Culture Focus Mexico Duration 7 days, 30 min/day Class Profile



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Unit Focus Question

What is Family?



Culture Focus

Mexico


Duration

7 days, 30 min/day



Class Profile

5th grade, Novice-Mid, previous unit vocabulary was on characteristics- students will use vocabulary sheet from previous unit as a guide throughout this unit



Learning Objectives

SWBAT identify qualities of a family in US and Mexican culture.

SWBAT compare their family structures to those of their peers.

SWBAT utilize Spanish vocabulary and “tener” to describe a family.



Targeted Standards

28.B.1a Respond to and ask simple questions with prompts.

28.C.1a Recognize the written form of familiar spoken language and predict meaning of key words in a simple story, poem or song.

28.D.1b Describe people, activities and objects from school and home.

29.D.1 Recognize important people and events (e.g., special celebrations) in the history of areas where the target language is spoken.

30.A.1d Use target language vocabulary while participating in physical activities (e.g., games, dances).

Overview

Day 1- What is a family?

In class: 4 corners, story with word list

http://storybird.com/books/mi-familia/?token=hw6syf

HW: Create flash cards with words from word fan



Day 2- What is your family like?

In class: Flash card review, crossword puzzle

HW: Complete a partner’s crossword puzzle for 5 bonus points, Read story from day 1 and highlight forms of “tener” using cheat-sheat

Day 3- How is your family different than your peers’?

In class: Practice “tener,” partner interview

HW: Explain partner’s family with 5 sentences using “tener”



Day 4- How does your family compare to Mexican families?

In class: Flash card review, US/Mexican matching game with “tener”

HW: Draw what Mexican families are like- label 6 parts with “tener” phrases

Day 5- How do Mexicans remember family?

In class: https://www.youtube.com/watch?v=jCQnUuq-TEE, ofrendas

HW: Prepare 3 sentences with “tener” for ofrenda presentation

Day 6- How do Mexicans remember family?

In class: Ofrenda presentations

HW: 3-2-1 Summary about ofrendas

Day 7- What is a family?

In class: Family bag in small groups, Mexican or US family bag

HW: Review/critique of unit

*Days in bold print are culture-heavy

*Each day is assigned a sub-question; sub-questions help drive the unit theme

*I’ve given an example lesson plan for days that are highlighted

Unit Performance Tasks

Interpretive (beginning): story with word fan

Interpersonal (middle): partner interview

Presentational (end): ofrenda presentation



Unit Language

Forms of “tener,” mi familia (no) tiene, su familia (no) tiene, vocabulario de las familias (hermano(a), padre, madre, tío(a), primo(a), hija(o), divorciado, nieto (a), abuelo(a), padrastro, madrastra, animales, mascotas, casa, departamento, ciudad, campo, suburbia)



Example Lesson Plans from Unit
Lesson Plan Day 1, Thematic Question: What is a family?

Resources



http://storybird.com/books/mi-familia/?token=hw6syf

Student resources: pen or pencil

Teacher resources: story, word list handout, white board and marker for differentiation, signs for 4 corners

Learning Objective

SWBAT comprehend the story by using an interactive guide while listening to the story being told multiple times.

Central Focus

The central focus of this lesson is listening comprehension.

Important Understandings and Core Concepts

It is important that students understand all of the vocabulary used in this story in order to complete their word fan.

Vocabulary to be used in this lesson: hermano(a), padre, madre, tío(a), primo(a), hija(o), divorciado, nieto (a), abuelo(a), padrastro, madrastra, animales, casa, departamento, ciudad, campo, suburbio

Standards

IL.28.C.1a

Recognize the written form of familiar spoken language and predict meaning of key words in a simple story, poem or song.

Learning Tasks

4 corners in English (5 minutes)- The 4 corners activity will serve as the opening of my lesson. This game will get students excited about the unit theme- what is family? During the activity, I will give students 6-8 prompts in English about their opinions of families (ex. All families have a mother and a father, families are only who you are directly related to, etc.) Students will walk to the corner of the class with the sign that corresponds to their beliefs (agree, disagree, in between, not sure).

