My Family is Like This - ODE IMS

¿Es tu familia como la mía? – Grade Five

Is Your Family Like Mine?

Ohio Standards

Connection:

Foreign Language

Connections

Benchmark B

Obtain information and discuss viewpoints from the target culture using authentic sources, and apply understandings to concepts from across disciplines.

Indicator 4

Communicate with an epal, phone pal or pen pal to obtain information and viewpoints (e.g., protecting the environment, health and fitness, school atmosphere).

Indicator 5

Use predetermined questions to interview a target language speaker for information and viewpoints to complete a project.

Communities

Benchmark A

Provide information or services to individuals, the school or the community using knowledge of the target language and culture.

Indicator 1

Participate in activities for the school or community

(e.g., reading aloud to others, making school announcements, making bulletin board displays).

Lesson Summary: Novice Proficiency Level

Students will form questions to survey e-pals, phone pals or pen pals about their families. They will compile this information and make comparisons between their own families and those of their pals. They will identify, summarize and share patterns they discover with classmates and the community through the creation of multimedia presentations. Students also reinforce grade-level graphing skills to identify family patterns.

Estimated Duration: Six hours

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 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 field : I like how students are using Spanish vocabulary to discuss something that is meaningful to them, their families. I also like the graphing element of the lesson, because it serves as a visual organizer and creates a strong connection to math.

Pre-Assessment:



Distribute a copy of Attachment A,

Así es mi familia

.



Allow students to read through and study their copies and to fill in the information about their families on the section labeled ¿Cómo es tu familia?

.

Scoring Guidelines:

This assessment is not scored. Adjust the focus of the lesson based on students’ responses. A review of basic family vocabulary terms may be required before moving on in the lesson.

1



Post-Assessment:



Instruct students to create a multimedia presentation, with at least five screens or slides, which illustrates what their pen pal, phone pal or e-pal’s family is like. Provide students with copies of Attachment B, Multimedia Presentation Rubric, and Attachment C,

Community Evaluation of Project: Scoring Rubric , so that they understand the expectations of the Post-Assessment.

 Have students share their pal’s family information with the class. They must explain the family relationships using the target language vocabulary for family members such as primo (cousin), tío

(uncle), madre (mother). Have students identify whether family members live close to or far away from their pal’s home.



Post the multimedia presentations, copies of the two bar graphs which the class created on Day One and Day Three (see below and Attachment D,

¿Es tu familia como mi familia?

), and the short summary of the class discussion on the school’s Web site or make a print display for one of the school’s bulletin boards. In order to accomplish this, brainstorm with the class the tasks involved in creating a display of their work, then assign tasks to students, according to their interests and talents.



Invite the school community to evaluate the posted displays.

Scoring Guidelines:

For scoring the multimedia presentations, use Attachment B, Multimedia Presentation

Rubric . For scoring the community Web site or bulletin board, use Attachment C,

Community Evaluation of Project: Scoring Rubric . Share these rubrics with the students before the scoring process begins.

Instructional Procedures:

Day One

1. Have students form pairs to share in the target language the information about their own families from the Pre-Assessment.

2. Create with students a bar graph that illustrates the various family types in the class.

Make the X-axis of the bar graph represent the types of families in which members of the class live and the Y-axis the number of instances that this type of family is represented by your class members. Possible family types that may appear on the X-axis are:



I live with my entire nuclear family



Part of my nuclear family lives nearby my home



Part of my nuclear family lives far away from my home



Part of my extended family lives with me



Part of my extended family lives nearby my home



Part of my extended family lives far away

See Attachment D,

¿Es tu familia como mi familia?

, for a sample bar graph.

Instructional Tip:

Keep in mind that some students may be uncomfortable discussing their own family situations. Be prepared to make accommodations as needed.

2



3. Lead a class discussion around the question: What patterns does the bar graph reveal about the types of family structures found in the class?

Possible questions to lead students to see patterns are:

 ¿Cuántos estudiantes viven con su madre y su padre?

(How many students live with their mother and father?)

 ¿Cuántos estudiantes viven solamente con su madre?

(How many students live only with their mother?)

 ¿Cuántos estudiantes tienen una hermana? ¿Dos hermanos?, etc.

(How many students have a sister? Two siblings?, etc.)

 ¿Cuántos estudiantes viven solamente con su padre?

(How many students live only with their father?)

 ¿Cuántos estudiantes viven con su abuelo o su abuela?

