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Getting Around Town Sue Kuipers Kalamazoo Christian High School Kalamazoo, MI |
SCENARIO PROFILE
Language |
Spanish |
| Grade Level |
High School, Level I |
| General Proficiency Level |
Novice |
| Duration of Scenario |
Ten 50-minute class sessions |
I: SCENARIO COMPONENTS
DESCRIPTION
Students in Level I Spanish learn the names of stores, offices, and places of entertainment and learn to ask for and give directions in towns and cities in Spanish-speaking countries. They also study maps of cities, towns, and villages in Spanish-speaking countries and observe that, unlike American towns and cities that have a rectilinear, grid pattern, cities and towns in many Hispanic countries are usually designed around a central square or plaza. In this scenario, groups of students study maps of cities in Spanish-speaking countries and then create a three-dimensional model of an imaginary Spanish town. They invite members of other groups to visit and take a guided tour of their town. During the tour, half of the students play the roles of tour guides and half play the role of visitors. Students must 1) identify buildings, services, streets, and monuments, 2) ask about and list available forms of transportation, 3) ask for and give directions, and 4) list in writing the buildings they visited, errands they completed, and purchases they made.
LESSON PLAN OBJECTIVES
- Students list and identify places in a Spanish town, ask for and tell where they are located, and ask about and tell how to get there. (Lessons 1 and 2)
- Students list and identify places in a Spanish town and ask for and tell where they are located and how to get there. Students ask for and tell where particular products are sold. (Lessons 3 and 4)
- Students ask about and tell how to use different forms of transportation to accomplish a variety of activities and errands in a Spanish town. (Lessons 5 and 6)
- Working in groups, students make three-dimensional models of an imaginary Spanish town. (Lessons 7 and 8)
- Students play the roles of tour guides and visitors in model Spanish towns. They identify buildings, services, streets, and monuments, ask about and list forms of transportation, ask for and give directions, and list in writing the buildings they visited, errands they completed, and purchases they made. (Lessons 9 and 10)
ASSESSMENT PLAN
ü Rubric for Evaluating Use of Class time and Project Development
ü Rubric for Assessing Visitors and Tour Guides
STANDARDS
1.1 Interpersonal Communication
— Students identify, ask about and state the relative location of the buildings, services, streets, and monuments.
— Students ask for and tell where particular products are sold.
— Students ask about and describe forms of transportation.
— Students ask for and give directions.
1.2 Interpretive Communication
— Students listen as the teacher and other students point out and describe the relative location of streets, buildings, stores, and monuments.
— Students listen to descriptions and identify different modes of transportation.
— Students listen as the teacher and other students explain which form of transportation are used to accomplish various tasks and errands.
1.3 Presentational Communication
— Students point out and name streets, buildings, and other features of a typical Hispanic town or city.
— Orally and in writing, students tell where various items on a shopping list may be purchased.
— Orally and in writing, students identify tasks or errands and the means of transportation used to accomplish them.
— In writing, students list the buildings they visited, errands they completed, and purchases they made.
2.1 Practices and Perspectives of Culture
— Students learn to use the metro in Madrid or Mexico City.
— Students understand the need for and cost of pubic transportation in Madrid or Mexico City.
2.2 Products and Perspectives of Culture
— Students draw conclusions about the way in which towns and cities in Spanish-speaking countries are usually designed.
— Students understand what products are available in bookstores, pharmacies, and other specialty stores.
3.1 Reinforcing Knowledge
— Students calculate measurements for their buildings using the metric system.
3.2 Acquiring New Knowledge
— Students learn about the people and historical events for whom streets and other public buildings or monuments are named.
4.2 Comparing Cultures
— Students compare the design of a typical town in a Spanish-speaking country with the layout of their own town or city.
— Students compare the location, appearance, and items or services typically available in drug stores and farmacias and in bookstores and papelerías or librerías in the United States and in Spanish-speaking countries.
— Students compare the availability and cost of public transportation in Spain, Mexico, and the United States.
II: LESSON PLANS
Lessons 1 and 2
Functions
Identifying places
Asking for and stating relative location
Asking for and giving directions
Vocabulary
Streets:
la avenida, la calle, la cuadra
Places:
la biblioteca, la comisaría, la comunidad, la esquina, el estadio, la iglesia, el monumento, la parada del autobús, la plaza., el teatro, el templo
Adverbs of Location:
¿A cuántas cuadras está...?, a la derecha (de), a la izquierda (de), detrás (de), enfrente de, entre, al lado (de), queda de
Grammar
Irregular verbs: ser and estar
Contractions: al, del
Culture
Practice and Perspectives
Streets and public buildings are often named for famous people or historical events.
Products and Perspectives
Cities are often designed around a central plaza, monument or park.
