1. Art and Diseño

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AMAZON MYTHS MINI UNIT:
LESSON PLAN AND RESOURCES
Rich Madel
Spanish Teacher at Colonial School District
[email protected]
Introduction:
Within the framework of a larger unit that introduces students to variety of narrative styles set in the past in order to create a meaningful context for practice of production and analysis
of simple past tenses in Spanish, I have designed a mini-unit
consisting of four 84-minute blocks that introduces students to a
variety of myths commonly found in the Amazon and integrates
authentic culture.
Students are initially introduced to six short summaries of
well-known myths used as a segue to contextualize the cultural
lesson and as a scaffold to a more rigorous four-page myth that
spans two days in development and review. Students are assessed using a variety of formative and summative approaches
throughout the lessons in order to ensure progress and readiness for the benchmark communicative objectives that conclude
the overarching unit on narratives in the past.
The basis of introductory lesson (Day 1) uses myths transcribed from personal photos taken of a wall in Nauta, Peru
celebrating its town’s rich indigenous culture. This lesson serves
as the foundation to raise awareness and encourage discussion
of the sociopolitical theme of linguistic oppression of indigenous
languages in the Amazon (Day 2). The following lessons (Day 3
and 4) develop and scaffold student comprehension of the indigenous Guaraní myth titled El regalo de la diosa luna, found in the
book Leyendas Latinoamericanas by Glencoe McGraw-Hill. Day 3
provides a unique approach to making authentic texts accessible
to second language learners through the incorporation of the Interactive Read Aloud strategy commonly found in first language
(L1) elementary classrooms.
Day 1 PowerPoint Slides
y
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DAY 1
Part 1
A. Theme: This lesson was used on the first day in a
thematic unit introducing students to a variety of
narrative styles.
B. Objectives:
--SWBAT analyze the characteristic elements of a myth
and explain them to their peers.
--SWBAT compare the themes and ideas that are
common between the myths presented in class.
--SWBAT identify and describe symbolism in the myths
presented in class.
C. Grammar:
--SWBAT interpret the difference between the preterite
and imperfect tenses.
--SWBAT retell events in myths in the past by using the
preterite and imperfect.
D. Goal Areas/Standards:
•
Communication:
o Standard 1.1: Students engage in conversations,
provide and obtain information, express feelings
and emotions, and exchange opinions
o Standard 1.2: Students understand and interpret
written and spoken language on a variety of topics
o Standard 1.3: Students present information,
concepts, and ideas to an audience of listeners or
readers on a variety of topics.
•
Cultures:
o Standard 2.1: Students demonstrate an understand
ing of the relationship between the practices and
perspectives of the culture studied
•
Connections:
o Standard 3.1: Students reinforce and further
their knowledge of other disciplines through the
foreign language
o Standard 3.2: Students acquire information and
recognize the distinctive viewpoints that are
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•
•
E.
only available through the foreign language and
its cultures
Comparisons:
o Standard 4.2: Students demonstrate understanding
of the concept of culture through comparisons of the
cultures studied and their own.
Communities:
o Standard 5.2: Students show evidence of becoming
life-long learners by using the language for personal
enjoyment and enrichment.
Learners: This lesson is intended for students at the
Spanish 3 Honors level, performing within the transition
from Intermediate-Low to Intermediate-Mid proficien
cies. The students are relatively new to the integration
of the preterite and imperfect tenses together in a
narrative literary setting. The students have demonstrated proficiency with the individual tenses in functions
eliciting only one of the two.
Part 2
A. Preparation/Opening: To begin this lesson, students
are first evaluated on their prior knowledge of myths as
a narrative model. Students are also asked to provide
examples of myths from their own or other cultures that
they can uses as a basis for understanding. This evaluation takes place in the form of a pre-quiz to be use
strictly for discussion. The following questions are
presented as students enter the classroom:
-- ¿Qué es un mito?
--¿Cuáles son sus carecterísticas?
--¿Conoces un mito específico?
C. Interpretation and Analysis: Consistent with the
key characteristics discussed in the lesson’s opening,
students work together to analyze the myths’ overt
and covert messages. Throughout the analysis, students
are prompted to identify details from the reading in the
picture; attempt to recognize symbolic elements;
re-tell the story in their own words, focusing on
circumlocuting vocabulary that their peers would not
understand; and make a prediction as to the motive
for the specific myth’s existence among the Amazon
indigenous groups.
D. Anchor Activity: The six myths in this activity demand
a variety of rigor for the student depending on the
specific reading. As a result, certain myths may be
more easily understandable than others. Accordingly,
students that finish the interpretation and analysis
before their peers are prompted to choose a picture that
depicts a myth of which they are not familiar and make
a prediction of the myth and/or its symbolic elements
depicted in the artistic representation.
E.
Jigsaw Peer Retell and Common Ideas/
themes Identification: One member from each group
is then assigned to be the sole representative in a new
group formed with an “expert” of each myth. Upon
formation of the new groups, students take turn
retelling the myth in their own words, commenting their
own interpretations, reactions, and/or opinions as they
retell their reading. Peers are encouraged to react and
ask for clarification of events, vocabulary, or cultural
elements presented in the myth. As each student
retells his/her myth, the members of the group are
prompted to take notes and record important
information with the graphic organizer. This organizer
will assist students in the identification of key ideas and
themes that are present in the majority of the myths.
