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Name:
Jeffery Forney
School District: Greater
Egg Harbor School District
Category: 9 to 12
Title: Cual de Los Tres?/La Historia de Mi
Famillia
Title of Lesson: Cudl de los Tres? / Which
of the Three?
Subject: Spanish 3 and Spanish 4
Goals and Objectives of Lesson
Goal:
Students will perform an original play.
- Objective 1: Students will read a story
in Spanish from a famous Hispanic author.
- Objective 2: Students will transform
the story into a play format by writing the dialog in a Microsoft Word
word processing document.
- Objective 3: Students will memorize the
dialog and act out the play before an audience of peers.
- Objective 4: Students will use a computerized
lighting board to light the scenes of the play.
- Objective 5: Students will create a PowerPoint
presentation with the dialog in English to make subtitles for the play.
- Objective 6: Students will create a playbill
for the day of the performance.
New Jersey Core Curriculum Content
Standards addressed
- Standard 1.1: All students will acquire
knowledge and skill that increase aesthetic awareness in dance, music,
theater, and visual arts.
- Standard 1.2: All students will refine
perceptual, intellectual, physical, and technical skills through creating
dance, music, theater, and/or visual arts.
- Standard 2: All students will use technology,
information and other tools.
- Standard 3: All students will use critical
thinking, decision-making, and problem- solving skills.
- Standard 3.1: All students will speak
for a variety of real purposes and audiences.
- Standard 3.3: All students will write
in clear, concise, organized language that varies in content and form
for different audiences and purposes.
- Standard 7.1: All
students will be able to communicate at a basic literacy level in at
least one language other than English.
Summary of the Lesson
Students read a story called "LCudl de los Tres?" (Which of the Three) by
Ferndn Caballero. Each student was assigned a section of the reading which
he/she typed verbatim into a word processing document. We then rewrote the
narrative into dialog.
The story did not have an appropriate ending so the students brain-stormed
a new ending which required a partial rewriting of the basic story line
which was made easier with a word processor. After the script was written,
it was compiled into one document, printed and distributed to all. The students
had to figure out how to block (choreograph) the play and what lighting
was required.
We used the auditorium's lighting equipment for this purpose.
For the day of the performance (which at this writing is yet to come),
we will create a playbill in a word processing document indicating the
performers and the scenes to be distributed to the audience (high school
Spanish students and tentatively, elementary students). |
We will also create a power point presentation with the translation of
the lines in English so that the English-speaking part of the audience
will have subtitles projected onto the screen above the stage.
Equipment, materials and other technology
needed
Computers, Lighting Board, LCD projector, Word processing program, Presentation
Software ,Laser Printer Costumes and other props
Student Feedback and Assessment
My students have never been more motivated. This lesson even gave some
great examples of grammar topics that we needed to learn and review. The
students who normally are uninterested in book learning came alive for
this performance. The hands-on aspect of this has really brought out their
passion. One particular student broke down crying at one point because
she couldn't memorize her lines.
The next day after a pep talk, she came back to class and could not wait
to show me that she had learned them all. Another student, who spent the
year doing very little in the way of class work, arrived at the point
of either cooperating with the class or having us brush him aside and
do his part for him.
He decided to join us and has become an important part of our performance.
During the practices, all students are actively involved in reading (to
help each other with their lines), speaking and listening to one another.
Without the use of a word processor, we'd still be writing it.
The PowerPoint presentation allows us to present it to a wider audience.
This lesson was definitely enhanced by using technology. Assessment of
the performance will follow the assessment rubrics offered in the New
Jersey World Languages Framework.
Title of Lesson:
La Historia de Mi
Familia or The History/Story of My Family
Subject:
Spanish 3
Goals and Objectives of Lesson
Goal: Students
will create a booklet with pictures describing those family stories that
that become family history.
- Objective 1: Students will demonstrate
the ability to use the past tense by recounting their families' stories/histories
in Spanish.
- Objective 2: Students will learn how
to lay out a booklet using the ClarisWorks
drawing program.
- Objective 3: Students will include in
their booklets a pictorial history of their
family by using a scanner and a digital camera.
- Objective 4: Students will use an OCR
program to scan their writing into the documents.
- Objective 5: Students will go to a lab
and learn to use AppleTalk to access their
files in our classroom through the network.
New Jersey Core
Curriculum Content Standards addressed
- Standard 2: All students will use technology,
information and other tools.
- Standard 7.1: All students will be able
to communicate at a basic literacy level in at least one language other
than English.
Summary
of the Lesson
Students wrote their families' stories on their various word processors/typewriters
at home. We used the one computer in my room to scan their documents and
make word processing documents of them. We then took digital pictures
and downloaded them to my computer. Next, we scanned pictures of their
families that illustrated what they had written about.
We put all these documents into a shared folder. After everything was
gathered, we went to the computer lab where we created drawing documents.
We connected to my classroom computer through the network using AppleTalk
networking software. (The Mac equivalent to the PC Network Neighborhood)
The word processing documents were imported into text frames and the photographs
were placed along with the text. The students calculated the length of
their documents and laid them out so that they would print out like a
booklet. Enclosed is a photocopy of one of our documents.
Equipment, materials and other technology needed
Macintosh computers or other networkable
computer, Scanner, Digital camera, AppleTalk
or other networking software Drawing Program, Word processing program,
OCR program Printer (preferably a nice one) Book Stapler
Student Feedback and Assessment
Students enjoyed this lesson. They had something to show for their hard
work. One student who was of Hispanic origin said, "I took it home to
my grandmother who doesn't speak English. She was so happy to see me writing
in Spanish." The novelty of the combination of writing and computer use
motivated students to work on this project.
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