EDCI 4900
SUMMER 1999
INSTRUCTOR:
Dr. DENISE EGEA KUEHNE
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1. RATIONALE (Matt)
We chose the book, La Montaña
de Fuego by Thomas P. Lewis, because it can be used as an effective
tool for creating a context to teach from and lead into several content
areas. Actually, the various content areas that we were able to relate
to this rather short story were a very surprising aspect of the project.
Also, the book was culturally rich as it was based upon a real event in
Mexico. We feel the book’s level of difficulty was appropriate for the
novice/intermediate level we are aiming at. Since the book is not very
long, it can be read in class and would not frustrate students approaching
a challenging text for them in Spanish.
2.
OBJECTIVES OF THE PROJECT:
(Including information from Curriculum Guidelines, Louisiana Department
of Education)
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LA
MONTAÑA DE FUEGO 
WEEK 1: INTRODUCTION TO THE SETTING
Geography lesson: Using Mexico as a
starting point, students will start looking at a world map to discover
the world of Spanish speaking countries. Slides and transparencies can
be useful visual aids
Learn
about stereotypes: By looking at different pictures of Spanish native speakers,
students can acknowledge the physical traits, their variety and their differences.
Students can create new characters for the story of el campesino.
Agriculture:
from the previous lesson on time scheduling, students will have become
more familiar with farm activities. They will be responsible for recreating
on a drawing the process of crops from planting to harvesting and selling
the products.
At
this time of the project, students will have become familiar with the volcano
from the book. A video, slides or web sites focusing on volcanoes will
introduce this part of the project. The teacher could even be more focused
by showing the volcanoes in Spanish speaking countries and in particular
Mexico.
Introduction
to traditional customs: A native speaker visitor will
explain cultural differences between the United States and Mexico (or Latin
countries) regarding celebrations and parties.
Decoration for the party:
From the visitor, students should know already what they need for their
party. They will craft decorations such as posters, fake instruments (guitars,
…), Piñata, and/or anything
relevant for the party.
Music
and Dance: A second speaker can talk about the different traditional
musics, instruments, songs and dances from his/her country (preferably
Mexico). Instruments can be brought to class. Tapes and CDs can be listened
to, and a song will be taught to the class. Typical clothing and dances
can be used in the context to show the steps for the dance. Everyone will
be encouraged to participate in the dancing.
Cooking
lesson: The whole class will take a field trip to the Home Economics
classroom to cook different recipes. This activity could be developed over
several days, and a cooking book can be given to the students.|
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This project could be carried out at any particular time of the year, since it does not carry any meaning for a particular calendar celebration. Overall, the project would take between 5 to 6 weeks to be completed depending on the speed at which the students progress through the different activities. Even though it might be manageable to center the whole class’s instruction around the story book, it might be better to use it to cover part of the instruction and have other activities prepared on the side for general or regular class lessons.
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1. SETTING (Carole)
For the setting activities, the class will have read up the book until page 15, which will give enough basic information for the students to answer these following questions: Where and when does the action take place? Who is the main character? From both the reading and the illustrations, students will be able to see how the village is built and organized.
The story of La Montaña de Fuego is set in a small village in Mexico. El Campesino, the main character, lives in a small house. The town is built around an old church and the market place. A school and the villagers’ houses are all grouped around the main plaza. The idea of a small rural village indicates a time when people lived mainly from their agricultural productions.
However, it should be the teacher’s task to confirm to the students that Mexico is not only rural, and that life in the cities is probably very different. Also, if the text only presents the church, school, and the market place as the main centers of interest in the village, the students can be brought to suggest that other activities must be part of a village’s life and that not all villagers work in the fields.
Many activities can be drawn out of what seems to be a simple setting. The two activities that our group chose to develop in our project were chosen for particular reasons. The building of a model of the set allows the students to become involved in the classroom and concerned with a story that they might not find very attractive at first. Also the idea of having the real set of the story in the class, being able to refer to it, and using it throughout the study of the book by adding models and characters can make the story more tangible and the activity something to be proud of.
As for the geography activity, it allows the students to open their minds towards other countries and their cultures (something I believe is needed in classroom). Part of the activity also involves the Internet, which offers them a new door to access the world of others. They will be able to go back to those sites and learn more on their own if they wish to.
