Name: Annette Roberts. Date: July 29, Name of the piece: Lesson plan- La Quinceanera. Overview of Targeted Standards

Transcription

1 Name: Annette Roberts Date: July 29, 2003 Name of the piece: Lesson plan- La Quinceanera Overview of Targeted Standards This group of students is known throughout the high school as the Party class. They enjoy having parties and they are excellent organizers. The class will learn about the Quinceanera in selected Spanish speaking countries, and the coming of age party celebrated in the U.S.A (sweet 16), And the cultural significance of this formal introduction of a young lady in both societies. Students will be able to compare and contrast this social event and will make connections with history and geography via this lesson. AS they learn about the origins of the Quinceanera and the Sweet 16. They will learn how to write an invitation for a party, they will learn the names of clothing items and accessories for male and female. They will also learn about material, how to describe clothing and comment on their likes and dislikes of a particular garment. They will also learn vocabulary related to gift items and food. Students will learn songs sang at La Quinceanera celebration in some Latin American countries. Students will make connections with music by learning about the Mariachis, groups of musicians in Mexico and the role that they play on special occasions like the Quinceanera. Students will search for information about the Quinceanera celebration in different countries on the internet and present it to the class. They will be able to compare how it is celebrated from country to country and how it was celebrated in the past.

2 Name: Annette Roberts Date: July 29, 2003 Name of the Piece: Lesson plan- La Quinceanera (1) Instructional Objectives Students will be able to: (a) Compare the formal introduction of a young lady to the society in North America and a young lady in Latin America. (b) Learn about the location of some Spanish speaking countries in relation to the United States. (c) Learn about the origin of the Sweet 16 and La Quinceanera. (d) Write an invitation for a party. (e) Write a dialog in which plans for a sweet 16 party are discussed using the simple future and the appropriate object pronouns to demonstrate mastery of grammar. (f) Listen and comprehend oral discussions about the topic. (g) Read and understand passages related to Quinceanera. (h) Use relevant food and clothing vocabulary through oral presentations, role-playing interviews and descriptions. (i) Listen to and sing Spanish songs such as Las mananitas

3 Name: Annette Roberts Date: July 29, 2003 Name of the Piece: Lesson plan- La Quinceanera Procedure: Agenda/ Action Plan/ Schedule (1) Students will read a passage entitled La Quinceanera Pre-reading Activities: In order to prepare students for the reading and research the teacher will. (a) Ask the students relevant questions to test their prior knowledge (see section entitled hook/prior Knowledge ) (b) Students will underline unfamiliar words and try to guess their meaning from the context. (c) Students will skim the article and discuss the basic ideas stated. (d) Students will scan the article for specific information such as vocabulary, date, time and place. Reading: The teacher gives the student a purpose for reading. The students read the passage silently then students are permitted to read aloud. Post reading: The teacher gives the student the following activities to check their comprehension: - True/False items - Sentence completion

4 - Multiple choice - Arranging sentences in correct order - Students will be placed in different groups to work on these activities and make a presentation. - Groups will display work done on construction paper. - Each group has to select a leader who will discuss the presentation. (2) Students will use the internet to search for information related to the Quinceanera Celebration in several Latin American countries of their choice. They will analyze the information received and in a class presentation they will discuss similarities and differences from country to country. (3) The teacher will display a map of the United States and Latin America. Students will search for places on the map and will measure the distance between the U.S.A and the Latin American countries indicated. (4) The teacher will show the students a video of an actual Quinceanera celebration. (5) The teacher will take a Quinceanera dress to class and the students will describe it in as much detail as possible using expressions given by the teacher. These expressions will include luce bien, esta de moda, hace juego me gusta and no me gusta.

5 The children will make a clothes line in the classroom and hang different items of clothing. The teacher will call them at random to choose a particular garment and describe it orally. Students will be encouraged to use their dictionary as needed. Students will also describe the color, state, the material that the garment is made of whether it has lace or patterns for example ( stripes,plaids,floral). Students will also describe the formal suit worn by Chambelanes (escorts). (1) Students will participate in a fashion show which will be videotaped. One of the students will be the master of ceremony. This student will be describing the outfits worn in Spanish. (2) Students will design a Quinceanera dress using construction or poster paper. The most creative design will be awarded a prize. (3) Students will use the internet to search for information about the Mariachis and report their findings to the class using a few sentences. A picture of the mariachis will also be displayed. (4) The teacher will let the students listen to a cassette with the song Las Mananitas. This is a song that they sing at a mexican Quinceanera celebration. The teacher will give each student a copy of the words with the English translation on the back of the sheet. (5) The students will learn the song, sing it in class and sing it for their parents at home. (6) The teacher will show the students an authentic invitation for a Quinceanera invitation. Students will be encouraged to search on the internet for other examples. (7) Students will be asked to create an invitation card for a birthday party. These cards will be displayed on the bulletin board in the classroom.

