Ohio Standards Connection: Foreign Language Communication Benchmark B Exchange personal information. Indicator 2 Exchange simple messages (e.g., telephone conversations, thank-you notes) following a model. Cultures Benchmark B Identify and imitate gestures and oral expressions to participate in age-appropriate cultural activities. Indicator 2 Use appropriate gestures with target language expressions (e.g., asking permission, passing out materials, etiquette, greetings and leave taking). Lesson Summary: Novice Proficiency Level This multiple-day lesson involves students in cultural activities of a birthday celebration in Mexico and appropriate conversations about this event. Students review numbers, days, months and holidays. They develop fluency with this vocabulary and learn culturally appropriate gestures. They participate in dialogues, create invitations with a model and break a piñata. Estimated Duration: Six hours and 30 minutes The foreign language academic content standards were written with the assumption that elementary programs meet for 90 minutes per week and that secondary programs meet the equivalent of 50 minutes per day throughout the year. Time and intensity do matter, and programs that meet for fewer minutes/less often will need more time to review previously introduced material before moving forward. Commentary: This lesson is a natural fit for students at this level who are greatly interested in birthdays, ages and celebrations. Breaking a piñata is a typical activity for Mexican children at birthday and other holiday get-togethers. Pre-Assessment: Distribute Attachment A, Pre-Assessment. Instruct students to circle the correct response as you read each statement or question for numbers one through six. Be sure to read aloud all possible responses for each question. Students circle the meaning of the teacherdemonstrated gestures for numbers seven through 10 (number seven, thumbs up; number eight, embrace; number nine, kiss fingertips and move hand from mouth; number 10, come here motion, but with palm down). Instructional Tip: Accept oral responses from students who can respond this way, but who may not recognize the written language. 1
Scoring Guidelines: Score the Pre-Assessment to determine the students familiarity with vocabulary in the target language and with several gestures. Students who score five to 10 correct answers are ready to begin the lesson. For students scoring four or less, revise instruction. Use peer instruction, pairing high and low scorers, to reinforce the phrases and gestures. If the majority of students score five or less, a slower pace may be necessary throughout the lesson. Answer key: 1. b 2. c 3. a 4. a 5. c 6. c 7. c 8. a 9. b 10. a Post-Assessment: Assign students to groups of two. Provide students with the guidelines for an oral presentation, Attachment B, Nuestro Diálogo. Demonstrate a sample presentation with a volunteer. Scoring Guidelines: Rate the dialogues at the time of presentation using the following Diálogo Rubric. Language clear and correct. Demonstrated one gesture or more. Asked and answered three questions correctly. 4 3 2 1 Language clear and correct, most of the time. Demonstrated one gesture. Asked and answered three questions with few errors. Language clear and correct, some of the time. Demonstrated one gesture. Asked and answered two questions with few errors. Needs further practice and instruction. May or may not have gestured. Asked and answered one question with few errors. Excelente! Muy bien! Bien. Necesita práctica. Instructional Procedures: Day One 1. Distribute Attachment A, Pre-Assessment. Instruct students to circle the correct response as you read each statement or question for numbers one through six. Students circle the meaning of the gestures for numbers seven through 10. Read aloud all possible responses to each question. 2. Review the days of the week by having envelopes with the days prepared. Each envelope has cards with the seven days of the week. Divide students into groups of two or three. Give each group an envelope and have students place the cards in order. Students should practice saying the days to each other. Use Attachment C. Day Two 3. Quickly review the days of the week. Choose two students to place magnetized cards in order at the board. Conduct conversation review: 2