Many more activities can be developed from the setting, and especially
from the Volcano. A lot of activities allow students to learn their foreign
language in another context.
2. CHARACTERS: (Matt)
La Montaña de Fuego is the story of el campesino who lives in a small town in Mexico. From the beginning of the story, the characters express their displeasure at how boring their little town is. Of course, these complaints are quickly put to an end when a volcano erupts in their town, causing the people of the town to have to evacuate. When the people settle in a new town, they must make adjustments rebuilding their homes and lives. They have a party celebrating the fact that they were saved from the volcano. From the new village, they can still see the smoke from the volcano in the sky, causing a new industry – tourism. The children to wonder if there will be another volcano and el campesino decides that one volcano is enough for him.
There are many relations among
characters that could be used for activities. For instance, the family
relations between el campesino, his son, Pablo, and his wife can serve
as a starting point of discussing immediate as well as extended family
relations (Activity 4). The story also demonstrates
the importance of the church and priests to the villagers as the church
bells are run to warn the people about the volcano and as the people pray,
carrying crosses. This is a very important interaction to point out, given
the great percentage of Hispanic people who are catholic. The role of the
military is another important one demonstrated as soldiers come to the
town to order the people to evacuate their homes immediately Given the
large number of natural disasters that occur in Latin American countries,
this is a process of great significance. After they rebuild in a new town,
the people celebrate together, dancing, singing and playing music. As shown
in Activity 7 of this project, this is a rich opportunity to demonstrate
various aspects of culture including celebrations, dancing, music, and
food. Later, the interaction of tourists (who come to see the volcano)
and the villagers is another of great significance, exhibiting the importance
of tourism on the economy of Mexico.
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There are also a couple of occasions that call for the participation of visitors. These visitors could be parents of students or simply members of the community, but would need to be native speakers of Spanish. Activity 6 calls for two speakers to come discuss typical parties/celebrations and typical music and dances from Mexico, and it may also be helpful or necessary to have a parent come and assist the teacher in the baking activity if there are too many students. Depending upon the teacher’s knowledge and abilities, it may also be necessary to have a speaker help with activities involving the internet (Activity 2, librarian) as well as the activity in the geology lab learning about volcanoes.
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Throughout the project, there will be informal, on going assessment as the teacher occasionally questions the students to ensure comprehension as well as to determine the students’ level of understanding.
Formal assessments:
Through the process of preparing this project, we have learned much about ourselves and about teaching. We have learned how to use the Internet to find interesting projects, authentic materials, and information about Spanish speaking countries. The importance of context has become clear, and we have discovered that many interesting and contextually rich activities can originate from one source. Finally, and perhaps most importantly, we realized that through the process of teaching, one is still learning.
After a first reading of the book
up to the page 15, students should be able to have acquired superficial
and general knowledge about the setting of the story.
As an overall assessment, the following questions could be asked to
the class in order to evaluate their understanding of the story:
--Where does the story take place? --¿Dónde se situa
la historia?
--Whom are we talking about? --¿De quién se trata?
--Where does he (el campesino) leave? --¿Dónde vive el
campesino?
--What can you find in the village? --¿Qué se puede encontrar
en este pueblo?
…Etc
1. CONTEXT
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el
pueblo, la casa, la iglesia, el mercado, la escuela, la gente,
el campesino. México |
.el
campo, la hacienda, el edificio
.activity vocabulary: el modelo, cinta pegante, el pegante, el papel de colores, las tijeras, icopor (styrofoam), palitos de madera. .theme verbs: cortar, pegar, dibujar, construir, |
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.Use
of the verbs ser y estar
.Use of the present tense |
.Use
of the simple future in planning:
(vamos a + infinitive) .Introduction to present conditional in asking for things: "podrías…" |
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.superlatives
.colors, numbers |
.Interrogative pronouns. |
2. OBJECTIVES
During this activity, students
will be able to become familiar with the setting of the story by constructing
it. They will learn the vocabulary from the community described in the
text as well as the vocabulary, which concerns the materials used in the
classroom for the manual construction work. The students will have to participate
orally among them asking for information about the projects or for materials
they need to proceed.