Preview story only showing pictures (5 minutes)- Allowing students to focus on the illustrations will excite students about the story while allowing them to make predictions.

Read story once through making predictions (5 minutes)- I will flip through the pages of the book and ask students to use previous vocabulary to describe the characters/setting.

Read story (7 min)- Now I will read the story to students, using self-animation to help guide students. Students will have their word list available to use as we move along in the story.

Preview uses of “tener” in story (3 minutes)- I will not go into detail, but I will point out sentences with the verb “tener” in it and tell students the meaning of the verb.

Word fan & hw review (5 min)- I will complete a quick overview of the word fan so that students understand all pictures and can continue to use it throughout the unit.

Homework: Students will be creating a set of flash cards (with notecards or paper) using the words on their word list. One side of the flash cards will have the Spanish word and the other side will have the English word with a picture.

Differentiations

-ESL students will be paired with a native English speaker during the opening activity. The ESL student may ask their partner for clarification on any English words they struggle to understand.

-Students with physical disabilities will be able to use a small white board at their desk during the opening activity so they don't have to move around.

-Students still struggling with comprehending the story can bring a copy home with them to practice with their word fan.

Reflection on Planned Lesson

The lesson I have planned will preface the rest of the unit. This lesson is to be taught on the first day of the unit. During the lesson, students are gaining critical vocabulary that will be utilized for the entire unit. I have incorporated themes and vocabulary from units that have passed (characteristics) so that students have a continuum of the previous unit. Connecting the previous unit vocabulary with the current unit theme allows a smooth transition between units.

Nombre: ________________________________ Fecha: Es el _______________ de _______________


Lista de palabras sobre familia

macintosh hd:users:adrianaromani:desktop:family_131902826.jpgmacintosh hd:users:adrianaromani:desktop:countrysidescene_2622428b.jpg

Campo Familia



macintosh hd:users:adrianaromani:desktop:brother-clipart-little_brother.jpg


macintosh hd:users:adrianaromani:desktop:lds-sister-missionary-clip-art-570968.jpg

Hermano Hermana


macintosh hd:users:adrianaromani:desktop:9d57987b59972941c884b02ea849697c.jpgmacintosh hd:users:adrianaromani:desktop:kcmngbkgi.png
Madre Padre

macintosh hd:users:adrianaromani:desktop:neighborhood.jpgmacintosh hd:users:adrianaromani:desktop:castle_neuschwanstein.jpg
Castillo Barrio

Tía- aunt

Amigos- friends

Tío- uncle


¡Estas palabras no están en el cuento, pero son importantes! Haga un dibujo para cada palabra que no tiene una definición.

Casa Departamento
Ciudad Suburbio

Abuelo(a) - grandfather/grandmother
Hijo(a)- son/daughter

Primo(a)- cousin
Nieto(a)- nephew/niece
Divorciado - divorced
Padrastro- step-father
Madrastra- step-mother

Lesson Plan Day 2, Thematic Question: What is your family like?

Resources

Student: Pen/pencil, flashcards, word fan

Teacher: Crossword handouts, “tener” cheat-sheets, story printouts

Learning Objective

SWBAT describe their family using vocabulary words by creating a crossword puzzle for a partner to complete.

Central Focus

The central focus of this lesson is application of vocabulary.

Standards

IL.28.D.1a Copy/write words, phrases and simple sentences.

IL.28.D.1b Describe people, activities and objects from school and home.

Learning Tasks

Flashcard review (5 minutes)- To begin, students will use their notecards to review vocabulary. This allows students to refresh the new vocabulary in their minds before beginning the vocabulary-intensive lesson.

Crossword explanation (5 minutes)- Students will use 8 vocabulary words to describe their families. I will show students an example on the board to ensure students know how to create a crossword.

Crossword creation (15 minutes)- During this work-time, I will be circulating the classroom and checking in with students to monitor comprehension.