Qué día es hoy? (What day is today?) Qué día es mañana? (What day is tomorrow?) Cuál es tu día favorito? (What is your favorite day?) Instructional Tip: You may want to refer to a classroom calendar during the review. 4. Review the months. Students should repeat the months after you. Have a set of 24 cards, 12 with the words for the months, and 12 with pictures to represent each month. Enlarge Attachments D and E. 5. Have children sit in a circle. Distribute the cards. Play a guessing game. Have a student with a picture repeat after you, En qué mes es el Año Nuevo? (In which month is the New Year?). The child with enero" will bring up the card. Continue with other months and pictures. (See Attachment D.) Day Three 6. Ask students Cuándo es tu cumpleaños? (When is your birthday?) Several volunteers and you will model the answer. 7. Count off the students to form two lines facing each other. Students ask the partner they are facing, Cuándo es tu cumpleaños? The student should respond, Mi cumpleaños es el de. (My birthday is of.) When both partners have asked and responded, instruct line one to rotate one person to the right. Continue until students are back into the original position, or as time allows. Instructional Tip: A student who does not celebrate birthdays in his or her family could practice the structures using any date. 8. Demonstrate several Hispanic gestures. Call a student forward. Say, Ven aquí. (Come here/palm down.) Say, Bueno! (Good!/Thumbs up. Point to good work, or something else in the classroom the students consider good, such as a recess chart.) Say, Buenos días, to a student and gently embrace the student. (Good morning/embrace.) Say, Adiós, and bring fingertips to lips. Move hands toward class or a particular student. Repeat the gestures five to seven times. Instructional Tip: Do not demonstrate the abrazo (embrace) if you or students are not comfortable. You may substitute a handshake or use a stuffed animal for the abrazo. 3
Day Four 9. Demonstrate the Hispanic gestures introduced on Day Three. 10. Do some simple role playing, adding gestures. Hola, mi amigo. (Hello, my friend.) (Hug.) Tengo un regalo para ti. Ven aquí. (I have a gift for you. Come here.) Hay una fiesta de cumpleaños. (There is a birthday party.) (Thumbs up.) Hasta luego. (See you later.) (Blow kiss.) Sábado es un buen día! (Saturday is a good day!) (Thumbs up.) Buenos días. Cómo estás? (Good morning. How are you?) (Hug.) Tengo un pastel para ti. Ven aquí. (I have a cake for you. Come here.) Adiós, mi amigo. (Goodbye, my friend.) (Blow kiss.) Instructional Tip: You may use a visual or toy item for the regalo (gift) or the pastel (cake). Day Five 11. Play the Extra Sensory Perception (ESP) game. Tell students they must try to guess what gestures their partners will use. This will be done like rock-paper-scissors. Line students up in two rows. They will stand back to back. On the count of three, uno, dos, tres (one, two, three), students turn and face partners, demonstrating either the ven aquí, bueno or adios (come here, good or goodbye) gestures. If they match, they may high-five. Repeat this activity five or six times. 12. Introduce students to the sentence strips for a phone conversation. Have students take turns reading the sentences. (See Attachment E.) Day Six 13. Have two students use play cell phones, and do role playing with several student volunteers. You call to discuss the party. This should introduce the interrogative words to be used in the next day s invitation. Hand the phone to a volunteer and place a call. Sentence strips should be on the board or wall to guide students as you ask these questions. Teacher Rin, rin. (Sound effect, ring, ring.) Student Bueno. (Hello. Common way for Hispanics to answer phone.) Teacher Hola,. (Hello, use student s name.) Cómo estás? (How are you?) Student Estoy muy bien. (I am fine.) Teacher, Cuándo es la fiesta? (Student s name, when is the party?) Student Es martes, el 7 de noviembre. (It is Tuesday, November 7.) Teacher A qué hora es la fiesta? (What time is the party?) Student A las dos. (At two.) Teacher Dónde es la fiesta? (Where is the party taking place?) 4
