Daria Pizzuto 1 TEACHING SPANISH THROUGH AUTHENTIC CHILEAN
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Daria Pizzuto TEACHING SPANISH THROUGH AUTHENTIC CHILEAN LITERATURE Daria Pizzuto FULBRIGHT DISTINGUISHED AWARDS TEACHING PROGRAM Chile 2016-2017 Submission Date (07/21/2017) 1 Daria Pizzuto Table of contents Introduction……………………………………………………………………………………………………………………………….4 Part I. Final Project “Historia de un oso” Thematic Unit……………………………………………………………………………………………4 “Descubrimos pueblos originarios de Chile” Thematic Unit……………………………………………………..10 Part II. Summative Report Acknowledgements and Dedication…………………………………………………………………………………………16 Problem……………………………………………………………………………………………………………………………………17 Project Experience………………...………………………………………………………………………………………………..18 Project Description…………………………………………………………………………………………………………………..22 Project Process…………………………………………………………………………………………………………………………24 Results……………………………………………………………………………………………………………………………………..34 Application of Results………………………………………………………………………………………………………………35 Concluding Remarks…………………………………………………………………………………………………………………38 Appendices 2 Daria Pizzuto A Probable Passage Activity…………………………………………………………………………………………….39 B Vocabulary Choice Board……………………………………………………………………………………………..40 3 Daria Pizzuto Introduction This document contains my final project and summative report from the Fulbright Distinguished Award in Teaching grant, USA to Chile, from March 2017 to July 2017. Part I is the final project that came out of me learning about Chilean children’s literature and how to incorporate it into a Spanish as a second language classroom in the United States middle schools. Part II is a summative report containing project description, program experience, project process, and results. Part I. Final Project The final project consists of two middle school thematic units based entirely on Chilean children’s literature. Thematic Unit “Historia de un oso” Literature supplement: “Historia de un Oso” by Antonia Herrera and Gabriel Osorio Historia de un Oso is an award-winning Chilean illustrated book for children ages 7 to 12. It is a story about a bear that gets separated from his family when the state takes over his country. The bear subsequently ends up in captivity, performing in a circus. He later escapes and reunites with his family. He creates a theater music box that tells the story of what happened to him every day, as he stands on the corner of the street in his town. Essential content themes: 1. Dictatorship a) What is a dictatorship? b) What happens during the dictatorship? c) What other countries have/had dictatorship? 2. The value and importance of the family 4 Daria Pizzuto a) How does our family inspire us to do courageous acts? b) How can our family support us during difficult times? 3. The importance of history a) Why is it important to keep sharing what happened in history? b) What specific benefits can be drawn from sharing stories from history? Essential grammatical themes: The book is written in past tense so teacher guidance is essential. Recommendation: use TPR and inferences and context clues to explain that it happened in the past. Essential vocabulary elements: Teacher note: some vocabulary resources are word combination/phrases Había una vez… ‘se sentía solo’ Girar la manilla El oso mostrar siempre fabricar La calle La misma/el mismo Contar historias La esquina La ciudad Teatro de madera Alguien El domador capturar ‘debía’ escapar lejos ‘nunca dejaba de pensar en vacío su familia’ llorar esperar alejarse Introduction/anticipatory set Students receive a homework assignment to look up what a dictatorship is. Lesson 1: Tea Party Pre-Reading Strategy ‘Historia de un Oso’ Teacher directions: Print the below chart and cut it out. Distribute to students [each student can have 1-2 squares]. Hang 5-6 pieces of blank poster paper in the room. Have students circulate the room, and, by making inferences, they should write their predictions about the book on the poster paper. There is no right or wrong answer but students are expected to make inferences. For instance, “this story has an animal in it” or “this story is about a circus since it has the word ‘circo’ in it.” 5 Daria Pizzuto You may make multiple copies to accommodate a 25-30 student class. Some students will have the same phrases. ```Do not break phrases into words to help students use context clues``` Habia una Un El oso se Todos los vez un oso pequeno sentía solo dias salia muy solitario teatro de en su madera bicicleta En la calle El oso El circo giraba la llegó a la manilla, y ciudad el teatro se abría Siempre “Habia una Los Así contaba la vez una domadores pasaron misma familia de capturaron muchos historia osos que a los años… vivia muy animales feliz” Pensar en Un día Su mejor su familia decidió salto escapar El oso Triste Se sintió El reloj continuó menos solo pedaleando… Allow 15 minutes to students to circulate the classroom, write their predictions on the poster paper, and read their peers’ inferences as well. Collect the squared back, store in an