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Example research essay topic: Spanish Speaking Creative Writing - 1,849 words

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[/b] Since Mexico is such a close neighbor to the United States, one may find oneself curious of its culture. For those who have been curious enough to visit, there are usually no regrets for time well spent. Mexico has much to offer culturally. Its population is diverse and through the years, they have produced fine literature, art, and music. Moreover, because of Mexico's closeness, the United States is easily able to relish its cuisine. It is becoming more common to come across a Spanish-speaking family or individual in the United States.

It is also very common to find a preponderance of Spanish speaking people in a community as is evident in parts of California, Florida, New York, Texas, and New Mexico. There are well over 2 million Mexicans and Mexican-Americans in Los Angeles alone. Mexican people are crossing United States borders daily and settling in this country. As they become more a part of the country and integrate their background with American culture, a look at their culture becomes more enticing. Moreover, it becomes more important to be more sensitive linguistically. Firstly, we must accommodate Spanish speaking Mexicans in our businesses, stores, banks, and government buildings by including directions and signs in Spanish.

Secondly, some of us may find it necessary to acclimate ourselves to the Spanish language in order to communicate effectively. This especially holds true for teachers that find themselves with a Spanish speaking student who is lonely and scared in an English speaking classroom. The intent of this unit is to allow elementary students the opportunity to discover Mexico and its culture. The way in which students will do this is with as many hands on activities as possible. Experiencing a particular subject matter in this hands on fashion will make learning more meaningful and exciting. For example, students will not just taste Mexican food, but they will cook it.

They will read recipes, gather ingredients, and cook the food in the class. They will not just look at an article of traditional Mexican clothing and pass it around, but they will make clothing and wear it during the day. In addition to this, they will make murals in the style of famous Mexican artists and display them throughout the school. The more students can stay away from ditto sheets and the paint by numbers approach, the more effective this unit will be.

This unit will be implemented at Davis Street School and is targeted towards a second grade class but can be adapted to higher or lower grades. Recently, Davis Street School has reached a Magnet School status. It is expected that the schools population will be more racially diverse in the future. However, for the time being, this unit will be used for a population that is mostly African-American with a small percentage of white and Latin-American students. The unit will also be used during the latter part of the year. Students advance considerably towards the last half of the year and are more ready to meet with more difficult tasks such as effective writing.

This topic will not be done in conjunction with other second grade classes, however, other classes throughout the school are doing similar studies of other countries at this time of the school year. Annually, Davis Street School celebrates International Day in conjunction with Black History Month. On this day, classes celebrate the country that they have been studying by serving food, dressing in that countrys traditional clothing, and holding a school wide assembly. For the past two years my second grade class has studied and celebrated Mexico for this event. For food, we served arroz con pollo (yellow rice with chicken), frizzles negroes (black beans), guacamole, nachos, and burritos. We wore the clothing that we made and paraded around the school.

Students found this to be a very exciting culminating activity, however, not one that can be shared by all schools. In the following pages, I will suggest ideas for making your classroom a Mexican restaurant that can be visited by anyone in the school during the day. Students will be given jobs in the restaurant such as cashier, waiter / waitress , and host / hostess . A menu will be created that will include prices and food will be purchased with play pesos.

Also, the restaurant will be decorated with the murals that students will create as a result of this unit. This unit will include topics such as language, music, food, clothing, holidays, art, literature, and people. It will not, however, exclude creative writing activities. Writing prompts can be extracted from any topic in the unit and should be done often. If students keep a daily journal, this would be an opportunity to write about what they are learning about Mexico at that time. Once students absorb Mexican culture, they will create stories by pretending that they are a Mexican boy or girl for a day and tell of all the things they would do in Mexico.

Many of the activities in this unit will be co-operative learning activities. That is to say, students will be working together in small groups for activities that include having a simple Spanish conversation, and creating murals. Following the unit objectives which are presented on the following page, the unit will be broken into topic area and each area will be expanded on. Lesson plans will not be included at this point, but topics will include background information and plans of topic implementation. The unit will be introduced with literature.