(How many students live with their grandfather or their grandmother?)

 ¿Cuántos estudiantes viven cerca de la casa de sus abuelos?

(How many students live near their grandparent’s house?)

 ¿Cuántos estudiantes viven lejos de la casa de sus abuelos?

(How many students live far away from their grandparent’s house?)

4. Ask students to define the terms familia nuclear (nuclear family) and familia extendida

(extended family). To do this, write the two terms on the board and then model the process you want by writing madre (mother) under familia nuclear.

Ask for volunteers to come forward and categorize a family term of their choosing under one of the two terms.


This lesson should be used after students have been introduced to family member vocabulary and have some experience with the verbs estar (to be), tener (to have), and vivir (to live).

Day Two

5. Brainstorm with the class some good questions to ask their e-pals, phone pals and pen pals.

6. At random, choose students to write these questions on the board as the class formulates them. Example questions:

 ¿Cómo te llamas?

(What is your name?)

 ¿Dónde vives?

(Where do you live?)

 ¿Quiénes viven en tu casa?

(Who lives in your house?)

 ¿Vives cerca de tus abuelos?

(Do you live near your grandparents?)

 ¿Cómo se llaman tus abuelos?

(What are your grandparents’ names?)

 ¿Vives cerca de tus primos?

(Do you live near your cousins?)

 ¿Cuáles parientes viven lejos de tu casa?

(Which relatives live far away from your home?)

7. Have students contact their e-pals, phone pals or pen pals.

3



Instructional Tips:



You may choose to give students time in class to write to their pals or instead choose to assign this as homework.



Make sure that the e-pals write back in a timely fashion. If possible, have students chat with them through instant messaging, rather than through e-mail.



If you cannot locate a native speaker for each student, consider teaming the students up to communicate with the few that you have located. You may also consider contacting a colleague at another school or at your school and have your classes exchange information in the target language.

Day Three

8. After receiving the information from their pals, create with students a bar graph that illustrates the various types of families that their correspondents reported.

9. Compare the bar graph of class members’ families and the bar graph of the pals’ families.

Lead a class discussion that identifies similarities and differences between the two.

Example questions include:

 ¿Cuántos estudiantes en nuestra clase viven cerca de su familia extendida? (How many students in our class live near their extended family?)

 ¿Cuántos estudiantes latinos viven cerca de su familia extendida?

(How many Latino students live near their extended family?)

 ¿Hay más estudiantes latinos que viven solamente con su familia nuclear?

(Are there more Latino students that live only with their nuclear family?)

 ¿Hay tantos estudiantes de nuestra clase que viven con sus abuelos?

(Are there as many students in our class that live with their grandparents?)


If students have not yet been introduced to comparative statements, use this as an opportunity to model the structures of más…que

(more than), menos…que

(less than) and tanto…como

(as many… as).

10. Write target language comparative statements on the board as the discussion proceeds.

11. Have students use these statements to form a single, short written summary of their observations.

Day Four

12. Hand out the Post-Assessment rubrics (Attachment B, Multimedia Presentation Rubric and Attachment C, Community Evaluation of Project: Scoring Rubric ) and make sure that students understand that each of these rows (e.g., verbal expression, integration of multimedia element, visual attractiveness, color choice, etc.) represents the areas that they need to focus on when creating their presentations.

13. Have students begin to create their multimedia presentations.

4



Day Five

14. Have students finish their multimedia presentations.


You may choose to have students create these presentations outside of class time if everyone has access to a computer with presentation software. If students have very limited access to computers, you may choose to have them create a poster instead.

Day Six

15. Have students begin the Post-Assessment process by presenting their multimedia slide shows to the class.

Day Seven

16. Quickly brainstorm with the class the tasks that are involved in creating a display of their work and then assign students, according to their interests and talents, to each of the tasks.

17. Have students post the printed versions of slide shows, the two bar graphs and the short summary of the class discussion to a school bulletin board. They also can post the digital versions of these items on the school Web site.

18. Provide copies of Attachment C, Community Evaluation of Project: Scoring Rubric, near the bulletin board or post a digital version on the school Web site with instructions on how to submit evaluations.

19. Invite parents and community members to view and assess the public display of the students’ work. (See Attachment E,

Sample Invitation.

)

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).



Give students showing evidence of struggling with the vocabulary for family members flashcards. (See Attachment F, Flashcards.

) Have them drill themselves and each other.

Students who work well with technology may prefer to do similar work using Web sites or tutorial software programs.



