La Quinceañera de Josefina

Spanish – 8th Grade Unit

Elizabeth A. MontavonSt. Mary’s Visitation

Elm Grove, WI

martinez_montavon@msn.com

2009 WAFLT Summer Language Leadership Institute

St. Mary’s Visitation

•K4-8th grade

•330 students

•Two classes at each grade level

All students in grades 3-8 take Spanish

•Grades 3-5

•2 days per week - 30 min per day

•Grades 6-8

•3 days per week - 42 min per day

6th Grade Units(Essential Language for the Classroom)Puppet Making (following directions)Our Lady of Guadalupe (Cultural Celebrations)Balero Championship (Hobbies, Interests, Teams, etc.)Restaurant (Serving and Eating Out)

7th Grade Units(Essential Language for the Classroom)I am an Artist (Who am I?)SchoolLet’s Go to the MoviesFamily Activities

8th Grade Units(Essential Language for the Classroom)Daily RoutinesLa Quinceañera (Family & Cultural Celebrations)A New CityFashion & Shopping

3rd – 5th Grade

SelfFamily

CommunityCultural Celebrations

How do I decide what to teach?

Standards Mindset

•Know the STANDARDS or where to find them

•Know your students

Proficiency level (leads to KEY QUESTIONS)

Knowledge base

•What do you want students to be able to do?

What are Standards for my subject area?

• Statements about what we want students to be able to do

• Performance Goals

p. 32, Planning Curriculum for Learning World Languages - DPI

Key Question – Beginning

Ex: Who am I? Who are you?

•Developmental proficiency level•Name, list, identify, provide concrete information, etc.

•Broad thematic context•Biographical information, family, community, school, hobbies, friends, climate, countries, etc.

THE CURRICULUM PLANNING TEMPLATE!

•Pick a theme and a topic that correspond with the key questions

•The theme & topic provide the cultural context

•Write performance goals for the three modes of communication and enter the corresponding standards

La Quinceañera

Una Quinceañera

Broad Theme:

Self and family in the community – family and community traditions

La Quinceañera de Josefina

(Josefina’s 15th Birthday)

•Virtual environment: members of an extended family come together to celebrate Josefina’s birthday

•Each student acquires a virtual identity as a relative of Josefina, or a godparent, or her friend

•Activities are carried out using the student’s virtual identity

La Invitación

Communication Mode:

Performance Assessment

*Interpersonal Interpretive Presentational

Interpersonal *Interpretive Presentational

Interpersonal Interpretive *Presentational

Converse with a classmate, asking and answering questions about what family members are doing in preparation for and during a family event.

Read and/or listen to an article or story about family members and answer questions.

Create an invitation to a 15th birthday celebration & create a slide narration to present “family members” in action.

Wisconsin Standards: Communication

A1 ConversationA2 QuestionsA5 Comprehension

B2 Listening (media)B3 Reading (with visual support)B4 Reading (authentic materials)

C2 Students will write and present a short narrative about their “family”C5 Forms of writing

Target Performance (Key elements from the Performance Guidelines to consider in rubric development)

Content: Uses thematic vocabulary and memorized phrases. Responds automatically to high-frequency cues and can ask memorized questions

Content: Can determine meaning of family-related content by recognition and use of cognates and knows prefixes/base words

Content: Can write sentences & simple paragraphs; can memorize and speak in sentences about family-related activities

Accuracy: Can speak in sentences in the appropriate tense

Accuracy: Can write accurate sentences & simple paragraphs & pronunciation is understandable

Thematic Curriculum Unit—Performance Assessment and Planning Guide

Key Question: Who am I? Theme: Self & Family in the Community Topic: La Quinceañera (Family & Family Celebrations)

Targeted Proficiency Level: Beginning Developing Transitioning Refining

Target Performance (Key elements from the Performance Guidelines to consider in rubric development)

(continued from previous page)

Communication Strategies: Asks for clarification; focuses on successful task completion.

Communication Strategies: Understands short, simple narratives.

Communication Strategies: Focuses on successful task completion.

Cross-Cultural Applications: Imitates appropriate linguistic patterns (tú & usted)

Cross-Cultural Applications: Begins to use some knowledge of the target culture to interpret text.

