Presentation on theme: "Murales del Barrio Isabel Espino de Valdivia Ph.D. NEH-2011: Latino Identity in New York Pittsburgh-Pennsylvania."— Presentation transcript:
Murales del Barrio Isabel Espino de Valdivia Ph.D. NEH-2011: Latino Identity in New York Pittsburgh-Pennsylvania
Target Students Intermediate low speakers of Spanish as a Second Language.
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
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
Standard 2.2: Cultures Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
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.
Teacher Preparation Materials and Resources: Photos, images Computer LCD projector Video clips Picture cards
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?
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?
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.
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
Learning Activities The teacher shows the mural: The Spirit of East Harlem( 1978. 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?
Learning Activities Viewing Activity: Students watch video clip: Lisset Martínez Herryman (Art Historian) talks about The Spirit of Harlem. Entrevista a Lisset Martinez Herryman
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
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.
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.
Day 2: Differentiated Homework Students will present story to class in any of the following formats: -comic, -poster, -power point, -essay
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
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.
Vocabulary Vida cotidiana Habitantes Arreglado Fotografiar Mantenido Visualidad Tareas diarias Composición(arte) Inmortalizar Juegos de mesa Inmigrantes Dominó Puertorriqueños
Materials Photos Websites Youtube video clip Video clip: Lisset Martínez Herryman talking about The Spirit of Harlem.
Visuals The Spirit of Harlem (own picture) Video clips Pictures of other murales (own pictures)
References Mural of El Barrio NYC - Travel Video NYC [Online Video clip] Available http://www.youtube.com/watch?v=WOwe6 GV2sjY July 20, 2011. http://www.youtube.com/watch?v=WOwe6 GV2sjY The ACTFL Language Testing Office: Proficiency Guidelines http://www.languagetesting.com/scale.htm July 26, 2011. http://www.languagetesting.com/scale.htm