UNIT RATIONALE
This is a three week unit with three main themes that all fall under the same
umbrella topic. The overall topic of this unit is identity and how influences effect and
shape our own identity. It is very important that students have the opportunity to explore
what identity is and what influences their own identity. In order to accomplish this
within the context of a Spanish II class I have split the Unit into three different themes.
The first theme is gender roles. In these series of lessons the students watch a
film called “Real Women Have Curves.” This film depicts a traditional woman’s role in
the Mexican culture. Students take notes from the film and then they engage in an
activity comparing the role of women in the Mexican culture with the women in the
student’s culture. This is very important, as part of the world cultures standards students
must be able to compare the target language’s cultures with their own culture. It allows
students to make connections to what they are learning and allows them not only to
connect with the content, but also to connect with each other. This series of lessons will
help to build background to talking about the famous artist, Frida Kahlo. Since she was a
very A-typical Mexican woman it will help students to know what traditional Mexican
women are like so they are able to really understand the significance and other
contributions.
The second part of the unit is learning about the art and life of Frida Kahlo.
Students will engage in a Jigsaw activity reading different texts about Frida Kahlo and
presenting to each other what they have read. This is important because students are able
to learn the content by working with each other and also by teaching it to each other. It
is also a multidimensional lesson, because students are actively reading, writing, listening
and speaking in the target language. It allows students to learn the target language
through rich content and they are able to use what they have learned grammatically in
order to take their notes. The students engage in conversations in the target language
using the poster they designed with their groups. This helps student with lower levels of
communication skills by having a structure and a visual example of what they are
presenting. It allows students to practice their pronunciation and also helps students get
use to hearing the target language.
Another lesson related to this theme is a graffiti board lesson where students
will look at some of Frida Kahlo’s artwork and will write on a poster board what they see
in the paintings. They will have some guiding questions, asking them what they see and
what kinds of things influenced these paintings. It is important that the students are able
to analyze images and can then express what they see using the target language. They
will also engage in a conversation with the whole class about what they see. Having
informal conversations in the target language using simple sentence structures with some
assistance is very important for the students’ second language development.
The last step to this section involves the students writing a very brief biography
using the preterit about Frida Kahlo. This lesson is focused more on using the grammar
correctly, than learning new content. It also works as an assessment of the content they
learned. If they are able to take the notes they have been creating from the beginning of
the week to come up with the information for their biography of Frida. By having the
students create a biography about Frida Kahlo they will have to use what they have
learned about using the preterit tense as well as other grammar structures they have
learned when writing in the target language. In this lesson, they learn not only the
content but also are able to apply grammatical structures while creating the biography.
The final part of this unit is the student creating their own autobiographies and
self-portraits. The students read biographies and then create their own autobiographies.
The students will engage in activities that help them communicate in the target language
about what things have influenced them. They will create a brainstorming map of
elements of their life they want to include into their autobiographies. This is important
not only because it allows the students to improve their communication skills in the target
language, through practice with oral production of the target language, but also through
written work. As far as linking the content is concerned students learn that identity is a
very important part of life and with the example of Frida Kahlo someone who was
constantly expressing herself and also showing the world the events in her life that helped
shape her own identity. Students will also engage in an art project by drawing their own
self-portraits to go along with the biography they wrote. They will then present their
biographies to the class, and will work on their presentations skills as well as oral
language.
The standards addressed by this lesson are communication standards allowing
students to interpret oral, written, or signed language. There is also some content and
cultural standards being met. One of the cultural standards is the ability to compare and
contrast students own culture with target language culture this is being done in the first
part of the unit. Students’ have many opportunities through out this unit to practice their
writing using full sentences and also correct orthography. Which meets the structures
part of the standards at stage II. Overall just about each lesson meets one cultural
standard and also aims to meet either a communication standard or a structural standard
to help the student with their writing or reading in the target language.
All the students in this class are language learners and all the lessons scaffolds,
which allow each student to understand and participate in the lesson. As an example one
lesson where students are to communicate to each other what they see in some of Frida
Kahlo’s paintings, students used sentence frames in order to communicate to each other
in the target language. This is only one example of the many ways that scaffolds were
used so students could understand and practice the target language.
Overall this unit will make students more aware of differences and similarities
between their culture and the target language cultures. It also teaches them the
importance of learning about important figures in other cultures. This unit helps students
understand that our influences in life, our culture, events in life, and how we define
ourselves, shape the kind of person we are. Students are able to discover this through
communication and written work in the target language, which in turn helps them become
more fluent speakers of the target language.
