do… · web viewunit rationale. this is a three week unit with three main themes that all fall...
TRANSCRIPT
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
Unit on Identity and Culture
Women in the Mexican
culture vs. Women in the students own
culture.
La vida de Frida Kahlo y su arte.
Autobiography of the students
Students will watch a movie that shows
Mexican culture and will take notes
concerning women's role in Mexican
culture.
Standards addressedContent
Stage II2.1 g. Cultural and leisure time activities est..
CommunicationStage 1 &21.0 students use formulaic language1.4 List, name , identify, enumerate2.1 engage in oral, written, or signed conversations2.2 interpret written, spoken, or signed language2.3 present to an audience of listeners.
Culture 2.1Demonstrate understanding of the roles that products, practices… play in culture2.2 state similarities and differences in the target language and students’ own culture
Structure2.1 Use sentence-level-elements to produce informal communications
Students will compare and
contrast women in the Mexican Culture with women in the students culture.
Students will read paragraphs about Frida Kahlo in groups and take notes in target language as
well as presenting what they read in the target language. In
order to learn about Frida’s life and what events influenced her.
Students will use the example of a
biography they created about Frida Kahlo to create their
own auto- biography. Students will also engage in a review about the preterit and will also peer edit each others auto biographies.
Students will look at the art of Frida Kahlo and orally pick out
elements of her art that are unique. They will use the vocabulary that they have
already acquired, as well as sentence structures given by the teacher to form oral sentences. Students will engage in an
interview of a peer who will pretend to be Frida and they will ask questions in Spanish about
frida’s life using the information they already know from the
previous days.
Strategies usedJigsaw, numbered heads together, Venn Diagram /Think pair share, graffiti board, peer editing, direct instruction, kinesthetic activates, ect
For students final draft they will draw as self portrait including symbols of different
events or influences in her life.
Finally students will read biographies in order to get the structure to create their own
Biography about Frida Kahlo.
Name: Angela Larocco Class: Spanish
School: Lindhurst High School 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
Iniciada-
1. 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 Class: Spanish II
School: Lindhurst High School 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 II-
2.1 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 Class: Spanish II
School: Lindhurst High School 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 temaContent 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 Objective- Students 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 five-sentence 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.
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 three-
paragraph 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.
