Submitted by Shelly Power
Objectives:
Content:
Students will:
• Identify, categorize, and analyze main events and characters from the text.
• Activate prior knowledge to determine similarities and differences among main characters in the text.Cultural:
Students will:
• Compare and contrast the perspectives and probable motives for the actions of the characters in the text.
• Compare and contrast the products and practices of the main characters in the text.Language: Content Obligatory
Students will:
• Understand and use vocabulary terms for communicating descriptions and comparisons in the activities.Language: Content Compatible
Students will:
• Practice structures for agreement when identifying vocabulary (Es..., Son...)Learning Strategies / Social and Skills Development:
Students will work cooperatively in pairs.
Time Frame:
2 thirty-minute class periods
Materials Needed:
Graphic organizer
Written student assessment
Description of Assessment (Performance Project):
Part A
1. This lesson is to be completed after students have finished the actual text activities from Lesson 4. First, group students into pairs to complete a text sequencing activity. Pass out envelopes containing the pages of the text written on individual strips of paper. Students are to sequence the strips into the correct order from the text. Monitor groups to ensure participation in the target language and also to determine how much time students need. Show the correct sequence on an overhead or a handout as students finish theirs. You can show a section at a time by uncovering each as a student correctly reads the sentence(s). 2. Next, students will begin to discuss the descriptions and motivations of three sets of characters from the text, el niño, el jefe, and los conquistadores, using the graphic organizer located in their student text. Ask students probing questions to help them get started. Complete one or two examples for the first box in each section. For example, on the description section, ask, ¿Cómo es el niño? Tiene pelo rubio o pelo negro?. Students may refer to the rest of the booklet to help them remember vocabulary words, as well as draw illustrations for items they would like to include in each area of the graph. Students are to answer the questions on the second part of the graphic organizer assignment as best they can in Spanish. Remind them of examples they already know of using the questions words, dónde, qué, cómo, etc. if they seem to be unsure of the meanings of the questions.
Part B
1. This part of the lesson includes an individual, formal written assessment for students to complete from memory. Part C
1. In the final assessment, students will work in pairs to create a page from the text, using Powerpoint software tools. Each pair will use given Internet sites to locate appropriate illustrations and photographs to include in the page. The pages will be assembles into a complete text that matches the student booklet.
Assessment:
See Part B and C in the Description
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)Graphic organizer