When it is time for students to create their multimedia slide presentations, you may wish to pair up students so that they may help each other with the tasks. Before the pairs begin to work, have the class brainstorm together about what is required to complete the task

(e.g., text that is spelled correctly, digital illustrations or pictures, a choice of colors and font style, time to practice the oral presentation of the slide material, decisions about who speaks when, etc.).



Give students showing evidence of struggling with spelling family Attachment G, La familia de Esteban

. Have them identify in writing Esteban’s various family members.



Give students showing evidence of mastery of the basic concepts an opportunity to look up more advanced family relationship names, such as bisabuelos (great-grandparents),

5



t atarabuelos (great-great grandparents), bisnieto (great-grandchild), tataranieto (greatgreat grandchild) , tío abuelo (great uncle), primo hermano (first cousin), primo segundo

(second cousin), suegro (father-in-law) , padrasto (step-father), hijastro (stepson), etc..

Have them create their own family trees including these new terms. (Some useful keywords to use in Web searches are: family vocabulary in Spanish.)

Extensions:

 Encourage students to locate their pal’s hometown on a map and to include this information in the multimedia slide presentation.



Encourage students to find out some facts about the area in which their pal lives.

Home Connections:



Have students share with their parent(s) or guardian(s) what they have learned about their correspondents.



Encourage students to watch with their parents or guardians a documentary about the area where their pal lives.

 Have students create a family tree of their pals’ families and of their own families. Then, have them talk with their parents or guardians about the similarities and differences they notice.

Interdisciplinary Connections:

Mathematics



Patterns, Functions and Algebra Standard

Benchmark A : Describe, extend and determine the rule for patterns and relationships occurring in numeric patterns, computation, geometry, graphs and other applications.

Indicator 1 : Justify a general rule for a pattern or a function by using physical materials, visual representations, words, tables or graphs.

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 or blackboard, markers or chalk, student computers with multimedia slide presentation software and preferably an Internet connection. A possible area for finding an e-pal or pen pal is:

6



www.theteacherscorner.net/penpals. Also, try using these keywords in a Web search: e-pals for students; pen pals for students paper, pencil For the student:

Vocabulary and Structures:

Vocabulary

 cerca near

 familia nuclear nuclear family

 familia extendida extended family

 lejos far

Structures

 más…que more than

 menos…que less than

 tanto…como as … as

Technology Connections:



If students choose, as an extension to the project, to locate the place where their pals live, they may use an online map site to find this information (e.g., www.lib.utexas.edu/maps/). Use the keywords ‘maps of’ before the name of a Spanishspeaking country.



If students choose, as an extension to the project, to look for information about the area in which their pals live they may search online for facts.



Students may choose to use a computer graphics program to create flyers inviting their parents, guardians and schoolmates to visit their Web sites or to view their bulletin boards.

Research Connections:

Curtain, Helena and Carol Ann Bjornstad Pesola. (1994).

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 (p. 37).

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.

7



Hadley, Alice Omaggio. Teaching Language in Context. 3rd ed. Boston, MA: Heinle &

Heinle, 2001.

Communicative activities should be encouraged from the beginning of instruction, but there is reason to believe that such activities should be carefully planned so that they are within the range of the students' competence (p. 271).

Guidelines for Planning Lessons:



Develop a plan that is contextualized and encourages students to use the language actively to explore a particular theme.



Plan activities that will help students reach functional objectives.



Plan a variety of activities to accommodate learner differences.



Plan activities that are appropriate to the proficiency level of your students (p. 462).

Marzano, Robert, Deborah Pickering and Jane Pollock. Classroom Instruction that Works:

Research-Based Strategies for Increasing Student Achievement , Alexandria, VA:

Association for Supervision and Curriculum Development, 2001

Identifying similarities and differences enhances students' understanding of and ability to use knowledge. This process includes comparing, classifying, creating metaphors and creating analogies and may involve the following:



Presenting students with explicit guidance in identifying similarities and differences.



Asking students to independently identify similarities and differences.



Representing similarities and differences in graphic or symbolic form.

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

(p. 18).

8



North Carolina Department of Public Instruction. Second Language Acquisition .

March 15,

2005. www.ncpublicschools.org/curriculum/second_languages/2langAcquisition.pdf

Students learn a second language more easily if they engage in meaningful activities requiring the use of the language and its components.

Van Patten, Bill. (2003). From Input to Output: A Teacher's Guide to Second Language

Acquisition. Boston, MA: McGraw-Hill Companies, 2003.

