gail saucedo southern area international languages network 2010

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  • Diapositiva 1
  • Gail Saucedo Southern Area International Languages Network 2010
  • Diapositiva 2
  • LA CHINA POBLANA Notes for the teacher Goal: Students will learn about the origin of a Mexican legend La China Poblana and understand related products, practices, and perspectives of Mexican culture. Objectives: Students will read about and discuss the historical background of the silk route and the Manila Galleon. Students will label maps with geographical terms in Spanish and trace the routes of Spanish and Portuguese explorers. Students will identify Spanish-English cognates. Students will identify the preterit of verbs and their infinitives. Students will recognize categories of vocabulary words. Students will comprehend the details of the story. Students will practice interpretive, interpersonal, and presentational communicative modes. Students will demonstrate their learning by completing activities relevant to their preferred learning styles. Level: High beginner, intermediate (Stage I, II); originally designed as a culminating unit for the end of a Spanish I course after the preterit had been introduced and practiced. Time Frame: 3- 5 days depending on class make-up/schedule/curriculum, whether or not activities are all accomplished in class or some assigned for homework; 5 Fridays sequentially; the week before/after a holiday; before the end of the school year after books have been collected. Rubrics: Teacher or teacher/student designed to measure progress or grade participation.
  • Diapositiva 3
  • Notes for the teacher ACTFL READING PROFICIENCY GUIDELINES I. Before Reading (Into) Knowledge Inventory: Verify your answers to questions 1- 10 with the classroom posters of Spanish and Portuguese explorers, dictionary, wall map, and Larousse Encyclopedia. The Silk Route and the Manila Galleon: Read and discuss the history background of the story. Realia: a treasure chest containing items of gold and silver jewelry, blanket, cocoa beans, perfume, silk, lace, porcelain, spices with vocabulary cards in Spanish to match to items; a wall map where students point out the locations mentioned in the paragraphs. An Adventurous Spirit: Use the English map and the class globe in Spanish to trace the routes Columbus, Magellan, Cortez, and Pizarro took during their explorations. Copy their routes onto the blank map. Use the list of geography terms in Spanish to label and complete your map.
  • Diapositiva 4
  • Notes for the teacher ACTFL READING PROFICIENCY GUIDELINES The Story: La China Poblana Realia: A treasure chest of costume items suitable for each character in the story the Indian princess, her maid, the pirates, the Spanish captain of the ship, the merchant from Puebla, and his wife. Name tags in Spanish: la princesa, la criada, el pirata, el capitn, el comerciante, la esposa On a white board/chalk board or on a wall, cards with the names of the locations in the story India, Manila, Acapulco, Puebla spaced a few feet apart in that order. Procedure: Students volunteer to be a character. They choose a costume from the treasure chest and wear the appropriate name tag. They decide on a gesture appropriate to the character: a royal wave for the princess, a bow for the maid, a knife thrust or growl for the pirate, a salute for the captain, a shake of a bag of coins for the merchant, a curtsy for the wife. The princess and the maid stand under the sign that says India. The other characters stand on the other side of the room. First reading: The teacher reads the story slowly aloud with dramatic inflection. Whenever the characters hear their name called they make the appropriate gesture (el capitn salutes). Whenever they hear a different place name called, the princess and the maid move to the appropriate sign. If time or interest permits, another group of students perform and teacher reads the story a second time. The story is distributed to the students. Students read aloud to each other or read silently and then complete the global activities. On subsequent days the story may be read aloud by students in class with oral comprehension checks by teacher before continuing with Activities III, IV, V.
  • Diapositiva 5
  • Notes for the teacher ACTFL READING PROFICIENCY GUIDELINES II. Global Activities (Through) Cognates: List 20 Spanish cognates from the story; write the English equivalent. Verbs: List 10 verbs in the story in the preterit; write the infinitive form. The Intruder: Underline the word that doesnt fit. III. Detail Activities (Through) Chronological order: With a partner, put the following details from the story in order from 1-13. Whos talking? Identify the person from the story who might say the following the servant, the princess, a pirate, the captain, the merchant from Puebla. Lets check Complete the sentence with the correct response. (A possible quiz)
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  • Notes for the teacher ACTFL READING PROFICIENCY GUIDELINES IV. Linguistic Activities (Through) Vocabulary: What did you understand? Write the definitions in Spanish and solve the puzzle to meet an important historical personage. Then tell what he accomplished. The Preterit: Complete the sentences with the preterit form of the verbs in parenthesis. Round Robin The teacher creates the round robin question and answer cards. The cards are distributed at random. Only the first question card is numbered (1). The first student reads question (1) The other students listen. The student with the answer reads it, then turns the card over to read the next question. They continue until the last question is answered. The cards may then be shuffled and 10 more students may play. The class may continue with this activity until they are able to answer without mistakes. Students are listening, reading, and speaking This is useful for test review.