From the chosen book (s) students will discuss setting and characters. They will discuss how these settings and characters are different from them and how they are the same. At this point, the concept of culture will be discussed. OBJECTIVES 1. To expose students to the diverse population of Mexico and compare it to that of the United States. 2. To learn and sing traditional songs of Mexico including the national anthem. 3.

To memorize simple Spanish vocabulary and be able to express greetings, age, likes, and dislikes. 4. To cook Mexican dishes by reading recipes. 5. To create a class mural in the style of traditional Mexican artists. 6. To read Mexican childrens literature and respond to it through the creative writing process. LITERATURE This unit will be introduced with the book Hill of Fire written by Thomas P. Lewis and illustrated by Joan Standing.

The story is based on the eruption of Paricutin volcano in 1943. It takes place in the state of Michoacan, on a farm owned by an Indian named Dionisio Pulido. The story describes a farmer that is not very happy because he feels that on his farm, nothing ever happens. Every day he is faced with the same breakfast and the same chores.

The people in the village feel that the farmer is foolish because they are happy with everything that they have. (At this point, I would ask students to name some of the things that they have in their town to see if they name some of the same things that the village has such as a school and church). As the story continues, the farmer is working on his farm with his ox and plow. As his plow is digging the earth, it gets stuck and gray smoke starts to escape from the hole. The hole hisses and spits out sparks and soon they realize that a volcano is erupting. The farmer and his village move to a new location which ends up being a little bigger and better than the old one. The farmer becomes content on this new village and no longer complains that nothing ever happens.

I feel that this book is a great introduction to this unit because it shows a lot of different people and what they do in this village. There are also children in school and a description of an old church with a bell. Students immediately begin to see what life is like for a Mexican farmer and his family during the 1940 s. They will be able to relate to the way the little boy in the story decides to play a game when he has nothing better to do by throwing pebbles in a hole that he dug in the earth.

Another book that I feel would be effective during the units introduction is called Friends from the Other Side written by Gloria Anzaldua and illustrated by Consuelo Mendez. This is the story of a Mexican boy named Joaquin who crossed the Rio Grande River into Texas with his mother in search for a new life. Upon his arrival, he befriends a young Mexican American girl named Prietita. Prietita protects Joaquin from her family and friends that tease him and call him the morabito or the wetback. Eventually, Joaquin must hide from the Boarder Patrol who drives up and down the streets looking for illegal immigrants. Prietita hides the boy and they make a successful escape.

This book does a great job at showing children what it is like to be a Mexican child in a poorer community. It deals with friendships, economy, and community. It also introduces students to a Mexican card game called liberia which students will be doing as a result of this unit. This book also provides teachers an opportunity to explain why numbers of Mexicans that try to make it safely across the borders of the United States.

It lends itself to let the students act out with each other a make-believe situation where they can pretend that someone from the class is an immigrant that knows nothing of the country he just came to. How can other students make him / her feel comfortable and welcome just as Prietita did to Joaquin. One final great quality of Friends from the Other Side is that it is written in Spanish as well as English. One page has the English text and the other page has the same text in Spanish. This allows students to hear the Spanish language in story form.

It lets them compare Spanish sentences directly to English sentences. It also provides them an opportunity to learn some Spanish vocabulary that is important in their every day lives such as the words friend, food, and play. Another book that is incorporated into the unit is called Uncle Nachos Hat. This is a Nicaraguan folk tale adapted by Harriet Rome and illustrated by Mira Reisberg. This book is also written in Spanish and in English in the same fashion as Friends from the Other Side. This tale is about a man called Uncle Nacho who discovers that his hat is old, full of holes, and is no good to him anymore.

His niece realizes this and buys him a new hat. But Uncle Nacho has trouble giving up his old hat. He tries to get rid of it but it keeps finding its way back to him. After telling his niece of this problem, she recommends that he stop thinking of his old hat and start thinking of his new hat. This book p...


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Research essay sample on Spanish Speaking Creative Writing

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