Submitted by Elizabeth Valencia-Borgert

Objectives:

Content:
Students will...

• Recognize that American and Latin American school years are organized differently
• Recognize  differences in number of classes and subjects for a first year student in a Latin American  and an American university. 
• Recognize that a major is needed before being able to register (a littel bit wordy..)
• Understand that particular classes are neede for certain majors

Cultural:
Students will...

• Identify hispanics who have made a difference in  professions that students are considering

Language: Content Obligatory
Students will...

• Use cognates to identify  classes and  majors, such as matemáticas, biología.
• Use 1rst person singular present tense of  tener and  3rd person singular present ser to provide total number of classes and identify majors with phrases such as, tengo 4 clases, mi carrera es ingeniería
• Use new vocabulary for subjects and majors to talk about their studies with phrases such as mi carrera es medicina, la clase de biología
• Use numbers (1-10) to indicate quantity of classes, with phrases such as, Tengo tres clases.
• use the verbs tener and estudiar in present tense singular form in 3rd person singular to provide information with phrases such as tiene dos clases, ella estudia psycología.
• Demonstrate understanding of what/how questions to identify  their classes and majors with phrases such as  tengo tres clases, tengo español  
• Use what/how questions with 2nd person singular present tense with the verbs tener, estudiar to inquire about the classes and majors with phrases such as ¿cuántas clases tienes? ¿Qué  carrera estudias?
• Use cardinal  numbers to describe a semester/year in a latin American university such as, el primer semestre de clases..., el segundo año de clases...

Language: Content Compatible
Students will...

• Use the 1rst person singular present tense of verb saber  to indicate that he/she does not know the with phrases such as no sé
• Use of  1rst and 3rd person singular possesive adjetives to talk about the major in phrases such as mi carrera es biología and to inquire about the major  with phrases such as ¿Cuál es tu carrera?
• Demonstrate understanding of invitations from the teacher to engage in an activity with phrases  such as vamos a.., and  ¿quién quiere compartir?  
• Use the days of the week in phrases such as Yo tengo biologia el lunes
• Use the months of the year to identify the lenght of a semester in phrases such as, el primer semestre es desde marzo a junio...
• Use prepositions of time hasta, desde.. to indicate lenght of semester year in phrases like el  año académico es desde marzo hasta diciembre. Also prepositions such as antes de to indicate that a major has to be declared  before class registration in phrases such as, tengo que escoger una carrera antes de tomar clases 
• Demostrate an understading  of how to provide personal information such as age using phrases such as "tengo ---- años" place of origin using phrases such as "soy de ----"
• Use  verbs in 1st and 3rd person singular present tense od regular verbs  to talk about daily activities  such as, como en la cafeteria, vive en casa.
• Use of  1st person and 3rd person singular present tense for the verb tener que to indicate obligation in phrases such as, tiene que tener una carrera....
• Use the names of the seasons to identify the semester at school in phrases such as,  yo tengo .. clases en el semestre de primavera
• Familiarity with conjunctions such as con and   y  for phrases such as ella vive con su papá y mamá
• Use phrases such as, es necesario escoger...la carrera.. to indicate a requirement.
• Recognize cardinal points in phrases such as Concepción está  al sur de  Chile

Learning Strategies / Social and Skills Development:
Students will...

• Use knowledge of cognates to identify vocabulary
• Use context clues to guess meaning of new words
• Use their background knowledge to correlate professions and majors with famous hispanic people. 
• Use a map of the country to identify an specific region
• Students will work collaboratively in pairs to achieve their goal

Time Frame:

50 minutes

Materials Needed:

• Handouts:
• ¿Qué clases tienes este semestre?
• Horario de clases 
• Carreras y clases 
• Un horario diferente 
• Para ver el video (guia)
• Venn Diagram 
• Transparencies
• Para ver el video  (guia)
• Pictures of famous hispanic people
• Horario de clases 
• Para ver el video
• Un horario diferente
• Venn Diagram   
• Equipment and tools 
• blackboard,chalk
• Computer
• Overhead projector
• Screen
• Fuzzy ball 
• Transparency markers
• Multimedia tools   
• Video clip of Hispanic student

 

 

Description of Assessment (Performance Project):

Pre-task (15 minutes):
Write down the words in two colums "carrera, clase" and write down several majors and classes under each respective colum in L2 on the blackboard.  Asks student to identify them in L1.  Call these words cognados (cognates). At this point, also explain that students could deduce the meaning of cognates by the text. However, they should be aware of false cognates,  i.e parientes vs parents. Next, give students a Carreras y clases handout with the most common classes and majors in Spanish/English. Review with them the list.

Present pictures of  hispanic people that are recognizable by the students, either through PowerPoint or transparencies

Next, write down (or display in PowerPoint) the major under the picture of the person in the first picture. Tell students the name of the famous person:

El se llama ....., su carrera es ....  esta carrera tiene las clases  de ...... 

Ella se llama ....., su carrera es ....  esta carrera tiene las clases  de...... 

Write down all the information given in the transparency for the first two images. 

