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Columbus Day / El día de la raza Marie Erickson Midland Public Schools Midland, MI |
SCENARIO PROFILE
| Language |
Spanish |
| Grade Level |
Elementary School, Grades 5 and 6 |
| General Proficiency Level |
Novice |
| Duration of Scenario |
Eight 30-minute class sessions (60-minute blocks) |
I: SCENARIO COMPONENTS
DESCRIPTION
Students in elementary grades 5 and 6 typically learn about world geography, especially South and Central America. In this scenario, students in Grades 5 and 6 study the contribution of Christopher Columbus and the significance of his arrival in the New World. They learn the names for several Spanish-speaking countries in Latin America, their flags, and their location on a world map. They also learn about food products brought from the Old World to the New World by Columbus and other explorers as well as food products associated with the New World. They also learn to describe Columbus, the man, his ships and his voyage and report this to their classmates and parents.
LESSON PLAN OBJECTIVES
- The students are able to: describe Christopher Columbus physically; name his country of origin and his Spanish sponsors, the country and continent from which he left; describe and name the three ships; show Columbus' voyage on the map; write a paragraph about Columbus; present the written paragraph to the class. (Lesson 1)
- The students are able to: follow directions related to map reading; name continents and countries; associate selected countries with their appropriate flags; locate the same country on a continent map, a world map and a globe. (Lesson 2)
- The students are able to: follow directions related to map reading; name continents and countries; associate selected countries with their appropriate products; locate the products on the country map and color them; write a paragraph about the products of the country their group represents; present their paragraph to the class; label pictures of products with words; graph and compare two countries of their choice; use a Venn Diagram to compare two countries of their choice. (Lesson 3)
- The students are able to: label the old and the New World on a map with the appropriate products which originated from there; write a list of New World products contributions to the Old World; use a Venn Diagram to compare the contributions of both worlds; show Columbus's voyage on the map. (Lesson 4)
- The students are able to: express preferences about fruit from the old and New World; graph their preferences; predict seeds in different fruits; graph a fruit picture; make papel picado for decoration; express preferences of different types of foods. (Lesson 5)
ASSESSMENT ELEMENTS
ü Rubric for Columbus and His Three Ships
ü Teacher Evaluation, Parent Evaluation, Class Evaluation and Portfolio Writing Scale for Spanish-Speaking Countries
ü Rubric for Products found in Spanish-Speaking Countries
ü Self-Assessment for The Old and New World
ü Teacher observation for Christopher Columbus Observation
STANDARDS
1.1 Interpersonal Communication
— Students ask and answer questions about the physical description of Christopher Columbus and the voyage he took.
— Students ask and answer questions about several Latin American countries on the map.
— Students express their preferences orally on their favorite country, flag, products, and tropical fruits.
— Students demonstrate their understanding by responding to questions about the products of Latin American countries and follow commands using appropriate vocabulary. Students interact with each other, comparing products from different countries.
— Students demonstrate their understanding by responding to questions and acting out commands by labeling the countries with product names.
— Students interact orally when sharing the products of their favorite country with a companion.
— Students respond to questions and following commands by tasting tropical fruits and graphing their preferences.
1.2 Interpretive Communication
— Students listen to their teacher speak in Spanish about Columbus’ voyage to the New World and the Latin American countries encountered.
— Students listen to a teacher-prepared presentation with visuals on the location and primary features of several Latin American countries.
— Students copy or transcribe a list of products from different countries and compare them in a Venn Diagram. Students derive meaning from visuals such as posters and maps.
— Students derive meaning from visuals such as maps and products. They respond appropriately to questions.
— Students copy or transcribe familiar words and phrases when associating products and words.
— Students understand the meaning of countries’ products when they exchange information about them.
— Students transcribe their preferences on graph.
1.3 Presentational Communication
— After learning about several Latin American countries, students choose their favorite one and describe it in a written paragraph.
— Students provide an oral description of Columbus and a comparison of the products found in the old and the New World.
2.1 Cultural Practices and Perspectives
— Students exhibit an awareness of other cultures by learning about flags and begin to demonstrate a respect for other cultures by appreciating the differences and similarities.
— Students learn about meal-time habits in Hispanic cultures.