Cross-Cultural Applications: Imitates appropriate linguistic patterns

Thematic Curriculum Unit—Performance Assessment and Planning Guide

Continued

Links to Culture and the other Wisconsin Standards: ✓ Connections ✓ Comparisons ✓ Communities Evidence (How these standards are incorporated in the instruction)

Culture: D PracticesD1 Patterns of Interaction: Students will observe and imitate appropriate patterns of behavior (greetings, gestures, etc.)D2 Cultural Activities: Students will participate and learn about the Quinceañera celebrationComparisons: H LanguageH1 Structures: Students will identify cognates (words similar to English), word roots, prefixes, suffixes, and sentence structure to derive meaning.H4 Cultural Characteristics: Students will identify cultural characteristics of language such as formalities, levels of politeness, informal and formal language—Hispanic last names (father & mother)Compare and contrast with sweet sixteen rituals. Connections: G Added perspectiveG1 Popular Media: Students will read, view, listen to, and talk about subjects in popular media from other countries in order to gain a perspective on other cultures. (Use of internet sources for historical & popular culture information on the Quinceañera celebration)G2 Accessing Resources: Students will access information in Spanish in order to gain greater insight about other cultures and/or own—Quinceañera websites Communities: K Personal EnrichmentK4 Further learning: Use local resources to find out about Quinceañera activities in the Milwaukee area community.

Structures and Vocabulary:What needs to be taught for students to be successful in the performance assessment

Maintain a conversation & provide information using high frequency & thematic vocabularyUse the names of family relatives—mother, father, brother, sister, aunt, uncle, etc.Ask & answer questions (question words)Use personal adjetives: mi, mis, tu, tus, su, sus, nuestro, nuestros, nuestra, nuestras.Use numbers from 1 to 100 to talk about dates and agesUse the months of the yearProvide information about family celebrations (birthdays, weddings, saint’s days, etc.)Use appropriate language conventions to provide information:Use estar + an adjective; Use present progressive forms (estar + _ando, _iendo, _yendo)Tell a story using sentences & simple paragraphsUse editing tools (dictionary, proofreading, etc.) for writing

Continued Thematic Curriculum Unit—Performance Assessment and Planning Guide

Interpretive Interpersonal Presentational

Read and listen to a story about family members and identify the main idea and supporting details. (Online)

Converse with a classmate, asking and answering questions about what family members are doing in preparation for and during family event. (Video)

Create an invitation to a 15th birthday celebration & create a slide narration to present “family members” in action.

Performance Goals

Converse with a classmate, asking and answering questions about what family members are doing in preparation for and during a family event.

Communication

A1 Short conversations on familiar topic

A2 Questions: Students will ask & answer questions

A5 Comprehension: Repeat or ask for repetition to ensure understanding

Interpersonal

Content: Uses thematic vocabulary and memorized phrases. Responds automatically to high-frequency cues and can ask memorized questions.

Accuracy: Can speak in sentences in the appropriate tense.

Communication Strategies: Asks for clarification; focuses on successful task completion.

Cross-Cultural Applications: Imitates appropriate linguistic patterns

Read and/or listen to an article or story about family members and answer questions.

Communication

B1 Listening: understand spoken language on familiar topics with strong visual support

B3 Reading: Students will understand written material on a familiar topic with strong visual support

B4 Reading: Students will understand the main idea of authentic materials

Interpretive

Content: Can determine meaning of family-related content

by recognition and use of cognates and knows

prefixes/base words.

Accuracy: Can copy memorized language with accuracy,

and will begin to notice some errors.

Communication Strategies: Understands short, simple

narration with highly predictable and familiar contexts.

Cross-Cultural Applications: Begins to use some knowledge of the target culture to interpret text.

Create an invitation to a 15th birthday celebration & create a slide narration to present “family members” in action.

Presentational

Communication

C2 Students will write and deliver a short narrative about their “family”

C5 Forms of writing: Students will write a short narrative

Content: Can write sentences & simple paragraphs; can memorize and speak in sentences about family-related activities

Accuracy: Accuracy: Can write accurate sentences & simple paragraphs & pronunciation is understandable

La Última Muñeca

Recuerdos

Communication Strategies: Focuses on successful task completion.

Cross-Cultural Applications: Imitates appropriate linguistic patterns

Culture: D PracticesD1 Patterns of Interaction: Students will observe and imitate appropriate patterns of behavior (greetings, gestures, etc.)D2 Cultural Activities: Students will participate and learn about the Quinceañera celebration

Comparisons: H LanguageH1 Structures: Students will identify cognates (words similar to English), word roots, prefixes, suffixes, and sentence structure to derive meaning.H4 Cultural Characteristics: Students will identify cultural characteristics of language such as formalities, levels of politeness, informal and formal language—Hispanic last names (father & mother)Compare and contrast with sweet sixteen rituals.

