BOMBAS
Una lección de la cultura de
Costa Rica
Melissa Albrecht
Costa Rica for Educators
Verano 2003
Day 1 - Introduction to the unit
Objective of the unit: To introduce the cultural concept of the Costa Rican "bombas". Also,
through the use of bombas review the preterite tense.
Assignment: The Friday before the unit begins the students will have the assignment to research
and find a definition of a "bomba" from Costa Rica.
Level: High school, 3rd or 4th year, intermediate mid
Day 2 - Beginning of the unit
Objective: To introduce and define a bomba from Costa Rica
National/State Standards: Culture, Communication
SWBAT: Relate the concept of Costa Rican bombas to that of poetry or nursery rimes in the US.
SWBAT: Define the concept of the Costa Rican bomba.
SWBAT: Create a definition of the Costa Rican bomba in their own words as to understand the
definition.
Special needs students: Students with special needs will receive a copy in larger print of the
hand out and the teacher will work more one on one with that student during group work.
Procedures:
1. (Prior Knowledge - 10 minutes) Students will be asked what they found out about Costa
Rican bombas. As a class we will put on the board what their research found.
2. (Direct Instruction - 5 minutes) The teacher will fill in any thing that the children have
missed and put on an overhead the definition of a bomba found in Bombas a la tica by Sandy.
(Appendix 1).
3. (Reading lesson - 10 minutes) The teacher will put 5 examples of bombas in a power point
presentation and have the students read out loud the bombas. (Appendix 2).
4. (Pair work - 10 minutes) In pairs students will work together to try to define the bombas and
gather meaning from the 5 examples.
5. (Closure - 5 minutes) As a class we will discuss once again the definition of a bomba and
make sure there are no questions or anything to be clarified.
Materials:
1. Bomba power point presentation
2. Bomba hand out
Assessment:
1. The teacher will gauge from the students answers to the research and the answers the
students provide when asked what was found about Costa Rican bombas.
2. The teacher will gauge from the pair work the students do to make sure they are
understanding the meaning of the 5 examples of bombas.
3. The teacher will gauge from the discussion at the end of class to see if the students
understand the concept of bombas.
Assignment:
1. Students will finish deciphering meaning from the 5 examples of bombas if not finished in
class.
DEFENICION:
Las bombas: Las bombas son, en su mayoría
cuarteras y podemos clasificarlas en:
2.jocoso - playful
3. románticas
4. picarescas
5. atrevidas - mischivious
6. desafiantes
7. despreciativas - scornful
Son coplas rimadas que son producto de su
propia inspiración.
BOMBAS:
Bomba!
La naranja nació verde
y el tiempo la maduro
mi corazón nació libre
y el tuyo lo aprisiono
Bomba!
Ey mamita
lino del valle
tuya es la casa
y mia es la calle
Bomba!
Cuando tenía mis padres
me vestían de oro y plata
pero ya que no los tengo
me visten de pura lata
Bomba!
En el linda mes de mayo
llamado mes de las flores
me pongo triste a pensar
nada mas que en tus amores
Day 4 - Review of preterite tense using bombas.
Objective: This lesson will help students review the preterite tense and show how it is used in
the bombas and decipher meaning from the preterit tense.
National/State standards: Communication, culture
SWBAT - Learn more about bombas and the culture of Costa Rica
SWBAT - Review and learn more about the preterite tense that is used in Spanish
SWBAT - Observe how the preterite tense is used in context through the bombas and decipher
meaning of the tense.
Students with special needs: Will receive a copy of the bombas I use to review the preterite
tense with the preterite tense high lighted.
Procedures:
1. (Prior knowledge - 5 minutes) As a class we will review the rules, construction and meaning
of the preterite tense. I will use a modified technique of the PACE lesson. Since the students
have already learned the preterite tense this grammar point will not be new but I believe the
PACE lesson can still be learned.
2. (Presentation - 10 minutes) I will put on the overhead bombas that use the preterite tense and
highlight the use of the preterit.
3. (Attention - 10 minutes) I will draw the attention of the preterite tense to the class. I will
have highlighted the verbs that use the preterite tense.
4. (Co-Construction - 10 minutes) As a class we will review/construct together the rules of the
preterite, what it is used for and how it is used in the examples of the bombas.
5. (Extention - 10 minutes) This will be worked on in class and carried over into homework if
necessary. Students will make a list of the verbs used in the past in the bombas and have to
conjugate the verbs in the past in a verb chart. Students will also be given the assignment of
writing a brief paragraph about a past weekend and use the preterite tense to show what they
did (Appendix 3).