2.2 Cultural Products and Perspectives
— Students learn about aspects of Latin American and European cultures as represented by flags, national anthems, and traditional songs.
— Students begin to demonstrate an appreciation for other cultures and their contributions in the exportation of their products
— Students learn about Hispanic music by listening to tapes/CDs.
— Students learn about the Mayan numbering system.
— Students learn about food products from the target culture by listening to information and by tasting.
3.1 Connect with Other Disciplines
— Students recognize the names of the countries and demonstrate an understanding of basic map concepts such as geographical features learned in other subject areas.
— Students use cognates and prior knowledge increase their knowledge of the geography and history of Latin America.
— Students increase their knowledge of the arts and humanities as they learn about the region, read poems, draw a picture of Columbus, sing traditional songs and write paragraphs on comparing new and Old World products.
— Students increase their understanding of mathematics by working with the Mayan numerical system.
— Students increase their knowledge of science by carrying out seed experiments using seeds from the new and Old World and by making predictions about the seeds.
— Students learn about agricultural products from the old and New World
— Students use acquired Spanish to begin to expand their experience such as in the science seed experiment and their food tasting.
4.1 Comparing Languages
— Students compare how the Spanish language differs from English in assigning gender to nouns.
— Students compare how the Spanish writing system uses different characters to represent sounds not found in English.
— Students recognize the writing systems of other languages by doing Mayan Math.
— Students use cognates to communicate wants, needs and preferences concerning fruits, food, music, and dances.
— Students begin to recognize differences and similarities between their own language and culture and Spanish and Hispanic cultures especially when using Spanish codes on computer.
4.2. Comparing Cultures
— Students recognize the indigenous contributions of the potato, corn, chocolate and other products to our world today.
— Students begin to recognize differences and similarities between the North American culture and Spanish and Hispanic cultures by comparing flags, by comparing tropical fruits, by comparing other products, by making papel picado.
— Students exhibit an awareness of other cultures by showing the contributions of Hispanic products to the Old World.
— Students learn about different meals in the native and target culture.
5.1 Communities
— Students present their work to their parents on the final lesson of this cultural capsule. Students and parents share some easy recipes from some Latin American countries.
II: LESSON PLANS
Lesson 1
Christopher Columbus and his three ships / Cristóbal Colón y sus tres caravelas
Functions
Asking questions
Comparing what students like
Identifying and naming countries
Exchanging information and giving simple descriptions of Columbus and his ships
Vocabulary
Food items
Colors
Countries of Central and South America
Modes of transportation
Questions such as:
¿De qué continente vino Cristóbal Colón?; ¿De qué país vino?; ¿Qué modo de transporte usó para venir de España? ¿Qué nuevo continente descubrió? ¿Qué país tiene una bandera verde? ¿Cómo es Colón?
Grammar
Question formation introduced for reception: ¿De qué color es…? ¿De qué continente vino…?
Simple sentence formation for production: Cristóbal Colón vino de…, Descubrió…, Me gusta más…, Es…, Hay…
Culture
Practices and Perspectives
Students learn about holidays in the Hispanic world.
Materials
Pictures downloaded from the Internet: Christopher Columbus, the kings and queens of Spain, and ships.
Map of Europe and the world.
Christopher Columbus posters from Turespaña. Secretaria General de Turismo
The Spanish-Speaking Cultures Coloring Book by Anne-Françoise Pattis, Passport Books Division of NTC, pp. 22-23.
Technology and Equipment
Overhead projector
Computers with Internet access
Printing capabilities
Websites
http://www.mariner.or/age/columbus.html
http://www.yahooligans.com/school_bell/Social_Studies/History/Exploration/Explorers/Columbus_Christopher
http://dailynews.yahoo.com/fc/Yahooligans/Columbus_Day
Sequence of Activities
1. The teacher reviews questions for reception: ¿De qué color es ...? ¿Qué es esto? ¿Cuántos hay? ¿Dónde está ...? Teacher reviews statements / answers with students: Es... Hay... Está aquí.
2. Using the pictures and posters on Columbus, the teacher introduces new color terms and descriptive adjectives such as pálido / fuerte with colors such as rosado / amarillo / anaranjado and claro / oscuro with the other colors.
