Varias cositas:

1. Gloria is not an example; she is an hablante de herencia. Can you say: Gloria es una hablante de herencia de español en EEUU. (Note en EEUU)
2. Busquen here (plural) and singular (Revisa). Is this an individual or a pair activity?
3. I suggest italics rather than single quotes (here and in Act. 15)

The García biography (from the abuelo's perspective) is not a good model for several reasons:

1. It doesn't contain the same categories (e.g., no pets, no vacation locations)
2. The abuelo was not really a biografía de la familia, but rather the story of the abuelo's life in Cuba and the reasons for leaving. I suggest leaving out the part of the instructions that refer to the abuelo.

another example of a default masc adjective. Okay?

This phrase gives away the answer to #7.

See my earlier comment about this: here you have contestar preguntas (not contestar a)

I would delete this, since it is another stereotype: Cubans are amigables. The whole set-up is exaggerated -- I walked around Calle Ocho during the 1970s with my (non-Cuban) grandmother who lived in Miami (she liked to go to fabric stores in the barrio), and it was a big bustling place where strangers did not go ga-ga over random cute children. What is more likely is that on the weekends, the abuelos would go out on walks with little Gloria and their friends were the ones who ooh and ah over the abuelos' cute little nieta.

Here you have calle initial lower case and earlier in the same line it is Calle. I am not sure which is preferred, but you need to decide and then pick one.

Gloria visitaba a sus abuelos... would be more direct.

I have to say that it is unlikely that Gloria was monolingual until she started school. Her father (we don't know about her mother) was born in Miami and did all of his schooling in English. Gloria is now the grandchild of NSs and the daughter of HSs, and if she was born in a community of English speakers (what you are claiming about Coconut Grove), the chances are that she spoke English by age 5 or 6 when she started school.

In the letter (in a text box so I can't use the Annotate function):

• delete period after the header. If you can center it, tanto mejor.
• delete los before Estados Unidos
• I think Malecón is mayúscula because of the fame of this particular one in Havana.
• yo disfrutaba mucho con las cosas: Is con the right preposition? From my non-native perspective, I would use de or no preposition.
• Nunca olvidaré cuando... If you are trying to set the scene for repeated activities in the past, I suggest starting this way: Cuando no estaba en el trabajo, salía...
• teníamos Cuba. teníamos a Cuba?
• Desafortunadamente, la Revolución [comunista] cubana comenzó y la abuela y yo tuvimos que venir a los Estados Unidos como refugiados por nuestras ideas [liberales]. I have a lot to say about this whole activity and the positioning of the abuelo, but I was particularly struck by the use of "ideas liberales" in this sentence. The abuelo was a young man from the wealthy landowning class (characteristic of most first-wave Cuban immigrants following the Castro-led revolution). What ideas liberales could the abuelo be referring to? I think most of what happened to people like the abuelo was that their businesses were confiscated and they had a choice of adopting the revolution's mission or leaving. For people who had children already, they left to protect their children against a Cuba that would be profoundly changed from the hierarchical society where the wealthy did all of the things the abuelo says and the poor worked their buns off and had minimal living conditions, not much education, etc.
• In terms of the whole activity, there are two big problems, in my opinin:

1. Your choice to position the abuelo in the way you have gives the text a colonialist, elitist perspective, which you do not problematize/question in any way. I think this is a choice you should reconsider. The text also reflects a kind of mythology about Cuba as a paradise that was lost with the revolution, which simplifies what actually happened.
2. Linguistically, there is way too much text for the seven blanks the students have to fill. I see in the next activity that you use the text as a site for analysis of preterite and imperfect. This is a good idea, but in this activity I guarantee you that students will either get bogged down by so much to read, or will focus only on the sentences that have blanks and will skip over the rest.
3. A small point about chronology: If the abuelos came to the U.S. in the early 1960s as young adults, they in their late 70s or early 80s. Their kids were probably born in the 1960s and early1970s, which would make them in late 40s or their 50s. It is unlikely/impossible that Celia has a baby like Emma if she is in her late 40s. Celia and her siblings look like they in their 20s and 30s in the drawings, which is unlikely.

