South America: Its Spanish-speaking Countries and Capitals
Submitted by Chandra Erickson
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Standards:
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Lesson Timeframe:
Two 30 minute classes
Lesson Overview:
To teach the geography of South America; specifically, the names and locations of its Spanish-speaking countries and capitals.
Lesson Context:
These lessons were designed as part of a much larger alphabet unit (although they could be easily adapted to fit other contexts). In this unit, each student creates a personal Spanish dictionary. The process of creating each page for the dictionary allows for more in-depth analysis of how each letter is pronounced (both alone and within various letter combinations), the opportunity to discuss a wide variety of culturally-relevant material, and the opportunity to review previously-learned material.
For example, on the "A" page, the concept of and practices associated with "almuerzo" (midday meal) are discussed. The students write the word "almuerzo" on their page and draw a picture that highlights important details to be remembered. In addition, the class brainstorms other words that begin with "A" that they've already learned (e.g. the names of colors, numbers, family members, days and months, weather expressions, clothing, body parts, etc.), allowing a natural opportunity to review this material. To give another example, on the "Q" page, the concept and practices associated with "quinceanera" (a girl's 15th birthday) are discussed.
NOTE: Prior to beginning the personal dictionary portion of this unit, the students will have already learned to recognize and say the entire alphabet in Spanish!
Objectives:
Content:
Students will...
begin to recognize the Spanish-speaking countries and respective capitals of South America
know why Ecuador (equator) has its name Cultural:
Language: Content Obligatory
Students will...
know the Spanish word for country (el país), capital (la capital) and South America (Sudamérica).
begin to recognize the following countries and respective capitals: COUNTRY/CAPITAL
Venezuela/Caracas
Colombia/Bogotá
Ecuador/Quito
Perú/Lima
Bolivia/La Paz
Chile/Santiago
Argentina/Buenos Aires
Uruguay/Montevideo
Paraguay/Asunción
understand the words for upper case (mayúscula) and lower case (minúscula), and that countries and capitals are capitalized in Spanish.
understand the effect of accents on pronunciation. Language: Content Compatible
Students will...
understand the following words/phrases in context: "está en" (is in), "de" (of) and "es" (is).
understand the words for north (norte), south (sur), east (este) and west (oeste). Learning Strategies / Social and Skills Development:
Time Frame:
Two 30 minute classes
Materials Needed:
1. A dictionary (see "Description of Task/Context") for each student with one letter on each page, room to draw a picture, a line to write the main/culturally-relevant word, and room to write other words that start with that letter.
2. A large map of South America, preferably with countries clearly delineated (by color, perhaps).
3. An overhead with a drawn outline of South America and enough room to write (this could also be done on a black/whiteboard).
4. Maps of South America for each student, preferably with no extraneous markings (i.e., borders and an icon to show location of capital only).
5. A song with the names of Spanish-speaking countries (See "Resources").
6. Web site that allows for the learning/review of Spanish-speaking countries and capitals (See "Resources").
Description of Assessment (Performance Project):
LESSON 1 Activities
Task 1: Students will see the drawn outline of South America on an overhead or whiteboard upon arriving in class. The teacher will ask for a volunteer to identify the drawing. Once identified, the students will write the word for South America in Spanish on the "S" page in their personal dictionary as the teacher spells it orally for them. (Note: If the Spanish words for upper and lower case letters have already been introduced to the students, the teacher will indicate that the first letter should be upper case when spelling the word for the students.) The teacher will then either call on individual students or ask the whole class to identify each letter of the word. The teacher will point out the placement of the accent mark over the "e" and practice saying the word with the class.
Task 2: The teacher will put up an overhead of South America with countries delineated but not labeled (and, preferably, one with longitude and latitude lines). Identical maps will be handed out to each student. The teacher will indicate that while South America has 13 countries, only 9 of them are Spanish-speaking (or, have Spanish as the official language). Starting with Brazil (because most students will be able to identify this country and will probably think that it is a Spanish-speaking country), the teacher will begin labeling each Spanish-speaking country and direct students to do so simultaneously on their maps. (To avoid confusion, you may want to write the word "no" on those countries that do not have Spanish as the official language.) The teacher will pause upon arriving at Ecuador and ask the students why they think it has its name. (If the map has latitude lines, the 0 degrees markings could be circled as a clue for students.)
Task 3: Standing by a large map of South America, the teacher will explain to the students that they are about to hear a song that has the names of ALL the Spanish-speaking countries in the world. When they hear the name of a country in South America, they will raise their hand. Before beginning, it might be a good idea to point at a couple of Spanish-speaking countries such as Mexico and Spain and ask the students if they are in South America. Then, the teacher could point to a country that is in South America and model hand-raising. If time, the song could be played a couple of times through, with the teacher both pointing to the South American countries and raising his/her hand with the students. To conclude the activity, the teacher will point to each country, say each country name and have the students repeat.
Task 4: Students will brainstorm other words that start with "S" (see "Context") that they have already learned.
LESSON 2 Activities
(Ideally, this class would be scheduled for and begin in a computer lab. See "Extensions")
Task 1: Students will see the "Hangman" game on the board (or overhead) when they arrive. (The word will be "Sudamérica".) The teacher will lead the game by asking students to name letters in Spanish. (In order to get the full benefit of practicing the letters, it is a good idea to not allow the students to guess the word.) When the word has been discovered and its meaning reviewed, the teacher will, again, take the opportunity to point out the use of upper and lower case letters and the impact of the accent on pronunciation.
Task 2: Task 3 from the previous lesson will be repeated.
Task 3: Students will use a web site with simple games for learning/reviewing Spanish-speaking countries and their respective capitals. They will play the first game (matching game) for approximately eight minutes and the second game (Concentration) for approximately eight minutes. As they play, they will write the names of the capitals on their maps.
Task 4: The teacher will review the material covered with the whole class. Time permitting, the teacher could have individual students come up and write the name of each capital on a map that has been copied onto an overhead transparency or whiteboard. Otherwise, the teacher will write while the students provide the information (with the teacher really stressing how to "sound out" the unfamiliar words). The teacher will say the name of each capital and have the students repeat. To conclude the lesson, the teacher will say the name of a country and the students will say the name of its capital (and/or vice versa).
Assessment:
Maps will be collected to check for completion and accuracy. In addition, a quiz could be given subsequent to these lessons. To informally assess retention of country names only, the teacher could duplicate Task 3, but have students close their eyes as they try to raise their hand upon hearing a South American country.
References and Resources:
Song:
"Los Países Hispanos" from Sing, Dance, Laugh and Eat Tacos: Volume 2 Barbara MacArthur/Teacher's Discovery
http://www.singdancelaugh.com/spanish.htmWeb Sites for Countries/Capitals practice:
http://www.quia.com/jq/19645.html
http://www.quia.com/jg/65520.html
Unfortunately, neither site uses accents in the spellings and there are Central American questions, not just South America.