PORTFOLIO ENTRY SLIP. Governor s Institute for World Language Educator s. NAME OF PIECE: Lesson Plan Template

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1 PORTFOLIO ENTRY SLIP NAME: Carol Cannon DATE: August 7, 2001 INSTITUTE: Governor s Institute for World Language Educator s NAME OF PIECE: Lesson Plan Template NUMBER OF PIECE: A STANDARDS ADDRESSED: 1.1, 1.2, 1.3, 2.1, 3.1, 4.1 Lesson Plan Template July 29- August 3, 2001 Your lesson plan should encompass the ideas, strategies and new knowledge that have been presented in this Institute. The themes and topics presented should act as the driving force for a comprehensive lesson plan that should be in the following format: Topic The legend of La Virgen de Guadalupe and its significance in the Mexican culture. Level Spanish III-IV grades Standard(s) COMMUNICATION 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Students understand and interpret written and spoken language on a variety of subjects. 1.3 Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics. CULTURES 2.1 Students demonstrate an understanding of the relationship between practices and. perspectives of the culture studied. CONNECTIONS 3.1 Students reinforce and further their knowledge of other disciplines through foreign language.

2 COMPARISONS 4.1 Students demonstrate an understanding of the nature of the language through comparisons of the language studied and their own. Prior Knowledge Students will have some prior knowledge of Aztec culture at the time of the Spanish conquest.. Students will have the linguistic capability to recognize the use of the preterite and imperfect tenses. Language Objectives To be able to listen to and comprehend a Spanish legend given orally To be able to read and interpret a reading selection in Spanish To review the reasons for the use of the preterite and the imperfect tenses Content Objectives To be able to ask and answer questions regarding the legend To be able to discuss the cultural significance of the legend To be able to prepare and perform an interview in Spanish Overview Students will define a legend and discuss its importance. Students will listen to, read, and then discuss the Mexican legend, La Virgen de Guadalupe. Students will also review the use of the past tense in Spanish. This lesson would be introduced in the beginning of December, since the feast day is December 12 and with the culminating exercises will last 3-4 days. Lesson./ Scenario Scenario is to be conducted in Spanish with minimal use of English. Activity 1 Teacher will ask open-ended questions regarding history of legends, how we have learned legends, what legends students are already familiar with. Activity 2 Pre-Reading Activities Using an overhead transparency, the teacher will present a context web to elicit discussion and brainstorming of the following themes to introduce the legend. religion catolica los santos Maria Juan Diego El Obi Mexico La Virgen de Guadalupe contexto

3 Aztecas/ Espanoles Cortez/ Montezu Tepeyac Cuautitlan Using the overhead and a map of Mexico, students will identify important cities of Mexico, including its capitol. Using prior knowledge, students discuss the Aztec civilization and the Spanish conquest by Cortez. Students compare and contrast the Catholic religion with that of the Aztec Empire, one God versus many gods. Teacher prepares the students with a short description of characters. Activity 3 Using a second transparency, the teacher will present the themes of the legend using a concepts web. El Creer/ dudar La CONCEPTOS Humilde / El milagro Using the concepts web, teacher and students will discuss some of the themes from the legend. Some new vocabulary can be introduced using synonyms, antonyms and definitions in Spanish. The teacher then tells the legend in Spanish, using prepared visuals or prepared power point slide show to facilitate the students comprehension. After the teacher tells the legend, students will respond to simple oral questions to assess comprehension. Here are some possible questions. 1. Como se llama el indio humilde? 2. Porque el indio iba a Cuatitlnan? 3. Que oyo Juan Diego? 4. Quien era la Senora?

4 5. Que deseaba esta Senora? 6. A quien necesitaba llevar el mensaje? 7. Que dijo el obispo? 8. Quien estaba enfermo? 9. Que le dio la Virgen a Juan Diego? 10. Porque miraba la gente la tilma de Juan Diego? Activity 4 Reading Activities Students skim the reading for the main idea. Students scan the text of the legend to find cognates that will help them in comprehension. Teacher will ask students to read the legend in a cooperative jigsaw format in groups of 4 and prepare 5 questions about the legend In a group activity, 1 student from each jigsaw group will ask the class their prepared questions. The teacher collects these questions to be used to create quiz. Post Reading Students work on several prepared activities. These can be done on the overhead or on the chalkboard. The number of activities used will depend on the comprehension level of group. Activity 5 Students complete sentences. Ex: Cada semana, Juan Diego va a la. En Tepeyac, Juan oyo. La Senora es la de Dios. Las cayeron en el suelo. Activity 6 Students name the person who is talking. Ex. Yo soy un hombre humilde. Yo estoy enfermo. Yo soy la Madre de Dios Yo soy un padre importante en la iglesia. Activity 7 Students put sentences from legend in chronological order. Activity 8 In a paired activity, students are asked to write a list of adjectives to describe the main characters. Pairs share their lists with the group.

5 Activity 9 In a paired activity, students make 2 lists of verb forms, preterite and imperfect. Students discuss and contrast the uses of both past tenses. Activity 10 Close lesson by reviewing the legend and students will view a short video. Teacher may add recent discoveries regarding La Virgen. In a group, students will discuss their reactions to the legend and the video. Students discuss the characters, the problem and the solution. Teacher and students discuss the importance of La Virgen in Mexican culture. Students tell their reactions if they were Juan Diego. Teacher discusses follow-up activity that is to be a class presentation. Follow-up Activity In paired groups, students will create a short news interview format for television. One student will play the role of the reporter. The other student will play the role of either Juan Diego, La Virgen or el obispo. They may choose the character. Students must submit a written script and perform the interview in front of the class. Information should be added in the interview from research gained on the included web sites. Assessment Quiz over material presented in the legend - 25 point value On going throughout the lesson activities Discussion on the points of the legend Oral and written analysis of follow-up activity according to teacher prepared rubric 75 point value Criteria Indicators of Level of Success present tense Mixed present Past tense used Correct use of Complexity only and incorrect and past with some but confused preterite and sentence structure structure problems pret/imperfect imperfect No creativity Somewhat creative Creative use of Very creative Creativity Just giving facts Using facts w/some facts and good adding new fact With no emotion emotion and role role playing and props to Materials playing techniques techniques make real long pauses brief pauses smooth, slow natural, concise Fluidity loss of thought occasional delivery, few flow of thought frequently loss of thought losses of thought

6 A written copy of the legend, la Virgen de Guadalupe, from an original text such as El Realismo y La Fantasia (Amsco Publishing) or teacher generated Overhead projector and prepared web transparencies Visuals in the forms of pictures or a power point slide show Prepared post reading activities Technology Connections: This site contains the history and many images of La Virgen. It also links to 7 other sites regarding the legend This site contains the story in Spanish, a page of the chronological events, a discussion about the recent phenomenon of the Virgen s eyes and several prayers. This site has many pictures and images of La Virgen This site gives information about the Aztecs, including their religion and compares it with Spanish Catholicism Extended Activities See above follow-up activity. Students could also produce a newspaper article with a headline regarding the event. This lesson may be integrated with a social studies class that is studying a unit on Mexico, the Aztec Empire, or the Spanish conquest of the New World. This lesson may be integrated with an English class that is studying a unit on realia/journalism, preparing for an interview. PORTFOLIO ENTRY SLIP NAME: Carol Cannon DATE: August 7, 2001 INSTITUTE: Governor s Institute for World Language Educator s NAME OF PIECE: Workshop Format NUMBER OF PIECE: B STANDARDS ADDRESSED: 5 C s Workshop Format