I would say: Sus padres siempre tomaban café cubano en el desayuno.

I wonder if it should be untadas to agree with tostadas

I am not sure about this category. First, do you mean duraderas? Second, what verbs go into this category? Trabajábamos, ayudábamos are the two that seem most reasonable to me. I supposed I should wait to see how you teach preterite and imperfect in the grammar section, but I question this category. Also, I think they are actividades, not acciones. An acción by definition has a beginning and an end, and it is only by its repetition or by serving as the background to another action that is foregrounded (where the end is articulated) that it is used in imperfecto; e.g., tocaba una sonata cuando Jorge me llamó).

los (minúscula) Also, Emilio will be Jr. in the American system of names only if his father is Emilio. I don't know what happens in Latino families in the U.S. (if this is your context). Could you call him Emilito to denote the same name as an older family member instead? If you like this idea, you will need to change the stem of f). Also, since in the activity all of the completions are within sentences, I suggest that all of the answer choices be minúsculas.

I don't think the past tense works for this activity.

• Photos by definition display moments in time, not a series of actions (needed to describe/recount in past time). Also, the Puerto Rican one doesn't suggest an immigration story per se (and I can't make out the words past the first line).

I looked this up because the word I am familiar with is Nuyoriquino. It turns out that both are okay, and I can't figure out if there is a difference between them. It might be worth talking to someone who knows if there is any kind of issue about how to refer to these people (like there is about latino/hispano, for example).

initial lower case

This direction line does not work for all of the images. Only three of them refer to situations that could include family immigration.

delete

You could say (more economically) Presenten a la clase. Also, if what you want is for them to deliver their oral presentation without reading, you could say this: Muestren la imagen en la pantalla y hablen sin leer un texto.

• historia should be minúscula
• delete los before Estados Unidos

delete

I would say: La llegada de inmigrantes europeos...

delete

I suggest (a) deleting this verb; and (b) saying where the picture is from (to match both pix to the left).

Do you want to identify the country from which they came? (You do say españoles in the picture to the left.) Two other things:

• America del Norte (mayúscula)
• End punctuation needed for a complete sentence.

This word is another example of controversy: The term conquistadores reflects a Western, European view. Scholars probably use different words now to reflect the perspective of indigenous peoples. I am not sure what to suggest, but you could just remove conquistadores and leave españoles.

default masc form okay here?

I believe that children are still taught in school that Columbus thought he had arrived in India. But it was really Asia (China, Japan, and India were collectively called the Indies): https://www.smithsonianmag.com/travel/columbus-confusion-about-the-new-world-140132422/

I mention this because if you are doing anything with instructor notes. this would be a good point to include.

I would put this verb in italics, not quotes (cf. earlier comments). If you decide on quotes, here you have double quotes and earlier in similar contexts you have single quotes. You should be consistent. Ditto for the verb descubrir in the second bullet

delete

delete

Cronología...a Estados Unidos. Here you have eliminated the article but not in heading immediately above.

• 1. I think there needs to be a punto: 20.000. Also, you could eliminate one of the primera. I suggest: Las primeras personas llegaron al continente americano. Also, why llegaron since you are using the historical present for the others.
• Most of these labels are complete sentences, but you are not consistent in whether you use end punctuation or not (and you should be consistent).
• 1880-1930. I suggest use of historical present here also (reduce).
• Throughout the infographic: where you have a date range, I suggest an en dash between the dates and no spaces.
• 2018-2019: See my earlier comment about EEUU

internet (initial lower case).

Repetition here of ver only 4 words apart. You could say: ... españoles, antes de ver su sueño de una Cuba independiente.

To make it clear that he did his planning from Venezuela, I would say this: ...Guatemala y finalmente Venezuela, donde planeó...

noviembre -- months use initial lower case in Spanish.

