¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Ohio Standards
Connection:
Foreign Language
Communication
Benchmark G
Derive meaning using aural,
visual, and contextual clues.
Indicator 8
Recognize and explain
common idiomatic
expressions.
Cultures
Benchmark D
Identify significant
contributions and historical
figures from the target
culture.
Indicator 5
Identify and describe wellknown contributions of the
target culture.
English Language Arts
Communications: Oral and
Visual
Benchmark A
Use effective listening
strategies, summarize major
ideas and draw logical
inferences from presentations
and visual media.
Indicator 1
Demonstrate active listening
strategies (e.g. asking
focused questions,
responding to cues, making
visual contact).
Lesson Summary: Intermediate Level Proficiency
In this lesson, students will investigate the lives and
contributions of Latinos whose life and work permeate our
culture. They will use information about their subjects to
produce a guided paragraph. Also, students will assume
the role of their research subjects and make an
appearance on a game show. The audience will interact
with each guest, asking questions to figure out who he or
she is.
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
school 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:
From the writer: With this lesson, students move from the
knowledge, comprehension and analysis categories of
Bloom’s taxonomy to synthesis. In the interpersonal piece
of the lesson, students take on the roles of real, presentday Spanish speakers and converse with other current
news-makers of our own society and times. These Latinos
and their contributions to our culture come to life, so to
speak. In fact, students learn that what they consider their
home culture is shaped a great deal by the Latino
community.
From the field: I think students enjoy doing Internet
research. I think they also enjoy performing. Creating the
character and props was fun for them. I liked the graphic
organizer for the research notes.
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Writing Process
Benchmark G
Apply tools to judge the
quality of writing.
Indicator 16
Apply tools (e.g. rubric,
checklist and feedback) to
judge the quality of writing.
Pre-Assessment:
 Have students complete Attachment A, PreAssessment: Familiarity with Subjects.
 Show a transparency of the Pre-Assessment and
review the answers with students. Have students use a
red ink pen to correct any mistakes. You may wish to
score the Pre-Assessment yourself, or you can have
students trade and grade.
 Show a transparency of Attachment B, PreAssessment: Interests in Professions. Have students
draw the appropriate face next to each profession to
indicate their individual interests.
 Collect Attachment A.
Scoring Guidelines:
 The red corrections on Attachment A indicate
students’ lack of familiarity with the subjects on the
sheet. Choose whether you want students to study
subjects with whom they are already familiar or to
learn about subjects new to them. Patterns in accuracy
or inaccuracy will inform your choice of subjects for
the class.
 Use the faces drawn by students as indications of
individual preferences. This information will help you
assign subjects to students. For example, you might
assign Frida Kahlo to a student who has an interest in
learning about artists. If your materials are limited,
you can also use the interest inventories to pair or
group students according to interest. The multicultural
list recorded below of historical people who have
influenced our lives is only to serve as a springboard.
 Musicians: Beethoven, Cruz, Puente
 Athletes: Clemente, Patini
 Dancers: Joffrey, Ballenchin, Fontaine
 Scientists: Curie, Einstein
 Authors: Flaubert, García Lorca, Mistral
 Politicians: Tutu, De Gaulle
 Religious leaders: Pope John Paul II, Ayatollah
Khomeni
 Executives: Onassis, Nobel, Rotheschild
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Post-Assessment:
There are three Post-Assessment pieces:
 Each student will compose a guided biographical paragraph that describes her or his
subject.
 Students also will participate in a game show in which celebrity participants (students)
take questions from the audience. After asking a specified number of questions, audience
members will guess the identity of each celebrity based on the answers and the displayed
visual representations, which are labeled with names and pictures of the real people.
 In English, students will demonstrate understanding of idiomatic expressions by defining
the term idiomatic expression and giving two examples from the lesson.
Scoring Guidelines:
 Use Attachment C, Post-Assessment: Paragraph Rubric, to assess the guided paragraph.
 Use Attachment D, Post-Assessment: Latinos en mi cultura, to assess student
understanding of the interpersonal game show. You may choose to use percentage scores.
 Use Attachment E, Post-Assessment: Idiomatic Expressions, to assess student
understanding of idiomatic expressions.
Instructional Procedures:
Day One
1. Conduct and collect the Pre-Assessment. Use the Pre-Assessment as indicated in the
scoring guidelines.
Instructional Tip:
Depending on your students’ prior knowledge, you may need to introduce some vocabulary
(e.g. professions, character traits).
2. Distribute Attachment F, Present and Past, and place a transparency of it on the overhead
projector. Use the handout to teach the verb vocabulary.
3. Show the class a picture of yourself when you were young. Tell them a little about
yourself. When using the past tense, point to the picture. When using the present tense,
point to yourself. Include the following:
 En el pasado, yo era estudiante. (In the past, I was a student.)
 Ahora, en el presente, soy profesora. (Now, in the present, I am a teacher.)
 Yo nací en _____. (I was born in _____.)
 En el pasado, yo viví en ___. (In the past, I lived in ___.)
 Ahora, en el presente, vivo en ___. (Now, in the present, I live in ___.)
4. Show two pictures of a famous Latino, one from the past and one from the present.
Follow the same procedure as above, using the third person.
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
5. Turn on the overhead projector. Read the sentences to students. Fill in the blanks and
give students time to fill in the blanks.
6. Hand out Attachment G, Practice with Present and Past. Tell students this is their
homework. Begin homework with the class to make sure students understand the task.
Instructional Tip:
You may wish to model the homework with pictures of your own, asking students to help
you create sentences about the pictures you show them.
Day Two
7. Tell students to take out homework. Have them orally share their homework with each
other in small groups. Circulate, using this activity as an informal formative assessment
and providing feedback.
8. After returning to whole group instruction, ask for two or three volunteers to orally share
their homework with the whole class.
9. You may use these informal presentations as a springboard for class discussion. If a
volunteer shares that her grandmother lived in New York, you could ask, ¿Quiénes tienen
un miembro de la familia que vivió en otro estado? (Who has a relative that lived in
another state?), and then ask individual students about those relatives.
Instructional Tip:
If you noticed patterns of errors on the homework as you circulated, you may wish to collect
the homework to provide feedback in writing.
10. Tell students they will now learn some more vocabulary to help them describe
themselves and others.
11. Write Tenemos éxito con el español porque practicamos. (We have success with Spanish
because we practice.)
12. Ask students to translate this sentence on paper. Encourage them to use their dictionaries.
13. Call on two or three students and record their answers. When you write a literal
translation, make a strange face.
14. Write ¡Todos tenemos ganas de aprender más! (We all feel like learning more!) on the
transparency or blackboard.
15. Ask students to translate this sentence on paper. Encourage them to use their dictionaries.
16. Call on two or three students and record their answers. When you write a literal
translation, make a strange face or ask ¿Suena bien or suena mal? (Does it sound right or
wrong?)
17. Ask students if we actually say “We have success” or “We have desires” when speaking
English.
18. Ask the class what words we would really use to express those ideas. Cross out the literal
translations and write the actual phrases, We are successful and We feel like.
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
19. Write the phrase Idiomatic Expressions. Explain to students that these are words or
phrases that we simply cannot translate word for word. We have to rephrase them to
make them sound right in the other language. Have students brainstorm other idiomatic
expressions that they know.