3 The teacher explains the significance for the U.S. between October 12 (Columbus Day) and November 19 (Discovery Day in Puerto Rico). The teacher explains that October 12 is also called “el Día de la Raza” (Hispanic Day) in the Spanish-speaking world.
4 Students take home pictures from The Spanish-Speaking Cultures Coloring Book, pp. 22-23. Students label each page in Spanish as follows: 1492, el Rey Fernando de Aragón, la Reina Isabel de Castilla, la Niña, la Pinta y la Santa María, Colón, el Día de la Raza, España, el nuevo y el viejo mundo. Students color the pages and use them as reference for their paragraph description.
5. Students write a guided paragraph about Columbus. The teacher prepares a transparency. For example: Cristóbal Colón es _____________. (un hombre) Tiene el pelo ____ y _______(café y largo).
6. On chart paper, the teacher writes sentences that students create. S/He guides the writing by asking questions. Students read the sentences together and individually.
7. Students type their paragraph and learn how to use the Spanish symbols on the computer.
8. Students research Columbus and the kings and queens of Spain on the Internet.
9. Extension for final presentation: Students draw and cut a huge ship on foam board for a school display. The sails are made of white paper with maps of the world. Student paragraphs are unrolled all around the ship. A picture of Columbus could be set on the ship and the best description work is displayed on it.
· Using three little ships made of paper, students follow the voyage on the map, describing the continents and the waters crossed.
· Students learn and illustrate the poem by Mónica Salcedo: Cristóbal Colón
| De tierras lejanas En tres caravelas Valiente el marino Un día partió. La Niña, la Pinta Y la Santa María Trajeron un día A Cristóbal Colón. |
From faraway lands In three ships A valiant sailor Sailed one day. The Niña, the Pinta, And the Santa María, They brought one day Christopher Columbus. |
Lesson 2
Spanish-Speaking Countries / Los países hispanohablantes
Functions:
Asking questions, exchanging information, identifying, describing, and comparing things
Vocabulary
Los siete continentes:
Norteamérica, Sudamérica, Antárdida, Europa, Africa, Asia, Australia
El mapa:
norte, sur, este, oeste
Los paises:
Spanish-speaking countries of the world
Las capitales:
Capitals of Spanish-speaking countries
Las formas (para las banderas):
el triángulo, el diamante, el óvalo, el rectángulo, el círculo, el cuadrado, la estrella
Grammar
Nouns, adjectives, prepositions (en, con, sobre, encima de, debajo de), verbs
Culture
Products and Perspectives
Students learn about the flags and national symbols of the countries.
Materials
Large map of the continents
Transparency of countries
A globe
World flags display or reference page;
The Spanish-Speaking Cultures Coloring Book by Anne-Françoise Pattis, Editors:
Passport Books Division of NTC pp.4-5, 6-9.
Pesola/Curtain, Children and Language: Making the Match
“Juegos de colores” by Gessler, pp.5-6
“Sing, Dance, Laugh and Eat Tacos #2” tape
Twister game
Ball for “Pass the Ball” game
Technology and Equipment
Overhead projector
Computer with Internet access
Websites
Students research flags, maps and national anthems on the Internet at http://www.flags.com
Sequence of Activities
1. Students plot coordinates on a plotting graph as the teacher gives the coordinates for different countries. The final drawing is a continent or a particular country. Students name the countries.
2. Students associate capital cities and countries. Each name is on half a poster board. When a particular country is named, students with the name stand up in front of the room. Its capital follows him/her.
3. Students play Twister on map of the world with capitals.
4. Students label countries and capital on a blank map.
5. Students color flags and find out which countries or capitals they are. See “Juegos de colores” by Gessler, pp.5-6.
6. Students are given a continent. In groups of four, they list the countries of that continent.
7. Students learn the song “Los países hispanos” on the Sing, Dance, Laugh and Eat Tacos #2 tape.
8. Students play “Pass the Ball” with the Hugg-a-Planet ball. Each student has to name a different country.
9. Using prepositions and map directions, students have to say which neighbor a particular country has.
10. The teacher uses Pesola/Curtain Children and Language; Making the Match, Continents and Flags, Grades 5-6, to teach geography.