3. MATERIALS
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| The material should be provided
by the teachers:
colored construction paper, pencils and eraser, color pens and markers, scissors, glue, scotch tape, Popsicle’s sticks, q-tips and other things that could help in the construction of the fields and general environment… |
A prepared setting ‘Horizon’ built
from construction paper with a Styrofoam base, which will allow for the
setting elements to stand on it.
The Horizon should show the ground and mountains should serve as background. Students will be working from this setting ‘horizon’. |
4. FORMAT
When students
enter the room, the setting "Horizon" should be placed flat on a table
in the back of the classroom in order to first intrigue the students regarding
its purpose, and secondly so that it is accessible later to place the two-dimensional
drawing onto it. The students, depending on the size of the class, will
be divided into groups (of three, two or individually, depending) so that
each task is equally divided and that the whole village is being constructed.
5. (STEP BY STEP) PROCEDURE
--Introduction: First the teacher will encourage students to ask questions about the setting ‘horizon.’ The answers will help clarify the use of the setting ‘horizon’ in relation to the daily activity.
--Organization: Students will be divided into groups. Each group will pick out from a ‘magic basket’ the part of the setting they are supposed to construct. Each paper picked out will have the part of the village written down. The teacher will go around each table distributing the materials and helping the students start with their project.
--Project:
The production of this project is a two-dimensional model of the setting of the book. This model will stay in the class during the whole project on La Montaña de Fuego. As he/she goes along with the reading, the teacher will be able to refer to the model of the setting as other parts of the story bring along new elements that could be added to it. The teacher could also test the assessment of the students in the introduction of the classes by asking questions about the different elements growing on to the model. The story can become more real to the students.
7. ASSESSMENT
The assessment will be on-going
as the project of constructing the model progresses. As students work on
the drawing and building of the set, they will have to ask for different
materials which the teacher will encourage them to ask in the target language,
allowing him/her to check the assessment of the students.
The following questions can be used by either the teacher or the students
among them in regard to the concepts introduced by this activity (simple
future, present conditional, interrogative pronouns):
--Where are the scissors? (¿Dónde están
las tijeras?)
--Can I have the glue. (Me podrías pasar el pegante,
por favor?)
--How could I place this building on the set?(¿Comó
podría poner este edificio en el modelo?)
--What are we going to do tomorrow? (¿Qué vamos a
hacer mañana?)
The students having become more familiar with the story, the teacher can introduce them to its geographical setting in Mexico. The following activity is designed to interest the students in geography by helping them become familiar with Spanish speaking countries in the world. The story being set in Mexico, we will use it as a starting point to learn the map of South America.
1. CONTEXT:
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-Vocabulary from activity 1
-Vocabulary about crafting |
-Names of countries
-Geography Vocabulary: cardinals, continents |
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-Use
of the verbs ser y estar
-Use of the present tense -Use of the simple future in planning: (vamos a + infinitive) -Introduction to present conditional in asking for things: “podrías…” |
-review ser y estar
-apply future tense |
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.superlatives
.colors, numbers .interrogative pronouns |
-ask directions (donde..) |
After this activity students should be able to be more familiar with the Spanish speaking countries in the world. With the following activities, the lessons will be reviewed and put into practice so that finally an overall written assessment could be given asking to locate the Spanish speaking countries on a world map. This activity concentrates on general geography notions, the following activity will focus on the culture from these countries.
3. MATERIALS:
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| -pre-cut squares of construction
paper
-velcro or tape -markers, colours scissors |
-A wall map, and round globe
-transparencies of Spanish speaking countries -a video or slides about the Spanish world. -a map of South America with each country’s outline drawn -tape |
5. PROCEDURE:
--Organization:
The class will be led by the teacher. Once the students
have been assigned a group or divided individually, they will pick a pre-cut
construction paper, which they will be responsible for.
--Procedure:
The teacher will open the class by looking at a
video or slides from Spanish speaking countries. Later, using a world
map, questions about where in the world is Spanish being spoken will be
asked to students. She/he will try to get the students to participate as
much as possible in answering the questions from their general knowledge
without her/him putting any input at first: (the teacher will tell them
to pay attention for future use of the information)
-Where in the world is Spanish spoken? Continents, names of countries
(As many as possible) Can you point out on the map where?