20. Distribute Attachment H, Idiomatic Expressions, and assign it as homework.
21. You may want to begin the homework with students to ensure that they understand the
task.
Day Three
22. Tell students to take out their homework and red ink pens for correcting mistakes or
adding information as needed.
23. Go over the homework with students, calling on volunteers to give answers. Show the
homework as an overhead transparency so students can see the answers as you write
them. Lead students to fill any gaps in the answers they provide, particularly where key
concepts used in the Post-Assessment are concerned.
24. Say Me interesan las contribuciones de los latinos a nuestra cultura. (To me interest the
contributions of Latinos to our culture.)
25. Add me interesa(n) (it/they interest me OR it/they are interesting to me OR I find it/them
interesting) to the chart on the homework overhead transparency. Tell students to use
their dictionaries and think about what goes in the other two columns of the chart.
26. After students think, tell them to share their thoughts in small groups.
27. Call on a student from each group to summarize the group’s ideas.
28. As a class, come to a consensus about how to fill in the other columns for this idiomatic
expression. Write the conclusions on the homework transparency so students see the
answers.
29. Say, A Dolores Huerta le interesan las condiciones de trabajo de los granjeros. (Dolores
Huerta is interested in the working conditions of farm workers.)
30. Add le interesa(n) (it/they interest her OR it/they are interesting to her OR She finds
it/them interesting) to the chart on the homework overhead transparency. Repeat steps
#26 through #29.
31. Hand out Attachment I, Practice with Idiomatic Expressions. Tell students this is
homework. You may wish to begin the homework with them to ensure understanding of
the task.
Instructional Tip:
You may want to revise Attachment I, Practice with Idiomatic Expressions, to include names
of your students. You can also personalize it by using information about students’ interests
from the Pre-Assessment.
Day Four
32. Tell students to take out their homework and red ink pens for correcting mistakes or
filling in blanks if necessary. You may want students to grade their own work or to trade
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Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
and grade. In either case, make sure students reflect on their mistakes before turning in
the homework.
33. Call on volunteers to orally read the sentences from the homework.
34. You may wish to use this checking activity as a springboard for more interpersonal
questions, such as ¿Cuáles otros estudiantes juegan al golf? (Which other students play
golf?) or ¿Te interesan las ciencias, Tomás? (Are you interested in science, Thomas?).
Tell students that they will be assessed on their understanding of idiomatic expressions
on Day Six. Using Attachment E, Post-Assessment: Idiomatic Expressions, explain what
will be expected of them.
35. Inform students that you will not be in class for the next meeting. Tell them that you have
invited a Spanish-speaking guest to play a game with the class. The class will ask
questions of the guest and use the answers as clues. Explain to students that they may
NOT reveal the identity of the guest UNTIL the guest gives them permission.
36. Tell your students that they will have to ask questions of the guest to learn about him or
her. As a group, brainstorm a list of question words. Record them on chart paper, the
chalkboard, or an overhead transparency.
37. Instruct students to individually think of and list questions they would ask of anyone they
meet for the first time. Since the guest will be an adult, remind students to use formal
forms of address. To stimulate students’ memory you may want to work as a class to
produce one or two example questions. A list of possible questions follows:
 ¿Cómo se llama Ud.? (What is your name?)
 ¿Cuántos años tiene? (How old are you?)
 ¿Dónde nació? (Where were you born?)
 ¿Dónde vivió cuando era niño? (Where did you live when you were a child?)
 ¿Dónde vive ahora? (Where do you live now?)
 ¿Qué le gusta? (What do you like?)
 ¿Qué no le gusta? (What do you not like?)
 ¿Qué le interesa? (What interests you?)
 ¿Qué no le interesa? (What does not interest you?)
 ¿Era un estudiante bueno en la escuela? (Were you a good student in school?)
 ¿Tiene esposo/a/hijos/hermanos etc.? (Do you have a spouse/children/siblings etc.?)
 ¿Cuántos hijos / hermanos / etc. tiene? (How many children / siblings / etc. do you
have?)
 ¿Cómo se llaman sus padres? (What are the names of your parents?)
 ¿Cuándo es su cumpleaños? (When is your birthday?)
 ¿Cuál es su trabajo? (What is your job?)
 ¿Dónde trabaja? (Where do you work?)
 ¿Tiene éxito con los deportes? (Are you successful with sports?)
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Instructional Tip:
Circulate among students as they think individually. Stimulate the thought processes of
students who are struggling with the task by sharing information about yourself. You may
say, for example, Tomás,¿sabes que yo vivo en ___? (Thomas, did you know that I live in
_____?). Also, encourage students to use a variety of question words. You may wish to post
a list of questions words for reference.
38. After giving students time to think, instruct them to compare lists and add to their own
lists in squares (groups of four).
39. Inform students that this guest is very special because he or she is returning from history!
Since he or she already lived his or her life, the students must ask their questions in the
past tense.
Day Five
40. Enter the classroom as the special guest.
Instructional Tips:
 Before beginning this day’s lesson, choose an historical Spanish-speaking figure with
whom most students would be familiar and that you will feel comfortable portraying. For
instance, perhaps students have observed some works of Alfredo Arreguin in art class. Or
maybe they have explored the music of Gloria Estefan in music class. Plan your outfit
ahead of time, and gather any props that will enhance your performance. If you will
portray a musician, for example, you may want to be able to play a recording of your
work for when students ask about your job. If you will portray a writer, you may want to
show a book you wrote (with the author’s name covered, of course!).
 For several beneficial reasons, dress the part! First, students will have an example of how
creative they can be when they prepare their own presentations for the culminating game
show. Secondly, student interest will soar! And, as a result, students will retain more
information. Thirdly, students will see you doing something fun and not feel as selfconscious themselves when it is their turn. Finally, you will reinforce the belief that using
the target language is FUN!
41. Greet students. Tell them that their teacher invited you to visit the class and play a game
with them. Tell students that the teacher informed you they would have lists of questions
prepared for the game. Instruct students to take out their lists. Distribute blank copies (not
the pre-named ones) of Attachment J, Graphic Organizer, and encourage students to fill
in information about you, the guest.
42. Remind the students that they may not reveal your identity until you give them
permission. They may write their guesses in secret.
43. Open the floor to questions. To avoid repeating information, you may want to write short
answers for the questions on the board as you talk.
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Instructional Tip:
As the special guest, you make conversation with the students as well. After a student asks
your name, for example, you could ask for her/his name, say it’s a pleasure to meet her or
him and use the appropriate gesture for meeting someone the first time in your target culture.
Ask about their interests, their families, and so on. This will encourage even more student
participation!
44. When all students have had the opportunity to participate and you have given students a
wide variety of information, call on students to give their guesses. Call on several
students, even if their guesses are the same.
45. Reveal your identity. Thank the students for their attention and praise the good behavior
you noted during the game. Tell them that their teacher will return to class the next time
they meet. Stay in character until students have left.
Instructional Tip:
For further fun, you may want to write their guesses, along with their names, on slips of
paper instead of asking them to guess orally. Collect the slips in a basket and announce that
the first student whose correct answer is drawn will win a prize. Give the winner a book,
stickers, a poster, a compact disc or some other sort of realia that portrays the work or life of
the guest speaker.
