Submitted by Aaron Arredondo
Objectives:
Content:
Students will:
- identify Europe and the Middle East on the map
- demonstrate understanding on how to write an acrostic poem using the letters in Hanukkah
Cultural:
Students will:
- gain an appreciation for the holiday known as Hanukkah that is practiced by many Jewish families
- identify products/practices commonly associated with Hanukkah
Language: Content Obligatory
Students will:
- Demonstrate understanding of key vocabulary words: los judíos, la menora, el milagro
- Use the verb ir (third person present tense) and para to brainstorm words for acrostic poem. Ex: ___ es para. . . ___ es para. . . ___ es para. . .
- create questions with the following words: ¿Qué. . . Cómo. . . Por qué. . .?
Language: Content Compatible
Students will :
- use the following types of nouns to create acrostic poem. Ex: la noche, el humo, el amor, ustedes, etc.
- use the verb gustar (in past tense) to make comments about presentation
- use first person singular and plural present tense verbs to explain assignment/expectations to each other
Learning Strategies / Social and Skills Development:
Students will:
- work independently to read, write, and complete assigned work
- practice phonemic awareness by thinking of words for the acrostic poem
- interpret the meaning of new words from presentation by using visual clues (posterboard used by guest speaker)
Time Frame:
45 - 50 minutes
Materials Needed:
- large map of the world
- cassette with song Hanukkah (they sang this in Kindergarten)
- blank paper, pencils, color crayons, and markers
- Menorah, candles, lighter (provided by guest speaker)
Description of Assessment (Performance Project):
Into:
Students will locate Europe and then Israel on the map. Teacher will let students know that they will have a guest speaker talk about the Jewish holiday called Hanukkah. They will sing a Hanukkah song they learned in Kindergarten to incorporate prior knowledge into the lesson. Teacher then asks them to think about the things they know about Hanukkah and records their comments by using a K-W-L chart. Teacher records their comments about Hanukkah and adds information they omit. By recording their comments, they will have a bank of words and phrases to use when it is time for questions/comments for the speaker. Teacher tells students:Después de la presentación, uds. van a hacer preguntas. Pueden usar. . . ¿Qué?; o ¿Cómo?; o ¿Por qué? para crear las preguntas.
The teacher stuctures how they should ask a question and checks for comprehension. The students will then be given fifteen minutes to write some questions they would like to ask the presentor.
Through:
Guest speaker arrives and shares in Spanish the importance of this holiday. She will talk about how there was only enough oil to provide light for one day, but that a miracle occurred and that they were able to have light for 8 days (she shares her posterboard as she speaks). She asks for questions/comments and the students respond accordingly by asking a question they wrote and/or may refer to our K-W-L chart they generated prior to the presentation. Students will use the verb gustar (in the past tense first person form) to make statements about the presentation. For example: A mí me gustó ___. Me gustaron ___ y ___.Beyond:
The students will brainstorm more words and phrases and complete the K-W-L chart. They will then be given the opportunity to use these words and phrases in an acrostic poem. The teacher will ask ¿Cuáles frases vamos a usar para crear un poema acrostica? ___ es para. . . The teacher writes them on board. The students work with a partner and think of words that begin with "A" and then share with group: A es para. . . This continues until we have a few words for each letter. The students then receive a sheet to create an acrostic poem.*Cassette tape with Hanukkah song will be playing in background as they are working. Song mentions some vocabulary they may want to use in their poems.
Assessment:
Each child will share one line of his/her poem with the class while teacher listens for pronunciation and reading fluency.
References and Resources:
For a customizable K-W-L chart:
http://www.carla.umn.edu/cobaltt/modules/strategies/gorganizers/EDITABLE.HTMLInformation on acrostic poems
http://www.readwritethink.org/materials/acrostic/song - order cassette:
http://www.hampton-brown.com/onlinecatalog/products.asp?subID=36&groupID=0menorah to color:
http://familycrafts.about.com/od/hanukkahcolor/
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)Independent worksheet of a menorah (see Resources) to color and place at top of poem or they have the option of creating their own drawing.