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  • Materials needed: 10 note cards (4 x 6). Number note cards lightly in pencil marks to be erased before cards are distributed to students. Questions are written/typed on the front answers on the back. Card 1. Adnde fueron un da la princesa india y su criada? china poblana Card 2. Quines raptaron a la princesa? al puerto para ver los barcos grandes Card 3. Qu queran hacer los piratas con la princesa? los piratas chinos Card 4. Quin compr a la princesa en Manila? venderla en Manila Card 5. Adnde iba el barco del capitn espaol? un capitn espaol Card 6. En qu da compr el capitn espaol a la princesa? a Acapulco Card 7. Quin compr a la princesa en Acapulco? el da de Santa Catalina Card 8. Quin am a la princesa? un comerciante de Puebla Card 9. Qu le gustaba a la princesa siempre llevar? toda la gente de Puebla Card 10. Cual es el nombre del vestido que llevan las mexicanas para bailar el jarabe tapato y cantar msica ranchera? la ropa bonita y las joyas elegantes
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  • Notes for the teacher ACTFL READING PROFICIENCY GUIDELINES V. After Reading (Beyond) Birthdays and Saints Days: Read the paragraph and study the calendar. Activities: Students may choose two or more according to teacher rubric 1. Lets Talk and Lets Answer: Have a conversation with your partner- follow the model; then answer questions 1-3. 2. Lets Write: Design an invitation to Catalinas birthday party. Include Who? What? When? Where? Why? 3. Lets Sing: Learn Las Maanitas and perform for/teach to the class. 4. Lets Dance: Learn to dance El Jarabe Tapatio and perform for/teach to the class. 5. Lets Color: Follow the directions to color the drawing of La China Poblana. 6. Lets Draw: Draw a scene from the story. Be creative. Below the drawing, write a description of the scene. 7. Lets Cook: Find a recipe for mole poblano in a Mexican cookbook in the library or on the internet. Prepare the dish for your family. Take pictures preparing the food and of your family eating. Make a poster with your pictures and the recipe. Present your poster to the class and describe your pictures.
  • Diapositiva 9
  • LA CHINA POBLANA I. Antes de leer 1. Inventario de conocimiento 2. La Ruta de Seda y El Galen de Manila 3. Un espritu aventurero La lectura: La China Poblana II. Actividades globales 1. Las palabras afines 2. Los verbos 3. El intruso III. Actividades de comprensin 1. Orden cronolgico 2. Quin habla? 3. Verifiquemos IV. Actividades lingsticas 1. El vocabulario 2. El pretrito 3. Round Robin V. Despus de leer 1. El arte 2. El cumpleaos y el da del santo 3. Actividades Vamos a conversar Vamos a contestar Vamos a escribir Vamos a cantar Vamos a bailar Vamos a colorear
  • Diapositiva 10
  • Antes de leer: Inventario de conocimiento Verifica tus respuestas con los posters histricos, los globos y el mapa de la clase. 1. Magallanes encontr las Filipinas en 1492.SNo? 2. Acapulco fue el puerto principal del Pacfico del imperio espaol.SNo? 3. El comercio entre el Oriente y la Nueva Espaa dur 500 aos. SNo? 4. Un poblano es una persona de Puebla.SNo? 5. Los piratas son hombres buenos.SNo? 6. Magallanes fue un explorador espaol.SNo? 7. La china poblana es un traje folklrico tradicional de las mexicanas.SNo? 8. Puebla es un estado en Argentina.SNo? 9. Raptar significa tomar prisionero a una persona ilegalmente.SNo? 10. Con cario significa querer mucho.SNo?
  • Diapositiva 11
  • Antes de leer La Ruta de la Seda: Acapulco y el Galen de Manila En el ao 1520, el navegante Fernando de Magallanes descubri las islas que el nombr las Filipinas en honor de Felipe II, rey de Espaa. Durante los prximos tres siglos hubo mucho comercio entre Mxico y las Filipinas, la China y la India. Acapulco fue durante este periodo el principal puerto del Pacfico espaol. Los barcos que salan de Acapulco para esos pases llevaban oro, plata, mantas y cacao. Despu