Submitted by Tasha Vogt
Objectives:
Content:
Students will be able to:
1. identify different stages of a bullfight by matching the name of the stage to a description.
2. demonstrate knowledge of the different stages of a bullfight in order to describe them accurately.Cultural:
Language: Content Obligatory
1. Students will be able to use the following vocabulary to describe and identify stages of a bullfight:(see attachment #1d) Language: Content Compatible
Students will be able to:
1. form questions and statements.
2. use the following grammatical structures to assist them in better communicating:· Present Indicative Tense (3rd person singular and plural)
· Impersonal "se"Learning Strategies / Social and Skills Development:
Time Frame:
Approximately two 90 minute class periods
Materials Needed:
· Computers and Internet Access
· Books, magazines, and newspapers with info about bullfighting
· attachment #1a ("Lluvia de Ideas")
· attachment #1b ("Qué es la corrida?")
· attachment #1c (Matchmaker activity description)
· attachment #1d (content obligatory language table)
· attachment #1e (parent/guardian letter template)
· Matchmaker
Description of Assessment (Performance Project):
Pre-Task
1. As a full class activity, students will be asked to use their "Lluvia de ideas" (see attachment #1a) worksheet to start thinking about what they know about bullfighting. Students should work independently to write all they can about bullfighting in three minutes. Students should produce words, phrases, opinions, and any other ideas in English and/or Spanish. 2. When complete, students will form larger groups (three to four students) and share with each other their thoughts and ideas. They will transfer their combined thoughts onto a new worksheet.
3. When finished with the group worksheet, students will share their group ideas with the rest of the class. The teacher will copy all thoughts onto a larger copy of the worksheet on the wall (or overhead transparency). Continue until all thoughts/ideas have been shared.
Task
1. Following the brainstorm session, students will be randomly assigned to six small groups by counting off. (six groups = six stages of bullfight). Teacher will assign each small group with a number that will correspond to a stage of the bullfight. 2. Students will research their stage using the internet, books, articles, etc. Students will use the worksheet "Qué es la corrida de toros?" (see attachment #1b) as a guide to assist them with their research. Research will be done independently.
3. Upon completion of "Qué es la corrida?" students will return to their small group. As a group, students will share their research and decide the most important aspects of their stage to share with the rest of the class. They will also prepare their oral description (mini-teaching). Within each group, teacher will then assign a different color for each student represented. These colors will then represent new groups that will be formed.
4. Within the new groups, in order to demonstrate their understanding of their stage of the bullfight, students will give a brief oral description of their stage in Spanish. (It will be recommended to use a visual aid to help "teach" their stage to their small group, but not necessary). Students will take notes on each stage taught, completing their worksheet "Qué es la corrida?"
5. Students will return to full class setting to ask any questions and receive any clarifications as necessary. Class will review content obligatory language.
Post-Task
1. To demonstrate understanding of the stages of a bullfight, students will use Matchmaker activity to test knowledge acquired. Working individually and using notes taken in class, students will proceed to match description of stage to the appropriate name of stage. (see attachment #1c) 2. When completed with activity, students will be counted off randomly by teacher in order to form six small groups. Each number will represent a stage of the bullfight. Staying at own workstation and working individually, students will read description of their stage of the bullfight. It is the responsibility of each student to create a picture, image, or learning device to best remember what this stage is about. When done, students will form groups that represent each stage. (four to five students) Each member will assume a role in the group:
As a group, students will decide how to fuse everyone's work to best represent all the work of the group. The group will then present to the class their interpretation of the stage. (If available, Hyperstudio is another wonderful way for students to represent their work. If not, standard methods are acceptable.) The ideas will be presented to the rest of the class in sequential order by the presenter from each group.
- Recorder/artist (records group input)
- Time keeper (watches time to ensure students finish in time)
- Presenter (presents group info to class)
- Moderator (keeps students on task; may be a shared responsibility if necessary)
Assessment:
In order to determine what the students have learned, the students will be assessed on their written work using a self-assessment checklist. The students will use the notes gathered during this lesson to help them in lesson #2. Therefore, notes and self-assessment checklist will be gathered at the completion of the unit.
References and Resources:
matchmaker activity (http://lang.swarthmore.edu/match/corridadetoros_page.htm)
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)1a-lluviadeideas.jpg
1b-queeslacorrida.doc
1c-matchmaker.doc
1d-contentobligatory.doc
1e-parentletter.doc
