Submitted by Jean Schuster
Objectives:
Content:
The students will:
¥ Discuss the information about their historical period in terms of important leaders, cities, events and people groups.
¥ Record similar information about the other three historical periods.Cultural:
Language: Content Obligatory
The students will:
¥ Apply vocabulary pertinent to their historical period from the Bancos de Palabras, i.e. Los musulmanes derrotaron a los visigodo en 711.
¥ Complete the vocabulary from the Bancos de Palabras that pertains to other historical periods. ( See attachments for Lessons 02 and 03).
¥ Request clarification about information needed to complete their Tarea Escrita outline on the historical periods, e.g. ¿Por qué es importante la ciudad de Córdoba? ( See attachments for Lessons 02 and 03).
¥ Summarize in Spanish orally the information about their historical period, utilizing the "Symbols" created during the Brainstorming Activity in Lesson 04 as cues to help them remember the pertinent facts.Language: Content Compatible
The students may:
¥ Use the Transition Expressions to present their información, i.e. primero, segundo,...; también; sin embargo; además; por fin; luego; etc.
¥ Use interrogatives to clarify or obtain information, i.e. ¿Qué quiere decir...? ¿Cómo se escribe....?
¥ Social conventions to make the presentation more natural, i.e. Buenas tardes, gracias, por favor...Learning Strategies / Social and Skills Development:
The students will:
¥ Take notes in Spanish on relevant facts of the presentation.
¥ Synthesize the information to be presented into comprehensible language.
¥ Summarize orally information about their historical period.
¥ Apply linguistic rules to differentiate between nouns, adjectives and verbs.
Time Frame:
1 to 2 50-minute class periods.
Materials Needed:
· 1 Set of Symbols , i.e. a Symbol for each of the 4 Web de Ideas catagories (See Lesson 04)
· Complete Tarea Escrita from Web de Ideas (See Lesson 04)
Description of Assessment (Performance Project):
Pretask:
Explain to students that the main idea of the task is to communicate in an oral format, using their language skills to obtain and clarify information. They will be tempted to just copy someone's notes if they don't understand something. But make sure to explain that their grade depends on their ability to make the information comprehensible through oral communication and the "Symbols" they are using as cues. If someone doesn't know how to spell a name, for example, the students should repeat the name slowly or spell it in Spanish. Likewise, to make the exchange more natural and communicative, students should be encouraged to respond appropriately . For example, if a students asks for information, he should respond after the information is given with a phrase such as "gracias," or "bueno, gracias." They should also be made aware of both the Communication and Written Tasks Rubrics before the activity so that they may gear their responses to the expectations.Task Steps:
1. Students will start out sitting in their historic period groups. Have them number themselves according to the total number of members of the smallest group, i.e. if the smallest group is 3, then they will number themselves 1, 2 and 3 to make 3 groups for this lesson.2. Have them reorganize themselves according to the number they received in step #1. You should have a member from each of the four historical periods in each new group. If there is a group with more than one member from the same historic period, they may divide the presentation. Each member will take turns presenting the information they obtained during the Brainstorming from Lesson 03. They should stay exclusively in Spanish and NOT READ their notes. They should instead use good eye-contact with the group and only glance at the notes as needed.
3. The other members of the group will have an outline for each historic period that they didn't study. During the presentation, they will take notes on this outline in Spanish. The information may be brief but in complete thoughts, i.e. dates will include a reference as to their importance e.g. 1492 - Toma de Granada.
4. Students will need to ask for information they did not understand or that was not presented clearly enough in order to complete the handout. They should be instructed to be communicative by employing social conventions such as: por favor; gracias; buenas tardes; bien hecho, etc.
Post-task:
Put students back together in their original groups to compare what each one learned from the other presentations. This will give students another chance to review the material, use new vocabulary, etc.
Assessment:
During the presentations, take a grade using the Rubric for Presentación Individual. You may also choose to do this later and have students give you a sample of their presentation with the symbols one-on-one.
When all the presentations are done, the Tarea Escrita will be handed in for a grade.
References and Resources:
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)Bosquejo para Tarea Escrita
Rubric for Tarea Escrita
Rubric for Presentación Individual