Unit Concept Map
PLANNING BIMS
Name: Angela Larocco
School: Lindhurst High School
Class: Spanish
Grade Level: 9th-12th
TEMA:
El role de mujeres el la sociedad de México y el role de los mujeres en la
cultura de los estudiantes.
RAZONAMIENTO:
Es importante que los estudiantes puedan comparar al cultura de la lenguaje
que están aprendiendo con su cultura misma. Después de este lectura los
estudiantes van a poder hablar sobre que hace sus madres en su familia. Con este
practica los estudiantes van a poder comunicar sus ideas claramente y con mas
facilidad. Es vital a los que están aprendiendo nuevos idiomas para también
aprender la cultura del lenguaje nueva.
ESTANDAR DEL CONTENIDO:
Culture:
2.2 State similarites and differences in the target cultures and between
students’ own cultures.
Communication:
2.1 Engage in oral, written, or signed conversations.
Estandar del lenguaje:
Structures
2.1 Use Sentence level elements (morphology or syntax or both) to produce
informal communications.
OBJECTIVO DEL CONTENIDO
Después que los estudiantes miran la película “Real Women have Curves” van a usar
sus notas para llenar una diagrama Venn con tres frases en cada parte del diagrama
Venn sobre los diferencias y los simularías entre los mujeres de la cultura mexicana
y los culturas de los estudiantes.
DEMANDA DEL LENGUAGE ACADÉMICO :
VOCABULARIO DEL CONTENIDO
Role de las mujeres, similitudes, el machismo, cocinar, limpiar la casa, coser,
trabajar en el jardín, educación,
FUNCIONES DEL LENGUAJE:
Van a comparar y contrastar los dos culturas. También van a describir lo que
vieron en la película que vieron la semana pasada.
FORMAS DEL LENGUAJE (GRAMATICALES) :
Van a escribir, y hablar sobre los diferencia y los similitudes de los dos
culturas.
OBJETIVO DEL LENGUAJE:
Después que los estudiantes miran la película “Real Women have curves” los
estudiantes van a llenar una diagrama Venn con frases completas en español sobre
el role de la mujer en los dos culturas. Necesitan usar el correcto morfológica, y
sintaxis en los tres frases para cada sección de la diagrama.
EVALUACIÓN
Lenguaje: Los estudiantes van a mostrar su conocimiento de cómo escribir frases en
Español con la producción por lo menos tres oraciones en cada lugar del diagrama
que usan morfológica y sintaxis correctamente.
Contenido: Los estudiantes van a mostrar su conocimiento de la role del mujer en
las dos culturas por el producción de seis oraciones explicando las diferencias y tres
oraciones describiendo los similitudes.
ESTRATEGIAS/TEQUNICAS
Ser modelos, instrucción directa, Talking chips
PROCEDIMEINTOS
Iniciada1. Primero los estudiantes van a entrar y escuchar a los anuncios del día.
2. Luego empiezo la clase saludando los estudiantes y describiendo los objetivo para
este clase.
3. Cuando termino de describir los objetivos, pregunto a los estudiantes a encontrar
un par.
4. En pares los estudiantes van a compartir sus respuestas de la película que vieron
la semana pasada. Usando “talking chips” para que todos los estudiantes comparten
sus ideas. Con los “talking Chips” cada estudiante tiene un color de papel y tienen
que poner su hoja de papel en el medio de la mesa y para hacer eso tiene que
compartir uno de sus notas con su grupo.
5. Luego en sus grupos de 6 o 5 los estudiantes van a pensar en tres cosas que hace
una mujer mexicana.
6. Cuando terminan de hablar los estudiantes van a escribir sus oraciones en sus
papeles y una voluntario de cada grupo va a poner un oración de los tres en frente
de la clase en la pisara.
7. Cuando llenan el lugar de los mujeres de México con oraciones individualmente
van a llenar las similitudes y el parte de su cultura individualmente.
8. Por fin los estudiantes van a presentar una oración de cada parte del diagrama
venn a su grupo y luego una persona de cada grupo va a decir su oración favorito a
la clase.
MATERIALES
“Real Women Have Curves” –Video
Diagrama Venn
Example of Student Work
Name: Angela Larocco
School: Lindhurst High School
Class: Spanish II
Grade Level: 9th-12th
Topic
The life of Frida Kahlo.
RATIONALE :
It is important that the students learn to read in Spanish that they are able to
comprehend written communication in the target language as well as are able to
summarize what they have read. It is also an important part of culture for them to
learn about an important figure in the Mexican culture and to have an opinion as
well. These two things will help students’ communicate with natives by
understanding their culture a little more and through practicing how to read and
summarize in the target language.
