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Murales del Barrio Isabel Espino de Valdivia Ph.D. NEH-2011: Latino Identity in New York Pittsburgh-Pennsylvania.

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Presentation on theme: "Murales del Barrio Isabel Espino de Valdivia Ph.D. NEH-2011: Latino Identity in New York Pittsburgh-Pennsylvania."— Presentation transcript:

1 Murales del Barrio Isabel Espino de Valdivia Ph.D. NEH-2011: Latino Identity in New York Pittsburgh-Pennsylvania

2 Target Students  Intermediate low speakers of Spanish as a Second Language.

3 Intermediate Low Speaker (ACTFL)  Speakers handle a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations.  Topics: Predictable and concrete topics for survival in the target language culture: Self and family, some daily activities and personal preferences.  Struggle to answer direct questions or requests for information.  ACTFL Language Testing ACTFL Language Testing

4 Standard: Oral Communication  Students engage in conversations, provide and obtain information, express feelings and emotions and exchange opinions.  Standards for Foreign language learners- ACTFL Standards for Foreign language learners- ACTFL

5 Standard 2.2: Cultures  Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

6 Objectives  Students will be able to describe scenes about the mural: The Spirit of East Harlem.  Students will be able to express their feelings and emotions.  Students will be able to express their opinions and explain the significance and content of the mural.

7 Teacher Preparation Materials and Resources:  Photos, images  Computer  LCD projector  Video clips  Picture cards

8 Day 1: Essential Questions  ¿ Qué es arte público?  ¿ Qué tipos de arte público hay?  ¿ Dónde puedes encontrar arte público en Pittsburgh?  ¿ Es importante? ¿ Por qué?

9 Motivation  Video clip of barrio and mural from youtube: Mural of El Barrio-Juntos/worldWide  Students ask and answer questions about the video, such as: ¿ Qué ven en este video? ¿ Dónde creen que está el mural? ¿En qué ciudad?

10 Introduction This lesson is included in the thematic unit of Daily Routines.  Think-pair-share activity: Students ask each other questions on their daily routines and report back to the class.

11 Development Review vocabulary on daily routines and activities needed to describe the mural:  Fly swatter game: One student from each team comes to the front of the room facing the class, with their back to the board. Each student has a fly swatter. When the teacher says a word, they have to turn around, and touch the word the teacher has said with the fly swatter. The first one to touch the word gets a point for their team.  Charades

12 Learning Activities  The teacher shows the mural: The Spirit of East Harlem( Hank Prussing and Manny Vega)  Think-Pair-share: Students observe and share opinions about the picture: People and activities  Class discussion: Students ask and answer questions to describe the scenes, share opinions and make comparisons: For example:  ¿ Qué hacen? ¿ Dónde están? ¿ Cuántos años tienen? ¿ Pasa lo mismo en tu barrio? ¿Qué te parecen las personas en el mural?

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14 Learning Activities Viewing Activity:  Students watch video clip: Lisset Martínez Herryman (Art Historian) talks about The Spirit of Harlem. Entrevista a Lisset Martinez Herryman

15 Learning Activities  Students watch the video and answer questions about the authors, how the mural was created, and its significance.  Class discussion about the video and new vocabulary

16 Medial Summary  Students work in small groups.  Teacher assigns a different scene on the mural to each group.  Each group will write a paragraph on big paper to share with the class  Students have to include new vocabulary to describe their pictures.

17 Independent Practice and Summary  Students select a favorite scene in the mural and create a story around it:  Include names, personality, job, hobbies, family, conflicts, etc.  Summary: Students present story to the class.

18 Day 2: Differentiated Homework  Students will present story to class in any of the following formats: -comic, -poster, -power point, -essay

19 Day 3: Extended Activity Students, working in groups, select another mural picture to research a Latino Artist and present to the class:  Pedro Pietri mural  Julia de Burgos mural  Frida Kahlo mural  Celia Cruz mural

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23 Differentiated Instruction  Create vocabulary flash cards online for independent review and study at home. (quizlet.com)  Provide a variety of text: a written transcription of Lisset’s video  Modify grouping according to students interests or preferences.  Differentiated Homework: Choice of format for story.

24 Vocabulary  Vida cotidiana Habitantes  Arreglado Fotografiar  Mantenido Visualidad  Tareas diarias Composición(arte)  Inmortalizar Juegos de mesa  Inmigrantes Dominó  Puertorriqueños

25 Materials  Photos  Websites  Youtube video clip  Video clip: Lisset Martínez Herryman talking about The Spirit of Harlem.

26 Visuals  The Spirit of Harlem (own picture)  Video clips  Pictures of other murales (own pictures)

27 References  Mural of El Barrio NYC - Travel Video NYC [Online Video clip] Available GV2sjY July 20, GV2sjY  The ACTFL Language Testing Office: Proficiency Guidelines July 26,


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