Lesson 3
Products of Spanish-Speaking
Countries
Los productos de los países hispanohablantes
Functions
Asking questions, comparing things, stating information, listing items
Vocabulary
Review continents, map directions, Spanish-speaking countries and their capitals, shapes prepositions of location.
Teach products of Spanish-speaking countries:
el trigo, las palmeras, los molinos, las mariposas, las fábricas, el petróleo, las playas, los toros, las piedras preciosas, el baile flamenco, la pesca, los pelícanos, las focas, el vino, la cerámica, los armadillos, el cactus, los mariscos, el algodón.
Grammar
Nouns and gender, adjective agreement, question words and question formation, present tense, prepositions.
Materials
Legend for products
Maps of Spanish-speaking countries illustrated with products
Venn diagram
Sequence of Activities
1. The teacher spells out the name of a country. Students name the capital. One student spells a country name and others write it out.
2. Students associate selected countries with their appropriate products. In groups of four, students look at the “products map” of a particular country. They name the products. If time allows, they also write a list of the products.
3. As homework, students choose their own continent. They color the products and write their own legend of what each picture means.
4. Using the following as a model, students write their own poem on the country’s products.
For example: Guatemala, Guatemala
Buen café, deliciosos frijoles,
Guatemala, Guatemala
Capital, Ciudad de Guatemala
Blanco algodón y ricas bananas
Students may find a rhythm or beat on a drum as they read their poem to the class.
6. Students make their own booklet on a country of their choice. They write their own sentences such as: En Guatemala, hay… Me gusta este país porque...
7. Students match pictures of products with words.
8. The teacher prepares a bar graph on different products to see which countries have the most or the least of them.
9. Students fill in a Venn Diagram. Students choose two countries. They develop their comparison by listing the similar and different products.
Lesson 4
The Old and the New World / El viejo y el nuevo mundo
Functions
Describing where countries are located
Describing the characteristics of products
Asking for and providing information
Vocabulary
Review vocabulary from previous lessons.
New vocabulary: Products originating in the Americas such as chocolate and products originating in the Old World such as olives.
Grammar
Nouns and gender, adjective agreement, question words and question formation, present tense, prepositions.
Materials
Map of Europe and the world
Three little paper ships to stick on the map
Venn Diagram
Worksheets #1-7 from the Ferndale Public Schools
Sequence of Activities
1. The teacher explains the Old World numbers and compares this system with the Mayan number system.
2. The teacher presents a variety of products and students guess which products might be from the Old or the New World. They write their own list and then compare it with the teacher’s list.
3. Students write a list of products they enjoy today that came from Latin American countries.
4. Students complete a Venn Diagram with the Osld and New World contributions to each other.
5. Teacher uses the Ferndale P.S. worksheets 1-7. México may be substituted by another country.
7. Students use a Venn Diagram to write full sentences about the products that come from the Old World or Europe and the New Word or Latin America.
Lesson 5
Christopher Columbus Celebration / La fiesta del Día de la Raza
Functions
Stating preferences
Using question words
Describing and comparing fruits
Vocabulary
Review vocabulary for lessons 2, 3, 4
Teach new vocabulary: fruits of the Old and New World; vocabulary related to papel picado (doblar, cortar, dibujar, recortar, abrir)
Materials:
Fruits such as mangos, papayas, cactus pears, avocados, and different types of bananas.
Spices for tasting (cumin, cinnamon, saffron, paprika)
Typical food items from a Hispanic culture and the corresponding North American meal.
Graph sheet prepared with the coordinates.
Colored tissue papers
Juegos de colores Gessler Publishing, pp. 8, 5, 6
Sing, Dance. Laugh and Eat Tacos #2 “ Las chiapanecas”
Paper Flowers from Bienvenidos, T.S. Denison & Co., p. 97
Grammar
Nouns and gender, adjective agreement, question words and question formation, present tense, prepositions.
Sequence of Activities:
1. Teacher brings a small watermelon, a papaya, a cactus pear, an avocado, a mango, a banana, a tomato, a tomatillo, a lemon and a pineapple. Ask why they are called fruit. Provide the word semillas. Start asking the seed description of known fruit such as the lemon, the pineapple. Give the specific structure: “En el limón, hay semillas pequeñas, amarillas y ovaladas”.