Connections: G Added perspective

G1 Popular Media: Students will read, view, listen to, and talk about subjects in popular media from other countries in order to gain a perspective on other cultures. (Use of internet sources for historical & popular culture information on the Quinceañera celebration)

G2 Accessing Resources: Students will access information in Spanish in order to gain greater insight about other cultures and/or own—Quinceañera websites

Communities: K Personal Enrichment

K4 Further learning: Use local resources to find out about Quinceañera activities in the Milwaukee area.

STRUCTURES & VOCABULARY

Maintain a conversation & provide information using high

frequency & thematic vocabulary:•Use the names of family relatives—mother, brother, aunt, etc.•Ask & answer questions (question words)•Use personal adjetives•Use numbers from 1 to 100 to talk about dates and ages•Use the months of the year•Provide information about family celebrations

Use appropriate language conventions to provide information•Use estar + an adjective•Use present progressive forms (estar + _ando, _iendo, _yendo)•Tell a story using sentences & simple paragraphs•Use editing tools (dictionary, proofreading, etc.) for writing

Interpretive Interpersonal Presentational

Read and listen to a story about family members and identify the main idea and supporting details. (Online)

Converse with a classmate, asking and answering questions about what family members are doing in preparation for and during family event. (Video)

Create an invitation to a 15th birthday celebration & create a slide narration to present “family members” in action.

Performance Goals

Please read the story “La Tamalada” by Carmen Lomas Garza and answer the questions. Be specific!

Interpretive Task

Interpretive Task:Read a story about family members and answer questions.

Comprehension

(Interpretive)A B C D & U

IDENTIFY THE MAIN IDEA

I easily identified the main idea

I came very close to identifying the main idea

I had some difficulty identifying the main idea

I had only a slight hunch about the main idea or could not identify it

IDENTIFY SUPPORTING

DETAILS

I correctly identified four or more details

I correctly identified at least three details

I correctly identified two or more details

I correctly identified one detail or could not identify any details

Spontaneous Conversation Task:Converse with a classmate, asking and answering questions about what family members are doing in preparation for and during a family event.

You will each receive a photo card with the following information:

•Full name•Relationship to Josefina•Profession•Birth date•Age on next birthday

Your task is to ask and answer questions about your photo. You must include the following information in your answers:

•Full names of relatives•Relationship to Josefina (all relationships on the family tree)•What the person is doing in the photo (see list of family celebration activities – verbs)•What the person is feeling (see list of common emotions – adjectives)•Profession (see list of common professions)•Birthday (all months and 1-31)•Age on next birthday (1 to 100)

Spontaneous Conversation Task (cont):

Cecilia Martínez González Josefina’s auntArchitectBirthday – January 1437 on next birthday

Santiago Campos CastilloJosefina’s escortWaiterBirthday – August 1123 on next birthday

Rosa Gómez MartínezJosefina’s cousinStudent - 6th gradeBirthday – April 2512 on next birthday

Samuel López SantosJosefina’s uncleEngineerBirthday – October 3133 on next birthday

8th – Spontaneous Conversation

Saludos

Introduce family member Ask and answer questions about:• Relationship to Josefina• Profession• Birthday• Age on next birthday• What is the person doing?• How is the person feeling?

Despedidas

INTERPERSONAL

Spontaneous Conversation Video Assessment

Example of Prompt taped to tripod

Example 1

Example 2

Example 3

Spontaneous

ConversationU-D C-B A

Conversation Skills

Does not show much interest in the conversation; does not make much effort to understand or be understood.

Shows some interest in the conversation and makes some effort to understand or to be understood.

Shows interest in the conversation. Makes an effort to be understood and makes an effort to understand.

Fluency&

Vocabulary

Shows constant hesitation and uses limited vocabulary related to the topic.

Speaks slowly with some hesitation and uses basic vocabulary to cover the topic.

Uses smooth flowing speech and makes an effort to use a variety of expressions and descriptive vocabulary.

Pronunciation&

Grammar

Uses incorrect or English pronunciation and makes grammar errors that interfere with communication.

Makes some effort to sound like a native speaker and makes several grammar errors that do not interfere with being understood.

Makes an effort to sound like a native speaker and makes only minor grammar errors that do not interfere with being understood.

TO SHOW INTEREST IN THE CONVERSATION – Look at your partner, respond to what your partner says, prompt your partner as needed.

Presentational Task:Create a slide narration to present “family members”

in action

You and your partner must include the following information in your PhotoStory3 narration:• Full names of people in the photo• Relationship to Josefina• What each person is doing at the moment (a form of

estar + verb w/ _ando, _iendo, or _yendo)• How each person is feeling

Practice and get feedback on pronunciation before recording.