-Where was Spanish first spoken?
-How many countries are there?…etc
-Where does the story of La Montana de Fuego take place? Which country?
Can you see/place it on the map?
Starting with Mexico, the teacher will assign each group/individual to cut into their construction paper around their pre-drawn country. (this could be done by the teacher previous to the class!). The teacher will go around the table making sure that the correct names are put on the puzzle pieces based on the wall map and the previous discussed data.
6. PRODUCTION:
Then, students will stand
up and will play “human puzzle.” A student from each group will have the
country taped on their back. In a free area of the classroom, the rest
of the class will have to indicate each one of them how to place themselves
in order so that at the end of the ‘game’, the students, who will have
been taped a country on, should form South America.
This puzzle game could be repeated several times throughout the project
to review the countries, cardinals (más al Norte!, al Sur!, tu eres
al noreste de Brasil…etc!!!)
Any information already viewed in class can be used to help place the
students into the right place. They may or may not be timed for extra
excitement!
7. ASSESSMENT:
oral, on-going
-As they participate in
the first part of the classroom and later in the ‘puzzle game’, students
can be evaluated as the activity progresses. If the game is repeated,
the students’ knowledge can be assessed again.
GEOGRAPHY PROJECT:
MAPS OF SPANISH SPEAKING COUNTRIES AND
SOME CULTURAL FEATURES.
This activity is part of a general geography lesson, which will take place over several days (three to four). In a lesson previous to this activity, students will have become familiar with the different Spanish speaking countries by looking at different maps of the world. The lesson could be organized in such a way that the teacher introduces the students to basic geographical knowledge by showing a video, looking at a world map or a globe. Later, a map showing the different parts of the world where Spanish is being spoken could be shown on a overhead-projector, the students having their individual maps. The study could be narrowing toward the different continents so that a distinction could be made between Europe, North America, Central America, South America, and the Caribbean Islands.
As an introduction to this class’s activity, the teacher could ask the following questions in the target language to estimate the students’ knowledge from the previous class:
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.El mundo, los cardinales, | .Geografía:
el mapa, el planeta, el globo,
.Nombres de los paises en español y sus habitantes, |
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Verbs ser y estar | |
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Basic geography knowledge from other classes | .Spanish
speaking countries
.Learn and identify geographical
and
.Describe and understand customs
and
.Use community resources to
research
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2. OBJECTIVES
After this activity, students
will know where the target language is spoken. They will be able to place
the Spanish speaking countries and their capitals on a map. They will also
have learned to use the Internet to look for general information concerning
geographical, cultural, and other aspects of foreign countries. Moreover,
the students will identify aspects of other countries’ cultures. The use
of the Internet will make the study more fun and more real for the students.
3. MATERIALS:
see examples
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| . Copies of world maps without
the names (World, Europe, the Caribbean, and the 3 Americas: North, Central,
South)
. Color pens or markers
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.The original copies of the
virgin maps, and a copy of the maps with names of countries, capitals,
oceans and seas
. Access to computers with Internet browsers such as Netscape (library) -a list of sites such as:
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5. PROCEDURE:
--Organization: Once the students have been divided into their groups, each one of those will pick out their assignment from a ‘magic basket’ where the Spanish speaking countries will be divided according to the number of students. Here are the main groupings that can later be divided up into smaller groups if there are more students:
Anything is possible!!!
6. FIELD TRIP:
As mentioned before, this activity
could include a field trip to the school or city’s library where computers
are in larger numbers for all of the students to have access to them. The
librarian could explain basic computer tasks for those unfamiliar with
them. The librarian can also help the teacher getting the activity started
as well as supervising it.
7. PRODUCTION:
The outcome of this activity will
have to be achieved on the third day of the lesson. The students would
report their data by presenting it to the class in the form of a poster.
The sites being available in the native or target language, the outcome
will have to be in the target language. These posters will be a display
of the research and their findings. Pictures from the Internet or magazines,
photos and texts, colors…etc can all be used to show creativity and interest
in the subject. The posters can include the whole section with all countries
assigned or individual posters can be made for each country.
The billboard, which will later be joined to the other
groups’ in a patchwork fashion will be posted in the class or in the school.