Homework explanation (5 minutes)- Students may complete a partner’s crossword puzzle for 5 bonus points. My hope is that this gives students the illusion that they have a choice to complete the task only if they wish, but in reality- most students will be excited to complete a “game” for extra credit. Part two of the homework will include students taking home a copy of the story from day 1 and a “tener” cheat-sheet. Using their cheat-sheet, students must highlight all forms of “tener” in the story.

Assessment to Monitor Student Learning

I will be assessing students in two ways during this lesson. Students will demonstrate their working knowledge of the vocabulary when they create the crossword puzzle. Students will continue to show me their abilities with the vocabulary when they solve a partner’s crossword puzzle for homework.

Reflection on Planned Lesson

My lesson uses student-based learning to reinforce vocabulary in a novel way. During crossword creation, students will be forced to go “further” with the vocabulary by creating clues for the crossword and designing the crossword correctly. I chose a crossword because the activity tailors to several multiple intelligences.
Nombre: ________________________________ Fecha: Es el _______________ de _______________

Crossword Puzzle- El crucigrama


Escoja 10 palabras que describen a su familia. Haga cajas para cada letra en cada palabra y ponen las en un orden para que se haga una crucigrama. Después haga una lista de indicaciones en forma de dibujos.

Nombre: ________________________________ Fecha: Es el _______________ de _______________

Tener Cheat Sheet
Tener = to have
Formas conjugadas del verbo tener
(yo) tengo = I have
(tú) tienes = you have
(él/ella/Ud.) tiene = he/she/you formal has
(nosotros/nosotras) tenemos = we have
(ellos/ellas/Uds.) tienen = they/you all formal have
Lesson Plan Day 4, Thematic Question: How does your family compare to families in Mexican culture?

Resources

Student: Pen/pencil, word fan

Teacher: Mexican v US matching game, before and after worksheet

https://www.youtube.com/watch?v=j_XMalvsutk

Learning Objective

SWBAT describe the similarities and differences between Mexican families and their family.

Central Focus

The central focus of this lesson is comparisons of Mexican culture and the stereotypes that surround it.

Standard


IL.28.D.1a Copy/write words, phrases and simple sentences.

Learning Tasks

Before part of worksheet (2 min)- Students will jot down what they think or have heard about Mexicans and their families.

Partner Share (3 min)- Students have the opportunity to explain to the person next to them what they wrote down, who they heard these things from, possible explanations/origins of these ideas.

Mexican v US matching game (10 min)- I will provide students with part 1 of the worksheet. Part 2 will be cut into even squares so students will have to guess which column they fit under. Students will spend 5 minutes working alone to try and correctly match all of the family characteristics to the culture they come from. I will walk around and let students know if they got the puzzle right. Students will then have 5 more minutes to work with a partner to try and get the correct match. The trick I added to this activity is that there are 6 correct answers for Mexican families and only 4 for US families.

YouTube clip (3 min)- I will show students an advertisement by Tide that is from the perspective of Latinos. Although it does not focus on Mexican culture specifically, it will give insight to my students regarding stereotypes in the US.

Classroom discussion (10 min)- I will ask students’ opinions of the YouTube clip. We will use this time as I see fit. If the students want to have a discussion on a certain part of the lesson we can do so with this time. If students do not have a specific topic in mind, I will guide the discussion to talk about how the video made students’ feel about their before column.

After part of worksheet (2 min)- Students will have a couple minutes to jot down what they now know and believe about Mexican families.

Homework explanation (5 min)- Students will draw a picture of a Mexican family. Students must label 6 parts of their drawing using vocabulary and “tener” phrases.

Assessment to Monitor Student Learning

To assess student comprehension, I will be collecting the before & after worksheet at the end of class. I will review each worksheet to see how students’ opinions changed about Mexican families.

Reflection on Planned Lesson

I chose a topic that many of my students are oblivious to- racism in the United States. Without explicitly talking about racism, I will have students write down common thoughts about Mexicans and their families. After completing the lesson and activities, students will be able to write what they now know and think about Mexican families. This topic will open the eyes on many students and I am excited to witness the adolescents developing their own ideas.