Day Six
46. Have the class meet in the computer lab. Students first complete Attachment E, PostAssessment: Idiomatic Expressions.
Instructional Tips:
 Before beginning this lesson, use your preferred search engine(s) to perform an advanced
search that limits the language of sites found to the target language. Use keywords such
as latinos, hispanos, biografías o información biográfica (Latinos, Hispanics, biographies
or biographical information). If you have the resources to purchase age-appropriate books
for your students and do not know where to start in terms of locating resources, you may
also want to do include such keywords as libros para niños, libros educativos, biografías
para niños o biografías para estudiantes (books for children, educational books,
biographies for children or biographies for students).
 If your students will be using printouts of the information from web sites in class rather
than going to a computer lab, print the information that you want them to use.
 If your students will be able to spend time in the computer lab, make a list of the URLs of
appropriate web sites. Create a master list handout to give to students; this will guide
students in locating the information they need and save valuable research time.
 If a computer lab is not available for researching, or if there are not enough computers in
your media center, there are alternatives. Students can use Spanish-language
encyclopedias available in your media center. You or your media specialist may be able
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
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Interdisciplinary Lesson– Grade Five
to purchase age-appropriate biographies about the famous, historical Spanish-speakers of
your lesson ahead of time.
47. Begin class by informing students of the report that the guest speaker left about their
behavior.
48. Ask students to take out Attachment F, Present and Past, and Attachment H, Idiomatic
Expressions. Ask students what they learned, calling on one at a time. Encourage students
to refer to their handout to answer with the past tense verbs provided.
49. Inform students that they will become an historical Spanish-speaker for a day and
participate in the game show, “Latinos LIVE!”
50. Hand out Attachment J: Graphic Organizer, already filled out with student names and
assigned Spanish-speaker. Tell students that based on their interests, you have chosen the
historical Spanish-speakers they will become. They will research for the role today and
the next day.
51. Provide students with the list of appropriate web sites you prepared ahead of time.
52. Assign homework before students begin their research. They will have the remainder of
today’s class time and all of the period at the next class meeting to do research.
53. Instruct students to begin to search for information on their subjects and to fill in the
graphic organizer with notes.
Day Seven
54. The class again meets in the computer lab.
55. Students use the entire class period to research and to fill in their graphic organizers.
Day Eight
56. Distribute Attachment C, Post-Assessment: Paragraph Rubric. Give your students an
example paragraph. Prepare one about the famous Latino you portrayed on Day Five. As
a class, evaluate the paragraph using the rubric. A sample paragraph has been provided in
Attachment K, Sample Paragraph; it serves only as an example.
57. As homework, have students write a paragraph about their subjects, using the rubric and
Attachment J, Graphic Organizer, as guides. The paragraph is due next class meeting.
Also, students must prepare note cards for their appearances as your historical Spanishspeaker on Latinos LIVE! Remind them to think about the questions they brainstormed
and wrote for our first guest.
58. Students may begin work on paragraphs. Circulate among students, answering questions
and offering suggestions.
Day Nine
59. Instruct students to trade paragraphs.
60. Instruct students to read carefully.
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
61. Instruct students to assess their partners’ work, using the first three rows of Attachment
C, Post-Assessment: Paragraph Rubric. Have students share improvements that can be
made.
62. Instruct students to revise the paragraph as necessary.
63. As students work, hand out magazines, construction paper, scissors, glue, and other arts
materials you have available.
64. Collect student work. After class, underline errors and use the abbreviations from
Attachment L, Writing Errors, to indicate the types of errors made. Make notes to
students about inaccurate information or vital pieces of information that are missing. As
you mark student work, make a list of common errors and examples of those errors from
student writing. Make sure you choose examples from several different students, so as
not to single out anyone.
65. Tell students to take out any information they have obtained about their subjects.
66. Assign the following for homework:
 Continue preparing note cards for the show. Prepare to answer the types of questions
you and your classmates asked of our first guest. Keep in mind that your peers will
need your information to complete an information sheet for a grade. If you have to
look down at note cards all the time, your audience will be distracted and your
presentation will be less effective.
 Continue memorizing information for your appearance on Latinos LIVE! The game
show will begin on Day 12. If you wish to dress the part, prepare your outfit and
props.
 Create a visual representation of your famous Latino’s life. You may create a poster,
a mobile, a three-dimensional work, a collage, a painting, a mini-sculpture, a diorama
or anything you like, as long as it is accurate and includes the traits listed on
Attachment M, Visual Aid. The artistic work is due at the beginning of Day Ten.
67. Hand out Attachment M, Visual Aid. Use an example prepared ahead of time that
corresponds to the historical Spanish-speaker that visited the class. Include
representations of the person’s birthplace, other place(s) lived, occupation, interests and
likeness. You may also make this example the focus of a review of the vocabulary of this
lesson. You may ask ¿Dónde nació ___? (Where was ___ born?) and other such
questions. Give students the remainder of the period to get started on their visuals.
Day Ten
68. Pass back student paragraphs. Allow students time to read over their paragraphs and note
the highlighted errors before continuing.
69. Tell students to turn their own paragraphs face down. Pass out Attachment L, Writing
Errors.
70. Using a transparency and overhead projector, write out two or three sentences with
spelling errors. Underline the spelling errors and write “D” above them. Ask students to
think about what correction might be made.
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Interdisciplinary Lesson– Grade Five
Instructional Tip:
To save time, you can prepare ahead of time the transparency of common writing errors. As
you go through each set of errors, use a colored marker to underline the errors and write the
code above them.
71. Tell students to discuss their thoughts in small groups.
72. Call on one student from a couple of groups to share the group’s ideas. Ask who agrees
or disagrees.
73. Tell students that “D” is deletreo, which stands for a spelling error. Tell students to write
“spelling” in the appropriate spot of Attachment K.
74. Repeat steps #71 through #74 for each type of mistake listed on Attachment L.
75. After completing Attachment L, students have the remainder of the period to work on
their visual aids or to revise their paragraphs. Anyone who has completed the visual aid
may turn it in today for displaying.
76. The final revisions of the paragraphs are due the following class period. The visuals are
due on Day 12 (students have one more day to work in class), and students must be
prepared for the show!
Day 11
77. Collect final paragraphs and rubrics.
78. Students have the class period to finish their visual aids.
79. Students who finish with the visual aids may share them with classmates and turn them in
before leaving.
Days 12 and 13
80. Give students time to display their visual aids throughout the classroom.
Instructional Tip:
You may enlist the help of older students, student aids, or parent volunteers to help with this
portion of the lesson, especially if several pieces of art will need to be hung.
81. Hand out Attachment C, Post-Assessment: Latinos en mi cultura. Tell students that they
need to use the information from the show to complete the handout, so it is very
important to ask questions and pay attention.
Instructional Tip:
If you foresee that the presentations will take more than one day, use your preferred method
of scheduling which groups will perform on each day. By knowing the dates of their
performances ahead of time, students will know on which day they need to dress the part.
You may also wish to host three or four celebrities at a time.
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
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Interdisciplinary Lesson– Grade Five
82. Tell students to turn Attachment C face-down. They may look at their prepared lists of
questions. They may take notes.
Instructional Tip:
Revise Attachment C in advance to reflect the information that your students have collected.
It is vital that the assessment match the information your students will share in their
presentations.