A bibliography of the different sources will have to be
written on the side. Finding and using other net sources should be encouraged
as valuable and could be taken into consideration for the evaluation.
8. ASSESSMENTS:
--Besides the on-going assessment that will be checked by the teachers,
as students work on their project, an evaluation can be made from the posters.
The criteria involved will be creativity, sources, and general understanding
of the task.
--Another assessment will be a written test on the map. Students will have to identify the Spanish speaking countries on a virgin map as well as the capitals of each country.
--Yet another way to evaluate the students’ assessment would be to make
them write a paper, which topic could be to plan out a trip to a Spanish
speaking country.
LEARNING ABOUT ANIMALS:
1.CONTEXT: Personifications of animals (as part of the characters)
Vocabulary: students know names of animals listed in Spanish; students will learn any unknown words while listening to spoken descriptions of animals. Grammar: students will know present tense and learn more present tense, maybe irregular verbs as well. Concepts: students will know what the animals are and be familiar with them; students will not learn new concepts.
2.OBJECTIVES: To listen to personified descriptions of animals and choose the correct animal from three choices.
3.MATERIALS: Students will need answer form; teacher will need to read descriptions from worksheet.
4.FORMAT: Whole class
5.PROCEDURE: Simultaneous: teacher reads descriptions twice; students listen and mark the best choice on their answer sheet. Teacher will go over answers with class immediately following the exercise.
6.ASSESSMENT: Same as activity; a formal oral test with items similar to those from the activity.
Example items:
# Yo soy un animal con cuatro
patas y una cola. Soy fuerte y puedo jalar cosas pesadas. Ayudo al
campesino
arar la tierra. Yo aro mientras el campesino camina atras. Mi trabajo no
es facil.
A) el buey B) el conejo C) el leo
# Yo soy un animal no domesticada. Duermo en
los arboles. Me encanta correr para arriba y para abajo de los
arboles. Para comida,
me gustan nueces. Tengo cola larga con muchos pelos.
A) la vaca B) la ardilla C) la aguila
# Yo soy un animal que vive en la finca. Tengo cuatro
patas. Mi pellejo es de lana. De vez en cuando, el pastor me corte mi pellejo
porque le gusta la lana. Yo vivo con otros animales de mi tipo y siempre
sigo a los de mas
A)la serpienta B) el oso C) la oveja
# Yo so un animal salvaje. Tengo cuatro patas y soy muy
fuerte. La verdad es que no hay ningun animal que me haga dano. Vivo en
lugares muy frios. En el invierno me gusta dormir. Se llama un tiempo de
hibernacion. Tambien me gusta comer salmones.
A) el oso B)el leon C) el cerdo
CHARACTERS AND PROFESSIONS
1. CONTEXT:- Various characters, their professions and places of work in a town
Vocabulary- Students know
basic verbs, words at their level, places of businesses/employment in a
town. Students will learn names of professions, and activities that are
done on the job.
Grammar- Students know present
tense; Students will learn how to use forms of new verbs, present tense
Concepts- Students know
jobs and activities on job; Students will learn same concepts but in Spanish
2. OBJECTIVES:
Respond to questions about the
characters included: identify the job of a certain character, the place
of employment and activities that are done on the job.
Use the correct verb form when responding.
3. MATERIALS: Students need worksheet; Teacher needs worksheet.
4.FORMAT: individuals
5.PROCEDURE:
Students will have created one
character who lives and works in the village. They will have drawn and
colored the character and glued it to a Popsicle stick to make a simple
puppet. Teacher will pass out worksheets to each student and ask students
to identify the correct responses from the columns and write sentences
about the characters (a writing activity.) For a speaking activity, the
students (each with one character) will form groups of 4 and ask one on
one questions to each other and record responses (simple interviews.)
6.PRODUCTION: - the written answers to the questions; oral responses to interviews.
Written activity
Students will be shown puppets of each character and asked to respond by writing sentences using info from the following columns. They will be asked to first say what the profession is, then where the character works, and what the character does.
