Elizabeth Watson Dr.

Carracelas-Juncal FL 561 26 June 2011

Lesson Plan Target Language: Spanish Grade Level: 12 Proficiency Level: Spanish 4 (at least Intermediate Low or Intermediate Mid according to ACTFL Proficiency Scale) (Note: This lesson plan is intended for a small Spanish 4 class of approximately 8-10 students.) Instructional Goal: By the end of the lesson, the student will be able to explain how personal identity in Hispanic culture is both a unifying and a dividing force with 70% accuracy. The students will also be able to express their own ideas about how personal identity is an individual and collective trait through interpersonal speaking and writing as well as presentational speaking and writing with 70% accuracy. National Standards to be addressed through the activity: 1.1, 1.2, 1.3, 2.1, 3.1, 4.2 State Standards to be addressed through the activity: 1a, 1b, 2b, 3a, 3b, 4a, 7a, 7b, 9b Previous Instruction: Prior to this lesson, the students will have learned about stereotypes vocabulary words, opinions expressions, common travel expressions, and debated about vacations as possible nightmares or pleasant experiences. They will have been working on interpersonal speaking through extended discourse as well as reading various authentic texts from the Internet and Hispanic authors. For this part of the unit, we will have already been studying relative pronouns, connector expressions (mientras que, antes que, etc.), and sequencing expressions (Para empezar, A principio, Para resumir/concluir, etc.). Activity: 1. Warm-up: 5 minute conversations a. Teacher Instructions: (In the target language) Have the students brainstorm 3-4 ideas about what characteristics of personal identity are and what their own identities are (3 minutes). Model this activity by displaying the transparency on the overhead and having the students suggest different ideas to include in the thinking map. After the students have had three minutes to brainstorm their ideas, have them turn to conversation partners and share their ideas with one another (2 minutes). b. Student Instructions: (in the target language) On your thinking map, write about your opinion of personal identity. What are some characteristics of personal identity? What is your own personal identity? You have three minutes to brainstorm your ideas. (after 3 minutes of brainstorming) Now turn to your conversation partner and discuss your ideas. What do you have in common? What are some of the differences that you discovered? (2 minutes) c. Shrum and Glisan Justification: Shrum and Glisan suggest that group activities should start with pair-work (276), and this warm-up activity serves as a starting point for a longer discussion that the students are about to complete in the next activity. The class is progressively moving towards a larger group setting, starting at the individual learner and the thinking maps activity and moving into a pair-work setting in the second half of this warm-

up activity and the next conversation activity. Furthermore, this brief conversation activity allows for more opportunities to negotiate meaning and interpret what conversation partners are trying to convey (Shrum and Glisan 255). d. National Foreign Language Standards: i. 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. ii. 1.2 Students understand and interpret spoken and written Spanish on a variety of topics. e. State Foreign Language Standards: i. 1b Sustain a conversation in the target language about selected topics using culturally acceptable idiomatic expressions and gestures. 2. a. Introduction to Instruction: Textbook activities (5 minutes) Teacher Instructions: Have the students turn to page 33 in the A toda vela! textbook and look at activity 1. Ask the students to read questions 6 and 7 and think about how they would respond to the prompts. i. Question 6: Qu piensa que ocurre con la cultura y tradiciones cuando un persona se muda a otro pas? ii. Question 7: Es fcil adaptarse a otras culturas? Por qu? Ha tenido Ud. problemas con comunicarse con gente que habla otro idioma? Give the students 1 minute to read the questions and consider how they would respond. Call upon students to give their ideas, making sure to give feedback and only correcting major communicative mistakes. Allow for 4 minutes of discussion. Student Instructions: Read questions 6 and 7 and consider how you would respond to these questions. We will discuss your ideas once you have finished. You have one minute to consider your thoughts, and then we will share our ideas and opinions. Shrum and Glisan Justification: Shrum and Glisan assert that students need pre-reading activities to introduce them to the topic and to facilitate greater reading comprehension (199). Through this pre-reading activity, the students are being encouraged to think on a deeper level about what personal identity is and how it applies not just to personality, but also to cultural assimilation. This activity also promotes interpersonal speaking, which allows students to work cooperatively with one another to share ideas. Shrum and Glisan affirm: Discussion tasks are particularly useful as students move into the advanced level of study, since they provide the impetus for self-expression, use of paragraph-length and extended discourse, and manipulation of more sophisticated vocabulary and grammatical structures (275). Additionally, IRF will encourage learners to expand upon their ideas and to perform at higher levels than IRE (82), which leads to mechanical, topically disjointed talk and limited student involvement (Hall, 1999) (81). National Foreign Language Standards: i. 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. ii. 1.2 Students understand and interpret spoken and written Spanish

b.

c.