Materials:
1. Bombas with the preterite tense in an overhead or power point form.
Assessment:
1. Students will be observed during the PACE lesson to check for comprehension. Special
attention will be given during the co-construction section to make sure the students are
understanding the rules and construction of the preterite tense.
2. Students’ verb charts and paragraphs will be collected to count as a homework grade to
check for comprehension.
Assignment:
1. Students will be assigned the verb chart and paragraph and will complete at home what they
weren't able to complete in class.
Day 3 - Listening lesson with bombas
Objective: The objective of this lesson is help students reading comprehension in Spanish and
cultural understanding of Costa Rica
National/State standards: Communication, culture, and connections
SWBAT - Read and understand bombas from Costa Rica
SWBAT - Enhance listening skills by listening to a native speaker
SWBAT - Understand the structure of bombas so that they can write their own.
Students with special needs: Students will receive a copy of the tape with the native speaker
reading the bombas. Students will also receive a cloze activity completed so they can follow
along instead of filling in the blanks.
Procedures:
1. (Prior knowledge - 5 minutes) As a class we will review what we learned yesterday about the
definition of the Costa Rican bomba.
2. (Pair work - 5 minutes) As a class students will work in pairs to go over the homework from
the night before and compare answers.
3. (Reading lesson - 10 minutes) As a class we will then compare the answers to the homework
as a class. The students will give me the answers they have found and compare them with
the correct answers.
4. (Listening activity - 15 minutes) As a class the students will listen to a native speaker reading
10 bombas. The students will have to fill in a cloze activity while listening to the native
speaker read the bombas (Appendix 4).
5. (Closure - 5 minutes) The assignment of writing their own bombas will be given. The
students will be given a hand out with specifics of the assignment (Appendix 5). The
students will be told that this will be due at the end of the week and they should begin
thinking about the assignment and how they might go about approaching it. They will also
be told that tomorrow they will be shown examples of what I am looking for and we will talk
more in depth about the project.
Materials:
1. PowerPoint of bombas hand out with the correct answers
2. Tape of native speaker reading 10 bombas
3. Hand out of cloze activity
4. Hand out of project assignment
Assessment:
Students’ homework will be looked over at the beginning of class to check for completeness and
students will be given a homework grade of complete or incomplete
Students will turn in their cloze activity sheet for participation credit to check for
comprehension.
Students’ answers will be observed during lesson to check for comprehension.
Assignment:
Students will be given the project hand out to begin thinking about the bomba project.
Cloze Activity
Bombas de Costa Rica
Escucha bien, y llena los espacio con la palabra correcta.
1. Bomba!
Estoy ____________ en la muerte
4. ________!
y la ___________ me sofoca
Conozco una ____________
pero no __________ morir
que es muy _________ y es muy
sin besar tu _____________ boca
_________
es la __________de los Angeles
2. Bomba!
Patrona de ____________
En una linda ________________
_____________
oí ____________ un jilguero
y en su ______________ decía
5. Bomba!
lo ____________ que yo te
En el ________ hay un lucero
___________
Que me ____________ la atención
Y en la tierra ______ __________
3. Bomba!
Que le robo el _______________
Cuando pase por ______ __________
mi tiraste un granito
6. Bomba!
y ______ ________ no me tiraste
Coge mi ____________
_______ …. un rico ____________?
abrirlo con esta _________
y ___________ que dentro de el
solo vos sos la que ___________
7. Bomba!
Dicen que a todos los _________
las _________ hechando el mar
pero la ____________ de mi suegra
esta ________________ a nadar
8. Bomba!
Los enemigos mas ______
que el hombre puede ______
en el ______ la culebra
y en __ ______ la mujer
9. Bomba!
Yo nunca me __________
con una ___________ por dinero
después la _________ se
acaba
y solo la vieja ___________!
10. Bomba!
Por el ________ corren ________
y ________ los camarones,
por las ___________ de mi suegra
__________ y ____________.
Day 5 - Beginning the project of making bombas.
Objective: Through this lesson students will be able to write their own bombas
National/State standards: Communication, comparisons
Students with special needs: Students will get a copy of the power point presentation of the
homemade bombas and will be pared accordingly with a partner.
SWBAT - Understand more clearly through examples of bombas how to write their own bomba
SWBAT - Write their own bomba to share with the class
Procedure:
1. (Prior knowledge - 10 minutes) As a class we will review the homework from the day before
and review the concept and definition of the Costa Rican bomba.
2. (Direction instruction/Presentation - 20 minutes) The teacher will show a power point
presentation of homemade bombas from Costa Rica and watch a video that was video taped
in Costa Rica of people performing bombas.
