Submitted by Tasha Vogt
Objectives:
Content:
Students will:
1. use prior and new knowledge to distinguish between two points of view - animal rights activist (anti) and aficionado (pro).
2. use knowledge of point of view to debate an assigned point of view using vocabulary and phrases.
3. demonstrate understanding of different points of view discussed and researched in class.Cultural:
Language: Content Obligatory
Students will:
1. use opinion phrases to discuss/debate assigned ìpoint of viewî with other students. (See attachment #2a)Language: Content Compatible
present subjunctive verb tense
question/statement structureLearning Strategies / Social and Skills Development:
Time Frame:
Approximately three 90 minute blocks
Materials Needed:
· Bullfight video
· Computers and internet access
· content obligatory language (attachment #2a)
· Qué opinas de la corrida de toros? (attachment #2b)
· pair debate description (attachment #2c)
· pair debate self-assessment (attachment #2d)
· opinion paper description (attachment #2e)
· opinion paper rubric (attachment #3f)
· student self-assessment (checklist) for unit work/research (attachment #2g)
Description of Assessment (Performance Project):
Students will research two different points of view relating to the practice of bullfighting (pro/anti). They will take part in a debate (in Spanish) using an assigned point of view and practicing content obligatory vocabulary phrases. Students will watch a video of a bullfight and write an opinion paper regarding an assigned opinion.
Pre-Task
1. As part of a pre-task activity, students will watch a video of a bullfight. Students will be asked to keep opinions to self and make any notes regarding their opinions to be used later. 2. Following the video, a class discussion will take place regarding the video. Students will now be able to share their opinions regarding what they saw in the video. As the discussion turns to opinions regarding bullfighting, students will be asked to identify the two most prominent points of view regarding bullfighting (pro/anti).
3. Students will be asked to identify five supporting statements each opinion holder could make. example:
(pro) I think that bullfighting is an expression of art.
(anti) I think that bullfighting is cruel to animals.4. Students will take part in a class discussion regarding the different statements that could be made. These statements should be included as part of their notes. Students will now be introduced to content obligatory vocabulary.
Task
1. Students will be randomly assigned a point of view by counting off, drawing numbers, etc. Students will research their assigned point of view individually or with a partner from opinion group. Students will use research guide provided, Qué opines de la corrida de toros? ,to assist in research. (see attachment #2b) 2. When done researching, students will report back to large group. Students will share information found and start to prepare for pair debates. As a large group, students will share accepted points of view, facts, and practice forming convincing statements.
3. Students will demonstrate their knowledge of subject and grammar by doing four pair debates. (see attachment #2c) This is done by pairing up two students, each from opposing opinions, to debate bullfighting. After two pair debates, students will report back to large group in order to get any help they feel necessary. After "recharging" in their support group, students will continue with two remaining pair debates.
Post-Task
When completed with debates, teacher will lead full class discussion regarding debates. Teacher will make comments and ask questions of students for feedback on debates. At this point, students will fill out self-evaluation form for pair debates. (see attachment #2d)
Assessment:
Students will be assessed by the use of a holistic rubric for their opinion paper. They will also do a self-assessment for their pair debate and a self-assessment in the form of a checklist for all unit work and research.
References and Resources:
Bullfight video (for many suggestions http://www.flamencoshop.com/bullfight/videos.htm )
For the teacher to consider, this is delicate subject matter. It is advised to repeatedly instruct students to proceed with empathy and respect for the feelings of other perspectives and cultures. By circulating during debates and reminding students of proper debate procedures, it will hopefully eliminate any strong emotional outbursts in class. See parent/guardian letter. It will also be important to check websites and give some suggestions to the students regarding "good" information because websites change frequently.
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)#2a 2a-contentobligatory.doc
#2b 2b-researchdescription.doc
#2c 2c-pairdebates.doc
#2d 2d-pairdebatesselfevaluatio.doc