Each group is assigned a scribe to record the group’s
collective thoughts and share with the class.
F.
Closure: To close this lesson, the teacher reviews the
key elements that students identify by having each
group share their responses. These responses are
recorded on a board to reinforce the consistency of
responses throughout groups. Themes such as the
relationship between humans and animals/nature,
divine influences, natural danger, and transformation
between beings should be emphasized. Students will
be directed to detect any or all of the discussed main
themes in the reading for homework (pages one and
two of El regalo de la diosa luna).
As a whole group, the teacher facilitates a discussion of
students’ prior knowledge of this literary style and
specific examples. Students are then presented with a
concrete definition of a myth as well as specific characteristics. (See “Unit Resources” section.) Students will
later be asked identify these characteristics in the myths
that will be presented in class.
B. Jigsaw Reading/Myth Identification: Students are
assigned one of six heterogeneous groups. Each group
is then assigned a reading (Dean 1). Students are
prepared in advance with the understanding that their
role will be to become experts on the myth in order
to fulfill their duties sufficiently to be able to re-tell the
myth in their own words and to possibly field questions
from their peers. Each student is instructed to first
attempt the reading individually and then provide or
request assistance from their group mates to scaffold
comprehension of events, details, and/or general
interpretations. Upon discussion, students identify
which of the pictures depicts their myth. This
identification process is confirmed by the teacher and
each student receives a copy of the photo for closer
individual analysis and for support later in his/her retell
to peer groups.
G. Homework: None.
H. Assessment: Formative assessment is the responsibility
of the teacher throughout this lesson. The opening
pre-quiz will allow the teacher to take a random sample
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of the students and their prior knowledge. As the lesson
progresses, student production will be observable as
they work with the accompanying analysis sheet and
graphic organizer. The final share-out from each group
will confirm or deny that students have achieved the
aforementioned lesson objectives.
Day 1 Amazon Myth Pictures
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I.
Reflection/Analysis: The myths are intended for a
mature student audience. Certain details can be
offensive and/or explicit. My students, however, were
intrigued by the content of the myths and were
intrinsically motivated to arrive to more conclusions
and a deeper understanding of not only the events by
the cultural implications imbedded in the readings.
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Day 1 Amazon Myths
EL CHULLACHAQUI
LAS AMAZONAS
Grupos de mujeres guerreras1 vistas por Francisco de
Orellana cuando descubrió la Amazonia. Dicen que
estas mujeres eran tan altas como cualquier varón2, y
una vez al de manera esporádica se apareaban3 con
hombres de tribus vecinas. Si el fruto de aquella unión
era varón, se lo entregaban4 al padre o lo sacrificaban,
pero si eran mujeres, acostumbraban por tradición,
amputar su seno5 derecho para facilitar la práctica con
precisión del tiro con arco y flecha6.
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mujeres agresivas que peleaban en batallas; 2= “hombre”; 3 unir sexualmente
macho con mujer; 4 le daban el niño; 5 mujer: pecho, mama; 6 una forma antigua
de combatir con enemigos a una distancia
EL AYAYMAMA
Cuentan que dos niños fueron abandonados en la
selva1 por su madrasta y el papá simulando un paseo2.
Los niños perdidos se convirtieron en pajaritos3 y
en una noche de luna llena volaron hasta el techo4
de su casa y emitieron un canto: “Ayaymama…
Ayaymama… Nuestra madre ha muerto y nos
abandonaron.”
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3
el bosque amazónico; 2salieron a pasear con la intención de abandonarlos;
pájaros pequeños; 4 parte superior de un edificio/una casa
EL BUFEO COLORADO
Delfín rosado del Amazonas, que puede transformarse
en un hombre “gringo1” al que le gustan las mujeres
jóvenes. Con esta apariencia suele presentarse en las
fiestas para elegir2 a una muchacha a la enamora y la
visita siempre por las noches. Si no es descubierto3 a
tiempo, la termina robando y llevándola al fondo4 del
río para no salir jamás5.
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5
un turista norteamericano; 2 seleccionar; 3 encontrado; 4 la parte más profunda;
nunca
Duende1 o diablillo pequeño puede transformarse
tomando la forma de cualquier persona o animal
para atrapar a una nueva víctima y hacerlo perder en
el monte2. Si te pierdes en la selva3 y encuentras a un
ser querido4 casualmente tienes que ser precavido5 y
observar su pie izquierdo, que tiene la forma de una
pata6 de cabra o incluso un pie humano vuelto hacia
atrás7.
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un ser mágico; 2 elevación de terreno; 3 el bosque amazónico; 4
miembro de familia o mejor amigo; 5 prestar atención; 6 pierna de
un animal; 7 en dirección contraria
EL YACURUNA
“Yacu” =agua “Runa”=hombre
Espíritu mágico más importante de la selva baja1.