CONTENT STANDARDS
Content standards
Content
Stage II2.1 g. Cultural and leisure-time activities, outdoor, recreational activities,
music
Culture
Stage II
2.1 Demonstrate understanding of the roles that products, practices, and
perspectives play in the culture.
Language Standard:
Communication
Stage II
2.1 Engage in oral, written or signed (ASL) conversation
2.2 Interpret written, spoken, or signs (ASL) Language.
2.3 Present to an audience of listeners, Readers or (ASL) viewers.
CONTENT OBJECTIVE:
After the students read a paragraph about the life of Firda Kahlo they will make a
poster of at least 5 important details from the paragraph, and they will then each
take turns presenting their poster to the class as their class mates take notes.
ACADEMIC LANGUGE DEMAND:
CONTENT VOCABULARY
Artista, autorretrato, modernismo, ocurrió, molde de cuerpo, paloma,
elefante, matrimonio, puente, surrealista, sufrimiento, monos, pájaros, Frida
Kahlo, Diego Rivera,
Vocabulary for the instructions- Forman grupos, leen el párrafo, saquen
apuntes
FUNCIONES DEL LENGUAJE:
Summarize a text and present their summaries.
FORMAS DEL LENGUAJE (GRAMATICALES) :
Students will read text, speak about their text, and write notes about other
presentations, all in full sentences using the target language
OBJETIVO DEL LENGUAJE:
After the students read a paragraph and make a poster with at least 5 details about
the paragraph they will share their poster with others and also be taking notes on
the presentations using full sentences and conjugating the preterit verbs correctly.
EVALUACIÓN
Language :. Orally the students will produce full sentences using preterit verbs
correctly. They will also as a group create a poster with five full sentences about the
paragraph they read, and finally they will have their own set of notes about all of the
presentations also written in the target language.
Content: With the production of the student notes with 5 details from each group
they listened to including their own presentation the student will show that they
understood the content and they have taken notes about Frida Kahlo’s life.
STRATEGIES AND TECHNIQUES:
Jigsaw, active participation
PROCEDURES:
1. First the students will come in and listen to the morning announcements.
2. Then the class starts by my greeting the class and the students copy the objective
down on their chispa paper.
3. Then we introduce the objective and tell students that in their groups of 5 or 6
students they will receive a paragraph. Each group has a different paragraph and
the color paper they are printed on differentiates them.
5. After I hand out the paragraph I will go over some vocabulary words that the
students may need to know in order to understand the text. After we do this
students are to read their paragraphs in their groups.
4. After they finish reading I will pass out the materials and explain the next activity.
-When all of your memebers have finished reading each group will write at
least five details from the paragraph on your poster.
5. I will give the students about 20 minutes to create their posters
6. When I see that most of the students have finished creating their poseters I will
then introduce the next step.
-Now that you have all finished your posters you will need to move to
another table and every one in your new table must have a different color
paragraph.
-Once you have moved and are at a table where every one has a different
paragraph the person who is at the same table as the poster must present their
poster in Spanish.
- you will have about 5 to 6 minutes to present your poster and then will
rotate and the next person will share their poster in Spanish.
7. When all the students finish presenting please return to your seats and I will give
you each a flash card so you can write down one new thing you learned about Frida
Kahlo.
MATERIALS
Index card, Adapted text about Frida Kahlo, Graphic organizer
EJEMPLOS DE LOS MATERIALES
*I used the book Frida, a Biography of Frida Kahlo by, Hayden Herrera (1983) to
write the following paragraphs for my students.
Frida Kahlo
Su niñez
Frida Kahlo nació en Coyoacán, México. Ella nació el seis de julio en 1907.
Luego ella cambió su fecha de nacimiento de 1907 a 1910, porque 1910 es el año de
la revolución en México. Ella siempre pensaba que nació al mismo tiempo del
modernismo. A los seis años Frida se enfermó con polio. Ella tenia tres hermanas,
pero Frida era al hija favorita de su padre. En el año 1922 Frida entró a una escuela
llamada la escuela nacional preparatorio de México. Ella estudió mucho pero
también su papa le enseño mucho del arte. Frida era una persona que pensaba muy
independiente a los demás.
Frida y su salud
Frida tuvo un accidente muy grave en un autobús cuando ella tenia dieciocho
años. El accidente ocurrió por la tarde en septiembre 17, 1925, el día después de la
celebración del aniversario de la independencia de España. Ella vivó con mucho
dolor por todo su vida. Después del accidente Frida tenia que estar acostada por un
mes con un molde de cuerpo. Ella siempre tenia muchos vestidos con sus doctores
y ella tenia 36 sugerías. Por culpa de su accidente Frida no podía tener hijos porque
el accidente destruyo los órganos necesarios para tener niños. En el año 1953 Frida
perdió su pierna derecha por su enfermedad. Ella se murió en Julio el 13 en el año
1954.
