Submitted by Melissa Melnick
Objectives:
Content:
Students will...
- develop an understanding of how dialogue in a theatrical work contributes to the formation and perception of the personality of the characters.
- demonstrate an understanding of how dialogue, inflection and movement contribute to the message of a play.
- gain awareness of how an author's point of view is conveyed through his/her writing.
Cultural:
Students will...
- develop an understanding of how ethnicity and generation groups affect how people perceive social issues.
Language: Content Obligatory
Students will...
- use adjectives to describe theatrical characters' personalities and physical attributes.
- use terms in the present subjunctive such as opino, no creo to express opinions.
- use theatrical terms such as escenario, obra teatral, escena, acto, personajes, dialogo, dramaturgo, acotaciones, narración to refer to authors and theatrical works.
Language: Content Compatible
Students will...
- use inflection and intonation to communicate meaning.
Learning Strategies / Social and Skills Development:
Students will...
- make predictions about the theme of a play based on biographical information.
- develop fluency by reading aloud.
- increase comprehension by reading out loud and listening to others read out loud.
- make inferences based upon textual clues.
Time Frame:
This lesson will be completed in three days.
Materials Needed:
- Curriculum Vitae: Lidia Falcón http://www.europarl.es/elecciones/candidatos/curriculum/falcon.htm
- Script: No moleste, calle y pague, Señora, by Lidia Falcón (see Resources)
- Handout #2 - Problemas sociales (see Attachments)
- Laptops or computers for word processing
- Table #1 (see Attachments)
- Handout #3 (see Attachments)
Description of Assessment (Performance Project):
Preparation: The teacher should find a videotape of a play, preferably in Spanish, to view in class the next day. (30 minutes long) Some students may not have seen many plays and may need to become more familiar with what a play is. The play should be one that deals with a social issue. After the teacher has completed this unit once, a videotape from a previous class could be the example.
* * * Day 1: * * *
The teacher will begin by showing the videotape of a portion of the play. (30 minutes) After viewing the videotape the teacher will lead the class discussion using the following questions as a guide:
1. ¿Qué opinan de esta parte de la obra?
2. ¿Cuáles son unos temas en esta obra?
3. ¿Qué opinan del diálogo?
¿Cómo contribuye el diálogo a los personajes?
4. En sus grupos, describan la personalidad de un de los personajes. Piensen en las preguntas: ¿Cómo
usa el autor el diálogo para darle una personalidad al personaje? ¿Cómo usan
los actores sus voces y movimientos para transmitir la personalidad de su personaje?
5. Mirando los elementos del diálogo que ya hicimos en clase, ¿es este un buen o mal ejemplo de diálogo?
¿Por qué?
6. En sus grupos escriban tres semajanzas y tres diferencias entre el diálogo de esta obra y el diálogo
que vimos en los programas de televisión y películas.After students have written the answers to question #4, review their answers as a class. Discuss question #5, then assign question #6. (20 minutes)
Tarea: Journal entry:
* * *Day 2:* * *
Students look at the handout of Lidia Falcón's (or the author with whom you are working) curriculum vitae or a short biography and answer the following question in their journals: (5-10 minutes)
Mire el siguiente curriculo de Lidia Falcón. Según la información contenida aquí, ¿cuáles podrían ser algunos temas que se encontrarían en sus cuentos, ensayos y obras teatrales? ¿Por qué? Students will discuss Obra teatral:
Students will read a play out loud in class about a social issue. I chose No moleste, calle y pague, Señora by Lidia Falcón (see Resources), but others would work. It is a portion of a play about a woman who is physically assaulted by her husband. She goes to report the incident to a very unsympathetic police officer. Students will volunteer to read the portion of the play out loud. The teacher should encourage them to try to use inflection in their voices to help reflect meaning and personalities of characters as they had seen the previous day. (20 minutes)After the class reads the play, the following questions may be used for discussion: (20 minutes)
1. ¿Cuáles son unos temas de la obra?
2. ¿Te sorprendes de los temas o son los que esperarías después de ver el curriculo de la escritora?
3. ¿Crees que los temas reflejan las ideas de la autora? Explica.
4. ¿Cómo usa ella los personajes para transmitir sus ideas y mensajes?
5. ¿Es efectivo el diálogo? ¿Es realista? Explica.
6. ¿Cómo describrías la personalidad de la mujer? ¿Del policía? ¿Del marido?
7. ¿Crees que el abuso físico es un problema que realmente existe en la sociedad española? ¿En Minnesota? ¿Minneapolis? ¿En tu pais?Finally, students will draw a picture of the woman, the police officer and the husband. They should base their drawings on the text. After they have drawn the picture they will explain to their cooperative groups why they drew the character as they did. (15 minutes)
Optional activity:
Students will write their own resume or curriculum vitae. They will then share them with the class without including their names. The class will look at the resumes and determine what themes the owner may choose to write about and justify these ideas using information contained on the resumes.Tarea:
Students should answer the questions on Handout #2 and bring them to class the following day for discussion.* * *Day 3: * * *
Students will bring their homework to class. They will be in their cooperative groups. The students will discuss their findings in small groups. They will determine what problems exist according to their peers and their parents. They will also compare and contrast the problems that exist now and those that existed in the past. (Table 1).
After students have completed Table 1, the class will analyze the results. Divide the questions on Handout 3. One or two groups will answer one of the questions. After the students have answered the questions, they will share the data with the class in an oral format. The class will draw conclusions on overall results based on oral data.
Assessment:
The instructor can use Table 1 for an informal assessment, and the answers to the questions discussed from Handout 3.
References and Resources:
Canteli Dominicis, María & John J. Reynolds, eds. (1994). Repase y escriba, Curso de Gramátic y Composición, 2a edición, New York: John Wiley & Sons, Inc.
http://www.europarl.es/elecciones/candidatos/curriculum/falcon.htm
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)Handout #2 - MSWord | PDF
Handout #3 - MSWord | PDF
Table #1 - MSWord | PDF