Proyecto del Da de Accin de Gracias

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Proyecto del Día de Acciónde Gracias

• Project Created By
• Jennifer Elbert-Rasmussen
• And
• Kari Arnholt

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Conexiones con laComunidad El Día deAcción de
Gracias

• This unit takes a look at Thanksgiving, which is
  typically an American holiday,
• from the viewpoint of Hispanic communities
  living within the United States.
• By
• Kari Arnholt
• Jennifer Elbert-Rasmussen

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Grade Level Duration

• This unit is the first unit for Spanish Speakers
  Level 1.
• This unit can be extended or compressed, based on
  the needs of the class. The unit should be
  started close to the beginning of the year with
  enough time to culminate before Thanksgiving and
  to allow plenty of time for student research (6-8
  weeks).

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Necessary Equipment Technology Skills

• Technology
• Computer lab
• Microsoft Word Microsoft PowerPoint software
• Internet software Netscape or Explorer
• Data Projector laptop (for presentations)
• Technology skills The teacher must be able to
  use and mentor students in the use of the
  following technologies
• The Internet
• Presentation software
• Date projection

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Foreign Language Standards

• Goal 1 Communication.
• Students conduct interviews with native speakers
  of Spanish in order to learn how they celebrate
  Thanksgiving.
• Students create and present a PowerPoint
  presentation based on a food that is typically
  eaten at Thanksgiving.
• Goal 2 Cultures.
• Students research the history of the foods
  typically eaten at Thanksgiving, most of which
  have their roots in Hispanic communities.

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Foreign Language Standards

• Goal 3 Connections.
• Students visit authentic food web sites and
  conduct research on their particular food.
• Goal 4 Comparisons.
• Students compare their own Thanksgiving
  traditions with those of other members of
  Hispanic communities.
• Goal 5 Communities.
• The project culminates in a banquet where the
  Spanish Speaker students and their parents share
  a Thanksgiving dinner and their PowerPoint
  presentations.

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Estándares de Lecto-Escritura en Español Noveno y
Décimo Grados

• Lectura
• 1.0 Los estudiantes utilizan el conocimiento de
  los orígenes de las palabras para determinar el
  significado de las nuevas palabras que encuentran
  en el material de lectura y usan esas palabras
  adecuadamente.
• 2.4 Sintetizan el contenido de varias fuentes u
  obras que tratan de un mismo tema y que han sido
  escritas por el mismo autor. Hacen una
  paráfrasis de las ideas y las enlazan a otras
  fuentes y temas relacionados para demostrar
  comprensión.
• 2.6 Demuestran el uso de buenas estrategias de
  aprendizaje para seguir instrucciones técnicas
  (calculadoras gráficas, programas especializados
  de computación y guías de acceso a los sitios de
  la red cibernética).

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Estándares de Lecto-Escritura en Español Noveno y
Décimo Grados

• Escritura
• 1.0 Los estudiantes escriben ensayos claros y
  coherentes que trasmiten ua perspectiva bien
  definida y un argumento lógico y razonable. La
  excritura demuestra que se han tomado en cuenta
  la audiencia y el propósito. Los estudiantes
  progresan en las etapas de la excritura (plan de
  ideas, borrador, corrección, redacción y
  publicación de versiones sucesivas).
• 1.3 Utilizan adecuadas preguntas y metodología
  para la investigación (entrevistas, medios
  electrónicos, entrevistas personales) para
  obtener y presentar evidencia de fuentes
  primarias y secundarias.
• 1.8 Diseñan y redactan documentos utilizando
  programas de computación avanzados.

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Estándares de Lecto-Escritura en Español Noveno y
Décimo Grados

• Normativas del Español Oral y Escrito
• 1.0 Los estudiantes reconocen que un idioma es el
  medio por el cual exciste la comunicación, verbal
  y escrita, entre los individuos de una misma
  comunidad. Estudian el origen, transformación e
  importancia de la lengua española. Estudian las
  palabras de acuerdo a su función, estructura y
  correcta ortografía. Escriben y hablan dominando
  un español estándar de acuerdo a su nivel de
  grado.