Frida y Diego
Frida Kahlo conoció a Diego cuando ella tenia 15 años, a ella siempre le gusto
Diego desde muy joven. Diego era un pintor muy famoso en México. A Diego le
gustaron las pinturas de Frida, él siempre pensaba que el arte de Frida era muy
bonita. Diego Rivera tenia 21 años más mayor que Frida. En Agosto de 1929 Frida y
Diego se casaron. Los padres de Frida no querían a Diego, porque el era una
comunista y también era divorciado. La mama de Frida decía que el unión de Frida
y Diego era como una unión entre una palomo y un elefante.
Frida y Diego
Diego tenia muchos amores por todos lados y también tenia una esposa de
otro matrimonio. Al principio Frida no quería Lupe Marín la primera esposa de
Diego, pero con tiempo las dos mujeres eran amigas. Lupe enseño a Frida como
cocinar la comida favorita de Diego. Frida y Diego tenían problemas matrimoniales,
y por eso vivieron en dos casas diferentes. Las casas de Diego y Frida estaban
conectados por un puente. Frida siempre quería tener hijos pero Diego nunca
quería y también su salud era mal entonces ella no podía tener hijos. Ella se sentía
muy triste porque nunca tuvo hijos en su vida. Frida y Diego se separaron muchas
veces. Frida le decía que tenia dos accidentes uno con un autobús y el otro fue
Diego.
Frida y su arte
Frida siempre expresó su identidad con su ropa y su arte. Frida era muy
tímida con su arte, y no se vendió su arte tanto como la de su marido Diego. Frida
siempre tenia el sueño de tener una exhibición en su propio país. Ella viajó a Paris
para uno de sus exhibiciones y también tenia exhibiciones el los Estados Unidos.
Frida era una surrealista, ella dice que ella solo pinta lo que ocurre sin ninguna
consideración. Ella pinto muchos autoretratos, porque dijo que su mejor amiga era
si misma.
Frida y su arte
Frida y Diego vivieron algunos años en Los Estados Unidos, pero a Frida no le
gusto mucho. El 1930 ella y Diego se fueron a San Francisco, también fueron a
Nueva York, para que Diego pudiera pintar. Ella le gusto pintar autoretratos junto
con sus animales, como sus monos y unos con sus pájaros. Frida siempre expresó
sus sentimientos en sus pinturas. Muchos de ellos son bien gráficos y con mucho
sufrimiento pero es porque en la vida de Frida ella sufrió mucho, emocionalmente
tal como físicamente.
Graphic Organizer:
Name: Angela Larocco
School: Lindhurst High School
Class: Spanish II
Grade Level: 9th-12th
TEMA :
El Arte de Frida Kahlo
RAZONAMIENTO :
Es importante que los estudiantes aprenden sobre el arte de Frida Kahlo porque ella
era una figura muy influenciada en la cultura mexicana. Es importante que los
estudiantes conocen algunos figuras famoso de las culturas hispanohablantes para
poder comunicarse mejor con hispanohablantes. También es importante que los
estudiantes practican de analizar cosas y expresar lo que analizan en español para
practicar oralmente y en su escritura.
ESTANDAR DEL CONTENIDO:
Estándar del contenido:
Cultures
Stage II
2.1 Demonstrate understanding of the roles that products, pratices, and
perspectives play in the culture.
Estándar del lenguaje:
Communication:
Stage II
2.1 Engage in oral, written, or signed (ASL) conversations
Communication:
Stage I
1.4 List, name, identify, and enumerate
OBJECTIVO DEL CONTENIDO
Después que los estudiantes aprenden los estructuras de los oraciones y los analizan
una pintura del libro paso paso dos, en grupos los estudiantes identifican una cosa
que ven en cada pintura, un sentimiento, y algo que esta en común en todos las
pinturas de Frida Kahlo.
DEMANDA DEL LENGUAGE ACADÉMICO :
VOCABULARIO DEL CONTENIDO :
Ceja unida, ciervo, sangre, emoción, árbol, mono, tijeras, silla, traje, animales,
pájaros, monos, en su frente, bigote, pello, lágrimas, tres ojos,
FUNCIONES DEL LENGUAJE:
Analizar y describir los pinturas.
FORMAS DEL LENGUAJE (GRAMATICALES):
Oraciones completas, Usando estructuras de oraciones los estudiantes
oralmente expresan lo que ven en los pinturas.
