Things are "moving" on this lesson!

Add any ideas, resources, etc in the comments. Note: This has not been reviewed yet.

Multiculturalism in the Community

I can give examples on how migrants impact the community.

(leaves this open to pos/neg, legal/illegal)

I can investigate what communities do to support migrants. / I can evaluate how (well) my community supports immigrants.

(look at how other communities do it. Aspects of Multicultural cities + why those cities? Sanctuary Cities. Compare back to own community, connect)

Additional Idea: I can compare the process to become a citizen in different countries.

legal immigrants (what’s the process? fees? timing? visas? process to become a citizen, what if they are illegal immigrants?)  

Nació en Japón en 2003. A la edad de tres años, su familia se mudó a Long Island, Nueva York. Luego, su familia se mudó a Florida en 2006. En 2019 se mudó a Beverly Hills, CA, donde vive actualmente.

Nació en 1994 en Atenas, Grecia, de padres inmigrantes nigerianos. Se mudó a Milwaukee, WI, EE. UU. en 2013.

Nació en 1983 en Chernivtsí, Ucrania (en aquel entonces RSS de Ucrania). En 1991 cuando tenía 7 años, su familia se fue a vivir a Los Ángeles, California.

Nació en 1988 en Saint Michael, Barbados. A los 16 años de edad, se trasladó a Estados Unidos.

Nació en 1997 en Cojímar, Cuba de ascendencia mexicana y cubana. A la edad de cinco años, ya había vivido en La Habana, Cuba y en la Ciudad de México, México. A los siete años de edad, emigró junto a su madre a los Estados Unidos.

Mila Kunis

Giannis Antetokounmpo

Camila Cabello

Naomi Osaka



¿factores de empuje o atracción?

Cuenta una historia.

< < < para el profe > > >

Targeted Phrases: mudarse/trasladar/irse/emigrar, nacer, tenía # años

Other Vocabulary: years (large numbers)


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Start by introducing the daily objective. They will learn how to complete this at their proficiency target in this lesson.


Show the short excerpt about 5 famous people. See if they can guess which one matches which person.

Version 1: There are no names. See if they can guess!

Version 2: There are names to match. A little easier.

Answers on the next section. What clues helped?

Using the answers, ask them to identify the verbs for “moved.” There are several ways to say it!

Mini-Grammar Lesson (optional)

Technically they only need the past tense 3rd person singular and plural forms to do this lesson, so any proficiency level can do this lesson. However, this is a good opportunity to compare the languages (L1 to L2) and explain the patterns.

From ACTFL’s Core Practices: “Teach grammar as concept and use in context. Students focus on meaning BEFORE form.”


Put them with a partner with one Agree/Disagree sign.

Show an activity that is done in parks around the world. There’s a photo, the “would you” phrase and some have additional resources for some of them.

Check for Learning / Reflect

At the end of class, see if they can do the objective at their proficiency target.

You can mark their “Objective Sheets” if they can do it at their proficiency target.

Remind them to be working on their “experiences,” especially if one relates to this objective.

If they are using the “Unit Vocabulary Sheet,” give them time to write down what they learned today.

Extension Ideas:

  • Come up  Have them report back 

Share your resources and ideas with the community below!


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