Choose the correct response:
| Mechanico | prado | ayudar gente enferma |
| Medico | colegio | sembrar semillas |
| Granjero | mercado | leer libros |
| Estudiante | panaderia | usa el horno |
| Vendedor de frutas | oficina de desarollo municipal | arreglar carros |
| Panadero | hospital | disenar edificios |
| Arquitecto | taller | animar a la gente.comprar |
Oral activity:
In pairs ask and respond to the following questions; one to another according to the characters they have created, including information about what their character does for a living, one student asks the questions (already written on their handout) while the other student takes notes, and then they reverse roles in the interview. The teacher will ask for a few volunteers to present the character he/she interviewed to the class.
¿Qué tipo de trabajo tienes? (what type of job do you
have?)
¿Dónde trabajas? (where do you work?)
¿Qué haces alli? (what do you do there?)
¿Crees que el dinero que ganas es justo para el trabajo que
haces? ¿Por qué?¿Por qué no?
(Do think the money you earn is fair for the work you do? Why, why
not)
¿Recomendarías que alguien entrara en tu carrera? ¿Por
qué?, ¿Por qué no?
(Would you recommend for someone to enter your carrer? Why, why not?)
FAMILY TREE AND FAMILY RELATIONS
1.CONTEXT: Family tree, family relationships
Vocabulary- students know
basic family relationships; students will learn more advanced family relationships.
Grammar- present tense,
no new grammar learned.
Concepts- students know
family relationships; students will learn how to read a family tree (if
not already known.)
2.OBJECTIVES
- Identify family relationship(s)
between two or more relatives; look at family tree and identify person
when given a specific relationship to find.
3.MATERIALS
- For students - worksheets with family tree, fill in
the blanks and space to write a paragraph -For teachers- notes
4. FORMAT- First as class, then as individuals.
5. PROCEDURE:
- Teacher will explain family tree and family relationships
and introduce new vocabulary to students, saying, if chooses, not well-known
relationships in English but explain where they are on the tree in Spanish.
As a class, complete the fill in the blank sentences. As individuals, the
students will write a paragraph about their immediate and extended family.
They will be asked to use key words; if one of the words does not apply
to them, they should state so.
6. PRODUCTION- Written paragraph about their family structure.
7. ASSESSMENT: Formal-
Fill in the blanks (which will be gone over immediately following activity as a class) and written paragraph (collected individually) to be sent to their penpal.
Example of activity/items:
1. Jorge es de Maria.
1.CONTEXT
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Related to fruits, vegetables, and farming | Related to money exchange, bargaining, and counting |
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Direct & indirect object pronouns in the present tense, past and imperfect tenses | Direct and indirect object pronouns in authentic discourse, interrogative pronouns, present conditional |
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3. MATERIALS
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| Play
money
The teacher should also provide the ‘shoppers’ with shopping lists and the ‘merchants’ with fruits and/or vegetables (either cut from construction paper or real/plastic, if possible) |
to arrange room to resemble a farmer’s market with many tables throughout the room on which to display the farmers’ fruits and vegetables |
5. PROCEDURE
Students will be assigned roles to play. Some students
will be merchants while others will be shoppers. The shoppers will be given
a shopping list as well as play money with instructions to try to purchase
everything on their list with the money that they have. The merchants are
also given money (to make change) and are instructed to try to sell as
much of their fruits/vegetables for as high of a price as possible.
6. ASSESSMENT
The teacher will evaluate each student’s oral production
as s/he walks around the marketing trying to buy/sell goods.
1.CONTEXT:
| What students already know | What students will learn | ||
| Vocabulary | Holidays and Celebrations | Health and Leisure activities | |
| Grammar | |||
| Concepts | Celebrations, Friends, and Social life | Social customs of the target language |
3. MATERIALS:
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| Possibly an overhead projector, slide projector, television, or access to the internet (depending upon what the speaker needs) |
5. PROCEDURE:
The teacher will invite
a speaker from Mexico (parent or member of the community) to talk to the
students about typical aspects of parties in Mexico. This will serve as
an overview of decorations, music, dance, types of parties, clothing, etc.
to prepare the students for the week's activities. The speaker will use
whatever format is most comfortable for her/him (slides, video, Internet)
and will last approximately 20 minutes. The teacher can bring any material
he/she finds useful or necessary.
6. PRODUCTIONS:
Students will be asked to
write about the last party they attended (or saw on television/movie) and
compare it to the ones they learned about from the speaker.
