Getting In All of Your C’s
A Presentation By:
Jane M. Tarwacki,
World Languages Department Chair
Greenbelt Middle School
Prince George’s County, MD
GWATFL President
And the 5 C’s are….
1.
2.
3.
4.
5.
Communication
Culture
Connections
Comparisons
Communities
What is the most difficult standard for
you to get in?
Communication
Standard 1.1: Students engage in conversations,
provide and obtain information,
express feelings and emotions, and exchange
opinions.
Standard 1.2: Students understand and
interpret written and spoken language on
a variety of topics.
Standard 1.3: Students present information,
concepts, and ideas to an audience of
listeners or readers on a variety of topics.
Standard 1.1: Students engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions.
• A student will describe a famous person and the
class will guess who they are
• Watch a foreign language news report and
discuss what it was about
• Have a debate in the foreign language on a topic
The Name Game
Walk around the room asking everybody for their
name. You are trying to find:
Dulcinea
Don Quijote
Sancho Panza
Rocinante
The first person to find all 4 people will win a
prize!
¿Cómo te llamas?
Me llamo Maria.
Information Gap Activity
You and your partner are in charge of interviewing
clients for a job position.
Ask your partner for the information you are
missing (name or time).
Standard 1.2: Students understand and interpret
written and spoken language on a variety of
topics
• Read a poem and write a short essay on it
• Listen to a radio broadcast and discuss the topic
of the day
• Watch a commercial and identify the slogan
• Act out a scene from play
Watch a Spanish Ford commercial and
answer the questions:
• What does tocar mean?
• What does nada te sorprenderá tanto mean?
FordCommercial
Standard 1.3: Students present information,
concepts, and ideas to an audience of
listeners or readers on a variety of topics
• Draw and label your dreamhouse. Describe it to
the class
• State the date and describe the weather
• Present a commercial for a product to the class
• Repoart a current news event to the class as a
news anchor
• Create a health poster
Para Mantener La Salud
Debes comer….
Las frutas
Las verduras
No debes comer…..
Los pasteles
El helado
Debes hacer ejercicio cada día.
Mi Familia
Mi Abuelo
Mi Abuela
Mi Padre
Mi Tío
Mi Tía
Mi Madre
Mi
Hermano
Mi Primo
Yo
Mi
Primo
Culture
Standard 2.1: Students demonstrate an
understanding of the relationship between
the practices and perspectives of the culture
studied.
Standard 2.2: Students demonstrate an
understanding of the relationship between
the products and perspectives of the culture
studied.
Standard 2.1: Students demonstrate an
understanding of the relationship between
the practices and perspectives of the culture
studied.
• Celebrate a holiday
• Discuss the importance of family meal-time
• Discuss what teens do after school in a Spanishspeaking country
• Plan an evening of entertainment in a Spanishspeaking city
• Discuss Latino-American
neighborhoods in the U.S.
Planning an Evening in a Foreign City
You are visiting a Colombian city and your group has put
you in charge of planning the evening activities.
Use the website vive.in to plan an evening in a Colombian
city. (You choose the city)
Choose at least one restaurant and one evening activity.
Explain how you will get to each place and at what time.
Explain why you chose each activity.
Standard 2.2: Students demonstrate an
understanding of the relationship between the
products and perspectives of the culture studied
•
•
•
•
•
•
Read a poem in the target language
Discuss the art work of Diego Rivera
Identify different types of music
Learn about Celia Cruz and Salsa music
Watch a video on Ballet Folklórico
Watch a foreign movie
Connections
• Standard 3.1: Students reinforce and further
their knowledge of other disciplines through the
foreign language
• Standard 3.2: Students acquire information
and recognize the distinctive viewpoints that are
only available through the foreign language and
its cultures
Standard 3.1: Students reinforce and further
their knowledge of other disciplines through the
foreign language
• Ask the students in your group what their
favorite fruit is. Share your answers with the
class and create a bar graph of the results (math)
• Discuss the unique weather of El Yunque and
other rainforests (science)
• Discuss the role of Afro-Latinos in Latino culture
and history (sociology and history)
El Yunque
El Clima
Llueve mucho
La flora
Yagrumo
Un animal
El coquí
Un hecho intersante
Llueve casi 240 pulgadas cada
año.
Standard 3.2: Students acquire information and
recognize the distinctive viewpoints that are only
available through the foreign language and its
cultures
• Read an autobiography of a famous Latino
person
• View a video of the Mexican bicentennial festival
• Read the current events section of a foreign
language newspaper
• Watch an interview with a Latino athlete
• Discuss the Latino population of an American
city (Pilsen, Chicago)
Pilsen
Comparisons
• Standard 4.1: Students demonstrate
understanding of the nature of language through
comparisons of the language studied and their
own
• Standard 4.2: Students demonstrate
understanding of the concept of culture through
comparisons of the cultures studied and their
own.