Student Es en la sala veinticinco. (It is in room 25, or wherever the party will be. Maybe it is in the gym.) Es en el gimnasio. Teacher Gracias. Hasta la fiesta. (Thank you. See you at the party.) Student Adiós. (Goodbye.) Repeat with several volunteers. Instructional Tip: Change the date and location used in the conversation to those of the piñata party. Day Seven 14. Administer the formative assessment, Attachment F. (Attachment G is the English translation.) Have students cut out the tabs on Attachment G and paste them on to the empty boxes below the corresponding illustrations on Attachment F. Answer key: 4. 7. 1. 12. 8. 11. 9. 14. 3. 13. 2. 5. 6. 10. 15. 16. Instructional Tip: Change tab 16 to today s date before copying Attachment F. Day Eight 15. Make invitations to a birthday party following a model. (See Attachment H.) The model can be on the board, overhead or samples on the tables. The invitations should have these cues: Qué? (What?) Cuándo? (When?) A qué hora? (At what time?) Dónde? (Where?) Instructional Tip: You may wish to use special paper and spend more time on the invitations, or just make them a pencil and paper activity. Day Nine 16. Demonstrate several dialogues to introduce the Post-Assessment. You and a student may do this or ask another teacher to act it out with you. A short script may be written on a card or the board. Day Ten 17. Assign students to groups of two. Provide the guidelines for the Post-Assessment. These may be on a chart or on the board or you may copy Attachment B. Students should plan and practice their dialogue presentations. 5
Day Eleven 18. Score the dialogues as students present them. Refer to the rubric in the Post-Assessment scoring guidelines. Day Twelve 19. Explain to students the meaning of the breaking of a piñata at a Mexican party. Discuss some typical activities at our holiday parties and Mexican parties. Draw a Venn diagram at the board to compare and contrast an American birthday party and a Mexican birthday party. Allow students to place self-stick notes with their ideas on the diagram. Day Thirteen 20. To culminate this lesson, have a celebration, including a piñata. Instructional Tip: Be aware of dietary restrictions or allergies when filling or purchasing the piñata, and consider other options besides candy. All candy must be individually wrapped. Differentiated Instructional Support: Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). Have students do additional practice of the vocabulary, pairing students who are more fluent with other students. Assign some students to work in pairs to complete the invitations or letters. Introduce songs or rhymes to practice the vocabulary and add the gestures. Make graphic organizers to display the distribution of the students birthdays. Create a papier-mâché piñata. Extensions: Create invitations to distribute to other staff members or classes for the piñata celebration or create a video presentation. Home Connections: Have students teach parents or siblings to say their birthdays in Spanish. Have students share their invitations or letters at home. Have students teach family members the greetings and the gestures they have learned in class. Interdisciplinary Connections: Social Studies History Benchmark A: Use a calendar to determine the day, week, month and year. Indicator 1: Measure calendar time by days, weeks, months and years. 6
Indicator 2: List the days of the week and months of the year in order. People in Societies Benchmark A: Identify practices and products of diverse cultures. Indicator 1: Describe the cultural practices and products of people on different continents. Materials and Resources: The inclusion of specific resources in any lesson should not be interpreted as an endorsement of that particular resource or any of its contents by the Ohio Department of Education. Please note that information published on the Internet changes over time and that links may no longer contain the specific information related to a given lesson. Therefore, teachers are advised to preview all sites before using them with students. Note: Some Web sites contain material that is protected by copyright. Teachers should ensure that any use of material from the Web does not infringe upon the content owner's copyright. For the teacher: For the student: tag board, chart paper, markers, six envelopes each with seven cards with the days of the week, a set of 24 cards with 12 displaying the months and 12 displaying pictures or symbols for each month, invitation models, chart paper, two toy cell phones pencil, colored markers or pencils, scissors and glue Vocabulary and Structures: A qué hora? At what time? Adiós. Good-bye. (Hand to mouth, kiss fingertips, move hand.) Bueno! Good! (Thumbs up.) Buenos días. Good morning. (An embrace.) Cuándo? When? Dónde? Where? Pastel cake Qué? What? Regalo gift Ven aquí. Come here. (Palm down.) Technology Connections: Create the letters or invitations using a word processor or computer graphics software. Take digital pictures of students demonstrating the gestures. Label and display. E-mail an invitation to another teacher or class. Videotape the Post-Assessment presentations. Share with another class. 7