7. ASSESSMENT:
Students will be assessed
on classroom participation and on the paper they have written. They will
be evaluated on grammar and vocabulary as well as their understanding of
the presentation.
1.CONTEXT:
| What students already know | What students will learn | ||
| Vocabulary | Review of vocabulary used in Activity 1 | ||
| Grammar | Present tense
Ser and Estar |
Simple future
Present conditional |
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| Concepts | Celebrations, colors, and numbers | Social customs of the target language, interrogative pronouns |
2. OBJECTIVES:
After this activity, students will be able to build
a piñata and they will review many of the skills covered in Activity
1 (including understanding directions/commands and asking for materials).
3. MATERIALS:
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| Teacher will provide students will scissors, balloons, paste, newspaper strips, string, paint, and colored tissue paper |
5. PROCEDURE:
Following the teacher's example and instruction,
students will learn to make piñatas for the fiesta.
7. ASSESSMENT:
The assessment of this activity
entails much of the same as in Activity 1. If the students understand what
is happening in class, they will have successfully made a piñata.
They will also be responsible for asking for the materials that they need,
thus reinforcing skills acquired in the first activity.
1. CONTEXT:
| What students already know | What students will learn | |
| Vocabulary | Holidays and Celebrations | Leisure activities |
| Grammar | ||
| Concepts | Celebrations, friends, and social life | Social customs of the target language |
3. MATERIALS:
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| their ears and maybe some candies to pass time | Television, slide projector, internet access, musical instruments, stereo, CDs of Mexican music |
5. PROCEDURE:
A speaker will come to introduce
the students to various musical instruments typical to Mexico. The speaker
or teacher would preferably bring actual instruments so that the students
could see and touch them.
Next, the students will be exposed to typical music and shown different
dances to try.
6. VISITORS:
The speaker(s) could be
a parent or simply a member of the community who is from Mexico.
7. ASSESSMENT:
Students will be assessed on their classroom participation.
1.CONTEXT
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Related to holidays and celebrations | Related to health and leisure activities |
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Direct and indirect object pronouns in the present tense, past and imperfect tenses | Direct and indirect object pronouns in authentic discourse, discourse elements for conversations |
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Celebrations, friends, and social life | Social customs of the target culture |
3. MATERIALS
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| Recipe book of typical Mexican foods | Ingredients
for flan
Flan that has been cooked before class |
5. PROCEDURE
For this particular activity (on
the fourth day), the class will talk about typical Mexican foods and they
will learn how to make flan (in addition to being given recipes for other
typical foods). Through TPR and repetitions/gestures, the teacher will
demonstrate how to make flan. Each student will have a copy of the recipe
(along with recipes of other foods for their enjoyment) so that they can
follow along with the teacher who will occasionally ask questions (such
as which ingredient is next or how much should be used) in order to check
student comprehension.
6. VISITORS
If the class is large, additional
help may be provided by another teacher and/or a native speaker so that
the class can be divided into smaller, more manageable groups.
7. PRODUCTIONS
After the party, the students
will be assigned to write a letter to their "email-pal" describing the
party.
8. ASSESSMENT:
There will be on going, informal
assessment throughout the project as the teacher asks questions to check
for student comprehension. The students will be formally assessed on the
email messages they are assigned to write to their email-pal.
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Ingredientes:
Ingredientes:
--Limpie los camarones, saltéelos en la mantequilla con la cebolla,
sal y pimienta.
--Agregue los gajos de limón, fría unos minutos más
y retire del fuego.
--Incorpore la crema y sirva.
Ingredientes:
--Hacer la salsa con tomates, cebolla, ajo, chiles verdes, sal y pimienta,
freír las tortillas, colocarles la carne deshebrada, y cubrirlas
con salsa.
--Para servir, adornar con queso fresco desmoronado y hojas de lechuga.
Ingredientes:
--Rellenar los chiles con el arroz, colocarlos en un platón refractario.
--Licuar la crema, cebollitas y sal, bañar los chiles con el
caldillo de jitomate, encima vaciar la crema y espolvorear el queso añejo.
--Hornear por 10 minutos a 190 C.