Domina sobre todos los animales y espíritus del agua,
suele ser invocado2 por los chamanes3 en las sesiones
de ayahuasca4. Se traslada5 por los ríos y cochas6
montado en un enorme cocodrilo lagarto negro y
se adorna con cinturones y collares de feroces boas
negras y va calzado7 con casco de tortuga y charapa8.
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la parte más baja del bosque amazónico, incluye el suelo del bosque; 2 invocar =
llamar a los espíritus; 3 persona importante en las tribus amazónicas con poderes
sobrenaturales para curar a los enfermos, adivinar, invocar a los espíritus; 4 una
planta de la selva de efectos alucinógenos; 5 se transporta; 6 lagunas; 7 llevando
zapatos; 8 Especie de tortuga acuática pequeña
LA RUNA MULA
Mala gente. Alma1 de una mujer pecadora2, convertida
en mula por acción diabólica mientras el cuerpo
descansa durante la noche. Este castigo3 recibe la
mujer que fornica con el compadre4. Es vista5 después
de la media noche, en donde el diablo se apodera6
de su alma para castigarla7 brutalmente. A la mañana
siguiente, no recuerda lo sucedido8, pero siente los
efectos de la paliza9 sin poder explicarse el motivo del
malestar.
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espíritu; 2 que hizo una infracción moral; 3 sanción o correctivo; 4 un amigo; 5 se
ve; 6 toma control; 7 imponer una sanción o castigo a la mujer; 8 lo que ocurrió; 9
Serie de golpes y/o ataques
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Day 1 Interpretation and Analysis Sheet
LOS MITOS AMAZÓNICOS
Lee tu mito y trabaja con tus compañeros para responder a las preguntas que siguen.
¿QUÉ HAY EN LA FOTO QUE REPRESENTA LA DESCRIPCIÓN DEL MITO?
¿HAY MÁS DE IMPORTANCIA EN LA FOTO QUE NO SE MENCIONA EN LA DESCRIPCIÓN DEL
MITO?
¿QUÉ ES SIMBÓLICO EN TU MITO?
¿CÓMO PUEDES EXPLICAR/CONTAR TU MITO EN TUS PROPRIAS PALABRAS PARA QUE TUS
COMPAÑEROS LO ENTIENDAN?
USA TU IMAGINACIÓN: ¿QUÉ OPINAS TÚ QUE TU MITO INTENTA EXPLICAR? ¿HUBO UN
EVENTO QUE CAUSÓ LA CREACIÓN DE TU MITO?
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EXTENSIÓN: MIRA LOS OTROS DIBUJOS. ELIGE UNO O DOS Y PROGNOSTICA SU
MITO/CUENTO.
Mientras tus compañeros explican sus mitos, toma apuntes de la información importante. Como un grupo,
identifica los temas e ideas comunes entre la mayoría de los mitos.
LAS AMAZONAS
EL BUFEO
COLORADO
EL YACURUNA
EL AYAYMAMA
Temas e ideas comunes
EL CHULLACHAQUI
LA RUNA MULA
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DAY 2
Part 1
A. Theme: This lesson was used on the second day in
a thematic unit introducing students to a variety of
narrative styles.
B. Objectives:
--SWBAT discuss culturally relevant information
presented in a newspaper article.
--SWBAT compose a rap describing culturally relevant
themes in students’ native cultures using the authentic
materials from the lesson as a model
C. Grammar:
--SWBAT interpret the difference between the preterite
and imperfect tenses
--SWBAT retell events in myths in the past by using the
preterite and imperfect tenses.
D. Goal Areas/Standards:
•
Communication:
o Standard 1.1: Students engage in conversations,
provide and obtain information, express feelings
and emotions, and exchange opinions
o Standard 1.2: Students understand and interpret
written and spoken language on a variety of topics
o Standard 1.3: Students present information,
concepts, and ideas to an audience of listeners or
readers on a variety of topics.
•
Cultures:
o Standard 2.1: Students demonstrate an
understanding of the relationship between the
practices and perspectives of the culture studied
o Standard 2.2: Students demonstrate an
understanding of the relationship between the
products and perspectives of the culture studied.
•
Connections
o Standard 3.1: Students reinforce and further
their knowledge of other disciplines through
the foreign language
Day 2 PowerPoint Slides
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•
•
E.
o Standard 3.2: Students acquire information and
recognize the distinctive viewpoints that are
only available through the foreign language and
its cultures
Comparisons:
o Standard 4.1: Students demonstrate understanding
of the nature of language through comparisons of
the language studied and their own.
o Standard 4.2: Students demonstrate understanding
of the concept of culture through comparisons of the
cultures studied and their own.
Communities:
o Standard 5.2: Students show evidence of becoming
life-long learners by using the language for personal
enjoyment and enrichment.
Learners: This lesson is intended for students at the
Spanish 3 Honors level, performing within the transition
from Intermediate-Low to Intermediate-Mid proficiencies.
The students are relatively new to the integration of the
preterite and imperfect tenses together in a narrative
literary setting. The students have demonstrated
proficiency with the individual tenses in functions
eliciting only one of the two.