Materials
Paso a paso Level I, Met, Myriam, Scott Foresman, 1996.
Line-art map showing streets and buildings on transparency of an imaginary Spanish town
Student copies of line-art map
Transparency of maps of Merida, Spain and other cities in Spanish-speaking countries
Technology and Equipment
Overhead projector
Websites
http://www.pasoapaso.com
http://www.espanol.com/travelmain.htm
Sequence of Activities:
1. Students listen as the teacher points out the streets and buildings in a typical Spanish town on a transparency of a map.
2. With a partner, students take turns pointing out and naming streets and buildings on their own copy of the map.
3. Students listen as the teacher describes the relative location of pairs of buildings.
4. Students answer questions to tell the relative location of buildings. (EX: ¿Dónde está la iglesia? Está a la derecha de la biblioteca.)
5. Working in pairs, students ask for and state the relative location of various pairs of buildings, using their line-art copy of the map.
6. Students use a map showing unidentified buildings and streets. Students listen to descriptions offered by the teacher and write the name of the street or building on their copy of the map.
7. On another clean copy of the map, students design a new configuration of buildings. Sitting back to back, students ask about and state the identity and relative location of the buildings in their town. Students compare their maps.
8. Students look at maps of several cities and towns in Spanish-speaking countries and make observations about the way in which they are designed.
9. Students compare the design of a typical town in a Spanish-speaking country with the layout of their own town or city.
10. The teacher shares information about some of the people and historical events for whom streets, public buildings and monuments are named.
Lessons 3 and 4
Functions
Identifying places of business
Asking for and giving information (telling when, what, and why)
Reporting activities in the past
Vocabulary
Businesses:
el banco, la estación de servicio, la farmacia, el hotel, la librería, el restaurante, el supermercado, tienda de regalos
Things to Buy:
el champú, los comestibles, el jabón, las píldoras, los regalos, el sello, la tarjeta de cumpleaños, la tarjeta postal
Time:
anoche, ayer, luego, tarde, temprano, ya
Grammar
Use of the preterite tense with verbs comprar, ir
Culture
Products and Perspectives
Students learn about the range of products sold in specialty stores, including bookstores, stores that sell paper goods, gift stores and/or drugstores in Spanish-speaking countries.
Materials
Line-art drawings on transparency showing streets and businesses
Real objects or line-art drawings and pictures of items that may be purchased in various stores and businesses
Worksheet of true/false questions
Photos of stores and businesses in a variety of Spanish-speaking countries
Technology and Equipment
Overhead projector
Sequence of Activities
1. Students work together to ask for and tell where various places in the town are located, using vocabulary and expressions from the previous lesson.
2. Students listen as the teacher points out and identifies on transparency additional businesses and services within the town.
3. The teacher asks students to identify the relative location of each new business or service (EX: ¿Dónde está el supermercado)?
4. Using pictures of things that might be purchased in each of the businesses, the teacher names the item and states in Spanish in which store it may be purchased.
5. Students answer true/false questions concerning various items and where they can be purchased (EX: Compré unas píldoras en la farmacia.)
6. Each student composes a shopping list. Each student gives the list to a partner who must write at least five statements telling where the items could be purchased.
7. The teacher explains differences and shows pictures of an American drug store and a farmacia and an American book store and papelerías and librerías.
Lessons 5 and 6
Functions
Identifying modes of transportation
Reporting activities in the past
Vocabulary
Modes of Transportation:
a pie, el autobús, el metro, el taxi, en + vehicle
Activities and Errands:
abrir, comprar, cerrar, devolver, hacer, ir a pasear, llegar, ver, trabajar
Grammar
Use of the preterite tense with verbs ver, comprar, devolver, ir
Culture
Products and Perspectives
Students learn about the metro systems in Madrid and Mexico City.
Materials
Pictures and color transparencies of different forms of transportation
Map of Madrid
Metro map and tickets from Madrid and Mexico City
Websites
Metro map of Mexico City: http://www.mor.itesm.mx/~al371149/mapa.htm#defa
Metro map of Madrid: http://www.softguides.com/index_madrid.html
Metro map of Madrid: http://malika.iem.csic.es/~grant/metro.html
Sequence of Activities
1. Using the flashcards students made for homework, students drill each other on the new vocabulary.
2. Students listen as the teacher acts out and shows pictures and color transparencies of the different modes of transportation.
3. As the teacher names each mode of transportation, students act it out, then pantomime forms of transportation for their partners to identify.
4. Students listen as the teacher explains which form of transportation he/she uses to accomplish various tasks and errands in Madrid or in Mexico City.
5. As students and the teacher act out various tasks, students identify the task or errand and the means of transportation used.