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on a variety of topics. a. State Foreign Language Standards: i. 1b Sustain a conversation in the target language about selected topics using culturally acceptable idiomatic expressions and gestures. 2. Task-Based Activity/Interactive Reading: Los latinos, discriminados por s mismos (15 minutes) a. Teacher Instructions: Have the students move into groups of 4, with varying ability levels being featured in each group, and pass out the Univisin article and the accompanying worksheet (see end of lesson plan for worksheet). Each group will be assigned a specific passage from the article to examine. One group member will be the group leader. Each member of the group should complete the reading passage worksheet, which will facilitate their understanding of the article. The students will have no more than 5 minutes to read and discuss their answers in their groups. Afterwards, the group leaders will present their groups findings to the class, who will record their answers on the accompanying worksheet. After all of the answers have been shared, the class will answer the discussion questions on the back of the page, and encourage the students to significantly contribute at least 2 times during the discussion. i. Note: If there are 5 people in each group, two people can divide the last question per group and answer it. If there are more than 5 people in a group, then multiple groups can answers the same sets of questions. b. Student Instructions: Move into groups of 4, and decide who will be the group leader. Each group will be assigned a specific passage of the article to read, and everyone will work together to answer the questions. You will have 5 minutes to complete this activity, and your group leaders will present their ideas to the class at the end of the 5-minute reading period. During the presentation time you will also be responsible for writing down any information that other groups present, since you will need this information for a homework assignment. Once all of the answers have been presented, the class will engage in a discussion using the questions on the back of your worksheet. Please significantly contribute at least 2 times during the discussion. c. Shrum and Glisan Justification: i. Shrum and Glisan state several benefits of incorporating authentic texts into lessons. Some of the benefits are that an authentic text: a. is organized around concrete situations rather than abstract principles, b. identifies the unfamiliar with respect to the familiar, and c. has a recognizable agent or concrete subject (195). Students at this level are familiar with Hispanic culture and the various nationalities that represent Hispanic culture, thus making this lesson more accessible and authentic to the students. ii. Having the students work in groups will allow students of all proficiency levels to work cooperatively with each other (275), and gifted learners will particularly benefit from the small groups if they

are serving as leaders and can provide extra help to members of their group who request it (370). d. National Foreign Language Standards: i. 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. ii. 1.2 Students understand and interpret spoken and written Spanish on a variety of topics. iii. 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics. iv. 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures. e. State Foreign Language Standards: i. 1a Research and discuss in the target language different viewpoints of a current event. (DOK 3) ii. 1b Sustain a conversation in the target language about selected topics using culturally acceptable idiomatic expressions and gestures. (DOK 3) iii. 7a Report in the target language about conclusions drawn that reflect the impact of new perspectives gained through the use of authentic resources. (DOK 3) iv. 7b Compare and contrast perspectives on current or past events in native and target cultures using authentic resources. (DOK 3) v. 9b Defend and support generalizations made about cultural perspectives and practices. (DOK 3) 4. Listening Activity: Calle 13: Latinoamrica (about 20 minutes) a. Teacher Instructions: Pass out the song lyrics worksheets to the students. Explain that although we have seen how personal identity has the potential to create divisions among people in Latin America, it can also bring people together. Review with the students what a metaphor is, and ask for examples. Tell the students that they are going to be listening to a song that is a metaphor for personal identity and pride. Ask the students to read over the lyrics to the song, using contextual clues to figure out what unknown words mean. Allow for 3 minutes of reading time. Play the song for the students, allowing them to follow along with the lyrics sheets. Once the song has played, ask the following comprehension questions, making sure to also compare Latin American pride with American pride: i. Qu son algunas metforas que hace el cantante para demostrar su orgullo de ser latinoamericano? ii. Qu son algunos pases o regiones que se menciona en la cancin? iii. Cmo son similares, el orgullo latinoamericano y el de norteamericana? b. Student Instructions: Think about what a metaphor is. Can you give some examples? You are now going to listen to a song about Latin American pride. Before you listen, scan the lyrics to the song and try to get a sense of what the singer is talking about in the song. Dont worry about not understanding every worduse context clues to determine what unknown words mean. You have three minutes to read. (reading time) Now listen to the song. As