Part 2
A. Opening: Students begin this lesson reflecting on the
information presented in the previous day’s lesson. They
are asked to brainstorm responses to the question:
¿Cómo se camparten los mitos durante las generaciones
en el Amazonas? Students are directed to share
responses in a think-pair-share format with a peer. The
teacher manages the discussion and introduces
students to the Kukama language and the current risk
of disappearance largely in part due to cultural-linguistic
oppression by political leaders in Peru.
B. Video Presentation/Lyric Analysis: Students are first
directed to watch the awareness campaign rap and
to focus on initial comprehension and analysis of visuals
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presented in the rap video. During the second viewing,
students are presented with the lyrics and can follow
along with the lyrics or continue to improve listening
comprehension.
C. Discussion: The teacher leads a discussion to express
opinions, reactions, and to field questions or concerns.
D. Differentiated Extension: Newspaper Article/
Television News Report: In order to gain a deeper
understanding of the impact of awareness campaign
as well as the situation surround the Kukama language,
the teacher presents to students the option to either
read or view more about the topic. Students can read
the article “Kumbarikira, la canción con la que niños de
Perú buscan rescatar la lengua kukama” (Univision.com)
or view a newsreport titled “El rescate de Cocama”
(Cuarto Poder TV). During the extention activity,
students take notes on key information or perspectives
presented in their medium of choice so that students
can later compare and contrast sources.
E.
Paired (Group) Discussion: Upon completion of the
extension reading/viewing, students are paired with the
chosen medium’s counterpart. That is to say, if a student
chose to view the news report, he/she will be paired
with a student that read the article. In this pair/group,
students should discuss the differences and similarities
between resources by asking questions and describing
their experiences with the sources. Teacher concludes
discussion by finding most commonly identified
comparisons and contrasts from select groups.
F.
Content Personalization: To personalize the content
of this lesson, students are prompted to create their
own rap in Spanish of something that they deem
important in their personalize lives/cultures that they
would defend if taken away. Students are given 20
minutes to create a minimum of four lines (a maximum
is not established), using the rap presented in this
lesson as a template. (Note: YouTube is a magnificent
source of rap beats that can be looped throughout the
production of individual raps.)
G. Closure: To close this lesson, students are to perform
their raps to the class. Students may opt to perform solo
or in groups.
H. Homework: Students are to read pages one and two
of the myth El regalo de la diosa luna, focusing on
comprehension and identification of basic information
and recognition of themes presented from the previous
day’s lesson.
I.
Assessment: Throughout the analysis portion of this
lesson, student assessment is conducted on a formative
basis through teacher observation and random student
response isolation. The teacher should monitor
production and error-correct as necessary. The lesson
concludes with a presentational product that can be
assessed summatively or formatively (upon individual
teacher discretion).
J.
Reflection/Analysis: This lesson allows students to
extend their analysis from the previous day to a context
that is authentic, approachable, and interesting. The rap
presented is catchy and written with language that is
well in-bounds for these learners, making it a successful
tool. Students will enjoy the opportunity to write and
perform their personalized raps. The novelty and
excitement in this approach is experienced by some
students but may produce an increased affective filter
for students with performance anxiety or an aversion
toward rap music.
DAY 3
Part 1
A. Theme: This lesson was used on the third day in a thematic unit introducing students to a variety of narrative styles.
B. Objectives:
--SWBAT identify the most important facts from the
myth by responding to specific prompts designed to
elicit attention to main ideas.
--SWBAT restate specific events and details from
the reading.
--SWBAT demonstrate their understanding of the
events from the myth by participating in a variety of
read-aloud strategies and role-play/skits.
C. Grammar:
--SWBAT interpret the difference between the preterite
and imperfect tenses.
--SWBAT retell events in myths in the past by using the
preterite and imperfect.
D. Goal Areas/Standards:
Communication:
o Standard 1.1: Students engage in conversations,
provide and obtain information, express feelings and
emotions, and exchange opinions
o Standard 1.2: Students understand and interpret
written and spoken language on a variety of topics
o Standard 1.3: Students present information,
concepts, and ideas to an audience of listeners or
readers on a variety of topics.
Cultures:
a. Standard 2.1: Students demonstrate an
understanding of the relationship between the
practices and perspectives of the culture studied
Connections:
b. Standard 3.1: Students reinforce and further
their knowledge of other disciplines through the
foreign language
c. Standard 3.2: Students acquire information and
recognize the distinctive viewpoints that are only
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available through the foreign language and
its cultures
Comparisons:
d. Standard 4.2: Students demonstrate understanding
of the concept of culture through comparisons of the
cultures studied and their own.
Communities:
e. Standard 5.2: Students show evidence of becoming
life-long learners by using the language for personal
enjoyment and enrichment.
E.
Learners: This lesson is intended for students at the
Spanish 3 Honors level, performing within the transition
from Intermediate-Low to Intermediate-Mid proficiencies.
The students are relatively new to the integration of the
preterite and imperfect tenses together in a narrative
literary setting. The students have demonstrated
proficiency with the individual tenses in functions
eliciting only one of the two.
Part 2
A. Opening/Entrance Quiz: Students begin this lesson
by demonstrating their comprehension of basic
information presented in the pages of the text assigned
for homework the previous night. As coached the
previous day while relaying expectations for the
assigned pages, students are assessed on their ability
to identify basic information that satisfies the questions
“who,” “what,” “where,” and “when.”