Research Connections: Curtain, Helena and Carol Ann Bjornstad Pesola. Languages and Children: Making the Match. 2 nd ed. White Plains, NY: Longman Publishing Group, 1994. Teacher-produced materials and visuals add a personal quality and investment to any lesson, and they are often the most effective of all teaching tools. These include: Cards with months and holidays Sentence strips When children learn to work cooperatively in small groups or in pairs, their opportunities for language use are multiplied many times over, as are their opportunities for active participation in concrete and meaningful experiences. Asking birthdays, rotating partners ESP game Telephone conversations Final assessment conversation Omaggio Hadley, Alice. Teaching Language in Context. 3 rd ed. Boston, MA: Heinle and Heinle, 2001. Role plays have been long suggested as a technique that can be enjoyable and entertaining while encouraging creative use of the language. Teacher-introduced gestures Student phone conversations Final assessment conversation General Tips: This would be a good lesson to teach after students have been exposed to telling time, the days of the week, the months and holidays of the year. Students will need time to practice conversations with you and their partners. Attachments: Attachment A, Pre-Assessment Attachment B, Post-Assessment Attachment C, Days of the Week Attachment D, Month and Symbol Cards Attachment E, Sentence Strips Attachment F, Formative Assessment Attachment G, Formative Assessment: English Translation Attachment H, Invitation 8
Attachment A Pre-Assessment Nombre Escucha a la maestra. Cómo respondes? Circula la letra. 1. Buenos días. a. Tengo nueve años. b. Hola. c. Buenas noches. 2. Cómo estás? a. Hoy es lunes. b. Buenos días. c. Estoy muy bien. 3. Qué hora es? a. Son las diez. b. el 7 de octubre c. Buenas noches. 4. Qué día es hoy? a. lunes b. Hola. c. diciembre. 5. Cuándo es tu cumpleaños? a. Estoy muy bien. b. Buenos días. c. el 5 de abril 6. Adiós. a. Hola. b. Es la una. c. Hasta luego. Mira a la profesora. Qué significa? 7. a. Adiós. b. Ven aquí. c. Bueno! 8. a. Buenos días. b. Ven aquí. c. Bueno! 9. a. Ven aquí. b. Adiós. c. Bueno! 10. a. Ven aquí. b. Adiós. c. Bueno! 9
Attachment A English Translation Name Listen to the teacher. How do you respond? Circle the letter. 1. Good morning. a. I am nine. b. Hello. c. Good evening. 2. How are you? a. Today is Monday. b. Good morning. c. I am fine. 3. What time is it? a. It is 10 o clock. b. October 7 c. Good evening. 4. What day is today? a. Monday b. Hello. c. December 5. When is your birthday? a. I am fine. b. Good morning. c. April 5th 6. Goodbye. a. Hello. b. It is one o clock. c. See you later. Look at the teacher. What does it mean? 7. a. Goodbye. b. Come here. c. Good! 8. a. Good morning. b. Come here. c. Good! 9. a. Come here. b. Goodbye. c. Good! 10. a. Come here. b. Goodbye. c. Good! 10
Attachment B Post-Assessment 11
Attachment B English Translation 12
Attachment C Days of the Week lunes martes viernes sábado miércoles domingo jueves 13
Attachment C English Translation Monday Friday Tuesday Wednesday Saturday Sunday Thursday 14
Attachment D Months and Symbol Cards 15
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Bueno. Attachment E Sentence Strips Hola,. Cómo estás? Estoy muy bien. Cuándo es la fiesta? Es martes el 7 de noviembre. A qué hora es la fiesta? A las dos. Dónde es la fiesta? En la sala veinticinco. Gracias. Hasta la fiesta. Adiós. 18
Attachment E English Translation Hello. Hello,. How are you? I m fine. When is the party? It is Tuesday, November 7. What time is the party? At 2 p.m. Where is the party? In room 25. Thank you. See you at the party. Goodbye. 19
Attachment F Formative Assessment 1. Corta estas cajas. 2. Pónlas debajo de los dibujos propios. 1. un pastel de cumpleaños 2. Ven aquí. 3. un calendario 4. Adiós 7. un abrazo 5. el 15 de octubre 8. Me llamo Carlos. 6. un regalo 9. Tengo diez años. 10. el sábado 11. Bueno! 12. De nada. 13. Encantada. 14. A las siete. 15. una tarjeta 16. el 8 de julio 20
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Attachment G Formative Assessment: English Translation 1. Cut out these tabs. 2. Paste them below the matching pictures. 1. birthday cake 2. Come here. 3. calendar 4. Goodbye. 5. October 15 6. gift 7. embrace 8. My name is Carlos. 9. I am 10 years old. 10. Saturday 11. Good! 12. You re welcome. 13. Delighted. 14. At 7 p.m. 15. card 16. July 16 22
Attachment H Una Invitación 23
Attachment H English Translation 24