83. Ask for volunteers or use your preferred method for choosing which student(s)
perform(s) first.
84. Play the part of the host, welcoming the audience to the show. Remind the audience that
that they may not reveal the identity of each guest. Also point out to them that as they
hear the answers to their questions, they may want to look around the room at the images
that represent various historical Spanish-speakers to help them formulate their guesses.
85. Act as the facilitator, calling on students with questions. From time to time, you may
want to summarize what has already been learned about each guest. Remind students to
look around the room.
86. When several different questions pertaining to each guest have been answered, instruct
students to look at Attachment C. They may now match descriptions to the names of the
guests they have interviewed.
87. Repeat the same format for the next students or groups.
88. Collect the handout after each episode. If the class will air another episode of the show in
order to finish, you may hand back Attachment C at the beginning of the next class so
that students may finish.
89. If some students have not been able to complete Attachment C, allow all students time to
review their own historical Spanish speakers with each other by talking one-on-one. Tell
students to use their visual aids when presenting to one another.
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).
 The interest piece of the pre-assessment provides the teacher an opportunity to match
content studied to personal interests, giving each student a personal “connection” with the
historical figure he or she will research.
 Students have various opportunities to work individually, in pairs, or in small groups.
This provides intrapersonal learners with time alone and allows interpersonal learners to
interact with others.
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Interdisciplinary Lesson– Grade Five





Students have opportunities to read, write, listen, and speak, so they have the opportunity
to master areas of strength and to strengthen abilities that may have previously been
limited. Everyone has occasion for success!
The graphic organizers and rubrics provide guidance for students who learn through a
step-by-step process, and the task is open-ended enough for students who learn by
creating.
Students choose what type of image they will create to represent the life and work of an
historical Spanish-speaker. The image can be anything from a very organized poster to a
free-floating mobile to an abstract statue.
Students use graphic organizers and sentence-starters to support reading comprehension
and retention of information.
Challenge students who are performing at, approaching, or exceeding the standards to
work on one or more of the extensions instead of preparing the guided paragraph.
Extensions:
 Search for and provide computer programs that reinforce newly acquired structures and
introduce new ones.
 Working individually or in groups, students investigate local community knowledge of
the contributions of target cultures to United States culture and heritage. Create and
conduct a survey of community members. Ask about four or more historical figures
studied using questions, such as:
 Have you heard of this person?
 Do you know where this person is from?
 Do you know his or her profession?
 Can you name an accomplishment or contribution of this person?
 Analyze the data and then present them in a graph to the class.
Discuss and implement ways to educate the community about the contributions of these
people to our society or culture.
 Ask students to create learning centers with games, activities, or interactive bulletin
boards that review vocabulary or content and that can be used in the classroom presently
with students who may need extra time to grasp the content or with classes in the future.
 Create an activity in which students orally survey one another about specific aspects of
all the historical figures’ lives. One group, for example, could survey classmates to find
out where each person was born. Another group could survey their classmates about the
professions of those studied. Other examples of survey topics are personality traits, size
of family, years of formal education, interests, and birth months. After collecting the data,
have students produce graphs that illustrate their findings. Finally, student groups could
orally summarize the information in class or for a group outside the classroom, such as
the Parent-Teacher Association.
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Home Connections:
 Students and parents may search the Internet to find more information about these and
other historical figures of the target culture(s) that have contributed to our culture.
 Students and parents can ask at the public library about available texts, in English and in
the target language, about historical figures of the target culture(s) and their contributions
to our culture.
 Students and parents can work together at home or at the public library to find pictures
and illustrations for adding to the visual representations of each historical figure’s lives.
Materials and Resources:
The inclusion of specific resources in any lesson should not be interpreted as an endorsement
of that particular resource, or 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:
chart paper, markers, overhead projector, overhead screen, overhead
transparencies for copy machine, blank overhead transparencies,
transparency markers, paper, picture of self as a child, picture of a
Latino as a child for teacher role-play, picture of a Latino as an adult
for teacher role-play, blackboard, chalk, costume for teacher role-play,
props for role-play, created example of paragraph that corresponds to
teacher role-play, string for hanging student work, tape for posting
student work, space to display student work, at least one grade-level
appropriate text (from Internet or in print) for each historical figure,
Internet, audiocassette player, audiocassettes, head phones
For the student:
pencil, paper, red ink pen, Spanish-English dictionary, markers,
Internet access (or copies of text), construction paper, poster paper,
scissors, glue, magazines, pictures and illustrations of historical
figures, their traits, heritage, background, occupations and any other
materials for creating visual representations of historical figures’ lives,
costume for role-play, props for role-play
Vocabulary and Structures:
Verbs
 Era
 Nací
 Nació
I/He/She was, You were
I was born
You were/He was/She was born
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
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Interdisciplinary Lesson– Grade Five


Viví
Vivió
Idiomatic Expressions
 Le interesa(n)
 Me interesa(n)
 Tengo éxito
 Tengo ganas de + infinitivo
 Tiene éxito
 Tiene ganas de + infinitivo
I lived
You/He/She lived
You are/He is/She is interested in (plural)
I’m interested in (plural)
I’m successful
I feel like + infinitive
You are/He is/She is successful
You/He/She feels like + infinitive
Technology Connections:
 A great deal of searching for materials needs to be done prior to teaching this lesson. Use
the Internet. Use a variety of key words to locate useful web sites (e.g., hispanos, latinos
hispanohablantes, biografías, niños, contribuciones); consider creating different
combinations of key words by using AND, OR, NOT. Your media specialist may be able
to suggest some sites.
 Work with your media specialist (who may have funds budgeted for just such a cause!) to
offer a variety of age-appropriate target language resources about Spanish-speaking
individuals from history. These resources can provide extra practice in reading
comprehension, new information not covered in the classroom, and great reading material
for leisure time.
 After gaining permission from the authors of the web sites or publishers of the texts in
print, record a native speaker reading the texts onto either an audiocassette or a CDROM. Add books and audio resources to the school’s library collection.
 You may consider requesting a link on your school’s home page on the Internet. Your
students could post their work for a much larger audience.
 Students could use publishing software to create slide shows for presenting their research
to their peers in class, their peers in other classes, and parent groups.
Research Connections:
Curtain, Helena and Carol Ann Bjornstad Pesola. Languages and Children: Making the
Match. 2nd ed. White Plains, NY: Longman Publishing Group, 1994.
[Games and activities] involve the students and the teacher in meaningful, motivating
situations within which real information is exchanged.
The integration of subject content and academic skills with language in use and culture is
a positive step toward meeting the goals of both language and content teaching, and
toward identifying a place for languages in every child’s program.
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Haas, Mari. Thematic, Communicative Language Teaching in the K-8 Classroom.
Washington, DC: Center for Applied Linguistics, September, 2000.
Students need opportunities to be active participants in tasks that require them to
negotiate meaning and practice language in communication with their teacher, their
peers, and others.
Hadley, Alice Omaggio. Teaching Language in Context. 3rd. ed. Boston, MA: Heinle &
Heinle, 2001.
Role-plays have been long suggested as a technique that can be enjoyable and
entertaining while encouraging creative use of the language.
Met, Myriam. Middle Schools and Foreign Languages: A View For The Future. Washington,
DC: Center for Applied Linguistics, February, 1996.