B. Reconstruction of Key Information: In this stage of the
lesson, students are prompted to work with a partner
to identify and classify key information from the first
two pages of the Paraguayan myth using a chart with
the headings “WHO,” “WHERE,” “WHEN,” and “WHAT.”
Student volunteers are encouraged to supply sufficient
information to support a meaningful discussion and
facilitate an understanding of the key concepts for all
students. Upon reaching the “WHAT” column, the
teacher segues into the following activities in order to
gain a more confident analysis. This column will be
revisited in the lesson’s closure.
C. Review of Text Introduction: The preface of the myth is
re-read to the students in this step to highlight the basic
information presented to the reader in order to create a
cultural context in which the myth exists. This reading,
coupled with a brief review of the geography of Latin
America, is used to make the connection between the
indigenous cultures represented in the myth summaries
read the previous day to the groups discussed in the
text’s introduction.
Using the preface’s description of the Guaraní
population as great warriors, the students are prompted
to draw a typical Guaraní Indian. Upon revealing their
production, the instructor can use specific student
samples to reinforce key concepts such as: geographical
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implications relative to typical dress, methods of close
or long-range combat, typical warrior marking (e.g., face
paint), etc.
D. Interactive Read Aloud: The Interactive Read Aloud
(IRA) approach is used to reinforce and scaffold a more
broad comprehension of the reading. This strategy
allows students to actively listen and respond to an oral
reading of the text in a familiar and non-threatening
format, thus lowering affective filter.
o Experiential Rationale: The IRA is an approach
commonly used for L1 learners in the elementary
setting for a variety of empirically supported reasons:
(1) Bernardo and Dougherty contend that teachers
who implement IRAs tend to foster comprehension,
promote independent thinking, and improve thinking
through discussion; (2) Delacruz (21-27) maintains
that students become an active participant in
discussing the text and/or demonstrating
comprehension of key information; (3) Consistent
with second language acquisition goals, Coiro assets
that, in this setting, language learners mimic
language patters when read to; and finally,
(4) Hickman, Pollard-Durodola, and Vaughn (720-730)
affirm that reading aloud helps second language
learners develop fluency, word meaning, oral
language, and thinking skills.
o Process: As students are seated on the floor
(recreating an authentic elementary L1 learning
experience), the instructor begins re-reading the
story. At various and deliberate moments throughout
the reading, students are prompted to interact with
the text and/or their peers to share their
understanding, reaction, and/or opinions of the text
up to that moment. (Reference the resources section
for more information.) The following IRA strategies are
utilized in this lesson’s reading:
i. Signal Task: Volunteers are selected to be
responsible with signaling specific characters and
vocabulary. Each time that the Moon Goddess,
Cloud Goddess, flowers, the tiger, and the bow
and arrow is mentioned, these students signal to
their peers with a picture representation provided
by the teacher. Signaling provides students
accountability for staying focused on content
presented in the Read Aloud session. Furthermore,
this allows peers to have a visual reinforcement of
key concepts, events, and vocabulary to scaffold
comprehension.
ii. Think-Pair-Share: The first deliberate break in the
story occurs when the Moon Goddess addresses
her partner in saying that “the Moon Goddess
always comes down to earth during the day.” At
this moment, a question is posed to the students
asking why the Moon Goddess always comes
down at that point. After 10 seconds of thinking in
silence, students are prompted to respond with a
partner. Finally, student volunteers are asked to
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share their responses with the group.
iii. Rally Re-tell: Paragraphs later, the instructor
prompts students to retell the story to a partner
including all the information that the student
has understood in chronological order. In this
activity, students actively mimic grammatical
nuances presented in the text in order to
successfully communicate their comprehension to
their partners. After the working in pairs, the
teacher prompts a whole group to re-tell the story
with volunteer students offering one sentence at
a time. This offers the teacher the opportunity to
ensure that all important details are retold.
iv. Sketch to Stretch: As the reading from the first
two pages begins to conclude and all characters
have been presented, the instructor breaks from
the reading and prompts students to represent
their comprehension and interpretation via a
drawing. Students are then encourages to describe
their drawings, thus reinforcing linguistic elements
in their retell. In doing so, other students’ visual
reproductions create an opportunity to share
interpretations and details that may have been
otherwise overlooked by some listeners.
v. Finish the Sentence: As the teacher concludes
the reading, students are prompted with a variety
of sentence and question possibilities. Students
are encouraged to choose one and share their
personalized thoughts with a partner and respond
accordingly. (See the resources section for more an
example of the sentences/questions offered.)
E.
Role Play Reenactment Skit: Students break into
groups of four and are offered four to five minutes to
plan a 30 second skit to reenact their understanding of
the information presented in pages one and two of El
regalo de la diosa luna.
F.
Closure: To close the second day’s lesson, the teacher
returns attention back to the initial chart from the
beginning of class. As a whole group, the teacher will
prompt student volunteers to assist in filling in the most
important information in the “WHAT” column.
J.