Standard 4.1: Students demonstrate
understanding of the nature of language through
comparisons of the language studied and their
own
• Compare the conjugation of verbs in English and
Spanish
• Compare the agreement and placement of
adjectives in English and Spanish
• Compare the structure of questions in English
and Spanish
Standard 4.2: Students demonstrate
understanding of the concept of culture through
comparisons of the cultures studied and their
own.
• Compare Cinco de Mayo with Fourth of July
• Compare Ballet Folklórico with American ballet
• Compare the ingredients of paella and gumbo
• Compare the lives and art works of Andy Warhol
and Frida Kahlo
• Compare the lives and deaths of Celia Cruz,
Selena, and Aaliyah
Andy Warhol
Created pop art
Frida Kahlo
Parents were
immigrants
Painted surreal
and folk art
Communities
• Standard 5.1: Students use the language both
within and beyond the school setting
• Standard 5.2: Students show evidence of
becoming life-long learners by using the
language for personal enjoyment and
enrichment.
Standard 5.1: Students use the language both
within and beyond the school setting
• Interview 5 Spanish-speaking people about their
favorite weekend activities and present your
findings to the class.
• Find a take out menu from a Spanish restaurant
(online or in person). Using that menu, write
down a drink, meal, and dessert you would eat
each day for an entire week.
• As a group, plan a Quinceañera and present it to
the class.
Weekly Menu Plan- Cuba Mía
Lunes
Martes
Miércoles Jueves
Viernes
La Bebida
Un refresco Un jugo de
piña
Un refresco Una
horchata
Un refresco
El Plato
Principal
Fajitas de
pollo
Chop suey
de carne
Ropa vieja
Variedades
cubanas
Fricase de
pollo
El Postre
Flan
Mix de
frutas
Natilla de
vainilla
Peras al
malbec
Flan
Standard 5.2: Students show evidence of
becoming life-long learners by using the language
for personal enjoyment and enrichment.
• Write how you would use Spanish in your dream
job
• Watch a Spanish TV program for 30 mins each
week
• Write a biography of your favorite actor/athelete
• Read an article on NFLatino.com and write a
summary in Spanish
Quinceañera
Unit Plan
Quince Plan
Communication
• 1.1 Students will discuss the menu, clothing, and
music in Spanish to create the plan.
• 1.2 Students will listen to the plans of the other
students and vote on the best plan.
• 1.3 Students will present their plan to the class in
Spanish.
Cultures
• 2.1 Students will learn about the Quinceañera
and the traditions that are involved i.e. the
changing of the shoes, the waltz, the dance with
the father, the last doll, etc.
• 2.2 Students will listen to Spanish music to
decide what type of music it is and where it
belongs in a Quinceañera event.
¿Cuánto cuesta?
Connections
• 3.1 Students will need to add up the costs of the
entire Quince and also break it down in
categories. The students will also compare the
costs of the plans.
• 3.2 Students will read Quince poems in Spanish
and discuss the significance of what they read.
(miss15.com/ar)
Comparisons
• 4.1 Students will compare how to state cost in
Spanish and English. Students will also
compare adjective agreement and placement in
English and Spanish.
• 4.2 Students will compare a Quinceañera with a
Sweet 16.
Communities
• 5.1 Students will research Spanish catering
restaurants and choose meals for an event from
a menu in Spanish.
• 5.2 Students will use Spanish to plan a
Quinceañera as an event planner.
Celia Cruz
Unit Plan
Communication
• 1.1 Students will answer questions about Celia’s
life in Spanish.
• 1.2 Students will watch an interview with Celia
Cruz in Spanish.
Azúcar
• 1.3 Students will choose a part of Celia’s life that
affected them. They will draw a picture of that
moment and write a caption for it in Spanish.
Cultures
• 2.1 Students will discuss the history of AfroLatinos and identify famous Afro-Latinos and
their contributions.
Afro-Latinos
• 2.2 Students will identify Celia Cruz’s songs
using her “battle cry” and her voice.
Connections
• 3.1 Students will learn and discuss the history of
Cuba by visiting the Celia Cruz virtual exhibit
and learning about her life.
• 3.2 Students will read excerpts from Celia Cruz’s
autobiography to gain insight into her life.
Comparisons
• 4.1 Students will compare Spanish dialects to
American dialects.
• 4.2 Students will compare the life and impact of
Celia Cruz to the life and impact of Aaliyah.
Communities
• 5.1 Students will memorize Versos Sencillos by
José Martí.
• 5.2 Students will sing Guantanamera
Thank you very much!
• Contact me: Jane.tarwacki@pgcps.org
• Get the PowerPoint, documents, and links:
http://Tarwacki5Cs.wikispaces.com