This isn't quite accurate. It never divided the two countries, just the city of Berlin (which geographically was in East Germany). Rephrasing is needed.

These three words should have initial caps.

Some of these propósitos fit into more than one category. Para buscar una vida mejor can fit into at least 3, possibly all 4. Por amor is both a razón personal and a razón familiar. Might you want to turn this into a pair activity so students can see how the categories overlap and people's reasons for emigrating are complex?

Guerra (con mayúscula)

There is no biography of someone named García in Actividad 5 of this lección.

Muro (it is an official name, so it needs mayúscula)

I think modelo might be better than ejemplo.

This is a hard activity. I don't think students will know any of them except maybe Niagara Falls without an internet search. Should you suggest looking online as part of the instructions (as you have done with other activities)?

I should have mentioned this before, but are you okay with un compañero rather than tu compañero/a?

ley is not the right word, since it never became law (sadly). Wikipedia calls it a proyecto legislativo. (If you like this, you will have to change introducida to introducido.)

The header for the cloze exercises should be El programa DACA with no period. If you can center it, tanto mejor. 9.c). This is not accurate. The program protected (protects?) people who were younger than 16 when they arrived in the U.S. If they were, they were protected even after their 16th birthday.

Since DACA is not dead yet, can you lighten the verb tenses a bit? I suggest the following:

1. ¿Por qué se usa el término 'soñadores'... (also note that I strongly recommend italics rather than single or double quotes for words that introduce or highlight terms. (This is what APA says, so it is not just me :). APA says to use quotation marks only for actual quotations.
2. ¿Ha sido positiva DACA para la vida...

Is this okay? La administración de Obama and, 2 lines down, la administración de Trump sound better to me.

permitió (typo)

Clearer to say: ... o falso de acuerdo con la información... Also, see my earlier comment about spelling of video vs. vídeo. d) I suggest using the word in the video revocación. It is an easy way to help with vocabulary expansion. They have heard the word, it is a cognate, and now they can see it.

1. a) They are still mexicanos (which should be initial lower case). My suggestion: La mayoría de los soñadores que se han beneficiado del programa DACA son mexicanos. d) To address the outdatedness of the video (aka historical context), I suggest: Con la cancelación de DACA en 2017, ya no se aceptaban más solicitudes para el programa.

1. a). I suggest putting the names in alphabetical order. There should always be a logic for test options that are a simple list. b) Using the same reasoning, I think it is more logical for the order to be smallest to largest number. Also, in line with my earlier suggestion, I much prefer dreamers in italics (and no single quotation marks) because it is a change of language.

This video was produced in 2017, and it refers to an action taken by Trump in Sept. of that year. In this sense it is outdated, and the current situation is more complicated that you can get into with an intro to this video. I suggest that you include in this two-line introduction the crucial fact that the video was made in 2017 and refers to DACA up to this year. I realize that it says something about the future (March 5, 2018), things have happened since then to (partially) remedy the draconian measures taken by the Trump administration.

Also, the video is interrupted 8 (!) times with a piercing sound that I thought was my smoke detector :). I hope there is a way to remove those loud beeps because they are beyond distracting. Until I figured out the source, I couldn't focus on the content of the video.

It is not clear to me what this is: another activity? If so, it needs a header. Are students supposed to look up the definitions for these terms as pre-listening activity? Also, the last bullet should be Ciudadano/a

I think a better definition would be La dispersión de un grupo étnico o religioso que abandona su lugar de origen (e.g., los judíos expulsados de España al final del siglo 15). I don't think you should use the original connotation of Jews from Israel -- it is too long ago and most students won't know anything about it. Also, according to Wikipedia, the current definition of diáspora (in line with Rafael's definition), refers to any scattering of a people from its homeland. So Spanish Jews in 1492, Irish during the Potato Famine (1845-49), and Jews in Europe who survived the Holocaust are all better examples, in my opinion. Also, B. is sort of correct, according to the Wikipedia definition. Diaspora contains the notion of scattering -- not from one country to another (which is immigration). You could make B less correct by saying this: El movimiento de mucha gente de un país a otro (e.g., de México a EEUU).