Effective foreign language instruction at the middle school level will provide
opportunities for students to construct and create their own understanding of how to make
meaning from what they hear and read, and how they use their understanding to construct
and create their own meanings in speech and writing.
Mohan, Bernard. Language and Content. Reading, MA: Addison-Wesley, 1986.
Helping students use language to learn requires us to look beyond the language domain to
all subject areas, and to look beyond language learning to education in general.
Therefore, we need a broad perspective which integrates language and content learning.
Van Patten, Bill. From Input to Output: A Teacher’s Guide to Second Language Acquisition.
Boston, MA: McGraw-Hill Companies, 2003.
Classrooms in which interactions truly focus on meaning and are level-appropriate for
learners will foster acquisition.
As learners create structured sentences to express meaning to someone else, their output
becomes input for others.
General Tip:
The attachments serve as a springboard from which you may work. You may modify them to
correspond to your students’ interests and abilities and to the materials available.
Attachments:
Attachment A, Pre-Assessment: Familiarity with Subjects
16
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment B, Pre-Assessment: Interests in Professions
Attachment C, Post-Assessment: Latinos en mi cultura
Attachment D, Post-Assessment: Paragraph Rubric
Attachment E, Post-Assessment: Idiomatic Expressions
Attachment F, Present and Past
Attachment G, Practice with Present and Past
Attachment H, Idiomatic Expressions
Attachment I, Practice with Idiomatic Expressions
Attachment J, Graphic Organizer
Attachment K, Sample Paragraph
Attachment L, Writing Errors
Attachment M, Visual Aid
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment A
Pre-Assessment: Familiarity with Subjects
Nombre ___________________________
Vuelve a leer la lista de profesiones abajo.
A.
B.
C.
D.
E.
F.
G.
actor/actriz
agricultor/agricultora
artista
atleta
autor/autora
bailador/bailadora
científico/científica
H.
I.
J.
K.
L.
M.
diseñador/diseñadora
educador/educadora
ejecutivo/ejecutiva
locutor/locutora
médico/médica
músico/música
Ahora, en cada blanco, escribe la letra de la profesión que le corresponde al hispanohablante
histórico. Si no sabes, ¡adivina!
_____
1.
Antonia Novello
_____
11. Juanes
_____
2.
Ellen Ochoa
_____
12. Sandra Cisneros
_____
3.
Carlos Gutiérrez
_____
13. Rita Moreno
_____
4.
Carolina Herrera
_____
14. Soledad O’Brien
_____
5.
Soledad O’Brien
_____
15. Jaime Escalante
_____
6.
Pat Mora
_____
16. Lee Treviño
_____
7.
Nancy López
_____
17. José Luis Orozco
_____
8.
Edward James Olmos
_____
18. Joan Báez
_____
9.
Dolores Huerta
_____
19. Alfredo Arreguín
_____
10. Lorena Feijóo
_____
20. Rebeca Lobo
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
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Interdisciplinary Lesson– Grade Five
Attachment A
Pre-Assessment: Familiarity with Subjects - Translation
Name ___________________________
Read again the list of professions below.
A.
B.
C.
D.
E.
F.
G.
actor/actress
farmer
artist
athlete
author
dancer
scientist
H.
I.
J.
K.
L.
M.
designer
educator
executive
broadcaster
doctor
musician
Now, in each blank, write the letter of the profession that corresponds to the important
Spanish-speaker. If you do not know, guess!
_____
1.
Antonia Novello
_____
11. Juanes
_____
2.
Ellen Ochoa
_____
12. Sandra Cisneros
_____
3.
Carlos Gutiérrez
_____
13. Rita Moreno
_____
4.
Carolina Herrera
_____
14. Soledad O’Brien
_____
5.
Soledad O’Brien
_____
15. Jaime Escalante
_____
6.
Pat Mora
_____
16. Lee Treviño
_____
7.
Nancy López
_____
17. José Luis Orozco
_____
8.
Edward James Olmos
_____
18. Joan Báez
_____
9.
Dolores Huerta
_____
19. Alfredo Arreguín
_____
10. Lorena Feijóo
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment A
Pre-Assessment: Familiarity with Subjects Answers
__L__
Antonia Novello
__M__ 11. Juanes
__G__ 2.
Ellen Ochoa
__E__ 12. Sandra Cisneros
__J___ 3.
Carlos Gutiérrez
A, F, M 13. Rita Moreno
__H__ 4.
Carolina Herrera
__K___ 14. Soledad O’Brien
__K__ 5.
Soledad O’Brien
__I___ 15. Jaime Escalante
_E, I__ 6.
Pat Mora
_ D___ 16. Lee Treviño
__D__ 7.
Nancy López
_I, M__ 17. José Luis Orozco
__A__ 8.
Edward James Olmos
__M__ 18. Joan Báez
__B__ 9.
Dolores Huerta
__C___ 19. Alfredo Arreguín
__F__
1.
10. Lorena Feijóo
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment B
Pre-Assessment: Interests in Professions
Al lado de cada profesión en tu hoja,
dibuja la cara que corresponde con
tu interés.
¡Me interesa muchísimo!
Me interesa.
Me da igual.
No me interesa.
¡No! ¡De ninguna manera!
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment B
Pre-Assessment: Interests in Professions - Translation
Beside each profession on your sheet,
draw the face that corresponds to
your level of interest.
I’m very interested!
It interests me.
It doesn’t matter to me.
It doesn’t interest me.
No! No way!
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
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Interdisciplinary Lesson– Grade Five
Attachment C
Post-Assessment: Latinos en mi cultura
Nombre ______________________________________
Llena cada blanco con el nombre de la persona que corresponde con cada descripción. Se usa
cada nombre de abajo una vez.
Antonia Novello
Ellen Ochoa
Rita Moreno
Soledad O’Brien
Nancy López
José Luis Orozco
Lorena Feijóo
Juanes
Sandra Cisneros
Pat Mora
Rebeca Lobo
Alfredo Arreguín
Joan Báez
Lee Treviño
Carlos Gutiérrez
Carolina Herrera
Jaime Escalante
Dolores Huerta
Edward James Olmos
1. ______________________ tiene mucho éxito en producciones de teatro, televisión, y
películas. Es la primera latina, y la segunda persona en la historia, que recibe los premios
Tony, Emmy, Oscar, y Grammy. Es la primera persona latina que recibe la “Medalla
Presidencial de la Libertad” in 1994. Hace programas en inglés y español para niños y
otros para adultos.
2. ______________________ es heroína para los granjeros. Le interesa crear buenas
condiciones de trabajo para granjeros de todas culturas en los Estados Unidos. Está en la
Sala Nacional de Fama de Mujeres.
3. ______________________ escribe libros divertidos para niños. Leemos sus libros en
inglés y español. Le interesa la educación bilingüe y multicultural. Tiene muchos premios
para su trabajo para niños, jóvenes, y adultos.
4. ______________________ tiene ganas de enseñar la paz y el respeto para todas las
personas y todas las culturas a través de la música. Canta De colores, una canción
tradicional de las Américas que celebra la naturaleza. Tiene ocho discos de oro.