6 (8) Students will read a dialog entitled Vamos a una fiesta, and another dialog entitled Feliz cumpleanos,cristina (9) Students will be asked to work in small groups of 3 s to write a dialog. Inviting a friend to a birthday party and discussing plans for the party with the friend. The teacher will give the students guidelines for the dialog. (10) Students working in small groups will practice the dialog and make an oral presentation in class. (11) Students will be asked to discuss the kinds of food American teenagers eat at parties and the kind of food teenagers in latin America eat at parties. The teacher will ask the students to make a web of their findings. (12) Working in groups of four students will conduct interviews in Spanish with Hispanic parents and teenagers to learn more about how La Quinceanera was celebrated in the past or the teacher will make contact with Hispanics from a Hispanic church to arrange an interview with the students to discuss the celebration of the Quinceanera in the past and modern times. (13) Students will write a final report about how La Quinceanera is celebrated in a spanish speaking country of their choice and how it was celebrated in the past.

7 Name: Annette Roberts Date: July 29,2003 Name of the Piece: Lesson plan- La Quinceanera Hook/Prior knowledge Students will just be returning from summer holidays and I knew that several students had a birthday during the holiday and three students will be celebrating their birthday in the first and second week of September. I grasp this opportunity to discuss with them how we celebrate our birthdays. I will ask them about the different kinds of parties they have attended and what kind of gifts they consider to be appropriate. There is a Peruvian student in the group so I will ask her to tell us about birthday celebrations in Peru. I will then ask the class about the celebration of the 16 th birthday in the United States which will serve as an introduction to the Quinceanera. Students were introduced to some articles of clothing in the introductory program so I will see what they recall and introduce new vocabulary and appropriate expressions for describing clothes. Students were introduced to the verb ir and ir a plus infinitive of the verb to express the simple future. Students also had a brief introduction to the verb Gustar last year.

8 Name: Annette Roberts Date: July 29, 2003 Name of the Piece: Lesson plan- La Quinceanera Materials - Ven Conmigo BK 1, work book1 published by: Holt Rinehart and Winston. - Spanish Dictionary - Spanish for mastery book2 -Viva Student s Book 2 S Moodie D.R De Rondon published by Carlong Publishers [Caribbean Limited] - Clothing - Photographs - Songs: Quinceanera - Dress - Maps of the USA & Latin America - Paper - Scissors - Pens, erasers and markers Name: Annette Roberts Date: July 29, 2003

9 Name of the piece: Lesson plan- La Quinceanera Technology Connections - Video - Audio cassette - The internet Websites gives definition of quinceanera, state differences between this event and a regular party. Plans Quinceanera, discuss changes and shows pictures of the types of dresses worn. ml- Discusses celebration of Quinceanos in Mexico, states historical, religious and societal factors which have contributed to the present day Quinceanera. Has maps of Latin American countries and Spain, latin music, Spanish music samples, recipes from Spain, Mexico and Latin America, Hispanic singers and festivals. Discusses Quincenaera in Mexico, Cuba, Puerto Rico and other Latin American countries. Views are expressed about present day celebration. Discusses organization of the event outline of ceremony. Note: Students will be encouraged to search other websites. Name: Annette Roberts Date: July

10 Name of Piece: Lesson plan- La Quinceanera Integration/Extensions/Enrichment -This unit plan encompasses other subject areas in the curriculum. Students can use the historical knowledge gained in Spanish class in their world culture or history classes. - Students can research other Latin American traditions and cultures. - A report on the Mariachis in mexico could lead to a study of Latin American folk and contemporary music. - Students can use the knowledge gained studying the maps in their geography and mathematics class. - Students knowledge of clothing, fabric and designs could lead to further studies of how climate influence the type of clothing worn in various parts of the world. - As an art assignment students could make a catalog depicting how styles have changed over the years in the USA and Latin American countries of their choice. - Students could use information learnt from science to explore what foods are considered to be healthy in the USA and Latin America. - Students interaction with Hispanics via interviews could result in lifetime friendships. - Students could keep in touch with their new friends via letters, s and telephone calls. - As students become more motivated and more proficient in Spanish they will develop an interest in visiting a Spanish speaking country or participate in an cultural exchange. - Students can read magazines, stories and puzzles and watch movies in Spanish for their personal enjoyment also.