Body: Guatemala Worry Dolls
ACTFL Standards:
1.2 Communication: Students understand and interpret written and spoken language on a variety of topics.
2.2 Cultures: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
3.1 Connections: Students reinforce and further their knowledge of other disciplines through the foreign language. (visual arts and social studies)
Objectives:
1. TSWBAT create a three-dimensional artwork from the Guatemalan tradition.
2. TSWBAT understand the importance of Guatemalan worry dolls.
3. TSWBAT to respond to questions based off a song they have learned in Spanish.
4. TSWBAT say different body parts in Spanish.
Context and Rationale:
This lesson will be done after learning animals and sea creatures so that the students can then describe the animals and sea creatures using numbers, colors, shapes, and body parts. It is important for students to know different body parts in Spanish so then they are able to describe themselves and other people using new vocabulary learned from this lesson.
Vocabulary:
~Body: Body, Head, Shoulders, Knees, Toes, Eyes, Ear, Nose, Mouth
Materials:
~Head, Shoulders, Knees and Toes Song in Spanish: http://www.youtube.com/watch?v=nUklGzMrHQg
~Large Clothes Pin
~1/8 inch diameter dowel rod
~Yarn in different colors
~Scissors
~Glue
~Markers of Paint
~I Can Do Statements
Pre-Activity: Head, Shoulders, Knees and Toes in Spanish (Standard: 1.2 Objective: 4)
The teacher will tell the students that they are going to be moving on from animals and learning different body parts. They will then listen and sing to the song Head, Shoulders, Knees, and Toes.
During Activities: Guatemalan Worry Dolls (Standards: 1.2, 2.2, 3.1 Objectives: 2,3)
The students and the teacher will then practice saying the body parts using a Guatemalan worry doll. The teacher will then explain the purpose of the worry dolls and how they help people with the worries. Then in English or Spanish (depending on the level of the students) the teacher will ask the students what they use or do when they are worried.
Worry Doll Making (Standards: 2.2, 3.1 Objectives: 1,4)
The students will then make their own worry dolls to help them learn body parts in Spanish and to help them with their worries. Directions for this art project can be found at: http://www.ehow.com/how_6246985_make-worry-dolls-children.html. They will then be asked to describe a body part on their worry doll.
Post-Activity: I can do Statements (Standards: 1.2, 2.2 Objectives: 2,4)
At the end of the lesson for the today, students will receive a piece of paper with I can do statements that say:
~I can identify at least 5 body parts in Spanish.
~I can explain what worry dolls are used for.
All of these will have columns for no help, some help, and help. The teacher will collect these to get student feedback on what they need to work on for the next lesson. If time permitted the teacher can pull out the nature and animal poster used the days before to review former concepts and to also identify different body parts of the animals.
Assessment:
The students will be assessed on their participation for their song and also their ability to retain the information learned from the video by asking them about the different body parts. The students will be assessed on their participation for their song and also their ability to retain the information learned from the video by asking them about the different body parts.
Differentiation:
Music will be used at the beginning of this lesson for students that learn better musically or with a song. Art will also been done to help students that like to learn with movement. They will also get oral practice during this lesson when describing their worry doll.
1.2 Communication: Students understand and interpret written and spoken language on a variety of topics.
2.2 Cultures: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
3.1 Connections: Students reinforce and further their knowledge of other disciplines through the foreign language. (visual arts and social studies)
Objectives:
1. TSWBAT create a three-dimensional artwork from the Guatemalan tradition.
2. TSWBAT understand the importance of Guatemalan worry dolls.
3. TSWBAT to respond to questions based off a song they have learned in Spanish.
4. TSWBAT say different body parts in Spanish.
Context and Rationale:
This lesson will be done after learning animals and sea creatures so that the students can then describe the animals and sea creatures using numbers, colors, shapes, and body parts. It is important for students to know different body parts in Spanish so then they are able to describe themselves and other people using new vocabulary learned from this lesson.
Vocabulary:
~Body: Body, Head, Shoulders, Knees, Toes, Eyes, Ear, Nose, Mouth
Materials:
~Head, Shoulders, Knees and Toes Song in Spanish: http://www.youtube.com/watch?v=nUklGzMrHQg
~Large Clothes Pin
~1/8 inch diameter dowel rod
~Yarn in different colors
~Scissors
~Glue
~Markers of Paint
~I Can Do Statements
Pre-Activity: Head, Shoulders, Knees and Toes in Spanish (Standard: 1.2 Objective: 4)
The teacher will tell the students that they are going to be moving on from animals and learning different body parts. They will then listen and sing to the song Head, Shoulders, Knees, and Toes.
During Activities: Guatemalan Worry Dolls (Standards: 1.2, 2.2, 3.1 Objectives: 2,3)
The students and the teacher will then practice saying the body parts using a Guatemalan worry doll. The teacher will then explain the purpose of the worry dolls and how they help people with the worries. Then in English or Spanish (depending on the level of the students) the teacher will ask the students what they use or do when they are worried.
Worry Doll Making (Standards: 2.2, 3.1 Objectives: 1,4)
The students will then make their own worry dolls to help them learn body parts in Spanish and to help them with their worries. Directions for this art project can be found at: http://www.ehow.com/how_6246985_make-worry-dolls-children.html. They will then be asked to describe a body part on their worry doll.
Post-Activity: I can do Statements (Standards: 1.2, 2.2 Objectives: 2,4)
At the end of the lesson for the today, students will receive a piece of paper with I can do statements that say:
~I can identify at least 5 body parts in Spanish.
~I can explain what worry dolls are used for.
All of these will have columns for no help, some help, and help. The teacher will collect these to get student feedback on what they need to work on for the next lesson. If time permitted the teacher can pull out the nature and animal poster used the days before to review former concepts and to also identify different body parts of the animals.
Assessment:
The students will be assessed on their participation for their song and also their ability to retain the information learned from the video by asking them about the different body parts. The students will be assessed on their participation for their song and also their ability to retain the information learned from the video by asking them about the different body parts.
Differentiation:
Music will be used at the beginning of this lesson for students that learn better musically or with a song. Art will also been done to help students that like to learn with movement. They will also get oral practice during this lesson when describing their worry doll.