envelope/bag. Closure: What will this story be about? What are the main characters in this story? Will this story be short or long? 6 Daria Pizzuto Lesson 2: Probable Passage Teacher instructions: This is a pre-reading activity #2. Step 1: Distribute the ‘Fragmento probable’ worksheet from Appendix A. On the PowerPoint, project the following vocabulary words: El oso Se sintió triste y Capturaron a solo muchos animales El circo La calle Los domadores Una familia Llorar Un hogar vacío La ciudad Step 2: Have students use a pencil and, working in pairs, sort the above words into the table below. The categories are Characters, Setting, Problem, Outcomes, and Unknown Words. Allow 5 minutes for that. Step 3: Allow students to use dictionaries to look unknown words up and organize the vocabulary into categories. Allow 10-12 minutes for that. Best when done in pairs, groups of 3-4. Step 4: Ask students to write an ‘essential paragraph’ of what they think the story will be about. That can be done in English. Step 5: ‘Para descubrir más’ –student write questions about the book that naturally came up during this activity. Closure: Ask student volunteers to share their essential paragraphs with each other and then the class. Lesson 3: Reading the Book 7 Daria Pizzuto After the above two pre-reading strategies, you and your students are now ready to actually read the book. Either sit them down on a rug, or, if you are in a middle school, project the pages as you read to them. Inform the students that you will read it to them multiple times and that it’s ok for world language class. Step 1: Read the book to the students aloud, using intonation and expression in your voice. Have them see the illustrations. Ask them to pay attention to the main message [idea principal]. Step 2: Write the following comprehension questions on the board [these can be in either language]: a. What is your favorite illustration? Why? b. Is the story sad/happy/in between? Why? c. Who are the main characters? [have students discuss with desk partner, then review as a class]. Step 3: Ask students to read the story, aloud, to their partner. Tell them not to worry about what the words mean for now, simply focus on pronouncing words correctly. Step 4: Closure. Have students complete an exit ticket where you can check for understanding. Exit Ticket 1. La idea principal de esta historia es…. 2. Este cuento es… a) interesante b) aburrido c) diferente d) loco e) confundido [have them circle the adjectives they think are appropriate. 3. Me gusta…………… no me gusta…………. me gusta más o menos Lesson 4: Vocabulary Practice Day Depending what your students said on their exit slips, you may need to reinforce/reteach the main idea. Today is a vocabulary practice day. Students will work with their essential vocabulary [see lessons 1 & 2]. Have them identify 7-10 essential vocabulary words [oso, teatro, habia una vez, etc]. 8 Daria Pizzuto They will have a choice to complete 3 out of the following 9 activities –see the handout [and instructions] in Appendix B. Lesson 5: Video based lesson This is the last lesson before assessment. This is a video based lesson. Step 1: Show students how this short film based on this book won an Oscar https://www.youtube.com/watch?v=qb3Vht5uPVY Step 2: Now show this short film to students. It should bring all of the ideas in the book together. https://www.youtube.com/watch?v=Q8v1U4Udluc Step 3: Think-Pair-Share Questions to project/write on the board: 1. ¿A quién representa la dictadura en el video? ¿Qué es la dictadura? ¿Qué pasa con gente quien vive durante la dictadura y no está de acuerdo con el dictador? 2. ¿Qué es el rol de familia en nuestras vidas? 3. ¿Por qué es importante a compartir la historia? Step 4: Closure. Ask the students what their favorite part was in the book, and why. Assessment Ideas Since this is a literature supplement activity used to extend and deepen instruction, formal assessment may not be necessary. However, it is possible to assess by way of the following strategies [students can choose one or they can be assigned one]: A mini paragraph stating what the story is about and its’ main characters. A comic strip with essential vocabulary labelled A poster depicting the story line and essential vocabulary A verbal presentation with props A small picture book with sentences using essential vocabulary and images. 9 Daria Pizzuto Thematic Unit for 6th, 7th or 8th grades: Descubrimos pueblos originarios de Chile! This unit is based entirely on myths and legends of the indigenous peoples of Chile. It can be used as a supplemental or a required thematic unit. This is a new unit that based completely on myths and legends of Mapuche, Aymara, and Selk’nam. Many vocabulary and grammar in these legends repeat themselves (nature, animals, clothing, domestic chores, activities, personality traits) thus making this a good reinforcement unit. By reading and analyzing authentic legends and myths of the three indigenous groups, students will be able to meet the following language and culture objectives.