Assessment: This lesson integrates a variety of
assessment opportunities making student
comprehension a fundamental element driving the
success of the lesson. Students are asked to submit a
summative representation of their comprehension
via the use of a pre-quiz and post-quiz. These quizzes
can offer invaluable insight on the growth of individual
student comprehension and/or the success of the IRA
strategy with the teacher’s student groups.
Furthermore, students are prompted to demonstrate
their comprehension with observable actions. Student
production should be monitored with appropriate
production modeled so as to scaffold comprehension
for the student group as a whole.
K.
Reflection/Analysis: The IRA strategy can be
uncomfortable for high school-aged students if the
teacher does not properly frame the approach.
Enthusiasm and energy (reminiscent of elementary
teachers) should encourage student to “buy in.” This
high-energy, student-centered lesson is an enjoyable,
novel approach to authentic literature.
Day 3 Interactive Read Aloud PowerPoint Prompts
G. Post Quiz: Students are prompted to return to the short
quizzes from the beginning of class to demonstrate any
new information that they may have acquired during
this day’s lesson.
H. Exit Slip Prediction: Finally, students are prompted to
reflect on the title of the reading. At this point in the
reading, no mention has been made of a gift and
therefore leading students to question the purpose of
the title of the myth. Students submit their predictions
in writing upon exiting the class.
I.
Homework: Students are to read the rest of the myth
(pages 3 and 4).
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Days 2-3 Text: El regalo de la diosa luna
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Day 3 El regalo de la diosa luna Comprehension Quiz (pages 1-2)
Nombre __________________________________________________ Fecha ___________________
1.
2.
3.
4.
5.
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Prueba de comprensión básica: El regalo de la diosa luna (páginas 1-2)
El regalo de la diosa luna es una leyenda:
a. Paraguaya
b. Mexicana
c. Boliviana
La leyenda trata de un grupo indígena que se llama:
a. Los aztecas
b. Los mayas
c. Los guaraníes
¿Cuántas diosas había?
a. Una
b. Dos
c. Tres
¿Por qué iban a llegar tarde al cielo y tenían prisa?
a. Ellas querían hablar con los indígenas.
b. Ellas querían las flores y plantas bonitas.
c. A ellas no les gustaba bailar.
¿Qué animal se presentó?
a. Un jaguar
b. Un tigre
c. Un puma
d. Un perro
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Day 4
Part 1
A. Theme: This lesson was used on the third day in a
thematic unit introducing students to a variety of
narrative styles.
B. Objectives:
--SWBAT identify the most important facts from the
myth by responding to specific prompts designed to
elicit attention to main ideas
--SWBAT restate specific events and details from
the reading.
--SWBAT demonstrate their understanding of the
events from the myth by participating in a variety of
read-aloud strategies and role-play/skits.
C. Grammar:
--SWBAT interpret the difference between the preterite
and imperfect tenses
--SWBAT retell events in myths in the past by using the
preterite and imperfect
D. Goal areas/Standards:
•
Communication:
o Standard 1.1: Students engage in conversations,
provide and obtain information, express feelings and
emotions, and exchange opinions
o Standard 1.2: Students understand and interpret
written and spoken language on a variety of topics
o Standard 1.3: Students present information,
concepts, and ideas to an audience of listeners or
readers on a variety of topics.
•
Cultures:
o Standard 2.1: Students demonstrate an
understanding of the relationship between the
practices and perspectives of the culture studied
•
Connections:
o Standard 3.1: Students reinforce and further their
knowledge of other disciplines through the foreign
language
o Standard 3.2: Students acquire information and
recognize the distinctive viewpoints that are only
available through the foreign language and its
cultures
•
Comparisons:
o Standard 4.2: Students demonstrate understanding
of the concept of culture through comparisons of the
cultures studied and their own.
•
Communities:
o Standard 5.2: Students show evidence of becoming
life-long learners by using the language for personal
enjoyment and enrichment.
E.
Learners: This lesson is intended for students at the
Spanish 3 Honors level, performing within the transition
from Intermediate-Low to Intermediate-Mid
proficiencies. The students are relatively new to the
integration of the preterite and imperfect tenses
together in a narrative literary setting. The students
have demonstrated proficiency with the individual
tenses in functions eliciting only one of the two
Part 2
A. Opening/Entrance Quiz: Students begin this lesson
by demonstrating their comprehension of basic
information presented in the pages of the text assigned
for homework the previous night. As coached the
previous day while relaying expectations for the
assigned pages, students are assessed on their ability
to identify basic information that satisfies the questions
“who,” “what,” “where,” and “when.”
B. Chronological Reconstruction of Events: Working in
groups, students are given an envelope with slips of
paper summarizing events from the reading. The group
works to reconstruct the story in chronological order
using evidence from the text to support their claims.
C. Anchor/Enrichment: As certain high-performing
groups finish before their peers, groups are directed to
focus on talking through specific comprehension
question accompanying the text. If time permits, the
group works together to define specific vocabulary
identified in the text to further their understanding and
analysis of context.