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Estándares de Lecto-Escritura en Español Noveno y
Décimo Grados

• La Audición y el Habla
• 1.7 Usan accesorios, láminas visuales, gráficas y
  el medio electrónico para realzar el atractivo y
  la precisión de las presentaciones.
• 2.0 Los estudiantes hacen presentaciones formales
  y extemporáneas elegantes que combinan las
  estrategias de la retórica tradicional en la
  narración, exposición, persuasión y descripción.
  Los estrudiantes demuestran un dominio del
  español estándar y de las estrategias de
  organización y modo de expresión señaladas en los
  estándares de la audición y el habla.
• 2.3 Aplican apropiadamente las técnicas de
  entrevista donde
• Preparan y hacen preguntas relevantes y elaboran
  notas de respuestas.
• Usan el lenguaje que demuestra madurez,
  sensibilidad y respeto.
• Responden preguntas con corrección y efectividad.
• Demuestran conocimiento del tema y de su
  organización.
• Compilan y reportan respuestas.
• Evalúan la efectividad de la entrevista.

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The Objectives

• Instructional Objectives
• In a clear and concise PowerPoint presentation,
  the students will synthesize their research into
  the history of a particular food eaten at
  Thanksgiving.
• Technology objectives
• Students will effectively use the Internet as a
  source of information.
• Students will effectively use PowerPoint as a
  presentation tool.

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Día 1 Entrevista

• On the first day, the students will be divided
  into teams of 3-4. (Since the students will be
  working on the project over an extensive period
  of time, both in and out of class, we recommend
  that they choose their own partners, because then
  they are more likely to take responsibility for
  helping each other.)
• Each student will carry out one interview (for a
  total of 3-4, depending on the number of people
  in the group) with a member of a local Hispanic
  community in order to determine how their
  Thanksgiving customs compare with their own.
  They will also discover what foods are eaten by
  the Hispanic communities in order to celebrate
  Thanksgiving.
• Based on their interviews, the students will
  select a food that they will investigate
  throughout the remainder of the project, for
  example turkey, cranberries, sweet potato, etc.
• Their interviews should be carried out in
  Spanish.
• The interviews will be typed up and turned into
  the teacher.

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Día 2 Técnicas de Búsqueda Cibernética

• Before the students begin their research, it is a
  good idea to take one period of class time to
  help them hone their Internet skills by going
  through the Internet Search Strategies tutorial
  in Spanish http//www.eduteka.org/tema_mes.php3?T
  emaID0010 and practicing their skills with the
  Cuatro Claves worksheet that is included in the
  resources for this unit.
• Note The students need to keep track of their
  research as they go. The best way to keep track
  of their web sites is to set up an account with
  Backflip! At www.backflip.com. Directions in
  Spanish for setting up an account are also
  included in the resources for this unit.

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Día 3 Leyendas o Mitos

• Using authentic web sites on the Internet or
  other library resources, the students will
  research to see if there are any legends or myths
  that go with their food or any of its
  ingredients.
• These legends and myths will be summarized and
  included in their PowerPoint presentations.
• There is a worksheet for the students to fill out
  that helps them to synthesize their findings in
  their own words in paragraph form.

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Día 4 Historia

• Using authentic web sites on the Internet or
  other library resources, students will focus
  their efforts during this period on reseasrching
  the authentic history of their food and its
  ingredients.
• The questions they need to answer are How does
  that food differ from the original version? Did
  the infusion of Spanish foods change the food?
  For example Tamales are now made with cheese or
  pork, but they used to be made with a whole dog
  or turkey and decorated with feathers.
• There is a worksheet for the students to fill out
  that helps them to synthesize their findings in
  their own words in paragraph form.

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Día 5 Dichos y Refranes

• The teacher will first explain the use and
  importance of proverbs (refranes) in Hispanic
  communities. There is a worksheet for the
  students to complete with a partner that will
  help them dig for the deeper meaning of each
  refrán.
• Using authentic internet web sites, the students
  will collect as many refranes as they can that
  relate to their food.
• The students will need to decipher their deep
  meaning, going as far below the surface as
  possible in order to discover the cultural values
  that are reflected in the refrán.
• They will record their findings on the worksheet
  that goes with this day of Internet research.

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Día 6 Receta

• Using library resources or authentic web sites
  from the Internet, the students will find a
  recipe for their food.
• Once again, there is a worksheet for them to fill
  out as they research their recipe.
• The students will prepare the food in their group
  and bring it to share with the other students and
  their parents on the day of the Thanksgiving
  banquet.
• By cooking the food in groups, all students will
  be able to contribute and share the costs.

