BOMBAS

Una lección de la cultura de

Costa Rica

Melissa Albrecht

Costa Rica for Educators

Verano 2003

Day 1 - Introduction to the unit

Objective of the unit: To introduce the cultural concept of the Costa Rican "bombas". Also, through the use of bombas review the preterite tense.

Assignment: The Friday before the unit begins the students will have the assignment to research and find a definition of a "bomba" from Costa Rica.

Level: High school, 3rd or 4th year, intermediate mid

Day 2 - Beginning of the unit

Objective: To introduce and define a bomba from Costa Rica

National/State Standards: Culture, Communication

SWBAT: Relate the concept of Costa Rican bombas to that of poetry or nursery rimes in the US.

SWBAT: Define the concept of the Costa Rican bomba.

SWBAT: Create a definition of the Costa Rican bomba in their own words as to understand the definition.

Special needs students: Students with special needs will receive a copy in larger print of the hand out and the teacher will work more one on one with that student during group work.

Procedures:

  1. (Prior Knowledge - 10 minutes) Students will be asked what they found out about Costa Rican bombas. As a class we will put on the board what their research found.
  2. (Direct Instruction - 5 minutes) The teacher will fill in any thing that the children have missed and put on an overhead the definition of a bomba found in Bombas a la tica by Sandy. (Appendix 1).
  3. (Reading lesson - 10 minutes) The teacher will put 5 examples of bombas in a power point presentation and have the students read out loud the bombas. (Appendix 2).
  4. (Pair work - 10 minutes) In pairs students will work together to try to define the bombas and gather meaning from the 5 examples.
  5. (Closure - 5 minutes) As a class we will discuss once again the definition of a bomba and make sure there are no questions or anything to be clarified.

Materials:

  1. Bomba power point presentation
  2. Bomba hand out

Assessment:

  1. The teacher will gauge from the students answers to the research and the answers the students provide when asked what was found about Costa Rican bombas.
  2. The teacher will gauge from the pair work the students do to make sure they are understanding the meaning of the 5 examples of bombas.
  3. The teacher will gauge from the discussion at the end of class to see if the students understand the concept of bombas.

Assignment:

  1. Students will finish deciphering meaning from the 5 examples of bombas if not finished in class.

DEFENICION:

Las bombas: Las bombas son, en su mayoría cuarteras y podemos clasificarlas en:

  1. jocoso - playful
  2. románticas
  3. picarescas
  4. atrevidas - mischivious
  5. desafiantes
  6. despreciativas - scornful

Son coplas rimadas que son producto de su propia inspiración.

BOMBAS:

Bomba!

La naranja nació verde

y el tiempo la maduro

mi corazón nació libre

y el tuyo lo aprisiono

Bomba!

Ey mamita

lino del valle

tuya es la casa

y mia es la calle

Bomba!

Cuando tenía mis padres

me vestían de oro y plata

pero ya que no los tengo

me visten de pura lata

Bomba!

En el linda mes de mayo

llamado mes de las flores

me pongo triste a pensar

nada mas que en tus amores

Day 4 - Review of preterite tense using bombas.

Objective: This lesson will help students review the preterite tense and show how it is used in the bombas and decipher meaning from the preterit tense.

National/State standards: Communication, culture

SWBAT - Learn more about bombas and the culture of Costa Rica

SWBAT - Review and learn more about the preterite tense that is used in Spanish

SWBAT - Observe how the preterite tense is used in context through the bombas and decipher meaning of the tense.

Students with special needs: Will receive a copy of the bombas I use to review the preterite tense with the preterite tense high lighted.