3. (Direct instruction - 10 minutes) As a class we will go over the project of writing bombas
and clarify and answer any questions the students might have. The teacher will read over the
sheet that was handed out to the students with the bomba project and ask the students.
4. (Pair work - 5 minutes) Students will get together at the end of class with their partner to
begin brainstorming on the project.
Materials:
1. Power point presentation of homemade bombas from Costa Rica (Appendix 6).
2. Video of Costa Ricans performing the bombas (Appendix 7).
3. Copy's of the project assignment (Appendix 8).
Assessment:
1. Students will be observed while clarifying and asking questions about the bombas to check
for comprehension.
2. Teacher will walk around while in pairs to clarify any concerns of questions.
Assignment
1. Students will begin to brainstorm on the project and ideas for the project.
¡AHORA ESCRIBIMOS! Proyecto de bombas
En parejas van a escribir sus propios bombas. El siguiente es los requisitos para el
proyecto:
1. Van a escribir 5 bombas
2. Cada bomba debe tener 4- 5 lineas
3. Las bombas deben rimar
4. Es necesario que las bombas son comprensibles
5. Van a presentar sus bombas, deben hacerlas en la computadora o escriben las muy
ordenado
6. Cada person del grupo debe hablar y presentar las bombas.
El rubric para el proyecto:
Parte escrito - 50 puntos
Sí
No
1. Hay 5 bombas escritas (10 puntos)
__________
__________
2. Cada bomba tiene 4-5 lineas (10 puntos)
__________
__________
3. Cada bomba rima (10 puntos)
__________
__________
4. Cada bomba tiene sentido (10 puntos)
__________
__________
5. Las bombas son originales (10 puntos)
__________
__________
_________
__________
_________
__________
_________
__________
_________
__________
_________
__________
La presentación – 50 puntos
1. Cada persona presenta
una parte de la bomba
(10 puntos)
2. El modo de presentación es
ordenado y bien escrito (10 puntos)
3. El vocabulario y el lenguaje de la
presentación es compresible (10 puntos)
4. La presentación es totalmente en
español (10 puntos)
5. La presentación es fluida sin pausas
(10 puntos)
Day 6 - Class work
Objective: Students will be working in class on the bomba project
SWBAT - Work in their pairs to work on the bomba project
National/State standards: Communication, connections, and culture
Students with special needs: Students will be paired with a student who can help them
complete the project.
Procedures
1. (Prior knowledge - 5 minutes) As a class we will review the project requirements and rubric.
The teacher will answer any questions the students might have and clarify the project
assignment.
2. (Group work - 30 minutes) Students will work in pairs on their bombas.
3. (Closure - 5 minutes) At the end of class we will regroup and once again ask for questions
anything that needs to be clarified and remind them that they will be presenting the bombas
in class on Monday and if they didn't get done in class they need to work on them over the
weekend.
Materials:
1. Hand outs of the project in case someone doesn't have one.
2. Copies of the homemade bombas to use as resources for the students
Assessment:
1. Students will be asked if directions need to be clarified
2. The teacher will walk around the classroom checking on progress of project
Assignment:
1. Students will continue to work on projects over the weekend if not completed.
Day 7 - Presentation
Objective: Through this lesson students will present in pairs the 5 bombas they have created.
SWBAT - Present/communicate, through the target language, the bombas they have created.
SWBAT - Present/read the bombas they have created to the class.
SWBAT - Have a better cultural understanding of the Costa Rican bombas.
National/State standards: Communication, Culture, and Connections
Students with special needs: Students will not have to present as many bombas as the other
students do.
Procedures:
1. (Prior knowledge - 5 minutes) As a class we will use this final day of the unit to review the
concept of the Costa Rican bombas. As a class we will in our own words define the Costa
Rican bomba.
2. (Presentation - 30 minutes) Students will present their bombas to the class.
3. (Closure - 5 minutes) As a class we will discuss the bombas and what students thought of
them and share the thoughts of the projects.
Assessment:
1. Students will be assessed according to the rubric provided (Appendix 9) on their
presentations.
2. Students will be observed while discussing bombas and the projects to make sure that the
idea of bomba has been taught thoroughly.
Materials:
1. Presentation rubric
2. Definition of bomba to discuss in the beginning of class
Self Assessment:
The teacher will know if she/he was successful during this unit if the students create accurate
bombas and give accurate responses while discussing the bombas throughout the days of the
lesson. The lesson will be considered successful if students demonstrate and walk away with a
thorough understanding of the culture item of a Costa Rican bomba.