OBJETIVO DEL LENGUAJE:
Después que los estudiantes aprenden los tres estructuras de oraciones, en grupos
de 5 o 6 los estudiantes expresaran lo que ven en las pinturas y como las pinturas le
hacen sentir. Cuando la clase termine su discusión oralmente la clase va a analizar
otras pinturas de Frida Kahlo y usando los estructuras de los oraciones tendrán que
comunicar lo que ven usando oraciones completas.
EVALUACIÓN
El contenido- Los estudiantes demostrarán su conocimiento de las pinturas de Frida
Kahlo por el producción oral en donde los estudiantes expresan que analizaron en
los pinturas. También con el producción de los dibujos y sus calificaciones escritos
en el cartel.
El lenguaje- Los estudiantes demostrarán sus habilidades de comunicarse usando
los estructuras de los oraciones para describir las pinturas usando oraciones
completas.
ESTRATEGIAS/TEQUNICAS
Sentence frames, Numbered Heads Together, Graffidi Boards,
PROCEDIMEINTOS
1. ¡Bienvenidos clase! Al principio de la clase cuando toqué la campana los
estudiantes entren a la clase y se sesentén en sus sillas apropiadas.
2. Al principio la clase escucha a los anuncios de la manaña, y cuando hacen el
pledge la maestra pide a los estudiantes que les paren para ser el juramento.
3. Después que el pledge la maestra dice, “Buenas días clase” y los estudiantes
repitan “Buenas Días señorita XXXXX”
4. Cuando terminan el saludo, la maestra introducirá el tema; el arte de Frida Kahlo
y introducirá los objetivos para la lección.
5. Después la maestra pide que los estudiantes agaren sus libros de texto y que
vayan a la pagina 154 en donde encuentran unas pinturas que van a analizar.
6. Luego la maestra introducirá los tres estructuras de oración que los estudiantes
usarán para describir las pinturas en una actividad comunicativa.
7. Cuando la clase aprenden las estructuras de oración practican los oraciones con
su grupo encontrando cosas que ven en las pinturas.
8. Después que practican en sus grupos la maestra les da un numero para cada
estudiante.
9. Luego con un dado la maestra pide que los estudiantes con el miso numero del
dado comparten algo que ven en la pintura usando uno de los estructuras de
oración.
10. Ya que hacen el actividad “Numbered Heads Together” tres veces los
estudiantes guardan sus libros.
11. Despues que guardan sus libros la maestra les dan copias de pinturas de Frida
Kahlo.
12. En sus grupos los estudiantes ortra vez comparten lo que ven en los pinturas
con su grupo usando los estructuras de oración.
13. Ya que han tenido este practica hablando oralmente los estudiantes van a
dibujar y escribir en sus carteles grandes que están en sus mesas lo que observan en
las pinturas.
14. Los estudiante hacen un Gaffitti Board con diferentes objectos y temas que ven
en los pinturas que rodean a grupo a grupo.
Photos of Sentence Frames
My Block Plan
Lesson #1 La introdución de
el tema
Content Objective- After
watching the movie Real
Women Have Curves student
will individually take notes
about the movie and be able to
name at least 5 different
aspects of the role of a woman
in the Mexican culture.
Language Objective: After
watching the movie Real
Women Have Curves student
will individually take notes
about the movie and be able to
write 5 full sentences in the
target language about the
culture.
Strategies- Graphic
Organizers, the use of visuals,
and ralia in order to make
content accessible to students.
Description- Students will be
watching a movie and as they
watch the movie they will be
filling out a graphic organizer
answering questions about the
different women’s roles in the
movie.
Assessment- By the
production of 5 sentences
students will show there
understanding of the content
and also show that they are
able to
Lesson #5
Content ObjectiveStudents will present their
posters they made in the
previous lesson to the
remanding members,
allowing each student to
share at least 5 things they
each learned from reading
their paragraphs.
Language Objective:
Student will orally present
using full sentences and
using the correct
conjugations of the preterit
verbs sharing at least 5
things they learned from
reading their paragraph in
the target language.
Strategies- This lesson is
the continuation of a
Jigsaw activity.
Description: This lesson
is a continuation of the last
lesson where students are
to finish the jigsaw lesson
and then at the end
students send a
representative who will
come up in front of the
class and share one thing
they learned about what
they read.
Assessment – Students
will show that they learned
at least 5 things about the
paragraph they read by the
production of their poster.
And will also be orally
assessed making sure they
are speaking in full
sentences as well as using
the right verb tenses.
