In this activity you will be visiting a web site about Latinos
in the U.S. and then to two other web sites to collect additional
information and complete some activities. Have fun!
Setting the Stage
Pictures of some famous Latinos living in the U.S. who have made
a difference in the areas of science, arts and sports.
1. What do you think is the number of
Latinos in the U.S. at the last
2. How do you think the number will change in
the next four years?
3. Which Spanish speaking country do you think
has the biggest
representation in the U.S.?
4. Below check the other information you might
find on this site.
____ reasons why they come here
______ # of Latinos by state
_____# of Latinos at a national level
______ prediction about future changes
1. Go to the following web site: http://www.bbc.co.uk/spanish/especiales/mundolatino/map_yellow1.shtml
2. Check the following that you find in this
____The states with the biggest
number of Latino population (mapa interactivo)
____Totals of Latino population at a national level (mapa interactivo)
____Totals of Latino population in border states (click on highlighted
____Distribution of nationalities in the Latino population (click
on highlighted states)
____Predictions for the next four years. (mapa interactivo)
3. List here words that are similar to words
4. List words that are not like English but
that you understand by
The total population of the U.S.
is __________________ .
The Latino population in the U.S. is __________________ .
The figures in this document were recorded on __________________
The percentage of Latinos in the U.S is __________________ .
The estimated Latino population for the year 2050 is __________________
2. Select one of the highlighted states, click
on it, and find out the following:
a. Total population _______________
b. Hispanic population _______________
c. The name of the nationality of the
d. The name of the nationality of the
smallest minority _______________
e. The name of the two biggest cities.
3. Click on the different color states. Then
mark these statements with True (T) or False (F)
a. _____ The
site shows a map of the U.S.A.
b. _____ There are
ten (10)-highlighted states.
c. _____ The
highlighted state with the smallest number of Latinos is Illinois.
d. _____ The
highlighted state with the majority of Dominican Republicans
is New York.
e. _____ California
is the state with the biggest Latino population.
4. Read the light blue part at the bottom of
the state pages and select a statement that you find interesting.
Share it with your group, and explain why you find it interesting.
5. Did you find all the information you expected
in #1? Go back and put a check mark beside each item that you
found and an X in front of each item you did not find.
Post Reading Application
1. You will receive a blank map of the
U.S. For each of the color states on the web site, place
a flag of the country, which has the biggest representation in
that state. You can find flags of the countries and flags to color
in the following site: http://www.crwflags.com/fotw/flags/cbk.html
2. Using the web site: http://www.oanda.com/converter/classiclook for the name of the currency used in Mexico, Cuba, Dominican
Republic and Puerto Rico. Find the equivalency to a dollar and
complete the chart below.
3. Your class started a pen pal program with
a school in Texas. Your penpal María just moved to
the U.S. from Michoacan, Mexico. Write a letter to her including
three questions about her feelings, fears or difficulties. Consider
adding a practical tip that you think might help her in her transition.
4. Your family just told you that you are moving
to a Spanish speaking country for an unknown period of time. Place
yourself in that position and fill in the chart.
things I need to take with me
things I'll miss
things about the move that scare me
1. With your seatmate create a puppet
show in Spanish to represent a dialog between a U.S. student and
one who arrived a month ago from one of the countries found in
the web map.
2. In your group prepare a news broadcast
in Spanish for the class to report the information obtained in
the web site about Latinos you accessed today.
3. Write three things in Spanish you think
young Latinos will start doing when they come to the U.S.
4. With your seatmate create an ad in
Spanish for a manufacturer to sell their product to this new Latino
5. Find a student who has recently come
to this country and have a conversation with him or her to learn
about his/her experiences. Write a brief report about what you
6. In your group estimate how much
it will cost a family of two grown-ups and two children to settle
in their new environment and start a new life. Consider food,
housing and utilities, clothing, health, education, recreation
and any other that you consider important.
7. In your group and using narration,
music, percussion and/or mimicry create a presentation to share
with the class what you have learned about this topic.
8. You will play a game by teams. Listen
to the instructions from the teacher. You must speak only Spanish
and not break the rules of the game in order for your team to
Latinos in the United States of America.
Teacher Lesson Plan
Grade Level: 7-8
Learn about how the Latino population is growing in the U.S.
· Learn about where
Hispanics live in the U.S.
· Learn about where
Spanish is spoken in the U.S.
1. Computer with access to the World Wide
2. Student worksheet
3. Blank map of the United States
4. Color markers
5. Web page with Contemporary Latinos in the
1. Display posters of contemporary famous
Latinos in different fields in the U.S.
2. Ask students different questions about their
knowledge of the Latinos in the U.S.
3. Ask students to list what information they
expect to find in the site we. will visit.
4. Have students to share their work with their
group. 5. Have students go to: http://www.bbc.co.uk/spanish/especiales/mundolatino/map_california1.shtml
6. Have students check on a chart information
obtained or not obtained.
7. To help students find expected information
have them look for cognates.
8. Have students look for meaning in context.
9. Have student list words they dont know and
they think they need to know. In the group students will look
for meaning. Then share with class.
10. Have students complete chart using the information on
the web page.
11. Have students select one highlighted state and
find 5 pieces of information requested.
12. Have students answer a true or false segment using the
web page assigned.
13. Ask students to select a quote that they like and explain
why they chose it.
14. Have students color the highlighted states and place
the flag of the country, which has the biggest representation
in that state. (http://www.crwflags.com/fotw/flags/cbk.html)
15. Have students look for the name of the currency the
people of the countries
given used before coming to the U.S. and find the equivalency
with the dollar.
Site to be used: http://www.oanda.com/converter/classic
16. Have a student write a brief letter to a pen pal. This
is a student who came to the U.S. a month ago.
17. Have students complete a list of things he/she thinks
would feel if their own family announced that they are moving
to a Hispanic country.
Applications and Extensions
1. Create a puppet show to represent a dialog between a U.S.
student and a Latino student who arrived to this country a month
2. In your group organize a press conference, with the class as
the reporters, to inform them of what has been learned about the
3. Predict changes that young Latinos will go through after
living in the U.S. for a while.
4. Create a brochure to send to different manufacturers to
inform them about this new market to advertise their products.
5. Find a student who has come to this country recently and
have a conversation to
learn about the experience with its difficulties and hopes.
6· Estimate how much will it cost a family of two
grown-ups and two children to settle in their new environment
and start a new life
7· Using music, percussion and/or mimicry create a
presentation to share what you have learned about this topic.
8· Mark the floor with two long pieces of masking
tape. There should be enough space in between the lines for students
to put their feet. Ask students to stand up in a random order
in between the lines. Number the students from left to right or
vice-versa. They can only speak Spanish, and they can not step
outside the lines. Then pass the students cards with names
of countries with high numbers immigrating to the U.S. Make
sure they will have to move some spaces. Then tell them
to organize themselves in alphabetical order. You indicate which
end is A and which is Z. They will need to help each other
in order to move to the correct alphabetical place. They can speak
only Spanish or be silent and can not step outside the lines.