NPR StoryCore style and format. These will be up and running on this website soon. We are also watching an award winning documentary from HBO called Which way Home. This doc follows the experience of children making the trek through Central America towards their ultimate goal; the United States.
February - Febrero 2015
Our Immigration unit has begun with a general overview of definitions. We are also looking at reasons people have for immigrating. We are currently watching a fantastic immigration documentary called 30 Days by Morgan Spurlock. If you'd like to watch it and have a conversation with your child over dinner see below.
January -enero- 2015
viva la causa - January
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We recently completed our Latino Experience unit with Viva La Causa, Part of the Teaching Tolerance kits mailed to teachers across the country. Viva la Causa focuses on Cesar Chavez and the farmworkers movement of the 60's and 70's. There are a bunch of great lessons in the unit which deal with issues of economic justice as well as the non-violent movements of Gandhi, Martin Luther King and Cesar Chavez among others.
Students researched the 3 movements and compared tactics of non-violent protest. Students also wrote essays in response to the fantastic documentary Viva la Causa which I've linked to for you to watch. |
December - diciembre - 2014
Students created movies!
Part of the Latino experience unit students worked in groups to create, write, plan, storyboard, film, and edit movies depicting scenes of the deportations of Mexican Americans in the 1930's in much of the west coast.
Part of the Latino experience unit students worked in groups to create, write, plan, storyboard, film, and edit movies depicting scenes of the deportations of Mexican Americans in the 1930's in much of the west coast.
Deportaciones from Fernando Ferrer on Vimeo.
tomates y suenos from Fernando Ferrer on Vimeo.
amigas prohibidas from Fernando Ferrer on Vimeo.
Bracero Program- November Noviembre 2014
Students visualized the bracero program through photos and created dialogues and compared them to real captions from the photos. After comparing their visualizations and the real captions from the photos, students drew conclusions to the reality of the program.
| bracero_program_powerpoint.pdf |
Strangers in our own Land-Extranjeros en nuestra propia tierra
After beginning with a unit on identity we have begun studying about the latino presence in the United States. This unit describes the experiences of four important people from the 1830's-1850's. Mariano Vallejo of California, Juan Seguin of Texas, Apolinaria Lorenzana of California, and Miguel Otero from New Mexico are all studied in this unit. The experiences of these people vary as the expansion of the United States became a violent reality. After watching segments of the PBS award winning documentary titled Latino Americans students analyzed the differences of experiences between these people thus answering the essential question: How have latinos overcome some of the political and social injustices suffered upon them during the United States expansion?
Welcome back 8th Students
Welcome back students to what will be a wonderful school year.
Congratulations Graduates of 2014
Viva La Causa: The story of cesar chavez and a great movement for social justice - April/May
Our next unit will consist of a unit created by Teaching Tolerance. We will begin by watching the award winning documentary viva la causa. Along with the movie will be a series of lessons to engage the students in social movements and seeking social justice. We will investigate about economic situations of workers in the United states as well as the farm workers and their union. We will analyze a series of non violent movements that have succeeded in our country and abroad. Finally we will attempt to turn our new knowledge into 2014 action. Students will select an issue of social justice and work to make a difference.
Fairy Tales - April 2014
In an extension of our grammar writing unit, we have decided to translate our fairy tales from Literature class into Spanish.
In an extension of our grammar writing unit, we have decided to translate our fairy tales from Literature class into Spanish.
Grammar - Presente - preterite - Future - March 2014
Currently we are dedicating ourselves to a bit of grammar. The students have been learning how to conjugate verbs in the present, past and future. In preparation for high school spanish classes this grammar we are studying is fundamental to the student's success.
Latino Americans experience Journal and theatre - February 2014
While studying the Latino Americans experience students have been learning about the horrible deportations many Latinos experienced during the early 1930's. Students created photography journals. They took a primary source photos from the 1930's and created a story based off the lives of those in the photos.
Then the students formed groups of four and selected which photo journal they wanted to turn into a short play. The students created characters, developed a storyline, plot, and resolution all in Spanish. They then presented their plays in front of the class.
Then the students formed groups of four and selected which photo journal they wanted to turn into a short play. The students created characters, developed a storyline, plot, and resolution all in Spanish. They then presented their plays in front of the class.
Spanish Theatre - February 2014
Latino Americans - PBS
Latino Americans have a rich and long history in the United States. We are currently studying about the portion of Mexico that was taken by expansionists during the 1830's and 1840's in the western part of the U.S. The students are currently viewing Latino Americans presentation by PBS in Spanish. Students are taking notes on the experiences of various people during this time of turmoil and war. From rich landowners who lost it all to missionary girls sent to California from Mexico City, we see how this period of expansion affected the residential people of Mexico.
Students will culminate this unit with a video presentation where they create a similar documentary to that of Latino Americans and instead use their family members to recount the stories of the past. The students will interview family members to hear the experiences of people who once migrated or immigrated to this great country. They will use video, music, and primary source pictures. Some students will create vivid timelines documenting the experiences and movement of these early people of the western frontier.
-Mr. Ferrer
Click on the button below for a link to the PBS documentary
Students will culminate this unit with a video presentation where they create a similar documentary to that of Latino Americans and instead use their family members to recount the stories of the past. The students will interview family members to hear the experiences of people who once migrated or immigrated to this great country. They will use video, music, and primary source pictures. Some students will create vivid timelines documenting the experiences and movement of these early people of the western frontier.
-Mr. Ferrer
Click on the button below for a link to the PBS documentary
Spanish Non-Fiction Reading and Writing Unit
We have just concluded a non-fiction reading and writing unit. Students selected 2 nonfiction books to read and analyze. Each student was given an essential question that would serve as an over all question to be answered at the end of the unit. In the meantime, students created questions that they would answer on a daily basis. They documented these responses on a poster board. Towards the end of the unit, the students then answered their essential question in a typed essay.
The unit has culminated with each student presenting their report and relevant information.
Currently we are working on creating news segments. Students have been places in groups of four or five and will plan and present a newscast for the class. All planning and writing will be done in spanish. (Nov.12, 2013)