Lesson #9
Content Objective- After
the students brain storm as a
whole group the important
aspects of Frida Kahlo’s
childhood the students will
write a five-sentence
paragraph about her
childhood.
Language Objective –After
a review of some of the
irregular preterit verbs
students will individually
write a five-sentence
paragraph using the preterit
verbs about Frida Kahlo’s
childhood.
Strategies- Students will be
learning the verb tense by
putting it to music using
the “Are you Sleeping? “
song. There will be direct
instruction, Numbered
Heads Together, and
individual work time.
Description - Students will
learn four new irregular
preterit verbs, by putting
them in to a song called
“Are you Sleeping?” Then
will then present the song to
the class and when they
finish they will create a
graphic organizer with at
least five details about
Frida’s childhood. The
students use their notes
from the previous week in
order to create a fivesentence paragraph.
Assessment- Students will
show that they know how to
conjugate the verbs by the
production of the song and
the oral presentation of
singing the song. They will
also show their
understanding of the content
Lby producing a 5-sentence
paragraph about Frida’s
childhood. This will also
help students show their
writing ability by
conjugating the verbs in
their paragraph and also
through the production of
their writing.
Lesson #2
Lesson #6
Lesson #10
Content Objective: After
Content Objective- After Content Objective- After
finishing the movie Real
students watch clips from
an over view of the threeWomen Have Curves, the
different films about Frida paragraph assignement the
students will be able to answer Kahlo they will
student will go to the library
questions at 100% accuracy
individually be able to
and individually type and
about the woman from the
name at least 5 things they look for new information to
movie.
learned from the film about add to their paper.
Language Objective: Student her life.
Language Objective:
will be able to listen and
Students will be producing
Language Objectiveunderstand some parts of the
Students will watch clips
rough draft bibliography
movie where the speakers are from different films about
using the preterit verbs in
solely speaking in Spanish the Frida Kahlo and they will
order to write about Frida’s
target language. As the end of then produce at least 5
life.
the period students will be
complete sentences about
Strategies: Direct
asked to share any new
things they learned about
instruction, students will
vocabulary words they learned Frida Kahlo.
work with computers and
from the movie
also be allowed to research
Strategies:
Visuals, realia, some direct on the internet more about
Strategies: Exit slips, realia,
instruction. Group
and visuals to help students
Frida Kahlo.
discussions.
connect with content.
Description- This is a
Description- Students will work day scheduled in to
Discription- Students will
watch different clips, one
share with their groups what
the unit for the students so
from youtube, which is a
they understood about the
there are not real activities
old film of Frida and Diego during this lesson students
movie and what the different
together, the other clips are have their assignment and
roles the women in Mexican
from the movie Frida. The notes and are in the library
culture have appose to their
own culture. At the end of the students will take notes as
using the computer as
period students will share new they are watching the clips resources in order to help
and are to tell me at least 5 them type their papers.
culture they learned and also
new things they learned
new vocabulary they learned
Assessment- By the
about
the
artist.
They
from the movie.
production of a rough draft
could write about events in students will show their
Assessment- By the
production of the exit slips
students will share one thing
they learned about the content
as well as one new vocabulary
they learned by watching the
movie. Students will also
show their understanding of
the women’s role by filling
out a graphic organizer with
questions about the movie on
it.
Lesson #3
Content Objective- After the
students have watched the
movie, compared and taken
notes the students will then
create a Venn Diagram
comparing the Women in the
Mexican Culture to the
women in their own culture
naming 6 differences and 3
similarities.
Language Objective: After
the students watch the movie
they will write 6 differences
and 3 similarities between the
two cultures in the target
language practicing their
writing in full sentences.
Strategies- Group working,
Graphic Organizer Venn
Diagram, talking chips
Description: Students will
use the a Venn Diagram in
order to compare the two
cultures, they are encourages
to work together with other
students of their own culture
to help generate ideas of how
the two cultures are alike or
different. Students will then
also use talking chips in order
to share out some of their own
her life they learned about
from the film Frida, or they
could share observations
from the youtube clip
about how she dresses or
looked in real life.
Assessment- By the
production of the five
sentences about what hey
learned about Frida from
the films student will show
their writing as well as
understanding of the
content.
Lesson #7
Content Objective- In
groups of 5 or 6 students
will analyze different
paintings of Frida Kahlo by
using sentence frames the
students will share with the
class using Numbered
Heads Together to orally
express what they see and
feel when looking at the
paintings. They will also
individually share out to
their small group using
sentence frames to talk
about one of the paintings.
Language Objective:
Students will be analyzing
paintings from Frida Kahlo
and will use sentence
frames to communicate
with the class what they
see and how the paintings
make them feel.