The teacher asks the class to predict how many seeds there are in each fruit. Students write their name and prediction on a Post-it note and put it under the name of each fruit. Then students open each fruit and compare the results.
Students taste each fruit and graph their preferences by saying the sentence or writing it on a paper: Me gusta _____ porque es _____, _____ y _____ .
2. Students complete the following graph to bring to closure the information they have gathered from the tropical fruit lesson.
Completa la siguiente gráfica:
Nombre |
Clase(verdura, fruta) |
Tamaño(grande, pequeño) |
Forma (largo, redondo) |
Dureza (duro, suave) |
Color exterior |
Color interior |
Semillas (cuántas) |
Origen geográ-fico |
| La papaya |
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| La tuna |
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| El aguacate |
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| El mango |
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| La sandía |
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| El plátano |
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| El tomate |
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| El tomatillo |
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Ellimón |
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| La piña |
3. The teacher prepares a typical European and a specific Latin American country breakfast, lunch or dinner and students compare the meals with a typical U.S. meal.
4. The teacher explains that typical meals exist in each country but we have to keep in mind that these may vary a great deal according to the family, regional traditions, ethnic backgrounds, socio-economic backgrounds, whether they live in the city or in the countryside, or if they have traveled to different countries. For example, a Chilean family of Scottish background or a Jewish Spanish family would have different family traditions. Also, "American" food could also be found but with a different twist such as a "hamburger" (carne picada) with garlic and/or onions cooked into the meat with salt, pepper, cumin (comino) and Spanish paprika (pimiento dulce o rojo).
The teacher provides information on meals.
El desayuno:
Spain: rolls, sweet pastry, toasts, churros, juices, coffee, warm milk with sugar
México: potatoes, beans, eggs, juices, milk, chocolate (much thicker than in the U.S.), tortillas
El almuerzo / la comida: The main meal
Spain: Some typical dishes may be paella (rice, seafood, chicken casserole), empanadas (turnovers filled with meat), gazpacho. Salads are often cucumbers with tomatoes and lettuce served with olive oil and vinegar. Examples of desserts are flan, arroz con leche, crema catalana or simply fruits.
México: Many dishes have corn, beans, tomatoes, chilis. Tortillas made of corn or flour are present at every meal. Enchiladas, tamales and quesadillas.
Puerto Rico: Rice with red kidney beans, peas. Plátanos (plantains) may be fried or baked. When prepared green, it is served as a vegetable with salt. When ripe and fried, it may be sprinkled with sugar and served as a dessert. Lettuce and tomatoes are served in a salad very often with oil and vinegar.
La merienda: Snacks
Snacks such as churros, chocolate, rolls, pastry, bocatas, queso, fruta
La cena: Evening meal (much lighter than the American dinner)
Spain: Tapas (appetizers) may suffice. Soup and yogurt or tortilla de patatas. Fruit, tea or infusion such as verbena.
México: Chocolate, milk, cookies, pan dulce, teas, infusions such as manzanilla.
5. Students taste or smell different spices used in Latin American countries such as cumin, cinnamon, sweet paprika, saffron.
6. Students do activities from the book: Juegos de colores, Gessler, pp. 5, 6, 8
7. Students learn a traditional Mexican dance using Sing, Dance. Laugh and Eat Tacos #2 “Las chiapanecas.”
8. Students complete the Paper Flowers activity from Bienvenidos by T.S. Denison & Co., p. 97.
III: ASSESSMENT PLAN
Lesson 1
Narrative
Students are assessed on their ability to talk and write in Spanish about Christopher Columbus and his ships. They are assessed on their understanding of and their ability to describe Columbus’s voyage. The following rubric is used for the oral presentation.
| Columbus
Day: |
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| Criteria |
Ship Sketch 0-4 points |
Ship Construction 5-7 points |
Ship Take Off! 8-10 points |
| Vocabulary |
Uses one word to describe Cristóbal Colón (body and clothes) and his three ships |
Uses short sentences to describe Cristóbal Colón (body and clothes) and his three ships |
Uses complete sentences to describe Cristóbal Colón (body and clothes) and his three ships |
| Creativity with visuals |
Uses only spoken words; no visuals or actions to clarify the voyage on the map |
Uses 1 or 2 visuals; shows pictures and Columbus’ voyage to clarify it on the map |
Uses 3 or more visuals, actions or props to explain clearly Columbus’ voyage on the map |
| Quality |
Difficult to understand presentation; confusing information |
Clear presentation but no additional information |
Interesting; very clear, detailed information |
| Fluency |
Many long pauses and false starts |
Frequent pauses and false starts |
Few pauses and false starts |
| Total = __________ /40 points |
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Lesson 2
Narrative
Students are assessed on their ability to follow commands in the language, by their ability to list 10 Spanish-speaking countries for their parents, and by completing a portfolio writing piece.