 For the rest (2-4), present the pictures, ask the following:

¿Cómo se llama? ¿cuál es su carrera?. ¿Qué clases tiene esta carrera?  

Wait for an answer (English or Spanish) and then write it down on the transparency (or display it in PowerPoint). 

Write on the blackboard

Y tú, ¿qué clases tienes, ¿cuál es tu carrera?

Switch to the transparency with a clean class schedule (horario handout). Read out loud the days of week  from the transparency and write down the semester (otoño, primavera), and the major, if known.  Write their Spanish class in the days of the week they meet. 

En este horario del semestre de  otoño /primavera yo voy a escribir cuando tenemos esta clase de español.

También voy a escribir el horario de un estudiante de esta clase (pick somebody).. Ella /él tiene la clase de español los lunes, los martes....   ¿qué otras clases tienes?

Inquire students in general about  their majors. Ask individually ¿qué carrera tienes?

Write them down in the board  or point at them on the board. Also, write down no sé as a potential answer.

Wait for a response and write it on the transparency.

During task (20 minutes):

Pass out the horario handout  to the students and ask them to fill in their schedules. (Uds. van a escribir su horario de este semestre). While they are writing their schedule, write two questions on the blackboard: 

¿Qué clases tienes tú?
¿Cuál es tu carrera? 

and the beginning of the answer:
Tengo ___,_______, ______ 
Mi carrera es________.
no sé

Next, take out the fuzzy happy face ball or its equivalent, and say: Ésta es mi pelota. Then throw it to a student nearby while saying ¿Cuántas clases tienes? Wait for an answer, and then ask the second question. Retrieve the ball and throw it to another student and repeat the same two questions. The third time, make gestures to the student to throw the ball to somebody else while saying tira la pelota y pregunta, showing the questions on the blackboard. The ball will go to a few  more students until the teacher requests the ball back with gestures: necesito mi pelota, por favor. 

Then give the students the ¿Qué clases tienes? handout and tell the students that they need to find another student and ask him/her about their class schedule using this format. They will be notified that they will have to report their findings to the class. Read the questions out loud, and ask if they have any questions (¿preguntas?). 

Suggestion: determine the way to select pairs to assure that not much time is wasted.

Give the students the signal to start (pueden empezar). In the meantime, write the complete conjugation of the verb tener  vs tener que with their definitions in English on the board. 

Ask a couple students regarding their's partners schedule. present at this point the difference in meaning between tener and tener que using their schedules and majors.

Su carrera es física,  él/ella tiene que estudiar matemáticas, cálculos y geometría

Post-task (10 minutes):

Tell students that they will be watching a video of a students from a Latin American university who will be sharing the same information about her school year. Later, they will have to compare their semester schedule with the semester schedule from the studetn in the video

Give them Para ver el video handout (guia) to jot down the information about the student in the video.

Present Para ver el video (guia) transparency, read instructions and go over each line  item to verify comprehension.

Explain that they will watch the video twice.

Vamos a ver el video y luego respondemos las preguntas de la guia.

Once they have seen the video. Ask students to fill up the Para ver el video (guia) handout. They will be doing it individually.

Check comprehension by going over the answers selected.  Place the Para ver el video (guia)  transparency and check each answer with the class as a group.

¿cuál es la respuesta para la  pregunta número 1?

If there are different answers circle the question and ask them to verify that one on the next viewing.

Play the video again, and have them finish the Para ver el video (guia) handout.

Once again go over every single question asking for answers from the students.

Once finished, group students in pairs to work in the next phase: contrast and comparation.

Give the student the un horario diferente handout.

Ask students to work in pairs and answer the un horario diferente handout. Place on the overhead projector un horario diferente transparency, go over each item, and use the structure of comparison (equality and inequality), explain how to use them with the examples from the un horario diferente handout.

Homework

Distribute a  Venn Diagram where students have to find similarities and differences between their class schedules and school year and the Latin American student from the video

Indicate that they need to fill up the blanks with information from the diagram on three sentences on the sheet. The homework will be collected in the next class.

Review the format with students. Use a transparency with the Venn Diagram.

Assessment:

Fuzzy ball activity will be used for assessment .

References and Resources:

http://coloquio.com/famosos/alpha.htm
Get the photos for famous Hispanics from this site.
For example: Cesar Chavez, Ellen Ochoa, Frida Kalho, Geraldo Rivera, Isabel Allende, Jaime Escalante, Jorge Ramos, José Hernandez, Rigoberta Menchú.

Video created by Elizabeth Valencia-Borgert
Video Link: http://mediasite.stcloudstate.edu/mediasite/viewer/?peid=16684435-8b9f-4e1b-9911-4ebfb36b7933

Venn Diagram template from:
http://www.carla.umn.edu/cobaltt/scaffolds/GO/HGO/20H.PDF

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Venn Diagram to compare schedules (PDF format)

Para ver el  video 
¿Qué clases tienes este semestre?
Carreras y clases
Mi horario de clases
Un horario diferente 

A Lesson from the CoBaLTT Project
/cobaltt
Center for Advanced Research on Language Acquisition
University of Minnesota