identify cognates to determine the meanings of sentences
Students will use comparitives to explain older/-est and younger/-est (mayor que, menor que, el/la mayor, el/la menor) Students will use the third person singular in the present tense to describe photos
Students will review months of the year, numbers, dates Students will use the following words to describe photos: la cabeza la iglesia llevar el vestido la amiga ser el pelo blanco/a estar la ma má divertido/a limpiar la celebración rosado/a tener
Students will use these expressions of time un año antes 2 meses antes un día antes 9 meses antes un mes antes el gran día 6 meses antes 2 semanas antes 3 meses antes una semana antes
The teacher initiates a conversation to get the students to think about the topic. Questions that could be used are:
¿Cuándo es tu cumpleaños? ¿Cuántos años tienes? ¿Qué haces en tu cumpleaños? ¿Qué comes en tu cumpleaños? ¿Qué ropa llevas en tu fiesta de cumpleaños? ¿A quién invitas a tu fiesta? ¿Qué regalos quieres? ¿Hay un cumpleaños especial en los EE.UU.? ¿Cuál?
he teacher explains the assignment that the students will be doing in the computer lab. Students talk briefly about the word quinceañera. ( It is related to a birthday and the word 15.) The teacher hands out the worksheet and allows students to work through the TrackStar program at http://scrtec.org/track/tracks/s12844.html
There are five links that the student will use. The first three links are in English and give the student the opportunity to gather information about a quinceañera. The last two links are in English also, but the information they need to write down is in Spanish. Teachers may want to help students by reviewing the vocabulary listed in the content-compatible and content-obligatory sections before beginning the activities.
Divide the class into thirds. One group works with th e first link, one group works with the second link, and the last group works with the third link. The teacher circulates to help the students who have questions. The first link is about specific traditions related to the celebration. The second link is a historical overview of the celebration. The third link is a series of interviews with young women who have celebrated a quinceañera. The teacher then puts students into groups of three to do a jigsaw activity. Note that the students should be divided into groups ensuring that one of the students had worked with the first link, one students worked with the second link, and the third student has worked with the third link are in each group. Each student shares the information gathered in their group with the other two students. Students fill in the information as the other student teaches them the information.
Students get into small groups after the worksheet has b een handed in and discuss their impressions of a quinceañera. Some questions that they may use are:
Had you ever heard of this celebration before this activity? If so where? What do you remember the most from the activity? Would you like to have a celebration like this? Why or why not? Have you ever attended a celebration for any occasion that compares to a quinceañera? If so, what was the occasion? Describe the celebration. Compare and contrast your last birthday party or the last birthday party that you attended with what you learned about a quinceañera.
Students plan a quinceañera fiesta for the class. It can be modeled after the Wedding Reception activity in the POLIA Handbook.
Break students up into groups. Each group is in charge of planning part of the quinceañera. Groups can be in charge of invitations, food, entertainment, decorations, ceremony, and clothing. Each group would present their part to the class and the class would then have a quinceañera celebration.