Teacher Observation: Based on students’ ability to follow TPR commands with a map or a globe.
Parent Evaluation: “Señora Erickson, My son/daughter did practice his/her Spanish Social Studies by naming ten Spanish-speaking countries.
Parents’ signature:
Portfolio Writing: Students choose their favorite country. They follow the writing process by starting with a draft using the model below:
Modelo: Mi país favorito
Mi país favorito es Chile. Chile es un país muy largo. Está en el continente de Sudamérica. Está al oeste del continente en la costa pacífica. Chile tiene tres países vecinos. Son Perú al norte, Bolivia al noreste y Argentina al este. Su bandera tiene un cuadro azul con una estrella blanca. Tiene una primera franja blanca y la segunda franja roja. Me gusta este país por su forma y me gusta su bandera por sus colores.
In-class evaluation: Students present their written work to the class and are evaluating using the following 4-point scale.
4 points: Excellent articulation; no use of notes; excellent use map and flag.
3 points: Good articulation; some use of notes; good use of map and flag.
2 points: Hesitant articulation; heavy use of notes; some use of map and flag.
1 point: Poor articulation; read complete notes; no use of map and flag non-existent.
Lesson 3
Narrative
Students are assessed on their ability to talk about products from the countries studied. As a preliminary to their oral presentation, students write a short description of the products found in a country of their choice from Latin America.
| Columbus Day: Products found in Spanish-speaking Countries |
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| Criteria Novice |
Small Seed 0-4 points |
Pretty Flower 5-7 points |
Delicious Fruit 8-10 points |
Vocabulary |
Uses just a few words previously learned; uses little new vocabulary from current lesson |
Uses limited vocabulary previously learned; uses some new vocabulary from current lesson |
Uses much of the vocabulary previously learned; uses many new vocabulary terms from current lesson |
| Quality |
Difficult to understand presentation; does not communicate very well |
Easily understood presentation; communicate with some errors and hesitation |
Clear presentation; communicate with very few errors |
| Preparation |
Shows little or no preparation; uses draft of a description of the products |
Shows some preparation; uses final copy of description of the products and visuals |
Shows a great deal of preparation; uses excellent final copy of description of the products and extensive visuals |
| Total = __________ /30 points |
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Lesson 4
Narrative
Students are assessed on their ability to make an oral presentation to their class in which they demonstrate their understanding of the differences in fruits and other products learned. Students are assessed on their written work represented by a booklet on the contributions from the Old and New World with illustrations and sentences.
Students do a self-assessment on their acquisition of information about Columbus and the New World as well as their language proficiency. Students explain how confident they are about what they have learned. This is a final general piece of assessment presented at the end of this project.
Task |
I’m learning but I don’t really know this yet. |
I can do this with help. |
I can usually do this alone. |
I really know this! |
| 1. I can show Columbus voyage on the map. |
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| 2. I can describe where my favorite country is on the map. |
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| 3. I can name one country and its products. |
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| 4. I can name two products from the New World. |
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| 5. I can name two products from the Old World. |
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| 6. I can describe a tropical fruit. |
Lesson 5
Teacher observation:
Observe and make notes on students’ ability to follow directions to make papel picado. Observe and make notes on students’ ability to follow directions and make a fruit graph.
Presentation to Parents:
Cumulative Lesson
1. The class is divided into 4 groups. Each group presents one of the four lessons on Columbus to the group of parents.
Lesson One for Group One: Columbus and His Three Ships
Lesson Two for Group Two: My favorite Latin American Country
Lesson Three for Group Three: Products from Latin American Countries
Lesson Four for Group Four: Old and New World
2. Each student’s Self-Assessment with his/her parent(s)