Input for acquisition is not information about the language. …Only instances of the L2 that are used to communicate information or to seek information can be considered as input for acquisition (p. 26).

When the input is adjusted for level, learners have less of a comprehension burden and thus the likelihood of their attending to form increases (p. 40).

General Tips:

This is a good lesson to use after students have some experience with forming basic target language questions such as ¿Cuántas?

(How many ?

), ¿Dónde? (Where) , ¿Quién? (Who?) and as a good review of family member vocabulary.

Attachments:

Attachment A, Así es mi familia

Attachment B, Multimedia Presentation Rubric

Attachment C, Community Evaluation of Project: Scoring Rubric

Attachment D, ¿Es tu familia como mi familia?

Attachment E, Sample Invitation

Attachment F, Flashcards

Attachment G, La familia de Esteban

9



Attachment A

Así es mi familia

Así es mi familia

Lee la información sobre la familia de Esteban y luego escribe la información sobre tu familia.

Hola. Me llamo Esteban.

Unas personas de mi familia viven cerca de mi casa. Otras personas viven lejos de mi casa.

Mi casa La casa de Carolina

Carolina vive cerca de mi casa.

10



Mi casa en Bogotá,

Colombia

La casa de mi padre en Madrid, España

La casa de mi abuelo en

Villavicencio, Colombia

Mi abuelo vive lejos de mi casa. Mi padre vive lejos de mi casa también.

11



Mi familia es así:

En mi casa viven cuatro personas.

Estas personas son:

Mi casa

Mi madre, Fabiola Mi abuela, Cecilia

Mi tío, Mauricio Yo, Esteban

12



Cerca de mi casa viven:

Mi tía, Carolina Mi tío, Luis Mi primo, Mis primas,

Pablo Enrique Juliana y Andrea

(Son gemelas)

Mi tío, Gonzalo Mi tía, Gladis

Mi primo, Santiago Mi primo, Alejandro

Mi tío, Ernesto Mi tía, Gloria

Mis primos Daniela, Rafael, Mauri,

Andrés Camilo, y Nicolás

Mi tío, Juan Carlos Mi tía, Margot

Mi primo, Mi primo, Mi primo,

Juan Felipe Juan Camilo Juan Diego

13



Lejos de mi casa viven:

Mi abuelo, Víctor Alberto

Mi padre, Juan

Mi primo, Gabriel

14



¿Cómo es tu familia?

En mi casa viven ________ personas. (Pon un número.)

Estas personas son:

1.

______________________________________

2.

______________________________________

3.

______________________________________

4.

______________________________________

5.

______________________________________

6.

______________________________________

Cerca de mi casa viven:

1.

______________________________________

2.

______________________________________

3.

______________________________________

4.

______________________________________

5.

______________________________________

6.

______________________________________

Lejos de mi casa viven:

1.

______________________________________

2.

______________________________________

3.

______________________________________

4.

______________________________________

5.

______________________________________

6.

______________________________________

15



Attachment A

My Family is Like This

My Family is Like This

Read about Esteban’s family and then fill in the information about yours.

Hello. My name is Esteban.

Some people in my family live near my house. Others live far away from my house.

My house Carolina’s house

Carolina lives near my house.

16



My house in Bogota,

Colombia

My father’s house

Madrid, Spain in

My grandfather’s house

in

Villavicencio, Colombia

My grandfather lives far away from my house. My father also lives far away from my house.

17



My family is like this:

Four people live in my house.

These people are:

My house

My mother, Fabiola My grandmother, Cecilia

My uncle, Mauricio Me, Esteban

18



Near my house live:

My aunt, Carolina My uncle, Luis My cousin, My cousins,

Pablo Enrique Juliana and Andrea

(They are identical twins)

My uncle, Gonzalo My aunt, Gladis My cousin, Santiago My cousin, Alejandro

My uncle, Ernesto My aunt, Gloria My cousins Daniela, Rafael, Mauri,

Andrés Camilo and Nicolás

My uncle, Juan Carlos My aunt, Margot My cousin, My cousin, My cousin,

Juan Felipe Juan Camilo Juan Diego

19



Far from my house live:

My grandfather, Victor Alberto

My father, Juan

My cousin, Gabriel

20



What is your family like?

________ people live in my house. (Fill in a number.)

These people are:

1.

______________________________________

2.

______________________________________

3.