5. ______________________ nació en Venezuela. Es una diseñadora famosa por todo el
mundo por su ropa elegante y perfumes. Es Diseñadora del Año de Marymount en 1990 y
2005. Muchas estrellas del cine y de la televisión tienen su ropa.
6. ______________________ da información importante en la televisión sobre eventos en
los Estados Unidos y el mundo. Era una de los “Cien Irlandés-americanos Más
Importantes” de la revista Irish American en 1998. Tiene el Premio de Logros Hispánicos
en Comunicación de 1997.
7. ______________________ es el Jefe Ejecutivo de Kellogg’s, la compañía que produce
Corn Flakes. Gracias a su trabajo, la compañía tiene mas éxito que antes. También es el
primer Secretario del Comercio latino de los Estados Unidos. Trabaja con el Presidente
Bush.
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
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Interdisciplinary Lesson– Grade Five
Attachment C
Post-Assessment: Latinos en mi cultura
8. ______________________ es una inspiración para las niñas atléticas. Gracias a ella y
otras mujeres fuertes, la Asociación Profesional de Golfistas Mujeres tiene mas éxito y
prestigio.
9. ______________________ toca y canta música popular. Tiene ganas de ayudar a los
pobres y de educar a los niños. Le interesa un mundo mas pacífico. Ayuda a Colombia a
remover bombas de lugares civiles. La Revista Time dice que es una de las cien personas
con mas influencia del año 2005.
10. ______________________ toca y canta canciones tradicionales de culturas latinas.
También escribe canciones. Canta en español para enseñar a niños.
11. ______________________ recibe muchos premios en el mundo del golf. Nació a una
familia trabajadora, pero pobre. Es uno de los primeros hispanoamericanos en la
Asociación Profesional de Golf. Con mucha práctica y ganas, tiene muchos éxitos con el
golf en el pasado y el presente.
12. ______________________ es profesor de matemáticas. Piensa que con mucho trabajo,
todos pueden tener éxito. Lucha contra el racismo. No le importa quien es tu familia. No
le importa si eres pobre o rico. Le interesan tus ganas.
13. ______________________ tiene premios de los Juegos Olímpicos. Ahora es una
basquetbolista profesional. Gracias a ella y a sus compañeras, la Asociación Nacional de
Básquetbol para Mujeres tiene mucho éxito y fama.
14. ______________________ hace programas de televisión, como Battlestar Galactica y
An American Family. También hace películas, como Selena y Stand and Deliver. Recibe
muchos premios porque puede hacer muchos papeles distintos. Le interesa crear
programas de valor para nuestra sociedad.
15. ______________________ es la primera mujer latina que es astronauta de NASA. Tiene
muchos premios. Uno es la Medalla de Servicio Excepcional de NASA.
16. ______________________ es la primera persona latina y la primera mujer en ser
Cirujana General de los Estados Unidos en 1990.
17. ______________________ es autora. Es la Ciudadana del Año 2005 de NABE. Su libro
The House on Mango Street tiene el Premio del Libro Americano de la Fundación Colón
de 1985. El libro tiene cuentos de una niña de Chicago. Sus libros son traducidos a
muchos idiomas.
18. ______________________ es artista contemporáneo. Nació en México, pero ahora vive
en Estados Unidos. Tiene el Premio Humanitario Especial del estado de Washington de
1989 y el Premio OHTLI del gobierno de México de 1997.
19. ______________________ es superestrella del ballet. Nació en Cuba, y ahora vive en
California. Tiene muchos premios para su baile. Por ejemplo, tiene un Premio Isadora
Duncan (“Izzy”) con Joan Boada para su baile en Don Quijote en 2004.
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment C
Post-Assessment: Latinos en mi cultura - Translation
Name ______________________________________
Fill in each blank with the name of the person that corresponds to each description. Each
name below is used once.
Antonia Novello
Ellen Ochoa
Rita Moreno
Soledad O’Brien
Nancy López
José Luis Orozco
Lorena Feijóo
Juanes
Sandra Cisneros
Pat Mora
Rebeca Lobo
Alfredo Arreguín
Joan Báez
Lee Treviño
Carlos Gutiérrez
Carolina Herrera
Jaime Escalante
Dolores Huerta
Edward James Olmos
1. ______________________ has a lot of success in theatre, television, and film
productions. She is the first Latina, and the second person in history, to receive the Tony,
Emmy, Oscar, and Grammy. She is the first Latina to receive the the “Presidential Medal
of Freedom” in 1994. She makes programs in English and Spanish for children and for
adults.
2. ______________________ is a heroine for farm workers. She is interested in creating
good working conditions for farm workers of all cultures in the United States. She is in
the National Women’s Hall of Fame.
3. ______________________ writes fun books for children. We read her books in English
and Spanish. She is interested in bilingual and multicultural education. She has received
many awards for her works for children, young people, and adults.
4. ______________________ has a desire to teach peace and respect for all people and all
cultures by means of music. She sings De colores, a traditional song of the Americas that
celebrates nature. She has eight gold records.
5. ______________________ was born in Venezuela. She is a designer famous throughout
the world for her elegant clothes and perfumes. She is Marymount’s Designer of the Year
in 1990 and 2005. Many film and television stars have her clothing.
6. ______________________ gives important information on television about events in the
United States and the world. She was one of the “Top 100 Irish-Americans” of the
magazine Irish American in 1998. She has the Hispanic Achievement Award in
Communications from 1997.
7. ______________________ is the Chief Executive of Kellogg’s, the company that
produces Corn Flakes. Thanks to his work, the company is more successful than ever. He
is also the first Latino Secretary of Commerce of the United States. He works with
President Bush.
25
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
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Interdisciplinary Lesson– Grade Five
Attachment C (Continued)
Post-Assessment: Latinos en mi cultura - Translation
8. ______________________ is an inspiration for athletic girls. Thanks to her and other
strong women, the Women’s Professional Golf Association is more successful and
prestigious.
9. ______________________ plays and sings popular music. He wants to help the poor and
to educate children. He is interested in a more peaceful world. He helps Colombia
remove bombs from civilian places. The magazine Time says that he is one the 100 most
influential people of the year 2005.
10. ______________________ plays and sings songs traditional of Latino cultures. He also
writes songs. He sings in Spanish to teach children.
11. ______________________ receives many awards in the world of golf. He was born to a
hard-working, but poor, family. He is one of the first Latin Americans in the Professional
Golf Association. With a lot of practice and desire, he is very successful in golf, both in
the past and presently.
12. ______________________ is a math teacher. He thinks that with a lot of work, everyone
can be successful. He fights against racism. Who your family is does not matter to him.
Whether you are poor or rich does not matter to him. He’s interested in your desire.
13. ______________________ has awards from the Olympic games. She is now a
professional basketball player. Thanks to her and her peers, the National Association of
Basketball for Women is very successful and famous.
14. ______________________ makes television programs, like Battlestar Galactica and An
American Family. He also makes films, like Selena and Stand and Deliver. He receives
many awards because he can play many distinct roles. He is interested in creating
programs of societal value.
15. ______________________ is the first Latina woman to be a NASA astronaut. She has
many awards. One is the Medal of Exceptional Service from NASA.
16. ______________________ is the first Latina and the first woman to be Surgeon General
of the United States in 1990.
17. ______________________ is an author. She is the NABE’s Citizen of the Year for 2005.
Her book The House on Mango Street has the Columbus Foundation’s American Book
Award from 1985. The book has stories of a young girl from Chicago. Her books are
translated into many languages.
