Submitted by Julie Black Morales
Objectives:
Content:
1.Students will demonstrate knowledge of the political geography of South America by singing the South American Song and the performing the movements that accompany the song.Lessons 1 , 2, 3, 4, 5, 2.Students will demonstrate knowledge of the physical geography of South America by locating and naming the oceans that surround the continent, the Andes Mountains, the Amazon River and the equator on a map. Lessons 2, 3, 4, 5,Cultural:
Language: Content Obligatory
3.Students will continue to develop their oral Spanish knowledge and skills by naming and locating the 13 countries of South America, the Andes Mountains, the Amazon River, the Pacific and Atlantic Oceans, the Caribbean Sea and the equator on a map. The will use the demonstrative pronouns 'ésta' and 'esté', and the verb 'ser' in 3rd person singular. Example: Ésta es Colombia.Language: Content Compatible
Learning Strategies / Social and Skills Development:
Time Frame:
A maximum of two 30 minute classes
Materials Needed:
an atlas for each group;
small dry erase boards or paper;
a timer help to keep things fair,
sentence strips,
large maps of North and South America.
Description of Assessment (Performance Project):
Task:
The teacher will model how to say the name of a river in Spanish. A large map of North America will be needed for this activity along with small, detailed maps of North America for each student.
The teacher will provide each group with an atlas (or small maps), one dry erase marker and a small white-board.
The object of the game is for each team to point out a river on the map using the Spanish sentence pattern provided: ìAquí está el río _______.
The teacher needs to model the expected response several times. Example : The teacher says, ìEl Río Mississippi. ¿Quién sabe dónde está el Río Mississippi?î
The teacher plays the roll of the student and says, ì I know! I know where it is!î Pointing to the map, ì Aquí está el Río Mississippi.î I recommend putting up sentence strips with examples of each sentence structure as a quick reference for the students.
-Repeat the same example all in Spanish &endash; roll play both parts (the teacher and the student.)
Teacher: ¿Quién sabe dónde está el Río Mississippi?î
Student: ¡Yo se! ¡Yo se! ì Aquí está el Río Mississippi.î
Each group is asked to find the names of 2 or 3 rivers in North America and secretly write them on their white board without letting the other groups see (or hear) the names of the rivers they have chosen.
Group A: ì El río Grande. ¿Dónde está el río Grande? Group B has 20 seconds to respond. Group B: ìAquí está el río Grande.î Or ìNo sabemos.î Each time the group is able to answer correctly, they win some type of prize, points or ìpaper pesosî.
This game can be played for an extended period of time. The sentence patterns could be changed to incorporate additional practice for the advanced students:
¿Quién sabe dónde está el Río Grande?
¿En qué país/estado está el río Grande?
Yo se dónde está el río Grande.
Necesitamos una pista.
¿Quién puede mostrarnos dónde está el río Grande?
¿El río Grande está en Canadá?
Yo puedo mostrales dónde está el río Grande.
Task 2
Explain to students that they will be asked to make a couple of generalizations. Elicit the definition of the term generalization from the class. Offer them several examples of generalizations. Write the definitions on the board.
gen·er·al·ize
1. To reduce to a general form, not specific. 2. To infer from many different parts. To form a general conclusion 3. To make generally applicable. 4. To form general notions or ideas. Ask students if they think making generalizations is important when learning something new, when learning something complicated or when learning Spanish. Why? It is also to important to point out that it is possible to form ìfalseî generalizations and that there are certain exceptions to most generalizations.
ìIf we say el Río Mississippi and not el Mississippi Río, how do we say the Pacific Ocean in Spanish. What would your guess be?î
The teacher will continue to elicit the names of rivers, lakes and oceans:
The Caribbean Sea El mar Caribe The Pacific Ocean El océano Pacífico The Atlantic Ocean El océano Atlántico Lake Titicaca El lago Titicaca The Amazon River El río Amazona
Assessment:
Lesson 3 Assessment: Part One The students will be asked to evaluate their own progress. Each student will work with a partner to determine if he/she can name and correctly locate the 13 countries of South America, the Atlantic and Pacific oceans, the Caribbean Sea, the Amazon River, the Andes Mountains, the equator, and ìSudamericaî &endash; along with a couple of new places. They will be asked to fill in the following checklist. See attachment: Lesson 3 Assessment : Part One
Lesson 3 Assessment: Part Two See attachment: Les. 3 Assess. part 1 -part 2 The teacher puts the students into small groups and asks them to reflect on the lesson:
References and Resources:
Moore,Jo Ellen , South America.Evan-Moor Educational Publishers, 1990 Geography Department. Peru. Minneapolis:Lerner Publications Company, 1990. Geography Department. Guyana. Minneapolis:Lerner Publications Company, 1988. Geography Department. Bolivia. Minneapolis:Lerner Publications Company, 1991. Geography Department. Venezuela. Minneapolis:Lerner Publications Company, 1991. Geography Department. Paraguary. Minneapolis:Lerner Publications Company, 1992. Geography Department. Chile. Minneapolis:Lerner Publications Company, 1989 Geography Department. Ecuador. Minneapolis:Lerner Publications Company, 1991. Geography Department. Uruguay. Minneapolis:Lerner Publications Company, 1987.
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)The 2 part assessment for lesson three, /Less.3 assess 1+2.doc
South American Song, / 1 map song.ppt