D. Review of Chronological Reconstruction/
Digital Animated Retell: Upon completion of the story
reconstruction, the instructor prompts student
volunteers to provide events to retell the story. To
scaffold comprehension, the teacher uses an animated
PowerPoint presentation to represent the events. This
allows students to now refer to the text itself, the
summarized event (as per the reconstruction exercise),
and/or the digital representation in order to form
an appropriate understanding of key elements in
the reading.
E.
Closure/Introduction of Summative Presentational
Assessment: Upon reflection and reinforcement of key
concepts and themes consistent in the examples of
Amazon myths presented in class, students are
prompted to begin to brainstorm their own creation,
synthesizing and applying the ideas focused
throughout the past three lessons. As such students
will demonstrate their ability to narrate stories in the
past and demonstrate their cultural understanding of
the common themes and ideas presented in myths from
the Amazon.
F.
Assessment: In this lesson, like the previous, students
demonstrate their ability to comprehend written text
and identify key basic information. As the lesson
progresses, students demonstrate their ability to fulfill
the lesson’s objectives through the process of
reconstructing the story’s main events. The instructor
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will observe partial and final production to ensure
appropriate understanding.
G. Reflection/Analysis: This lesson concludes working
successfully with a text that many students initially
found challenging. It offers the students the
opportunity to assess their skills through introspection
and reflection and to gain confidence in their abilities.
As the students work throughout the following days to
complete and present their own Amazon myths,
students tend to be highly motivated.
References
Bernardo, P. J., and Dougherty, D. L. (2005). Membership. ASCD
Express. Retrieved from http://www.ascd.org/
ascd-express/vol1/102-bernardo.aspx
Coiro, J. (2009). Literacy instruction for adolescents: Research-based
practice. New York, NY: Guilford.
Cuarto Poder TV. (2013, August 18). El rescate de la lengua
cocama [Video File]. Retrieved from
http://www.youtube.com/watch?v=pQLyomrWYAk
Dean, D. (2013, October 27). A couple of Amazon folk legends.
Retrieved from projectamazonastree.org
Delacruz, S. (2012). Using interactive read-alouds to increase K-2
students’ reading comprehension. Journal of Reading
Education, 38(3),21-2.
Hickman, P., Pollard-Durodola, S., & Vaughn S. (2004, May).
Storybook reading: Improving vocabulary and
comprehension for English-language learners.
Reading Teacher , 57(8), 720-730.
Univision.com. (2013, September). Kumbarikira, la canción
con la que niños de Perú buscan rescatar la lengua
Kukama [Video file]. Retrieved from http://noticias.
univision.com/article/1659594/2013-09-03/americalatina/peru/kumbarikira-cancion-peru-busca-rescatarlengua-kukama
Pictograms created by Kennard-Dale High School students –
submitted by Karen Snyder
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Day 4 El regalo de la diosa luna Comprehension Quiz (pages 3-4)
Nombre __________________________________________________ Fecha ___________________
1.
2.
3.
4.
5.
Prueba de comprensión básica: El regalo de la diosa luna (páginas 3-4)
Después de morir el tigre, las diosas
a. Continuaron coleccionar flores.
b. Cenaron con el indio.
c. Regresaron al cielo.
El indio durmió
a. En su casa
b. En un árbol
c. En el lago
El indio habló con la diosa luna
a. En una reunión de tribus
b. Cuando volvió al pueblo
c. En sus sueños
Cuando se despertó el indio, encontró
a. Una planta
b. Un tigre muerto
c. A las diosas luna y nube.
El indio le invitó a su pueblo a
a. Comer una cena
b. Cazar un tigre
c. Tomar un té
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Day 4 Chronological Event Reconstruction
Las diosas cambiaron su forma por su forma celeste y salieron sin haber huellas.
El indio estaba contento con lo que hizo y durmió en un árbol.
La diosa luna apareció en el sueño del indio mientras dormía.
La diosa se explicó.
La diosa explicó la recompensa.
El indio recibió instrucciones para nombrar, cuidar, y servir la yerba mate.
La diosa desapreció.
El indio encontró el lugar que decía la diosa y allí había una planta.
El indio tomó hojas de la planta.
El indio le contó la historia de las diosas a su pueblo y le ofreció la recompensa.
Los indios tomaron el té.
Los indios le dieron gracias a la diosa luna.
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Pages 3-4 Digital Animated Retell PowerPoint Slides
1
2
3
4
“Don’t Let Alcohol Drown You”– created by Ashlynn Corrigan, Kennard-Dale student – submitted by Karen Snyder
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Summative Presentational Unit Assessment
Tu mito amazónico
Objective: To demonstrate your ability to narrate stories in the past and to demonstrate your cultural
understanding of the common themes and ideas presented in myths from the Amazon.
Format: You will write a myth to demonstrate your mastery of preterite and imperfect. The myth must be
set in the past that you can demonstrate your ability to use the two simple past tenses appropriately. You
cannot rewrite a pre-existing story. It MUST be original. You may, however, use a pre-existing myth to
guide style, content, format, and/or give inspiration to a character in a new setting.
Execution of Task:
• Write an outline of your story in English (setting, problem, sequence of events, themes present,
and what the myth intends to interpret, explain, or make sense of).