18. ______________________ is a contemporary artist. He was born in Mexico, but now
lives in the United States. He has the Special Humanitarian Award from the state of
Washington from 1989 and the OHTLI Award from the government of Mexico from
1997.
19. ______________________ is a ballet superstar. She was born in Cuba, and now she lives
in California. She has many awards for her dance. For example, she received an Isadora
Duncan (“Izzy”) Award with Joan Boada for their dance in Don Quijote in 2004.
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
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Interdisciplinary Lesson– Grade Five
Attachment C
Post-Assessment: Latinos en mi cultura Answers
1.
R. Moreno
2.
D. Huerta
3.
P. Mora
4.
J. Baez
5.
C. Herrera
6.
S. O’Brien
7.
C. Gutiérrez
8.
N. López
9.
Juanes
10. J. L. Orozco
11. L. Treviño
12. J. Escalante
13. R. Lobo
14. E. J. Olmos
15. E. Ochoa
16. A. Novello
17. S. Cisneros
18. A. Arreguín
19. L. Feijóo
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
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Interdisciplinary Lesson– Grade Five
Attachment D
Post-Assessment: Paragraph Rubric
Nombre ___________________________
Tus
4.000
puntos excelente
3.000
bueno
2.000
estás
aprendiendo
1.000
necesitas
trabajar más
Se incluyen
mucha
información
biográfica,
personal y
profesional
detallada sobre
la persona y
una
descripción
detallada de
sus
contribuciones
Se usan 2
expresiones
idiomáticas
con 0 errores
Se incluyen
suficiente
información
biográfica,
personal y
profesional sobre
la persona y una
descripción
suficiente de sus
contribuciones
información
biográfica,
personal y
profesional
general sobre la
persona y una
descripción
general de sus
contribuciones
Se incluyen
insuficiente
información
biográfica,
personal y
profesional sobre
la persona y una
descripción
insuficiente de
sus
contribuciones
Se usan 2
expresiones
idiomáticas con
1-2 errores
Se usa 1
expresión
idiomática con 0
errores
Se usa 1
expresión
idiomática con 1
error
0 errores de
ortografía y 0
errores de
puntuación
1 error de
ortografía y
puntuación
2 errores de
ortografía y
puntuación
3 errores de
ortografía y
puntuación
Toda la
información es
correcta
1 error de
información
2 errores de
información
3 errores de
información
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¡Latinos EN VIVO! ¡Su cultura es mi cultura!
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Interdisciplinary Lesson– Grade Five
Attachment D
Post-Assessment: Paragraph Rubric - Translation
Name ___________________________
Your
points
4.000
excellent
3.000
good
2.000
you’re learning
1.000
you need to
work more
Detailed
biographical,
personal, and
professional
information
about the
person’s life
and a detailed
description of
her or his
contributions
are included.
2 idiomatic
expressions
used, 0 errors
Sufficient
biographical,
personal, and
professional
information
about the
person’s life and
a sufficient
description of
her or his
contributions are
included.
2 idiomatic
expressions
used, 1-2 errors
General
biographical,
personal, and
professional
information
about the
person’s life and
a general
description of
her or his
contributions are
included.
1 idiomatic
expression used,
0 errors
Insufficient
biographical,
personal, and
professional
information
about the
person’s life and
an insufficient
description of
her or his
contributions are
included.
1 idiomatic
expression used,
1 error
0 spelling
errors and 0
punctuation
errors
1 spelling and
2 spelling and
punctuation error punctuation
errors
3 spelling and
punctuation
errors
All
information is
correct
1 information
error
3 information
errors
2 information
errors
29
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment E
Post-Assessment: Idiomatic Expressions
Nombre ______________________________________
In English, explain what makes idiomatic expressions unique in language. As part of your
explanation, give two examples.
30
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment F
Present and Past
Nombre ______________________________________
Ahora, en el
presente, yo…
nazco en Arizona.
Antes, en el pasado,
yo…
Ahora, en el
presente,
Ud./él/ella…
_______________ en nace en California.
Arizona.
soy muy inteligente.
_______________
inteligente.
es profesora.
vivo en Ohio.
_______________ en vive en Estados
Colorado.
Unidos.
Antes, en el pasado,
Ud./él/ella…
_______________ en
California.
_______________
estudiante.
_______________ en
Bolivia.
31
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment F
Present and Past - Translation
Name ______________________________________
Now, in the present,
I…
Before, in the past,
I…
Now, in the present,
You/He/She…
Before, in the past,
You/He/She …
am born in Arizona.
_______________ in
Arizona.
is born en
California.
_______________ in
California.
am very intelligent.
_______________
intelligent.
is a teacher.
_______________ a
student.
live in Ohio.
_______________ in
Colorado.
lives in the United
States.
_______________ in
Bolivia.
32
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment F
Present and Past - Answers
Nombre ______________________________________
Ahora, en el
presente, yo…
Antes, en el pasado,
yo…
Antes, en el pasado,
Ud./él/ella…
nací en Arizona.
Ahora, en el
presente,
Ud./él/ella…
nace en California.
nazco en Arizona.
soy muy inteligente.
era inteligente.
es profesora.
era estudiante.
vivo en Ohio.
Viví en Colorado.
vive en Estados
Unidos.
vivió en Bolivia.
nació en California.
33
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment F
Present and Past Answers - Translation
Name ______________________________________
Now, in the present,
I…
Before, in the past,
I…
Now, in the present,
You/He/She…
Before, in the past,
You/He/She …
am born in Arizona.
was born in Arizona.
is born en
California.
was born in
California.
am very intelligent.
was intelligent.
is a teacher.
was a student.
live in Ohio.
lived in Colorado.
lives in the United
States.
lived in Bolivia.
34
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment G
Practice with Present and Past
Nombre ______________________________________
Primero, haz un dibujo
de ti como bebé (o pega una foto).
Segundo, completa cada oración para describir la foto del pasado.
1.
En la foto, yo era bebé / niño / niña. (Marca la palabra correcta.)
2.
¡Era muy ____________! (Escribe un adjetivo.)
3.
Nací el ____________ de ________________ de ____________. (Escribe la fecha.)
4. En el pasado, yo viví con mi familia en ________________. (Escribe el lugar.)
---------------------------------------------------------------------------------------------------------------Ahora, haz un dibujo de
un miembro adulto de
tu familia cuando él o
ella era bebé (o pega una foto).
Escribe tres oraciones o más
que describen a tu pariente
en el pasado, usando las
palabras nació, era, y vivió.
---------------------------------------------------------------------------------------------------------------Ahora, haz un dibujo del
mismo pariente en el
presente (o pega una foto).
Finalmente, escribe dos oraciones o más que describen a
tu pariente en el presente, usando las palabras es y vive.
35
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment G
Practice with Present and Past - Translation
Name ______________________________________
First, make a drawing
of yourself as a baby (or paste a photo).
Second, complete each sentence to describe the picture from the past.
1.
In the picture, I was a baby / child. (Mark the correct word.)
2.
I was very ____________! (Write an adjective.)
3.
I was born on ____________________________________. (Write the date.)
4. In the past, I lived with my family in ____________. (Write the place.)
---------------------------------------------------------------------------------------------------------------Now, make a drawing of
an adult member of your
family when he or she was
a baby (or paste a photo).