Strategies: Sentence
frames, Numbered Heads
Together, Group work
Description: Guided
practice: students will learn
each of the sentence frames
and using a painting in the
book they will discuss
content knowledge of Firdas
live as well as show at what
level their writing is. They
will use the preterit verbs to
describe Fridas life. They
will be assessed on how
well they incorporate both
the grammar and content.
Lesson #11
Content Objective- After
students finish their rough
drafts they will be able to
edit their peers papers by
being assigned to look for at
least one of the
requirements from the
assignment sheet and
making comments on their
peers papers.
Language Objective:
Students will be each giving
an element of the
assignment to look for as
they read their peers papers
and check to make sure
each student has met the
requirements. Students look
for conjegations of the
verbs, complete sentences,
subject verb agreement,
gender agreement, etc.
Strategies: Peer editing,
Group work, Round robin
editing session.
Description During this
lesson the students will
engage in an editing activity
were they will pass their
papers around to their group
members. In their groups
findings to the rest of the
class.
Assessment: By the
production of the Venn
Diagram the students will
show not only their
understanding of the cultures
and the movie, but also they
will be able to show their
writing skills and practice
writing in complete sentences.
what they see in the target
language by using the
sentence frames.
Numbered Heads
Together- as a class
different representative
from each group will share
with us what they have
seen in the paintings.
As students finish they will
then receive a different
painting and they will talk
amongst their own group
using the sentence frames
to speak in the target
language about the
painting they have.
Assessment: During this
lesson students will be
assessed on their oral
production of the language.
They will also be assessed
on their ability to choose a
sentence frame and explain
what they see or feel by
looking at the paintings.
each student is assigned one
element of the assignment
to look for and make sure
their classmates are meeting
the requirements.
Assessment: Through the
production of student notes
on the students rough drafts
students will be assessed on
weather they read and
correctly edited their peers
papers both for grammar as
for content.
Lesson #4
Content Objective- In groups
of 5 or 6 students will read a
paragraph about the life of
Frida Kahlo. Each group will
have a different paragraph
then students will create a
poster with at least 5 key
points of the paragraph in the
target language.
Language Objective:
Students will read in their
group one paragraph about a
point in Frida Kahlo’s life and
they will have to write five
complete sentences on a
poster.
Strategies: beginning of a
Jigsaw lesson. Direct
instruction.
Description - Students will
participate in a Jig saw where
they need will read their
paragraph and then they will
then all mix up so that one
student from each group is
sitting with each other. They
will then rotate around the
room as they take turns
presenting their posters. All
the students will share, take
notes, and listen to each other.
Assessment: By the
production of the students’
posters they will show their
understanding of the content
being the paragraph they read
about Frida Kahlo and also
will be able to show as a
group their understanding of
grammar by producing five
complete sentences.
Lesson #8
Objective- After students
analyze some pieces or art
by Frida Kahlo the students
will draw and label
different elements of what
they see in the paintings.
They must draw one
element for each painting;
there will be 6 paintings in
total.
Language Objective:
Students will anaylize
some paintings and then
they will draw and label at
least 6 different
characteristics from the
paintings.
Strategies: Graffiti Board
activity.
Description - The
paintings will rotate around
the classroom and students
will engage in a graffiti
board activity where each
student has his or her own
area to draw and label what
they see in the paintings.
Assessment- By the
production of a graffiti
board with different
images and labels students
will show that they were
able to identify different
elements of Frida’s Art.
Lesson #12
Objective- After the student
learn about Frida Kahlo and
her self-portraits the
students will brainstorm at
least 5 of their own
influences that they will
include in their own selfportraits.
Language Objective: After
students draw their posters
and color them they will
then give a one to two
minute presentation to the
class about their portrait in
the target language.
Strategies: Individual
work time, direct
instruction.
Description- Students will
draw a self portrait, with at
least five other images
either drawings or pictures
of other influences or events
in their life that help to
make them who they are.
As they take a few days to
work on this they will then
stand in front of the class
and individually present
their posters in the target
language.
Assessment- By the
production of the students
oral presentation students
will show that they included
at least 5 influences in their
life and also will show their
oral communication skills to
speak in full sentences.
Assessment Procedures Narratives
In this unit there are many on going assessments taking place through out the
whole unit. The first assessment that is done is a Venn diagram where the students are to
state three differences and three similarities about the women in the Mexican culture and
those in the students’ own culture. This assessment not only shows that the students
understood the content of the film showed to them the previous day but also shows their
ability to use full sentences in the target language (Spanish). The next assessment is
filling out their graphic organizers as they take notes on their peers’ presentations of their
paragraphs that they read in the jigsaw activity. This assessment assess not only the
information the students gain from their peers presentations, but the presentations them
selves are an assessment of the students oral language. As the students present to their
group the teacher rotates around the room listening in to hear the students as they present
their posters on their individual paragraphs they wrote. All of this is done in the target
language in order to help students practice the target language by speaking, listening, and
writing. The students then are assessed on how descriptive they can be in the target
language by having the students analyze art of Frida Kahlo and draw and label different
elements of her art on their own large sheet of paper.
After having students read and create their poster in the pervious lesson it was
through my assessment of their oral language that they had a hard time producing oral
language with out writing things down first. Students were not really communicating
with each other rather they were restating a already written phrase. In order to help the
students build more natural communication they were giving sentence frames to use as
they looked at the paintings in order to express what they saw and felt. In this activity
students used the present tense as well as the preterit in order to orally state what they
saw and felt by looking at the paintings. Also assessment of the pervious days was used
in order to adapt and change instruction. The students in the analyzing art lessons were
assessed by the production of their Graffiti board where students drew and labeled the
different elements of each painting, we also had oral assessment where we used
Numbered Heads Together in order to have different people from each group share their
observations using the sentence frames.
The culminating assessment for this Unit is for the students to produce a threeparagraph biography about Frida Kahlo. As part of this assessment the students are to
write one paragraph about her childhood, a second paragraph of their choice they could
write about her art or her relationship with Diego est., and the third paragraph is where
the students are able to express their own opinion about Frida. Students are told that they
must include the verbs in the past that they learned through out the lesson. This paper is
a good assessment of the content that the students have learned and through different
editing activities it also helps students improve their writing in the target language.
Through this assessment I was able to see what types of common mistakes the students
make in their writing and then for their warm ups I had students correct sentences that
they wrote in their papers that had many of the common whole class mistakes. I notice
that students often missed written accents even though they had gone over that many of
the preterit verbs, which once conjugated, have written accents. As a class we went over
once again how to write the conjugations and I also explained to the students and unlike
in English in Spanish they have accents and if you do not use them when they are needed
then the word is considered to be written incorrectly or may have a different meaning. It
was because of this assessment that I was able to give this type of whole class feed back
on their writing.
The students were also giving a rubric to fill out where they graded their own
papers and had to put a reason for each score as well as suggestions for themselves as to
how they can improve their papers. This allows students to know how they are being
grades and it also gives students the opportunity to justify the grade they think they
earned as well as help them think of ways they could improve their writing in the target
language. After the students evaluated themselves I then used the same rubric and
evaluated the students. On the rubric I also gave the students their scores and explained
the reasoning for each score, and also included some suggestions for the students to
improve their writing. This is very helpful I feel to the students because not only to they
know why they are receiving the grade they got, but they are also getting suggestions and
things to work on or focus on for their next writing assignment.
Here are some examples of Students Rubrics and my rubric. The first example is
a student who did very well on the paper and the second is one that needs improvement.
Here you are able to see the ability to share with the students what they need to work on
as well as what they did well on. We can also see how the students are able to evaluate
their own learning.
The first one is student A’ self evaluation, then it is the teacher evaluation of
student A , after that is student B’s self evaluation and finally the teacher evaluation of
student B. Student A is the student who excelled and student B is the student who needed
to improve.
Student:A Self Evaluation
Student A Teacher Evaluation
Student B Self-Evaluation
Student B Teacher Evaluation
Bibliography
Atlas, M. R, Brown, E. T, LaVoo, G. (Producer), & Cardoso, P.
(Director). (October
18th, 2002) . Real Women Have Curves (Motion Pictures) . United States: HBO
Films
This film is about a Mexican American family and it depicts the struggles mainly
of Mexican American women. This was used in the class in order for the students to get
a sense of what is expected of a traditional woman in the Mexican culture.
Green, S (Producer), & Taymor, J (Director) . (August 29, 2002) . Frida (Motion
Picture) . Canada, Mexico, and United States: Miramax Films.
This film is a documentary about Frida Kahlo’s life and is a wonderful depiction
of her relationship with Diego. I used only parts of this movie due to the grave content I
had to skip many scenes, but it was effective in showing the students what Frida was like.
It also helped show her relationship with Diego as well as created an image of how much
she suffered through out her life.
Herrea, H. (1983) . Frida, a Biography of Frida Kahlo: New York: Happer & Row.
This book is a biography about Frida Kahlo written in English. I used this book
in order to get information about Frida Kahlo’s life so I could create my own text in the
target language at a level of understanding for all of my Spanish learners.