• Do NOT write your outline in complete sentences or I will give it back to you to do it over again.
•
•
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Setting
Problem
Themes
Purpose of myth
(Interpretation or
explanation of
something.)
Sequence of events
In class, write your rough draft and create a story board of pictures you will use on each page.
Be prepared Monday November 25 to tell your myth to your classmates.
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Evaluation: Presentational Speaking Rubric Levels 1-3
Presentational Unit Assessment Rubric
__ Checklist for exceptional responses (4/4)
Tips to ensure success
Speaking Rubric (Presentational Mode)
NARRATIONS IN THE PAST
TASK COMPLETION
1
2
3
4
Minimal completion of the task and/or responses frequently
inappropriate
Partial completion of the task; responses mostly appropriate
yet undeveloped
Completion of the task; responses appropriate and adequately
developed
Superior Completion of the task; responses appropriate and
with elaboration
___ Completion of tasks shows exceptional creativity and/or
personality
___ Story incorporates cultural themes and/or linguistic themes
typical of chosen format
___ Visual prompts of information demonstrates obvious quality
time on task
___ Presenter very seldom refers to language on page for prompt.
Use your pictures as prompts. Avoid reading as much as possible.
COMPREHENSIBILITY
1
2
3
4
Responses barely comprehensible
Responses mostly comprehensible; requiring interpretation
from the listener
Responses comprehensible; requiring minimal interpretation
from the listener
Responses readily comprehensible, requiring no interpretation
from the listener
____ Easily understood by sympathetic listener
____ Few errors that do not affect meaning or comprehensibility
Speak to your audience. Gauge comprehension throughout
presentation. Utilize a variety of ways to send your message to
ensure comprehension.
FLUENCY
1
2
3
4
Speech halting and uneven with long pauses or incomplete
thoughts
Speech choppy and/or with frequent pauses; few or no
incomplete thoughts
Some hesitation but manages to continue and complete
thoughts
Speech continuous with few pauses or stumbling
___ Avoidance of filled pauses such as “uh,” “er,” “um” etc.
___ Story is obviously rehearsed and presenter is well prepared
Be sure to not speak so fast that it affects comprehensibility of
your listeners.
PRONUNCIATION
1
2
3
4
___ Correct pronunciation of Spanish vowels
___ Trilled “rr”
___ Differentiates the sounds of “l” and “ll”
___ Appropriately annunciates stress on words that have accents
such as the endings “-ábamos, -ía, -é, -í, -ió, -ó etc.”
Frequently interferes with communication
Occasionally interferes with communication
Does not interfere with communication
Enhances communication
VOCABULARY
1
2
3
4
Inadequate and/or inaccurate use of vocabulary
Somewhat inadequate and/or inaccurate use of vocabulary
Adequate and accurate use of vocabulary
Rich use of vocabulary
___ Incorporates additional vocabulary
___ Additional vocabulary is used appropriately
Be sure to identify the part of speech of a new vocabulary
expression found in a dictionary. Use the word according to its part
of speech.
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Speaking Rubric (Presentational Mode)
NARRATIONS IN THE PAST
__ Checklist for exceptional responses (4/4)
Tips to ensure success
LANGUAGE CONTROL
1
2
3
4
Inadequate and/or inaccurate use of basic language structures
Emerging use of basic language structures
Emerging control of basic language structures
Control of basic language structures
___ Verb endings appropriately match the verb (ar/er/ir) and the
subject.
___ Presenter makes few to no errors confusing the preterite and
imperfect tenses.
___ Presenter makes few to no errors in agreement between
noun/adjective
Differentiated Presentational Unit Assessment Options and Rubric
FORMAT
Description/Requirements
Create a story book with front and back cover. Each page
should have pictures to represent the specific event in the
story. Pictures can be drawn or printed.
Storybook
Each page should have the story represented in a written
format, however should not be read in its presentation.
Create a digital story representing your fairy tale or myth,
developing the events of your story with programs such as
PowerPoint or others.
The digital story will be told live in class (unless otherwise
approved) and will have no words to prompt speaking
during presentation.
Digital Story
Assessment
Final product will be graded on a
scale of 5-10 (see below).
Final product will be graded on a
scale of 5-10 (see below).
*Must be submitted appropriately
prior to class. 10%/day penalty for
all late submissions.
A hard copy will be turned in with the story written to
describe the specific pictures.
Narrated [digital]
movie
CATEGORY
Final product
assessment
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Produce a short movie that depicts the sequence of events
that is narrated throughout.
To make a digital movie, you may prefer to use digital
characters to represent the events.
10
9
8
Final product will be graded on a
scale of 5-10 (see below).
*Must be submitted appropriately
prior to class. 10%/day penalty for
all late submissions.
5
0
All elements of final
Final product
Several elements of
Final product is
There is no final
product are
includes a few
the final product are
attractive (i.e., size,
product to
elements that are not attractive but a few
unattractive AND
colors, evidence of
accompany the
do not seem to
attractive but all
detract from the
effort) and support
story or student has
support the
support the
content of the
the theme/content of
not been presented.
theme/content of the theme/content of the
presentation.
the presentation.
presentation.
presentation.