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Día 7 Datos Interesantes

• Using library resources or authentic web sites
  from the Internet, the students will find
  interesting facts about their food.
• They will be filling out the corresponding
  worksheet as they perform their research.

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Días 8-9 Diseño de Presentaciones

• Once the students have carried out their
  research, they will need a couple days of
  computer lab time in which to design and create
  their PowerPoint presentations.
• For those students who are not as familiar with
  PowerPoint, we recommend that you have on hand an
  outline that will guide the students through the
  basics of creating a presentation.
• The teacher should discuss with the class the
  elements of good design background contrast, use
  of pictures, font size, smooth transitions, etc.

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Día 10 Día de Presentaciones

• In order to really emphasize the Foreign Language
  Standard for Communities, the culmination of the
  project will be a banquet for students and their
  parents, held at night, so that working parents
  are also able to attend.
• The students will bring the dishes that they
  prepared from the recipes and they will present
  their PowerPoint presentations to their parents
  and fellow students on a large screen (using a
  data projector).
• The purpose of the banquet is to celebrate their
  hard work and achievement.

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Assessments

• The students will each conduct one interview with
  a member of a local Hispanic community and type
  up their findings in essay form.
• The students will investigate their food on the
  Internet, and will submit a print-out from their
  Backflip! account as proof of research.
• The students will work in groups to create a
  PowerPoint presentation, which they will present
  to their fellow students the day of the banquet.
• The students will make a recipe based on their
  food and bring the dish to share with their
  fellow students the day of the banquet.

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Universal Access

• Computers provide a powerful means of meeting the
  learning needs of all students. Advanced
  learners can be challenged to carry out more
  in-depth research on the Internet, or add more
  complicated elements to their PowerPoint
  presentations. Students with learning
  difficulties benefit from the option of being
  able to check their work for spelling and grammar
  errors, as well as not worry about their
  handwriting. The visual aspect of the Internet
  increases comprehension and enables students
  learning the Spanish languageespecially in the
  areas of reading and writingto acquire the
  language more quickly. Many of the web sites
  that the students will be using are in Spanish,
  so this gives them the opportunity to apply their
  language skills in a real-life context.

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Instructional Materials

• In order to hold the students accountable and
  teach organization
• Project Rubric
• Project Check-off List
• Project handout with definitions of key terms
  used in the project
• Project Group Information Sheets (one for the
  students and one for the teacher)
• In order to help the students with their
  presentations
• A basic PowerPoint Lesson Plan/Handout for
  students to guide them through the basics of
  creating a presentation.

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Instructional Materials (contd)

• In order to help the students research more
  effectively
• Entrevista Hoja de investigación
• Cuatro Claves Hoja de investigación
• Backflip! Direction in Spanish
• Leyendas o Mitos Hoja de investigación
• Historia Hoja de investigación
• Dichos y Refranes Hoja de práctica
• Dichos y Refranes Hoja de investigación
• Receta Hoja de investigación
• Datos Interesantes Hoja de investigación

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List of Useful Web Sites

• Using Backflip!, Jennifer has compiled extensive
  lists of authentic web sites that are essential
  for this project, as well as helpful for other
  areas of Spanish language instruction.
• She has published them so that all of you can
  benefit from her hours of research
• Go to www.backflip.com
• Under Public Folders, click on Public
  Directory
• Username jenniferrasmussen (all lowercase)
• There are 3 categories Dichos y Refranes,
  Mexcian Food, and Prehispanic Cultures
• Clicking on a category takes you to the list of
  web sites and from there you can click away to
  your hearts content!?

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Student Samples 1 2

• Since this was the first iteration of the unit,
  some of the student samples are a bit rough
  however, they do provide a visual idea of the
  goals of the project. (These samples are on the
  shared server for EUHSD).
• 1 Xoloitzcuintle an example that points out how
  the original version of the tamale is different
  from the current version, due to Spanish
  influences an ideal presentation as a lesson to
  teach the information, and as a model for their
  own presentations!
• 2 Chocolate an excellent example of a student
  who found the deep meanings of each refrán that
  related to the food.

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Student Samples 3-6

• The examples for the avocado reflect each of the
  different aspects that the students are to
  research for their food, and show how the unit
  could be broken down into each of its components
  so that the students continue working on smaller
  presentations throughout the year
• 3 Leyendas
• 4 Historia
• 5 Refranes
• 6 Recetas y cultivación