Name: Annette Roberts

Name: Annette RobertsDate: July 29, 2003Name of the piece: Lesson plan- La QuinceaneraOverview of Targeted StandardsThis group of students is known throughout the high school as the “Partyclass”. They enjoy having parties and they are excellent organizers. Theclass will learn about the Quinceanera in selected Spanish speakingcountries, and the coming of age party celebrated in the U.S.A (sweet 16),And the cultural significance of this formal introduction of a young lady inboth societies. Students will be able to compare and contrast this social eventand will make connections with history and geography via this lesson. ASthey learn about the origins of the Quinceanera and the Sweet 16. They willlearn how to write an invitation for a party, they will learn the names ofclothing items and accessories for male and female. They will also learnabout material, how to describe clothing and comment on their likes anddislikes of a particular garment. They will also learn vocabulary related togift items and food. Students will learn songs sang at La Quinceaneracelebration in some Latin American countries. Students will makeconnections with music by learning about the Mariachis, groups ofmusicians in Mexico and the role that they play on special occasions like theQuinceanera.Students will search for information about the Quinceanera celebrationin different countries on the internet and present it to the class. They will beable to compare how it is celebrated from country to country and how it wascelebrated in the past.

Name: Annette RobertsDate: July 29, 2003Name of the Piece: Lesson plan- La Quinceanera(1) Instructional ObjectivesStudents will be able to:(a) Compare the formal introduction of a young lady to the societyin North America and a young lady in Latin America.(b) Learn about the location of some Spanish speaking countries inrelation to the United States.(c) Learn about the origin of the Sweet 16 and La Quinceanera.(d) Write an invitation for a party.(e) Write a dialog in which plans for a sweet 16 party are discussedusing the simple future and the appropriate object pronouns todemonstrate mastery of grammar.(f) Listen and comprehend oral discussions about the topic.(g) Read and understand passages related to Quinceanera.(h) Use relevant food and clothing vocabulary through oralpresentations, role-playing interviews and descriptions.(i) Listen to and sing Spanish songs such as “Las mananitas”

Name: Annette RobertsDate: July 29, 2003Name of the Piece: Lesson plan- La QuinceaneraProcedure: Agenda/ Action Plan/ Schedule(1) Students will read a passage entitled “La Quinceanera”Pre-reading Activities: In order to prepare students for the readingand research the teacher will.(a) Ask the students relevant questions to test their priorknowledge (see section entitled “hook/PriorKnowledge”)(b) Students will underline unfamiliar words and try to guesstheir meaning from the context.(c) Students will skim the article and discuss the basic ideasstated.(d) Students will scan the article for specific informationsuch as vocabulary, date, time and place.Reading: The teacher gives the student a purpose for reading. Thestudents read the passage silently then students arepermitted to read aloud.Post reading: The teacher gives the student the following activities tocheck their comprehension:- True/False items- Sentence completion

- Multiple choice- Arranging sentences in correct order- Students will be placed in different groups to workon these activities and make a presentation.- Groups will display work done on constructionpaper.- Each group has to select a leader who will discussthe presentation.(2) Students will use the internet to search for information related to theQuinceanera Celebration in several Latin American countries of theirchoice. They will analyze the information received and in a classpresentation they will discuss similarities and differences from country tocountry.(3) The teacher will display a map of the United States and LatinAmerica. Students will search for places on the map and will measure thedistance between the U.S.A and the Latin American countries indicated.(4) The teacher will show the students a video of an actual Quinceaneracelebration.(5) The teacher will take a Quinceanera dress to class and the students willdescribe it in as much detail as possible using expressions given by theteacher. These expressions will include luce bien, esta de moda, hace juegome gusta and no me gusta.

The children will make a clothes line in the classroom and hang differentitems of clothing. The teacher will call them at random to choose a particulargarment and describe it orally. Students will be encouraged to use theirdictionary as needed. Students will also describe the color, state, the materialthat the garment is made of whether it has lace or patterns for example( stripes,plaids,floral). Students will also describe the formal suit worn byChambelanes (escorts).(1) Students will participate in a fashion show which will be videotaped.One of the students will be the master of ceremony. This student willbe describing the outfits worn in Spanish.(2) Students will design a Quinceanera dress using construction orposter paper. The most creative design will be awarded a prize.(3) Students will use the internet to search for information about theMariachis and report their findings to the class using a few sentences.A picture of the mariachis will also be displayed.(4) The teacher will let the students listen to a cassette with the song “LasMananitas”. This is a song that they sing at a mexican Quinceaneracelebration. The teacher will give each student a copy of the wordswith the English translation on the back of the sheet.(5) The students will learn the song, sing it in class and sing it for theirparents at home.(6) The teacher will show the students an authentic invitation for aQuinceanera invitation. Students will be encouraged to search on theinternet for other examples.(7) Students will be asked to create an invitation card for a birthday party.These cards will be displayed on the bulletin board in the classroom.

