Identidades: América Lesson Plan #2: Interpretive Communication Intended audience: Multi-­‐age group of middle and high school entry level Spanish. This small, faith-­‐based, homeschool class meets once a week for one hour. With guided instruction students work independently throughout the week. Instructional Focus: Interpretive Communication Cultural & Linguistic content: Syntax structure for meaning of chorus, Distinct cultural perspective from song, Comparison of cultural perspectives, Strategy training: -­‐learning to skim a text for main ideas and then scan for specific information -­‐learning to skim and scan a text in order to identify key terms and understand the genre and big picture of the song—title, sounds, patterns in the song Background knowledge: Students have collaboratively and independently analyzed two student-­‐selected songs for linguistic information and interpretation in English. In a previous unit, students have been introduced to the term and style of Mariachi music. Materials: YouTube song América—Los Tigres del Norte, https://www.youtube.com/watch?v=GBIIZb35QPo; HANDOUTS (4): semantic map modelo of personal identity, Questions of defining identity, cards with sentence structure of chorus: De América yo soy, list of adjectives of nationality and regions (for CUTOUTS). From lesson #1: Printed lyrics of the song, Maps of N. and S. America, cutout cards of country names. PPTS: diagram of definition of American vs. americano; semantic map modelo of personal identity, Definition of Identidad, Questions of defining identity; PPT of myself modelo. Objectives: Student will be able to… 1. Connect language forms in the lyrics to expressions of identity 2. Make inferences and generalizations about what contributes to definition of identity. 3. Interpret and apply information from texts and diagrams to personal expressions of identity. Description of Assessment: Informal, formative assessment Students use a model of a diagram on identity to make their own diagram, using circles to represent the things that influence their identity (#3). Using questions from lesson and vocabulary cards, students write 3 sentences about 1) who they are, 2) what they want to be (#1 & #2). Instructional Sequence Preview (15 min): -­‐Listen to song with lyrics and look for word structure in the chorus -­‐Students then listen through song while sort continents they hear mentioned in the song and match continent names with nationalities ei. América—americano; África—africano; Europa—europeo Identidades: América Lesson Plan #2: Interpretive Communication -­‐Using PPT diagram, in pairs students compare and discuss differences between American and americano from known info and from song lyrics -­‐In pairs students spread country names and adjectives of nationality words out on the tables—sort by adjectives or nouns. They make observations and predictions about patterns of adjectives Interpreting and Creating Content, Part 1 (10 min): -­‐Using card cutouts of chorus (handout), students observe inverted word order, rearrange word order, and make predictions at meaning –de América yo soy. Whole class discusses (in English) Why do you think this sentence order is different? Is it wrong? Does it make sense? Why would the singer change the word order? How else can the word order be? -­‐In pairs students look at handout of semantic map modelo of identity and discuss aspects of identity included in the modelo. -­‐Students work together to form their own personal semantic maps. Interpreting and Creating Content Part, 2 (20 min): -­‐In pairs students spread country names and adjectives of nationality words out on the tables—sort by adj or nouns. They make observations and predictions about patterns of adjectives -­‐In pairs students read definition of Identidad (PPT) and consider questions related to the definition (handout). -­‐They use soy and soy de and no soy (de) to form sentences and answer questions of about their identity, and then record sentences they like best. Wrap-­‐up (15 min): -­‐Students watch and listen to personal PPT modelo of instructor. -­‐3-­‐2-­‐1: Share 3 things learned about song and culture. 2 things about identity and 1 thing about ¿Quién soy yo? -­‐Brainstorm some other vocabulary words they are lacking for sentences of identity. Homework: -­‐Take previous sentences from lesson #1 homework and put them in a PPT. -­‐Add personalized semantic maps to personal PPTs. -­‐Write 2 sentences about 1) who they are, 2) who they aren’t and 3) who others say they are 4) what they want to be. (based on questions in handout). -­‐Brainstorm images, graphics and pictures that would illustrate personal PPT. Identidades: América Lesson Plan #2: Interpretive Communication (One copy per student) Mapa semántica: Identidad personal ¿Quién soy yo? (One copy per student) Preguntas de la identidad 1. ¿Quién soy yo? 2. ¿Qué soy? 3. ¿Quién no soy yo? 4. ¿De dónde vengo? 5. ¿Quién quiero ser? 6. ¿Qué dicen otras personas que soy? 7. ¿Qué dice la Biblia que soy? (One copy per group) Instructions: Cut out words to experiment with various options of word order. How many ways can you form a sentence with these words? De América yo soy Identidades: América Lesson Plan #2: Interpretive Communication (One copy per group) Adjectives of Nationality of the Americas: Instructions: Cut these out these adjectives and use them for sorting activities discovering patterns of formation. ecuatoriano cubano venezolano argentino salvadoreño costarricense guatemalteco bahameño paraguayo brasileño continente: americano europeo africano
colombiano chileno mexicano uruguayo Identidades: América Lesson Plan #2: Interpretive Communication