Ingredientes:
--Asar y pelar los tomates y los chiles, desvenar estos y molerlos junto
con el cilantro y los cacahuates.
--Freír bien esta mezcla y agregarle un poco del caldo de la
pechuga.
--Deshebrar la carne.
--Freír las tortillas y pasarlas por la salsa, rellenándolas
luego con la pechuga.
--Se doblan en cuatro, se les vierte encima mas salsa, el queso rallado
y la cebolla picada.
--Al servirse, si gusta, se puede cubrir con crema agria.
Ingredientes:
--Hierva en 2 tazas de agua, las cáscaras de tomate con el aníz.
Cuele y separe el agua.
--En un recipiente ponga la harina de maíz, añada sal
y polvo de hornear.
--Semiderrita la manteca y viértala en la mezcla anterior.
--Comience a amasar añadiendo poco a poco tanto el caldo de
pollo como el agua donde hirvieron las cáscaras de tomate, hasta
obtener una textura uniforme y se logre que una bolita de masa flote en
agua sin desbaratarse.
--coloque una porción de masa en cada hoja de maíz y
envuelva.
--Acomode en una vaporera y cueza durante una ½ hora.
Ingredientes:
--Se licuan los huevos con las leches y la esencia de vainilla.
--Se vierte el azúcar sobre un sartén a fuego bajo. Mover
hasta que se vuelva líquida y tome un color café claro.
--Vertir poco a poco el azúcar líquida en un molde refractario,
ladearlo para que paredes y fondo queden cubiertas de caramelo.
--Vertir sobre el molde las lecshes licuadas. Se saca, desmolda y refrigera.
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--Blyth, Carl S. Untangling the Web. St. Matin’s Guide to Language
and Culture on the
Internet. St. Matin’s Press, New York, NY: 1998.
--Harper, Jane, Lively Madeleine, and Williams Mary, Ed. The Coming
of Age of the
Profession. Heinle & Heinle: Boston, MA (1998).
--Jarvis A., Lebredo R., Mena-Ayllón F.; Ê
Cómo se dice…?
D.C. Heath and Componay. Lexington,
MA: 1990.
--Lewis, Thomas P.; Sandin, Joan (Illustrations). La Montañ
a de Fuego. Harper Collins
Publishers. 1997. (translation by Osvaldo Blanco).
--Omaggio Hadley, Alice. Teaching language in Context. Second
Edition.
Heinle & Heinle: Boston, MA (1993)
--Shrum, Judith L. & Glisan, Eileen W. Teacher’s Handbook- Contextualized
Language
Instruction. Heinle & Heinle: Boston, MA (1994).
--Baton Rouge: Louisiana Department of Education, Division of Students
Standards and
Assessments. Articulation Through Standards: Louisiana Curriculum
Guidelines for
Articulated Foreign Language Programs Grades 4-12. (1998).
--Standards for Foreign Language Learning: Preparing for the 21st
Century (1996).
Lawrence, KS: Allen Press, Inc.
--Cuaderno de Mapas. Laminas Latino.
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-http://www.education.index.
-http://www.cortland.edu/flteach
-http://members.aol.com/maestro12/web/toplinks.
-Radio: Http://comfm.fr/
-Food: la Cocina Mexicana: http://www.mexico.udg.mx/cocina.
-Audio sites: http://chili.rt66.com/ozone/countries.htm
-Index of Spanish newspapers: Http://endirecto.infosel.com.mx/
-Humanities web-sites: Http://edsilement.neh.gov/
-CLNET-Spanish Education resources: http://latino.ssnet.ucla.edu
-Basic Spanish for the virtual student: http://www.umr.edu/~amigos/virtual/
-Web Spanish Lessons: http://www.june29.com/spanish/
-Temas, online Spanish Lessons: http://www.geocities.com/collegePark/campus/2024.
-Spanish Language resources Page: http://www.self-staner.com/ah/Spanish.
-International Penfriend Club: http://www.advertising-america.com/club.htm
-http://www.latinworld.com
-http://www.teachspanish.com/flags.htm
-http://www.star.ucc.nau.edu/ES/htm
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PS: ORGANIZATION, ILLUSTRATIONS AND FINAL DECORATION TOUCH-UPS WERE REALIZED BY CAROLE!