Name: Susan Tanski
Date: 10/20/14
Content Area: H. Spanish 2
WOODLAND HILLS SECONDARY
LESSON PLANS
Length of Lesson: 1weeks
STAGE I – DESIRED RESULTS
Lesson Topic (Modules, if applicable):
This week students will be embarking on the
beginning of Honor Spanish 2 Content. Health and
the Doctor.
Big Ideas:
How are customs different amongst cultures?
What are some traditional Mexican fairy tales?
How do fairytales change over time?
How do the change over cultures?
How do we describe Chicano culture?
Understanding Goals (Concepts):
What is the difference between Halloween and
Día de los Muertos?
Who is la Llorona?
What is the original story like and how does it
change in the American Southwest..
What imagery is present to demonstrate the
previously mentioned changes?
Student Objectives (Competencies/Outcomes):
Essential Questions:
What is the difference between Halloween and
Día de los Muertos?
Who is Xavier Garza?
What is a Chicano?
How do we use imagery to represent time and
place in a fairy tale?
Can a fairy tale be adapted to fit a certain
audience or culture?
Vocabulary:
Cucuy
La Llorona
Caballero
- Vocabulary specific to story.
Students will be able to:
 Communicate information about a Mexican vs.
Chicano fairy tale.
 Learn celebrations and cultural differences in
the United states vs. Mexico
 Create their own modern day version of the
story.
STAGE II – ASSESSMENT EVIDENCE
Performance Task: To be able to discuss and communicate the previously
Formative Assessments: See daily plan, Chapter tests , projectsand quizzes
stated objectives, through readings, writing and oral production
Materials and Resources:
Power Point
La Llorna(2 versions)
STAGE III – LEARNING PLAN
Interventions:
Paper copies can be highlighted.
Chunck vocabulary
Creey Creatures and other Cucuys by Xavier Garza
Reading guides and aides
Procedures
Instructional Procedures*:
Monday
10/20
B
Do now: Reading of Los
Chupacabras:
ML: Introduction to
Xavier Garza
GP: Discussion of
imagery. Find examples
from Los Chupacabras
IP: Literary terms/
English definitions to
Spanish terms.
S/F: Culminating story
Assignments
Complete: Diagram
Halloween vs. Dia de los
Muertos
Tuesday
10/21
A
Do now: Reading of El
Big Bird.
ML: Reading of La
Llorona by class.
GP: Imagery check as
pertaining to ethnic
imagery and class.
IP: Find specialized
terms.
S/F:culminating story.
Read second version of
La Llorona. What are the
differences you see. 1
page response.
Minimize question number.
Think Pair Share.
Wednesday
10/22
B
Do now: The Haunted
Train Tracks of
ML: Students share their
differences from
homework.
GP: Breakdown and
compliation of
differences between the
two stories. Students
Share responses.
IP: Exit ticket
S/F: Culminating story
 None
Thursday
Friday
10/23
A
Do now:
ML: Intro to La Llorona
cartoon. (2periods)
GP:NA
IP: Negotiate meanining
of film.
S/F: Culminating story.
10/24
B
Do now: What images
were represented in
both the stories we read
and the beginning of the
film that pertained to
Mexican and Chicano
culture. Write a
minimum of 5 lines.
ML: NA
GP: NA
IP : Story
S/F:Culminating story.
 Assignment:
Chapter 9.1 Vocabulary
Students will take one of
the versions of La
Llorona and adapt it as if
it were written in the
Present Day. They will be
required to use imagery
identifying a big city or
metropolitan area as a
contrast to how they
saw the Mexican and
Chicano culture
represented
*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections