2009 WAFLT Summer Language Leadership Institute
La Quinceañera de Josefina
Spanish – 8th Grade Unit
Elizabeth A. Montavon
St. Mary’s Visitation
Elm Grove, WI
martinez_montavon@msn.com
St. Mary’s Visitation
•K4-8th grade
•330 students
•Two classes at each grade level
All students in grades 3-8 take Spanish
•Grades 3-5
•2 days per week - 30 min per day
•Grades 6-8
•3 days per week - 42 min per day
6th Grade Units
(Essential Language for the Classroom)
Puppet Making (following directions)
Our Lady of Guadalupe (Cultural Celebrations)
Balero Championship (Hobbies, Interests, Teams, etc.)
Restaurant (Serving and Eating Out)
3rd – 5th Grade
7th Grade Units
Self
Family
Community
Cultural Celebrations
(Essential Language for the Classroom)
I am an Artist (Who am I?)
School
Let’s Go to the Movies
Family Activities
8th Grade Units
(Essential Language for the Classroom)
Daily Routines
La Quinceañera (Family & Cultural Celebrations)
A New City
Fashion & Shopping
How do I decide what to teach?
Standards Mindset
•Know the STANDARDS or where to find them
•Know your students
Proficiency level (leads to KEY QUESTIONS)
Knowledge base
•What do you want students to be able to do?
What are Standards for my subject area?
• Statements
about what we
want students
to be able to do
• Performance
Goals
p. 32, Planning Curriculum for Learning World Languages - DPI
Key Question – Beginning
Ex: Who am I? Who are you?
•Developmental proficiency level
•Name, list, identify, provide concrete information, etc.
•Broad thematic context
•Biographical information, family, community, school,
hobbies, friends, climate, countries, etc.
THE CURRICULUM PLANNING TEMPLATE!
•Pick a theme and a topic
that correspond with the
key questions
•The theme & topic provide
the cultural context
•Write performance goals
for the three modes of
communication and enter
the corresponding
standards
Broad Theme:
Self and family in the
community – family and
community traditions
La Quinceañera
Una Quinceañera
La Quinceañera de Josefina
(Josefina’s 15th Birthday)
•Virtual environment: members of an extended family
come together to celebrate Josefina’s birthday
•Each student acquires a virtual identity as a relative of
Josefina, or a godparent, or her friend
•Activities are carried out using the student’s virtual
identity
La Invitación
Thematic Curriculum Unit—Performance Assessment and Planning Guide
Key Question: Who am I? Theme: Self & Family in the Community Topic: La Quinceañera (Family & Family Celebrations)
Targeted Proficiency Level:
Beginning
Developing
Transitioning
Refining
*Interpersonal
Interpretive
Presentational
Interpersonal
*Interpretive
Presentational
Interpersonal
Interpretive
*Presentational
Converse with a classmate,
asking and answering questions
about what family members are
doing in preparation for and
during a family event.
Read and/or listen to an article or
story about family members and
answer questions.
Create an invitation to a 15th
birthday celebration & create a
slide narration to present “family
members” in action.
Wisconsin Standards:
Communication
A1 Conversation
A2 Questions
A5 Comprehension
B2 Listening (media)
B3 Reading (with visual support)
B4 Reading (authentic materials)
C2 Students will write and
present a short narrative about
their “family”
C5 Forms of writing
Target Performance (Key
elements from the Performance
Guidelines to consider in rubric
development)
Content: Uses thematic vocabulary
and memorized phrases. Responds
automatically to high-frequency cues
and can ask memorized questions
Content: Can determine meaning of
family-related content by recognition
and use of cognates and knows
prefixes/base words
Content: Can write sentences & simple
paragraphs; can memorize and speak in
sentences about family-related activities
Communication Mode:
Performance Assessment
Accuracy: Can speak in sentences in
the appropriate tense
Accuracy: Can write accurate sentences
& simple paragraphs & pronunciation is
understandable
Thematic Curriculum Unit—Performance Assessment and Planning Guide
Continued
Target Performance
(Key elements from
the Performance
Guidelines to
consider in rubric
development)
(continued from
previous page)
Communication
Strategies: Asks for
clarification; focuses on
successful task
completion.
Communication Strategies:
Understands short, simple
narratives.
Communication Strategies:
Focuses on successful task
completion.
Cross-Cultural
Applications: Imitates
appropriate linguistic
patterns (tú & usted)
Cross-Cultural
Applications: Begins to
use some knowledge of the
target culture to interpret
text.
Cross-Cultural Applications:
Imitates appropriate
linguistic patterns
Continued
Thematic Curriculum Unit—Performance Assessment and Planning Guide
Links to Culture and
the other Wisconsin
Standards:
✓ Connections
✓ Comparisons
✓ Communities
Evidence (How these
standards are
incorporated in the
instruction)
Structures and
Vocabulary:
What needs to be
taught for students to
be successful in the
performance
assessment
Culture: D Practices
D1 Patterns of Interaction: Students will observe and imitate appropriate patterns of behavior (greetings,
gestures, etc.)
D2 Cultural Activities: Students will participate and learn about the Quinceañera celebration
Comparisons: H Language
H1 Structures: Students will identify cognates (words similar to English), word roots, prefixes, suffixes, and
sentence structure to derive meaning.
H4 Cultural Characteristics: Students will identify cultural characteristics of language such as formalities, levels
of politeness, informal and formal language—Hispanic last names (father & mother)
Compare and contrast with sweet sixteen rituals.
Connections: G Added perspective
G1 Popular Media: Students will read, view, listen to, and talk about subjects in popular media from other
countries in order to gain a perspective on other cultures. (Use of internet sources for historical & popular
culture information on the Quinceañera celebration)
G2 Accessing Resources: Students will access information in Spanish in order to gain greater insight about
other cultures and/or own—Quinceañera websites
Communities: K Personal Enrichment
K4 Further learning: Use local resources to find out about Quinceañera activities in the Milwaukee area
community.
Maintain a conversation & provide information using high frequency & thematic vocabulary
Use the names of family relatives—mother, father, brother, sister, aunt, uncle, etc.
Ask & answer questions (question words)
Use personal adjetives: mi, mis, tu, tus, su, sus, nuestro, nuestros, nuestra, nuestras.
Use numbers from 1 to 100 to talk about dates and ages
Use the months of the year
Provide information about family celebrations (birthdays, weddings, saint’s days, etc.)
Use appropriate language conventions to provide information:
Use estar + an adjective;
Use present progressive forms (estar + _ando, _iendo, _yendo)
Tell a story using sentences & simple paragraphs
Use editing tools (dictionary, proofreading, etc.) for writing
Performance Goals
Interpretive
Interpersonal
Presentational
Read and listen to
a story about
family members
and identify the
main idea and
supporting details.
(Online)
Converse with a
classmate, asking
and answering
questions about
what family
members are doing
in preparation for
and during family
event. (Video)
Create an
invitation to a
15th birthday
celebration &
create a slide
narration to
present “family
members” in
action.
Interpersonal
Converse with a classmate, asking and answering questions
about what family members are doing in preparation for and
during a family event.
Communication
A1 Short conversations on familiar topic
A2 Questions: Students will ask & answer questions
A5 Comprehension: Repeat or ask for repetition to
ensure understanding
Content: Uses thematic vocabulary and memorized
phrases. Responds automatically to high-frequency cues
and can ask memorized questions.
Accuracy: Can speak in sentences in the appropriate
tense.
Communication Strategies: Asks for clarification;
focuses on successful task completion.
Cross-Cultural Applications: Imitates appropriate
linguistic patterns
Interpretive
Read and/or listen to an article or story about family
members and answer questions.
Communication
B1 Listening: understand spoken language on
familiar topics with strong visual support
B3 Reading: Students will understand written
material on a familiar topic with strong visual support
B4 Reading: Students will understand the main
idea of authentic materials
Content: Can determine meaning of family-related content
by recognition and use of cognates and knows
prefixes/base words.
Accuracy: Can copy memorized language with accuracy,
and will begin to notice some errors.
Communication Strategies: Understands short, simple
narration with highly predictable and familiar contexts.
Cross-Cultural Applications: Begins to use some
knowledge of the target culture to interpret text.
Presentational
Create an invitation to a 15th birthday celebration & create a
slide narration to present “family members” in action.
Communication
C2 Students will write
and deliver a short narrative
about their “family”
C5 Forms of writing:
Students will write a short
narrative
Content: Can write sentences
& simple paragraphs; can
memorize and speak in
sentences about family-related
activities
La Última Muñeca
Recuerdos
Accuracy: Accuracy: Can write
accurate sentences & simple
paragraphs & pronunciation is
understandable
Communication
Strategies: Focuses
on successful task
completion.
Cross-Cultural
Applications: Imitates
appropriate linguistic
patterns
Culture: D Practices
D1 Patterns of Interaction: Students will observe and
imitate appropriate patterns of behavior (greetings,
gestures, etc.)
D2 Cultural Activities: Students will participate and learn
about the Quinceañera celebration
Comparisons: H Language
H1 Structures: Students will identify cognates (words
similar to English), word roots, prefixes, suffixes, and
sentence structure to derive meaning.
H4 Cultural Characteristics: Students will identify cultural
characteristics of language such as formalities, levels of
politeness, informal and formal language—Hispanic last
names (father & mother)
Compare and contrast with sweet sixteen rituals.
Connections: G Added perspective
G1 Popular Media: Students will read, view, listen to, and
talk about subjects in popular media from other countries in
order to gain a perspective on other cultures. (Use of
internet sources for historical & popular culture information
on the Quinceañera celebration)
G2 Accessing Resources: Students will access
information in Spanish in order to gain greater insight about
other cultures and/or own—Quinceañera websites
Communities: K Personal Enrichment
K4 Further learning: Use local resources to find out about
Quinceañera activities in the Milwaukee area.
STRUCTURES & VOCABULARY
Maintain a conversation & provide information using high
frequency & thematic vocabulary:
•Use the names of family relatives—mother, brother, aunt, etc.
•Ask & answer questions (question words)
•Use personal adjetives
•Use numbers from 1 to 100 to talk about dates and ages
•Use the months of the year
•Provide information about family celebrations
Use appropriate language conventions to provide
information
•Use estar + an adjective
•Use present progressive forms (estar + _ando, _iendo, _yendo)
•Tell a story using sentences & simple paragraphs
•Use editing tools (dictionary, proofreading, etc.) for writing
Performance Goals
Interpretive
Interpersonal
Presentational
Read and listen to
a story about
family members
and identify the
main idea and
supporting details.
(Online)
Converse with a
classmate, asking
and answering
questions about
what family
members are doing
in preparation for
and during family
event. (Video)
Create an
invitation to a
15th birthday
celebration &
create a slide
narration to
present “family
members” in
action.
Interpretive Task:
Read a story about family members and answer
questions.
Interpretive Task
Please read the story “La Tamalada” by Carmen
Lomas Garza and answer the questions. Be specific!
Comprehension
(Interpretive)
A
B
C
D&U
IDENTIFY THE
MAIN IDEA
I easily identified
the main idea
I came very close to
identifying the main
idea
I had some difficulty
identifying the main
idea
I had only a slight
hunch about the main
idea or could not
identify it
IDENTIFY
SUPPORTING
DETAILS
I correctly
identified four or
more details
I correctly identified
at least three details
I correctly identified
two or more details
I correctly identified
one detail or could
not identify any
details
Spontaneous Conversation Task:
Converse with a classmate, asking and answering
questions about what family members are doing in
preparation for and during a family event.
You will each receive a photo card with the following
information:
•Full name
•Relationship to Josefina
•Profession
•Birth date
•Age on next birthday
Spontaneous Conversation Task (cont):
Your task is to ask and answer questions about
your photo. You must include the following
information in your answers:
•Full names of relatives
•Relationship to Josefina (all relationships on the
family tree)
•What the person is doing in the photo (see list of
family celebration activities – verbs)
•What the person is feeling (see list of common
emotions – adjectives)
•Profession (see list of common professions)
•Birthday (all months and 1-31)
•Age on next birthday (1 to 100)
Cecilia Martínez González
Josefina’s aunt
Architect
Birthday – January 14
37 on next birthday
Rosa Gómez Martínez
Josefina’s cousin
Student - 6th grade
Birthday – April 25
12 on next birthday
Santiago Campos Castillo
Josefina’s escort
Waiter
Birthday – August 11
23 on next birthday
Samuel López Santos
Josefina’s uncle
Engineer
Birthday – October 31
33 on next birthday
INTERPERSONAL
Spontaneous Conversation Video Assessment
8th – Spontaneous Conversation
Saludos
Introduce family member
Ask and answer questions about:
• Relationship to Josefina
• Profession
• Birthday
• Age on next birthday
• What is the person doing?
• How is the person feeling?
Despedidas
Example of Prompt taped to tripod
Example 1
Example 2
Example 3
Spontaneous
Conversation
Conversation
Skills
Fluency
&
Vocabulary
Pronunciation
&
Grammar
U-D
C-B
A
Does not show much
interest in the
conversation; does not
make much effort to
understand or be
understood.
Shows some interest in the
conversation and makes
some effort to understand
or to be understood.
Shows interest in the
conversation. Makes an
effort to be understood
and makes an effort to
understand.
Shows constant
hesitation and uses
limited vocabulary
related to the topic.
Speaks slowly with some
hesitation and uses basic
vocabulary to cover the
topic.
Uses smooth flowing
speech and makes an
effort to use a variety of
expressions and
descriptive vocabulary.
Uses incorrect or English
pronunciation and makes
grammar errors that
interfere with
communication.
Makes some effort to
sound like a native speaker
and makes several
grammar errors that do not
interfere with being
understood.
Makes an effort to sound
like a native speaker and
makes only minor
grammar errors that do
not interfere with being
understood.
TO SHOW INTEREST IN THE CONVERSATION – Look at your partner, respond to what your partner
says, prompt your partner as needed.
Presentational Task:
Create a slide narration to present “family members”
in action
You and your partner must include the following
information in your PhotoStory3 narration:
• Full names of people in the photo
• Relationship to Josefina
• What each person is doing at the moment (a form of
estar + verb w/ _ando, _iendo, or _yendo)
• How each person is feeling
Practice and get feedback on pronunciation before
recording.
