Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use
|
LU Title: Muslim Arab/Spanish Connection |
Author(s): Liz Looney |
|
Grade Level: 9th grade (Spanish II) |
School : Morristown Central School |
|
Topic/Subject Area: Spanish Language & historical perspectives |
Address: Morristown, New York 13664 |
|
Email: lizl@pepsiogs.com |
Phone/Fax: 375-8814 (school) |
OVERVIEW
The focus of this unit is on the Muslim Arab influence on Spanish history.
CONTENT KNOWLEDGE
|
Declarative |
Procedural |
|
Arab/Spanish interactions -- battles, lands occupied, weaponry |
Watch video of "El Cid". Make 3 maps of Spain, show region before Muslim invasion, areas occupied from 8th century till 15th century, and Spain as it appears today.
|
|
Compare & contrast beliefs, values, heroes on both sides |
Complete a graphic organizer to show findings, class discussion. Write journal entry, taking the part of a main character in "El Cid", in English. |
|
Cultural legacy left by Muslim Arabs from 711-1492 |
Research either monuments in Spanish cities, left by the Moors, or medieval weaponry used in that time period. |
|
Preterite tense and imperfect tense in Spanish, correct use of tenses to show sequence of events. |
Class drills, worksheets, quizzes on preterite tense. Write letters to a keypal, in Spanish, telling what you did last weekend. Write an obituary for 1 character from "El Cid", using preterite and imperfect tenses together. Think-Pair-Share activity regarding correct use of preterite vs imperfect tenses. |
|
|
|
|
|
|
ESSENTIAL QUESTIONS
Why is the Moorish occupation of Spain an important element in Spanish history? What is the cultural legacy left behind in Spain as a result of their rule?
CONNECTIONS TO NYS
LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance
Indicator(s) or Benchmark(s)
LOTE Standard 1: Communication Skills -- Students will be able to use a language other than English for communication.
Key Idea 1: Listening & Speaking -- Communication for the purpose of providing and acquiring information
Performance Indicator: select vocabulary appropriate to a range of topics, employ simple and complex sentences in present, past and future time frames.
Key Idea 2: Reading & Writing -- Communication for the purpose of providing and acquiring information
Performance Indicator: produce written narratives about selected literature, write brief analyses of complex content
LOTE Standard 2: Cultural Understanding -- Students will develop cross-cultural skills and understandings.
Key Idea 1: Effective communicator -- understanding meanings beyond words, requiring an understanding of perceptions, gestures, folklore, family & community dynamics
Performance Indicator: Draw comparisons between societies, recognize cultural variations among social groups
INITIATING ACTIVITY
Video of El Cid, high interest/high adventure portrayal of life of Don Rodrigo de Bivar (1054-1099).
He was a legendary hero of Christian Spain who fought and won many battles against the Moors.
LEARNING
EXPERIENCES
In chronological order including acquisition experiences and
extending/refining
experiences for all stated declarative and procedural
knowledge
After viewing video students will participate in teacher-led discussion about the beliefs, customs, goals, and heroes of both Spaniards and Moors. Students will complete Compare/Contrast graphic organizer about same.
Refine and Extend that information by writing a journal entry in the first person explaining an event in the movie from one character's point of view. This will be written in English. A simplified 5 sentence version of this journal entry will be written in Spanish, in the present tense.
Using the Internet, students will research and report in English on either Medieval weaponry, or on monuments built by Moors in that period, which are still standing today. They will create and present an artifact to the class showing the results of their research…ie a sword from that period; a poster-type display of La Alhambra, including a brochure ‘advertising’ it. Some supplies provided by teacher, ie paper, markers; but artifacts mainly created with materials from students’ homes.
Students will show understanding of the preterite tense by group work,
drills, and conventional assessments. They will perform a meaningful use task
when they each write and send an e-mail to our ‘sister school’ in
Argentina telling what they did last weekend. Students will do a
Think-Pair-Share activity to analyze and show understanding of the differences
in use of the preterite vs the imperfect tenses. They will also write an
obituary in Spanish for their character from "El Cid". They will use preterite
& imperfect tenses to accurately show sequence of events in the lives of
this character.
CULMINATING
PERFORMANCE
Include rubric(s)
Working collaboratively in groups, students will either re-write a short scene from "El Cid", or re-write the ending, in Spanish. After making props and costumes, they will perform it for the class.
SCORING RUBRIC FOR "EL CID"
Each person will receive a group grade and an individual grade.
Performance is:
(90-100) 4 Well-organized and articulated with good pronunciation.
Use of Spanish is appropriate and comprehensible.
Shows correct use of present, preterite and imperfect tenses
Communicates effectively with audience.
Props show effort.
Works cooperatively as a group.
Parts memorized, not read.
(80-90) 3 Well-organized & articulated in most parts.
Most language is appropriate and comprehensible.
Some grammatical errors in tenses.
Shows cultural understanding.
(70-80) 2 Somewhat disorganized & hard to follow.
Much of language is inappropriate &/or incomprehensible.
Many grammatical errors.
Cultural understanding adequate.
(60-70) 1 Poorly organized & articulated.
Language is incomprehensible.
Fails to show cultural understanding.
Incorrect use of tenses.
Props show little effort.
(<60) 0 Not acceptable for Spanish II ability level.
PRE-REQUISITE SKILLS
Ability to conduct an internet search.
Competency in Spanish above checkpoint A.
Familiarity with graphic organizers.
Ability to work cooperatively in peer groups.
Ability to use the "imperfect" tense correctly.
MODIFICATIONS
Extra help for students who show great difficulty with the 2 past tenses: 'preterito & 'imperfecto'
More advanced learners could research and serve to class foods still enjoyed today in Southern Spain, as a result of the Muslim culture.
This unit also could be taught as an interdisciplinary unit with the Social Studies teacher.
UNIT SCHEDULE/TIME PLAN
Eight Week Unit
Week 1 begins with showing of video "El Cid", and culminates with Compare & Contrast graphic organizer sheets and class discussion.
In week 2 teach preterite tense. Practice and drill all forms.
In week 3 students will write a journal entry in English, taking the part of a character from the movie, and then simplify it and write it in Spanish in the present tense in the first person. Work will begin on converting this journal entry into the preterite tense., still in the first person
Week 4 will include students writing, editing, and refining a paragraph in Spanish in which they tell their key-pals in Argentina, what they did last weekend. They will send their e-mails from the library hotmail account.
Week 5 includes presentation of weaponry, armor ; or monuments, castles as a result of internet research. Students will have created either an actual artifact or a poster showing their internet search results.
Week 6 includes remaining presentations from research project & making of 3 maps of Spain at 3 different periods of history.
Week 7 begins with students writing 'obituaries' of "El Cid" character, combining preterite and imperfect tenses, in the third person. Students will begin script writing in groups toward completion of their culminating activity.
Week 8 culminates with students' performance of scene from "El Cid", in Spanish.
TECHNOLOGY USE
Internet for researching material on Medieval Weaponry, Muslim Architecture, Arab/Muslim foods
E-mail to students in Villa Ballester, Buenos Aires, Argentina *
VCR for showing video of "El Cid". (Reserve this video through St. Lawrence-Lewis BOCES Learning Resources Center 35644.VC)
Word processing for students to write to key pals. *
* Key-pals were found previously through an internet search for pen-pals from any school in a Spanish-speaking country.