Nombre: ________________________________ Fecha: Es el _______________ de _______________


Before & After- Mexican Families
Before After

Nombre: ________________________________ Fecha: Es el _______________ de _______________


Familia mexicana o estadounidense?

Parte 1
mexicana estadounidense


Familia mexicana o estadounidense?

Parte 2

1- Family is a key part

of daily life
2- Family is appreciated, but

often put second to work


3- Extended family is

very important


4- Many generations of family

live in the same household


5- It is traditional for children to

become independent at young

ages.
6- Families typically share similar

values and ideas


7- There is a high respect for elders
8- Male domination in family
9- Male and female are equal in

familial authority


10- All family members work for

the benefit of the entire family


Lesson Plan Day 6, Thematic Question: How do Mexicans remember family?


Resources

Student: Ofrenda, 3 prepared “tener” sentences, notebook

Teacher: Ofrenda rubrics

Learning Objective

SWBAT describe how Mexicans remember their family members by presenting an ofrenda to the class in groups of 3.

Central Focus

The central focus of this lesson is ofrendas, día de los muertos, and proper use of “tener” in a short presentation.

Standards

IL.28.B.2b Produce language using proper pronunciation, intonation and inflection.

IL.28.D.2b Present a simple written or oral report on familiar topics.

IL.29.D.1 Recognize important people and events (e.g., special celebrations) in the history of areas where the target language is spoken.

Learning Tasks

Preparation for presentation (5 min)- I will begin class by allowing students to practice their presentation with their groups.

Ofrenda presentations (20 min)- Each group will present their ofrendas in a 2-3 minute presentation. While the presentation is happening, the audience will be writing down 1 interesting fact from each presentation in their notebooks- this will help keep students engaged throughout each presentation. The ofrenda presentations will serve as the summative assessment for the unit because students will be demonstrating their language and culture knowledge in presentation format.

3-2-1 Summary Explanation (5 min)- I will explain the homework sheet to students. Giving follow up homework after a presentation helps students recall what they learned.

Reflection on Planned Lesson

My lesson adequately assesses students at the novice-mid level. At the end of the unit, it is important that my students stay engaged- especially during their assessment. Allowing students to demonstrate comprehension in a way other than testing benefits students with different learning styles and academic strengths.

Rubric de la ofrenda presentación

Presentador Uno: ____________________


Clear pronunciation

Easy to understand

Somewhat easy

Difficult to understand

Authentic voice

Native like/conversational

Robot Voice

Difficulty reading from script

Correct use of tener everytime

Correct use of tener most of the time

Used tener equally as correctly as incorrectly

Did not show understanding of tener conjugations

Comments:

Presentador Dos: _____________________




Clear pronunciation

Easy to understand

Somewhat easy

Difficult to understand

Authentic voice

Native like/conversational

Robot Voice

Difficulty reading from script

Correct use of tener everytime

Correct use of tener most of the time

Used tener equally as correctly as incorrectly

Did not show understanding of tener conjugations

Comments:

Presentador Tres: ____________________




Clear pronunciation

Easy to understand

Somewhat easy

Difficult to understand

Authentic voice

Native like/conversational

Robot Voice

Difficulty reading from script

Correct use of tener everytime

Correct use of tener most of the time

Used tener equally as correctly as incorrectly

Did not show understanding of tener conjugations

Comments:
La ofrenda del grupo:


Ofrenda is colorful and creative

Ofrenda is well put together, but could improve

Ofrenda was done half-headedly

Little to no word evident on ofrenda

Comments:

Nombre: ________________________________ Fecha: Es el _______________ de _______________


¡Muéstrame lo que has aprendido sobre día de los muertos y las ofrendas!macintosh hd:users:adrianaromani:desktop:screen_shot_2014-05-15_at_4.04.12_pm.png

https://www.youtube.com/watch?v=jCQnU


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