Morning Class Presentation
Afternoon Class Presentation
Presentation of
Narration
(Presentational)
A
B
C
D&U
CONFIDENCE
My presentation was
communicated with
confidence
I communicated with
a little uncertainty
and hesitation
I had some difficulty
communicating my
ideas
I had a very difficult
time communicating
my ideas
EFFECTIVENESS
My presentation was
easily understood
My presentation was
mostly easy to follow
My presentation was
a little hard to follow
My presentation was
difficult to follow
FLUENCY
I used complete
Spanish sentences
and covered most of
the topic
I used many Spanish
sentences on the
topic
I used simple
Spanish sentences on
the topic (some
incomplete) with
some English
I used only a few or
incomplete Spanish
sentences on the
topic; I used English
frequently
GRAMMAR
I made few grammar
errors
I made some
grammar errors
I made many
grammar errors
I made very many
grammar errors
Planning Instruction
Teacher Guided
•Small chunks of
language
•Oral games &
activities
•Guided writing
practice
Student Produced
•Spontaneous
conversation
•Write without
Spanish prompts
From Teacher Guided to Student Produced
8-week unit – 3 classes per week (24 classes)
•5-week unit – 5 classes per week (25 classes)
•Use tiara, film, stories, & internet resources to introduce the unit
•Present or discover vocabulary using film, stories & internet
resources; include vocab required for assmts & invitations
•Discover identities after necessary vocabulary is learned (family
vocabulary & who is/who are/I am)
•Practice phrases, then sentences every class period using oral
exchanges, SmartBoard & computer activities
•Class presentations of language structures & PhotoStory3 skills
•Assign work partners & photos
•Class work time for invitations, narrations, recording and editing
•Continually assess via class activities or internet activities &
provide feedback
Multiple Intelligences Unit Planning Template
Unit: La Quinceañera
Level: 8th Grade - Beginning
Interpersonal Task: Spontaneous conversation with a partner
Interpretive Task: Read a story and identify main idea & details from the story
Presentational Task: Write & present a slide narration & and create a birthday invitation
Verbal /
Linguistic
Logical /
Mathemati
cal
Visual /
Spatial
Bodily /
Class
Activities
Write/present a
slide narration
Identify thematic
vocabulary on
Quinceañera
websites
Identify
autobiographical
information from
an article
(interpretive)
Solve brain
teasers
about
family ties;
use
Photostory
3 software
to create a
photo story
Use family
tree to
identify
family
relationships
Homework
Practice
vocabulary via the
Spanish class page;
Use a picture of
your own family,
an Hispanic family
or a family from
your own culture
for a writing
prompt
Create a
graphic
organizer for
narration
pre-writing
or
Computer
Class or
“Above &
Beyond”
Musical /
Rhythmic
Interpersonal
/Social
Intrapersonal
/Introspective
Naturalist
Fly
swatter
game
Cut &
paste
Listen to
and sing
authentic
Quinceañer
a songs
Song with
present
progressive
: Marcha de
las Canicas
Activity to
“discover’
family
identity; card
exchanges for
Q &A
Spontaneous
conversation
interpersonal)
Reflect on
language and
performance
goals
Check off
items on the
“I can…”
checklist
Semantic
mapping
exercise –
prewriting
Practice
the
waltz or
the
paso
doble
or a
group
dance
routine
Make up a
chant or
song using
present
progressive
verbs or
feelings
vocabulary;
Listen to 15
songs on
the internet
Prepare food
item with
classmates to
bring to
Quinceañera
celebration
Keep a
journal of
language
learned
Kinesthe
tic
I CAN STATEMENTS
I can track my learning progress in the Quinceañera
unit by checking off the things I can do and reviewing,
practicing and/or getting extra help with the things I am
unsure about or cannot yet do.
What now?
•Choose an engaging family theme
from the culture of the world
language that you are teaching and
design your own unit.
•Go to …. to download the plans
and activities for this unit.
©Mark Parisi – from ACTFL website
Marcha de las Canicas
Desde el desván
rodando van bajando las canicas
brincando escalón por escalón,
sin ton ni son,
saltando libres y locas.
Allá se van
sin nadie que pudiera perseguirlas
huyendo por el gusto de correr
y de brincar con sus rebotes de cristal.
Cri-Cri
Eugenia
León
Francisco Gabilondo Soler (Cri-Cri)
SEMANTIC MAPPING
1. Write target topic on board
2. Have students brainstorm words related to
topic
3. Write/list the words by categories in the form of
a map
4. Have the students provide labels for each
category (optional)
5. Discuss the words on the semantic map
6. Revise map as needed after discussion
7. Use map to write a story
JANA MATHIALAGAN
Institute Technology MARA
The English Teacher Vol XIX July 1990