I don't think you want to use ilegalmente, even though it is the word that Rafael uses. He also says "permiso" not "un permiso." The fact is that all children in K-12 who live in the U.S. have the right to public education. So it is not a question of "un permiso." Since you are not limiting yourself to his definitions in these these questions, I suggest this: A. Los niños y jóvenes indocumentados que viven y estudian en EEUU.

This spelling (vídeo) is Peninsular. In Latin America it is video (no tilde).

Here you definitely need italics and not quotation marks because you are changing language in the middle of a sentence.

1. a) dos horas [Also, now I think I see that if there is text inside a text box on my screen, I can't use the annotation function, just the page notes function.] 5.b) To avoid the gendering of certain professions (cocineros but criadas), you could change criadas to sirvientes. 5.c) You need to start this one with: Todos los argentinos... 5.d) APA style would much prefer usted in italics and not in single quotes. If you want to use quotes, then use double quotes.

Since this is a pair activity, I think this sentence should be directed to both members of the pair: Pueden buscar... si necesitan...

Do you mean for the students to limit themselves to the six flags in the previous activity? It appears not, because not all the countries mentioned in #3 have flags displayed in the previous activity. You say in question #3 that they should look online for flags with escudos and associated information, but they need to look online to answer #1 also. Maybe the instruction to look online should be part of the overall instructions for the activity: 4. Hablar. Discute...

Also, it is now preferred to write internet with minúscula. The last two projects I worked on (Pearson, LingroLearning) both went with minúscula.

There is considerable inconsistency here in the words next to the flags. If they are nationalities, they all be masculine singular. If they are adjectives (to agree with bandera) then they should all be feminine singular. But in any case you need to change the instructions: Relaciona cada nacionalidad con la bandera de su país correspondiente.

Similarly, I would say ...de EEUU?

I commented on this earlier, but I will say again that I think it is now preferred to delete the article with all country names: Estados Unidos, Perú, Canadá, etc. I won't make this comment again, but if you do decide to eliminate articles with countries, you need to be consistent and get them all.

Activity 2 (the country on the map part) is done individually, and this part is done in a pair. That transition for individual to pair within the same activity would be clearer with an icon system (suggested in my earlier comment).

Have you thought about adding icons that show if an activity is in a pair or in a group? That might be helpful to instructors as they are making their lesson plans.

1. 1. Should this be estudiantes, o niños? I assume that you are not referring to adults with this question.

4.b) visado, but also visa. Visa is more common in Latin America, which is the context of this section, so I think it should be used in this activity rather than visado.

1. c) It doesn't have to be su país de nacimiento. There is a lot of secondary and tertiary migration of people around the world. Tweak is needed.

... Colorado y una licenciatura en ...

I think it is better to use words than cifras in texts like this one. un año

For f), I think Aguas Frescas since it is a brand.

For e), since these are names of holidays, should they have initial caps? (They do in the video.) However, I just looked online, and found the following:

• el Día de los Muertos (or el Día de Muertos).
• el 5 de mayo in all Mexican sources that I found with a quick search. Actually, now that I am looking at this more closely, all of the questions start with Nuestra estrella prefiere,,,, so logically all of the answer choices should start with minúscula unless it is a brand name or other proper noun. So:
• el fútbol europeao/americano
• la cerveza, la tequila
• e) as above
• g) el pozole, los tacos

There is no way to know from the images the answers to b) or c). Is that on purpose? If so, the instructions should make it clear that they are just guessing. Unfortunately, the guesses might be based on stereotypes: 1. Rafael is too young to be a school superintendent; 2. Mexicans (Mexican Americans) can't be school superintendents; 3. If Rafael is from Mexico, his first language must have been Spanish (what if his parents are immigrants or business people or diplomats from Brazil, Italy, Bulgaria and that language was the first one he learned?