Morning Class Presentation

Afternoon Class Presentation

Presentation of Narration

(Presentational)

A B C D & U

CONFIDENCE My presentation was communicated with confidence

I communicated with a little uncertainty and hesitation

I had some difficulty communicating my ideas

I had a very difficult time communicating my ideas

EFFECTIVENESS My presentation was easily understood

My presentation was mostly easy to follow

My presentation was a little hard to follow

My presentation was difficult to follow

FLUENCY I used complete Spanish sentences and covered most of the topic

I used many Spanish sentences on the topic

I used simple Spanish sentences on the topic (some incomplete) with some English

I used only a few or incomplete Spanish sentences on the topic; I used English frequently

GRAMMAR I made few grammar errors

I made some grammar errors

I made many grammar errors

I made very many grammar errors

Planning Instruction

Teacher Guided Student Produced

•Small chunks of language

•Oral games & activities

•Guided writing practice

•Spontaneous conversation

•Write without Spanish prompts

From Teacher Guided to Student Produced8-week unit – 3 classes per week (24 classes)•5-week unit – 5 classes per week (25 classes)

•Use tiara, film, stories, & internet resources to introduce the unit

•Present or discover vocabulary using film, stories & internet resources; include vocab required for assmts & invitations

•Discover identities after necessary vocabulary is learned (family vocabulary & who is/who are/I am)

•Practice phrases, then sentences every class period using oral exchanges, SmartBoard & computer activities

•Class presentations of language structures & PhotoStory3 skills

•Assign work partners & photos

•Class work time for invitations, narrations, recording and editing

•Continually assess via class activities or internet activities & provide feedback

Multiple Intelligences Unit Planning Template

Unit: La Quinceañera Level: 8th Grade - Beginning Interpersonal Task: Spontaneous conversation with a partnerInterpretive Task: Read a story and identify main idea & details from the storyPresentational Task: Write & present a slide narration & and create a birthday invitation

Verbal /Linguistic

Logical /Mathematical

Visual /Spatial

Bodily /Kinesthetic

Musical / Rhythmic

Interpersonal /Social

Intrapersonal /Introspective

Naturalist

ClassActivities

Write/present a slide narrationIdentify thematic vocabulary on Quinceañera websitesIdentify autobiographical information from an article (interpretive)

Solve brain teasers about family ties; use Photostory3 software to create a photo story

Use family tree to identify family relationships

Fly swatter gameCut & paste

Listen to and sing authentic Quinceañera songsSong with present progressive: Marcha de las Canicas

Activity to “discover’ family identity; card exchanges for Q & ASpontaneous conversation interpersonal)

Reflect on language and performance goalsCheck off items on the “I can…” checklist

Semantic mapping exercise – pre-writing

Homework or Computer Class or “Above & Beyond”

Practice vocabulary via the Spanish class page; Use a picture of your own family, an Hispanic family or a family from your own culture for a writing prompt

Create a graphic organizer for narration pre-writing

Practice the waltz or the paso doble or a group dance routine

Make up a chant or song using present progressive verbs or feelings vocabulary; Listen to 15 songs on the internet

Prepare food item with classmates to bring to Quinceañera celebration

Keep a journal of language learned

I CAN STATEMENTS

I can track my learning progress in the Quinceañera unit by checking off the things I can do and reviewing, practicing and/or getting extra help with the things I am unsure about or cannot yet do.

What now?

•Choose an engaging family theme from the culture of the world language that you are teaching and design your own unit.

•Go to …. to download the plans and activities for this unit.

©Mark Parisi – from ACTFL website

Marcha de las CanicasMarcha de las Canicas

Desde el desvánDesde el desvánrodandorodando van van bajandobajando las canicas las canicasbrincandobrincando escalón por escalón, escalón por escalón,

sin ton ni son,sin ton ni son,saltandosaltando libres y locas. libres y locas.

Allá se vanAllá se vansin nadie que pudiera perseguirlassin nadie que pudiera perseguirlas

huyendohuyendo por el gusto de correr por el gusto de correry de brincar con sus rebotes de cristal.y de brincar con sus rebotes de cristal.

Francisco Gabilondo Soler (Cri-Cri)

Cri-Cri

Eugenia León

SEMANTIC MAPPING

1. Write target topic on board 2. Have students brainstorm words related to

topic3. Write/list the words by categories in the form of

a map4. Have the students provide labels for each

category (optional) 5. Discuss the words on the semantic map 6. Revise map as needed after discussion7. Use map to write a story

JANA MATHIALAGANInstitute Technology MARA The English Teacher Vol XIX July 1990