______________________________________

4.

______________________________________

5.

______________________________________

6.

______________________________________

Near my house live:

1.

______________________________________

2.

______________________________________

3.

______________________________________

4.

______________________________________

5.

______________________________________

6.

______________________________________

Far away from my house live:

1.

______________________________________

2.

______________________________________

3.

______________________________________

4.

______________________________________

5.

______________________________________

6.

______________________________________

21



Attachment B

Multimedia Presentation Rubric

Post-Assessment Rubric

Criteria For

Language

Production

Verbal expression

(pronunciation, grammatical structures, vocabulary use)

Written expression

(spelling and grammatical structures)

Criteria For

Multimedia

Element

Integration of multimedia elements

Followed instructions

(e.g., included at least five slides, spoke about their pals’ family, etc.)

3 points

Few errors and easily understood

Few errors and easily understood

4 points

Student uses multimedia in a creative and effective way. All elements contribute to the effectiveness of the presentation.

There are few technical problems and none are of a serious nature.

Exceeded project requirements

(e.g., included many more slides, created wonderful visual elements, etc.)

2 points

Comprehensible, but expression includes many errors in vocabulary, pronunciation and grammatical structures

Comprehensible, but expression includes many errors in spelling and grammar

3 points

With minor exceptions, all elements contribute rather than detract from the presentation's overall effectiveness.

Followed project instructions completely

2 points technical follow the

1 point

Almost or completely incomprehensible

Almost or completely incomprehensible

There are some problems, but the viewer is able to presentation with few difficulties.

Followed most of the instructions for the project

1 point

The technical difficulties seriously interfere with the ability to see, hear or understand the presentation’s content or the multimedia element is absent from the presentation

Little evidence of fulfilling the project instructions

22



Criteria

Visual attractiveness of layout

Color choice and legibility of the text

Attachment C

Community Evaluation of Project: Scoring Rubric

Post-Assessment Rubric

4 points

Highly attractive layout, which aids in the understanding of the display. The display is tightly organized and its sections are clear.

Excellent use of colors permits the text to be clearly legible.

Highly agree

3 points

Attractive layout.

A general neatness is evident. There is a general sense of organization.

Good use of colors. However, there is not enough contrast between text colors and background colors.

Agree

2 points

Good layout, but neatness needs improvement and a greater sense of order to the space is needed.

Colors distract from the textual message of the display.

Disagree

1 point

Layout is confusing and cluttered. It lacks clear organization.

Colors make it impossible to see the text clearly.

Highly disagree I learned several new things from this project

23



Attachment D

¿Es tu familia como mi familia?

Un ejemplo de un gráfico posible

\

24



Attachment D

Is Your Family Like Mine?

An Example of a Possible Graph

25



Attachment E

Sample Invitation

¿Es tu familia como mi familia?

Is Your Family Like Mine?

You are invited to visit our class bulletin board to view our display about what we learned about our e-pals’ families!

Please fill out the assessment sheet found near the bulletin board.

Thank you in advance for your comments!

26



Attachment F

Flashcards

Madre

Padre

27



Mother

Father

28



Hermano

Hermana

29



Brother

Sister

30



Parientes

Padres

31



Relatives

Parents

32



Tío

Tía

33



Uncle

Aunt

34



Primo

Prima

35



Cousin (male)

Cousin

(female)

36



Gemelos

Mellizos

37



Identical

Twins

Fraternal

Twins

38



Abuelo

Abuela

39



Grandfather

Grandmother

40



Nieto

Nieta

41



Grandson

Granddaughter

42



Carlos

Cecilia

Esteban

Fabiola

Attachment G

La familia de Esteban

Víctor Alberto

Mauricio

Gabriel

Marisa

43

My Family is Like This - ODE IMS

Así es mi familia

Community Evaluation of Project: Scoring Rubric

¿Es tu familia como mi familia?

Is Your Family Like Mine?

Flashcards

Madre

Padre

Mother

Father

Hermano

Hermana

Brother

Sister

Parientes

Padres

Relatives

Parents

Tío

Tía

Uncle

Aunt

Primo

Prima

Cousin (male)

Cousin

(female)

Gemelos

Mellizos

Identical

Twins

Fraternal

Twins

Abuelo

Abuela

Grandfather

Grandmother

Nieto

Nieta

Grandson

Granddaughter

Carlos

Cecilia

Esteban

Fabiola

Víctor Alberto

Mauricio

Gabriel

Marisa

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