Write three or more sentences
that describe your relative
in the past, using the words
was born, was, and lived.
---------------------------------------------------------------------------------------------------------------Now, make a drawing of
the same relative in the
present (or paste a photo).
Finally, write two or more
sentences that describe your relative in the present, using the words is and lives.
36
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment H
Idiomatic Expressions
Nombre ______________________________________
1.
In English, write a definition or explanation of idiomatic expression.
2.
Give two examples of idiomatic expressions in Spanish. Write their literal meanings.
Then write how we really say them in English. Leave the other two rows blank for now.
Idiomatic expression in
Spanish
Literal translations in
English
How we really say them in
English
37
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment I
Practice with Idiomatic Expressions
Nombre ______________________________________
Usa las siguientes frases para completar cada oración.
le interesa
le interesan
me interesa
me interesan
tengo éxito
tiene éxito
tengo ganas de
tiene ganas de
1. Yo _____________________________ en la clase de español cuando practico.
2. A la profesora _____________________________ las contribuciones de los latinos a
nuestra cultura.
3. También a mí _____________________________ las vidas de los latinos de nuestra
cultura.
4. Paulina es jugadora de golf. Ella _____________________________ leer sobre Nancy
López.
5. Yo _____________________________ hacer bien en todas mis clases este año.
6. A Gerardo _____________________________ la vida de Ellen Ochoa porque ella es
astronauta.
7. Ignacio quiere leer sobre Edward James Olmos porque el actor
_____________________________ con sus películas.
8. ¡A mí _____________________________ la clase de español porque es muy divertida!
38
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment I
Practice with Idiomatic Expressions - Translation
Name ______________________________________
Use the following phrases to complete each sentence.
is interested in (something singular)
is interested in (something plural)
am interested in (something singular)
am interested in (something plural)
am successful
is successful
feel like
feels like
1. I _____________________________ in Spanish class when I practice.
2. The teacher _____________________________ the contributions of Latinos to our
culture.
3. I also _____________________________ the lives of Latinos of our culture.
4. Paulina is a golfer. She _____________________________ reading about Nancy López.
5. I _____________________________ doing well in all my classes this year.
6. Gerardo _____________________________ the life of Ellen Ochoa because she is an
astronaut.
7. Ignacio wants to read about Edward James Olmos because the actor
_____________________________ with his films.
8. I_____________________________ Spanish class because it’s very fun!
39
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment I
Practice with Idiomatic Expressions Answers
1.
tengo éxito
2.
le interesan
3.
me interesan
4.
tiene ganas de
5.
tengo ganas de
6.
le interesa
7.
tiene éxito
8.
me interesa
40
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment J
Graphic Organizer
Nombre ______________________________________
Mientras lees, busca información para cada columna del diagrama de abajo. Escribe
información que puedes usar para tu apariencia en el programa de televisión, ¡Latinos
EN VIVO! ¡Su cultura es mi cultura!
Datos
básicos
Familia
Educación
Características Intereses,
personales
ganas
Logros /
Premios
Fecha de
nacimiento:
Lugar de
nacimiento:
Vivió en:
Fecha de
muerte:
Lugar de
muerte:
41
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment J
Graphic Organizer - Translation
Name ___________________________
While reading, look for information for each column of the diagram below. Write
information you can use for your appearance on the television show, Latinos LIVE!
Their culture is my culture!
Basic facts
Family
Education
Personal
Interests,
characteristics desires
Achievements
/ Awards
Date of
birth:
Place of
birth:
Lived in:
Now lives
in:
42
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment K
Sample Paragraph
Nombre _________________________________
La Dra. Ellen Ochoa nació el diez de mayo de 1958 en California. La Dra. Ochoa era
estudiante en la Universidad de San Diego y la Universidad de Stanford. Ella es muy
inteligente. Le interesan mucho las matemáticas y las ciencias. La Dra. Ochoa es la primera
mujer latina que es astronauta de NASA. Tiene mucho éxito con NASA porque trabaja,
estudia, y practica mucho. Tiene experiencia con la Estación Internacional de Espacio. La
Dra. Ochoa tiene muchos premios. Uno es la Medalla de Servicio Excepcional de NASA.
Ahora vive en Oregon con su marido. Ellos tienen dos hijas. Su madre vive en California. La
Dra. Ochoa toca la flauta. Le gusta montar en bicicleta. También le gusta jugar al voleibol.
43
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment K
Sample Paragraph - Translation
Name _________________________________
Dr. Ellen Ochoa was born on May 10, 1958, in California. Dr. Ochoa was a student at San
Diego State University and Stanford University. She is very intelligent. She is very interested
in mathematics and science. Dr. Ochoa is the first Latina woman who is a NASA astronaut.
She is very successful with NASA because she works, studies, and practices a lot. She has
experience with the International Space Station. Dr. Ochoa has many awards. One is the
Exceptional Service Award from NASA. Now she lives in Oregon with her husband. They
have two daughters. Her mother lives in California. Dr. Ochoa plays the flute. She likes
bicycling. She also likes to play volleyball.
44
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment L
Writing Errors
Nombre _________________________________
Abreviatura
D
ˆ
-----
Tipo de error
Deletreo
Falta de palabra
No necesario
PI
Palabra
incorrecta
OP
Orden de
palabras
C
Explicación en inglés
Concordancia
45
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment L
Writing Errors - Translation
Name _________________________________
Abbreviation
D
ˆ
-----
Type of error
Spelling
Missing a word
Not necessary.
PI
Incorrect word.
OP
Word order
C
Concordance
(Agreement)
Explanation in English
46
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment M
Visual Aid
Nombre _________________________________
Crea una representación visual de la vida de tu persona latina. Usa la lista abajo para
guiarte. Debes incluir diez de los siguientes rasgos.
_____
El nombre de la persona latina es grande y claro.
_____
No hay ningunas otras palabras, ni en español, ni en inglés.
_____
El lugar de nacimiento está representado.
_____
La familia de la persona latina está representada.
_____
La profesión de la persona latina está representada.
_____
Algunos intereses de la persona latina están representados.
_____
Algunos logros o premios de la persona latina están representados.
_____
Hay tres dibujos o fotos de la persona latina.
_____
Dos características de personalidad de la persona latina están representados.
_____
La representación visual puede ser colgada o puesta en una mesa fácilmente.
_____
Si quieres, puedes agregar más.
47
¡Latinos EN VIVO! ¡Su cultura es mi cultura!
Latinos LIVE! Their Culture is My Culture!
Interdisciplinary Lesson– Grade Five
Attachment M
Visual Aid - Translation
Name _________________________________
Create a visual representation of the life of your Latino person. Use the list below to
guide you. You should include ten of the following traits.
_____
The Latino person’s name is large and clear.
_____
There are no other words, either in Spanish or English.
_____
The birth place is represented.
_____
Information about the Latino person’s family is represented.
_____
The Latino person’s profession is represented.
_____
Some of the Latino person’s interests are represented.
_____
Some of the Latino person’s achievements or awards are represented.
_____
There are three drawings or photos of the Latino person.
_____
Two of the Latino person’s personality traits are represented.
_____
The visual representation can be hung or placed on a table easily.
_____
If you want, you may add more.
48