6. Using a teacher-prepared worksheet, students write a list of errands they already completed stating the activity, the means of transportation, and when it took place.
7. As students share their sentences, other students and the teacher trace the route by moving figurines around on a map or on a transparency of a map.
8. The teacher explains how to use the metro in Madrid or Mexico City.
9. Students compare the availability and cost of public transportation in Spain, Mexico, and the United States.
Lessons 7 and 8
Materials
Poster board
Construction paper
Metric rulers
Glue
Scissors
Markers
Crayons
Colored pencils
Sequence of Activities
1. The teacher reviews the project guidelines with students:
— each town must consist of at least 10 culturally-correct and distinctly recognizable buildings
— buildings may be no more than 10 centimeters in width and height
— the town must include at least 10 streets, parks, or monuments named for famous people or events in the history of a particular Spanish-speaking country
— appropriately-sized pictures of objects to purchase from at least half of the stores must be included
2. Students work together to design and build their towns.
Lessons 9 and 10
Functions
Greeting and making small talk
Asking for and identifying modes of transportation
Asking about and identifying buildings, services, streets, monuments, and other features
Asking for and stating relative location
Asking for and giving directions
Materials
Student-made three-dimensional towns
Teacher-prepared hand-out for recording information (rubric)
Small figurines or game pieces that students move among the buildings as they tour the town
Sequence of Activities
1. Half of the students in each group remain with their town to serve as tour guides. Other students must visit at least two other towns in the time allotted.
2. Using a teacher-prepared handout, students ask about, identify and check off from a list, the buildings in each town.
3. Visitors must ask for the relative location of at least two buildings, streets, or services. Tour guides must state the relative location for each visitor. Visitors rate the accuracy and comprehensibility of tour guide’s speech on their handout.
4. Visitors must state at least two things they need to purchase or errands they need to complete and ask for directions to at least two other buildings, streets or monuments. Visitors ask about the means of transportation available in the town and get advice on which form of transportation is most appropriate for their errands. Visitors record this information on their handout. Tour guides rate the accuracy and comprehensibility of the visitor’s requests.
5. As tour guides give directions to these four locations, visitors move their figurine around the town. On their handout, visitors rate the accuracy and comprehensibility of the tour guide’s directions.
6. At the end of each visit, visitors must turn in a) the checklist of buildings, b) a list of available modes of transportation, c) a list of the buildings they visited, errands they completed, and purchases they made and d) a global assessment of their tour guide’s accuracy and comprehensibility. Tour guides must turn in a global rating of the accuracy and comprehensibility of each visitor’s requests.
7. At the midpoint in the class period or during the following class period, tour guides and visitors change roles so that all students have the opportunity to participate both as a tour guide and a visitor.
III: ASSESSMENT PLAN
Narrative
Students are assessed on a) their construction of the buildings for their Spanish towns and their use of class time and b) their use of Spanish during their visits to other towns. Rubrics are included below.
Rubrics
In Lessons 7 and 8, students construct buildings for a Spanish town according to the guidelines indicated by the teacher. The following rubric assesses students’ use of class time and work on this part of the project.
| Getting
Around Town: |
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| Criteria |
4 points |
8 points |
10 points |
| Construction of town buildings |
Students build 0 – 4 buildings with some required measurements and labels |
Students build 5 - 8 buildings with some required measurements and labels |
Students build 10 buildings with all required measurements and labels |
| Product pictures |
Students include fewer than 3 culturally appropriate products for purchase |
Students include at least 3 culturally appropriate products for purchase |
Students include at least 5 culturally appropriate products for purchase |
| Use of class time |
Student is rarely self-directed and is off-task during independent work time |
Student is sometimes self-directed and on-task during independent work time |
Student is always self-directed and remains on-task during independent work time |
| Naming of town features |
Students appropriately name five or fewer streets, parks or monuments |
Students appropriately name six to nine streets, parks or monuments |
Students appropriately name at least 10 streets, parks or monuments |
| Total = _________ / 40 points |
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In Lessons 9 and 10, students take the role of “visitor” or “tour guide.” The following rubric is used by the teacher as she/he listens to the students’ conversations on a cassette recorder, located at each “town.”
| Getting Around Town: |
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| Criteria |
1 Point |
3 Points |
5 Points |
| Comprehensibilty |
Extremely difficult to understand |
Understandable, but errors interfere with comprehension |
Easily understood; teacher does not have to decode what is said |
| Language control |
Frequent grammatical errors that make speech difficult to understand |
Frequent grammatical errors that do not interfere with comprehension |
Infrequent patterns of grammatical errors |
| Appropriateness of responses |
Responses are inappropriate or illogical |
Most responses are logical and appropriate |
All answers are logical and appropriate |
| Total = __________ / 15 points |
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