(8) Students will read a dialog entitled “Vamos a una fiesta,” and anotherdialog entitled “Feliz cumpleanos,Cristina”(9) Students will be asked to work in small groups of 3’s to write adialog. Inviting a friend to a birthday party and discussing plans forthe party with the friend. The teacher will give the students guidelinesfor the dialog.(10) Students working in small groups will practicethe dialog and make an oral presentation in class.(11) Students will be asked to discuss the kinds offood American teenagers eat at parties and the kind of food teenagersin latin America eat at parties. The teacher will ask the students tomake a web of their findings.(12) Working in groups of four students will conductinterviews in Spanish with Hispanic parents and teenagers to learnmore about how La Quinceanera was celebrated in the past or theteacher will make contact with Hispanics from a Hispanic church toarrange an interview with the students to discuss the celebration of theQuinceanera in the past and modern times.(13) Students will write a final report about how LaQuinceanera is celebrated in a spanish speaking country of theirchoice and how it was celebrated in the past.

Name: Annette RobertsDate: July 29,2003Name of the Piece: Lesson plan- La QuinceaneraHook/Prior knowledgeStudents will just be returning from summer holidays and I knew thatseveral students had a birthday during the holiday and three students will becelebrating their birthday in the first and second week of September. I graspthis opportunity to discuss with them how we celebrate our birthdays. I willask them about the different kinds of parties they have attended and whatkind of gifts they consider to be appropriate. There is a Peruvian student inthe group so I will ask her to tell us about birthday celebrations in Peru. Iwill then ask the class about the celebration of the 16 th birthday in the UnitedStates which will serve as an introduction to the Quinceanera.Students were introduced to some articles of clothing in theintroductory program so I will see what they recall and introduce newvocabulary and appropriate expressions for describing clothes. Studentswere introduced to the verb “ir” and “ir a” plus infinitive of the verb toexpress the simple future.Students also had a brief introduction to the verb “Gustar” last year.

Name: Annette RobertsDate: July 29, 2003Name of the Piece: Lesson plan- La QuinceaneraMaterials- Ven Conmigo BK 1, work book1 published by: Holt Rinehart andWinston.- Spanish Dictionary- Spanish for mastery book2-Viva Student’s Book 2 S Moodie D.R De Rondon published by CarlongPublishers [Caribbean Limited]- Clothing- Photographs- Songs: Quinceanera- Dress- Maps of the USA & Latin America- Paper- Scissors- Pens, erasers and markersName: Annette RobertsDate: July 29, 2003

Name of the piece: Lesson plan- La QuinceaneraTechnology Connections- Video- Audio cassette- The internetWebsiteshttp://www.hpl.libtx.us/youth/cinco_quince.html- gives definition ofquinceanera, state differences between this event and a regular party. PlansQuinceanera, discuss changes and shows pictures of the types of dressesworn.http://www.latino.sscnet.ucla.edu/research/folklure/quinceaneras/aqlitrep.html- Discusses celebration of Quinceanos in Mexico, states historical,religious and societal factors which have contributed to the present dayQuinceanera.http://www.msad54.k12.me.us/msad54pages/Skow/Mosaicoswebsite/culture.html- Has maps of Latin American countries and Spain, latin music,Spanish music samples, recipes from Spain, Mexico and Latin America,Hispanic singers and festivals.http://www.balchinstitute.org/museum/rites/latino.html- DiscussesQuincenaera in Mexico, Cuba, Puerto Rico and other Latin Americancountries. Views are expressed about present day celebration.http://www.plannersguide.com/quinceanera.html- Discusses organization ofthe event outline of ceremony.Note: Students will be encouraged to search other websites.Name: Annette RobertsDate: July 29 2003

Name of Piece: Lesson plan- La QuinceaneraIntegration/Extensions/Enrichment-This unit plan encompasses other subject areas in the curriculum. Studentscan use the historical knowledge gained in Spanish class in their worldculture or history classes.- Students can research other Latin American traditions and cultures.- A report on the Mariachis in mexico could lead to a study of LatinAmerican folk and contemporary music.- Students can use the knowledge gained studying the maps in theirgeography and mathematics class.- Students knowledge of clothing, fabric and designs could lead to furtherstudies of how climate influence the type of clothing worn in various partsof the world.- As an art assignment students could make a catalog depicting how styleshave changed over the years in the USA and Latin American countries oftheir choice.- Students could use information learnt from science to explore what foodsare considered to be healthy in the USA and Latin America.- Students interaction with Hispanics via interviews could result in lifetimefriendships.- Students could keep in touch with their new friends via letters, emails andtelephone calls.- As students become more motivated and more proficient in Spanish theywill develop an interest in visiting a Spanish speaking country orparticipate in an cultural exchange.- Students can read magazines, stories and puzzles and watch movies in Spanish for theirpersonal enjoyment also.