you read, pay attention to places and regions that the singer talks about. (song is played as students listen) Now lets have a discussion. c. Shrum and Glisan Justification: Shrum and Glisan establish several implications for interpretive tasks: i. The information gained through interpreting a text can be used as the basis for interpersonal and presentational communication (199), which the students will be doing after the song is completed and for homework over the next several days. ii. Students comprehension will increase if they are trained to use strategies such as activation of background knowledge, contextual guessing, and use of nonverbal cues, which will also lessen their anxiety (199). Students are reminded of what metaphors are, provide examples of metaphors, and have been discussing personal identity throughout the lesson, thus allowing for further understanding of the song. iii. In practicing contextual guessing, students should be encouraged to check their initial guesses against the context and revise them as necessary (199). As students discuss the song, they can change their previous thoughts about meanings in the song. d. National Foreign Language Standards: i. 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. ii. 1.2 Students understand and interpret spoken and written Spanish on a variety of topics. iii. 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures. iv. 3.1 Students reinforce and further their knowledge of other disciplines through Spanish. v. 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own. e. State Foreign Language Standards: i. 1b Sustain a conversation in the target language about selected topics using culturally acceptable idiomatic expressions and gestures. (DOK 3) ii. 2b Demonstrate an increasing understanding of the cultural nuances of meaning in written and spoken language as expressed by speakers of the target language. (DOK 3) iii. 4a Identify, describe, and discuss significant historical, geographical, and political factors of the target culture(s). (DOK 3) iv. 7a Report in the target language about conclusions drawn that reflect the impact of new perspectives gained through the use of authentic resources. (DOK 3) v. 7b Compare and contrast perspectives on current or past events in native and target cultures using authentic resources. (DOK 3) vi. 9b Defend and support generalizations made about cultural perspectives and practices. (DOK 3) 5. Summary/Review of Lesson (5 minutes)

a. Teacher Instructions: Have the students take out their Univision articles, Clozeline pages, and their textbooks once more. Tell the students that although all of us have personal identities that make each of us different, personal identity can also unite a group of people for one common cause. Have the students turn to a conversation partner to discuss the following topic: Es la identidad personal ms fuerte para un individuo, o en la forma de un grupo? The students should discuss this topic and ask each other questions for clarification. Have the students share their ideas with the class, and then assign the homework assignment, which is to write an essay answering question 7 in the A toda vela! textbook. The homework assignment will be due in 5 days, and the students should draw upon todays readings and any other class discussion materials to formulate the essays. b. Student Instructions: Take out your Univision articles, the Latinoamrica worksheets, and your textbooks. At the beginning of class we read question 7 on page 33. Your homework for the next 5 nights is to write an essay in which you answer question 7. You should incorporate todays readings and any other discussion materials that we have used in class. You should also make sure to incorporate the grammar concepts that we have been studying: relative pronouns, connector expressions (mientras que, antes que, etc.), and sequencing expressions (Para empezar, A principio, Para resumir/concluir, etc.). c. Shrum and Glisan Justification: The summary portion of this lesson is aimed to get students to communicate interpersonally and to think about what they are going to write for their presentational essay. Shrum and Glisan argue that interpersonal communication is useful in the classroom because it guides learners through the process of designing a presentation or creating a product for an audience (259), which the learners are going to do for homework. Furthermore, the essay is an example of an integrated performance assessment: an integrated sequence of tasks reflecting the interpretive, interpersonal, and presentational modes of communication within a specific content area (419). d. National Foreign Language Standards: i. 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. ii. 1.2 Students understand and interpret spoken and written Spanish on a variety of topics. e. State Foreign Language Standards: i. 3a Create an informative presentation using specified topics and formats. ii. 7a Report in the target language about conclusions drawn that reflect the impact of new perspectives gained through the use of authentic resources. (DOK 3) iii. 7b Compare and contrast perspectives on current or past events in native and target cultures using authentic resources. (DOK 3) iv. 9b Defend and support generalizations made about cultural perspectives and practices. (DOK 3) 6. Technology Equipment needed for todays lesson:

a. Computer b. Speakers c. Overhead projector 7. Suggestions for assessment: a. The essay that the students are writing could be graded via a holistic rubric. The teacher should take into account that writing is a process, and he/she should teach the students to write multiple drafts prior to turning in the final product. b. To check for comprehension after the song, the teacher can do a simple thumbs-up or thumbs-down to check for understanding of the song. c. The teacher should also circulate around the room to determine how much is understood of the Univision article. The teacher should also provide IRF instead of IRE during the discussion after reading the article. Follow-up Activities: a. Interview As part of the Communities national standard, students can interview a native speaker about how nationalism plays a role in his/her personal and national identity. Students can also address how nationalism is displayed in the native speakers place of origin. i. Shrum and Glisan Justification: This type of community-based learning will enrich the students knowledge of the Spanish language and culture. Shrum and Glisan quote Cone and Harris: This type of mediated learning is the result of building bridges between classrooms and communities (382). ii. National Foreign Language Standards: 1. 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 2. 1.2 Students understand and interpret spoken and written Spanish on a variety of topics. 3. 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures. 4. 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own. iii. State Foreign Language Standards: 1. 1b Sustain a conversation in the target language about selected topics using culturally acceptable idiomatic expressions and gestures. (DOK 3) 2. 2b Demonstrate an increasing understanding of the cultural nuances of meaning in written and spoken language as expressed by speakers of the target language. (DOK 3) 3. 7a Report in the target language about conclusions drawn that reflect the impact of new perspectives gained through the use of authentic resources. (DOK 3) 4. 9b Defend and support generalizations made about cultural

8.

perspectives and practices. (DOK 3) b. Pen-pal exchange Students can write to pen-pals asking them about how nationalism plays a role in his/her personal and national identity. The two students can then compare/contrast the native cultures nationalism with the target cultures nationalism. i. Shrum and Glisan Justification: Like the Interview activity, students can see how language use can extend beyond the classroom and into the community (382). Additionally, the authors write about the benefit of pen-pal letters: Written interpersonal communication with members of the target culture not only provides a way to practice communication skills but is also an effective means of acquiring new information and cultural perspectives (282). ii. National Foreign Language Standards: a. 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. b. 1.2 Students understand and interpret spoken and written Spanish on a variety of topics. c. 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures. d. 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own. iii. State Foreign Language Standards: a. 1b Sustain a conversation in the target language about selected topics using culturally acceptable idiomatic expressions and gestures. (DOK 3) b. 2b Demonstrate an increasing understanding of the cultural nuances of meaning in written and spoken language as expressed by speakers of the target language. (DOK 3) c. 4a Identify, describe, and discuss significant historical, geographical, and political factors of the target culture(s). (DOK 3)

Preguntas para artculo de Univision.com: Los latinos, discriminados por s mismos Grupo A: La nacionalidad primero Pregunta Cul porcentaje de latinoamericanos se reconoce por su nacionalidad? Cul porcentaje de latinoamericanos se reconoce como latino o hispano? La primera generacin se identifica como latino/hispano o por su nacionalidad? La tercera generacin se identifica como latino/hispano o por su nacionalidad? Segn los latinoamericanos, todos de Amrica Latina tienen la misma cultura? Cmo se describen? Cul porcentaje de los latinoamericanos insisten que tengan culturas distintas? Cmo se describe la mayora de los cubanos? Cul porcentaje de los puertorriqueos se describe como blanco? Cul porcentaje de los colombianos se describe como hispano? Respuesta

B: Una falta de identidad

Para discutir como clase: 1. Desde su punto de vista, es orgulloso mantener la identidad nativa aunque un individuo est en otro pas por mucho tiempo (es decir, por muchos aos)? 2. Piensan que identificarse como la nacionalidad de su familia es una manera de mostrar respeto a los antepasados? Por qu? 3. En sus opiniones, la primera generacin que viene de otro pas mantiene su nacionalidad a causa de la identidad personal o la presin social? 4. Identificarse como estadounidense por parte de la tercera generacin es la asimilacin a la cultura estadounidense o una forma de rechazar las ideas antiguas de los padres y los abuelos?

**Activity modeled after Chapter 3, Activity A, View and Reflect video on the Teachers Handbook website: http://www.learner.org/libraries/tfl/spanish/pettigrew/analyze.html?pop=yes&pid=2028

References American Council on the Teaching of Foreign Languages (Director). (2003). Creating Travel Advice. Retrieved July 22, 2011, from http://www.learner.org/libraries/tfl/spanish/pettigrew/analyze.html?pop=yes&pi d=2028 EFE. (2002, December 18). Los latinos, discriminados por s mismos. Noticias Univisin ltimas Noticias En Espaol De EEUU Y Latinoamrica. Retrieved June 27, 2011, from http://noticias.univision.com/estados-unidos/latinos/article/2002-12-18/loslatinos-discriminados-por-si Herrera, C., & Lamontagne, P. (2008). A toda vela! 1st edition. St. Paul, MN: EMC Publishing, LLC. Jones, Z. (2011). Clozeline 2011: Spanish music cloze activities | Fun Spanish worksheets. Zachary Jones | Spanish Teacher. Retrieved June 27, 2011, from http://zacharyjones.com/zambombazo/clozeline/ Shrum, J.L., & Glisan, E.W. (2010) Teachers handbook: Contextualized language instruction 4th edition. Boston, MA: Thomson Heinle. Thinking Maps, Inc. (2011). Products: What are Thinking Maps & How Do They Work? Thinking Maps: Visual Thinking Tools That Get Results. Retrieved June 27, 2011, from http://www.thinkingmaps.com/products.php

Warm-up Transparency:

Questions 6 and 7 from the textbook:

Univisin article:

Latinoamrica by Calle 13