Procedures:

  1. (Prior knowledge - 5 minutes) As a class we will review the rules, construction and meaning of the preterite tense. I will use a modified technique of the PACE lesson. Since the students have already learned the preterite tense this grammar point will not be new but I believe the PACE lesson can still be learned.
  2. (Presentation - 10 minutes) I will put on the overhead bombas that use the preterite tense and highlight the use of the preterit.
  3. (Attention - 10 minutes) I will draw the attention of the preterite tense to the class. I will have highlighted the verbs that use the preterite tense.
  4. (Co-Construction - 10 minutes) As a class we will review/construct together the rules of the preterite, what it is used for and how it is used in the examples of the bombas.
  5. (Extention - 10 minutes) This will be worked on in class and carried over into homework if necessary. Students will make a list of the verbs used in the past in the bombas and have to conjugate the verbs in the past in a verb chart. Students will also be given the assignment of writing a brief paragraph about a past weekend and use the preterite tense to show what they did (Appendix 3).

Materials:

  1. Bombas with the preterite tense in an overhead or power point form.

Assessment:

  1. Students will be observed during the PACE lesson to check for comprehension. Special attention will be given during the co-construction section to make sure the students are understanding the rules and construction of the preterite tense.
  2. Students’ verb charts and paragraphs will be collected to count as a homework grade to check for comprehension.

Assignment:

1. Students will be assigned the verb chart and paragraph and will complete at home what they weren't able to complete in class.

Day 3 - Listening lesson with bombas

Objective: The objective of this lesson is help students reading comprehension in Spanish and cultural understanding of Costa Rica

National/State standards: Communication, culture, and connections

SWBAT - Read and understand bombas from Costa Rica

SWBAT - Enhance listening skills by listening to a native speaker

SWBAT - Understand the structure of bombas so that they can write their own.

Students with special needs: Students will receive a copy of the tape with the native speaker reading the bombas. Students will also receive a cloze activity completed so they can follow along instead of filling in the blanks.

Procedures:

  1. (Prior knowledge - 5 minutes) As a class we will review what we learned yesterday about the definition of the Costa Rican bomba.
  2. (Pair work - 5 minutes) As a class students will work in pairs to go over the homework from the night before and compare answers.
  3. (Reading lesson - 10 minutes) As a class we will then compare the answers to the homework as a class. The students will give me the answers they have found and compare them with the correct answers.
  4. (Listening activity - 15 minutes) As a class the students will listen to a native speaker reading 10 bombas. The students will have to fill in a cloze activity while listening to the native speaker read the bombas (Appendix 4).
  5. (Closure - 5 minutes) The assignment of writing their own bombas will be given. The students will be given a hand out with specifics of the assignment (Appendix 5). The students will be told that this will be due at the end of the week and they should begin thinking about the assignment and how they might go about approaching it. They will also be told that tomorrow they will be shown examples of what I am looking for and we will talk more in depth about the project.

Materials:

  1. PowerPoint of bombas hand out with the correct answers
  2. Tape of native speaker reading 10 bombas
  3. Hand out of cloze activity
  4. Hand out of project assignment

Assessment:

Students’ homework will be looked over at the beginning of class to check for completeness and students will be given a homework grade of complete or incomplete

Students will turn in their cloze activity sheet for participation credit to check for comprehension.

Students’ answers will be observed during lesson to check for comprehension.

Assignment:

Students will be given the project hand out to begin thinking about the bomba project.

Cloze Activity

Bombas de Costa Rica

Escucha bien, y llena los espacio con la palabra correcta.

1. Bomba!

Estoy ______en la muerte

y la ______me sofoca

pero no ______morir

sin besar tu ______boca

2. Bomba!

En una linda ______

oí ______un jilguero

y en su ______decía

lo ______que yo te ______

3. Bomba!

Cuando pase por ______

mi tiraste un granito

y ______no me tiraste

______…. un rico ______?

4. ______!

Conozco una ______

que es muy ______y es muy ______

es la ______de los Angeles

Patrona de ______

5. Bomba!

En el ______hay un lucero

Que me ______la atención

Y en la tierra ______

Que le robo el ______

6. Bomba!

Coge mi ______

abrirlo con esta ______

y ______que dentro de el

solo vos sos la que ______

7. Bomba!

Dicen que a todos los ______

las ______hechando el mar

pero la ______de mi suegra

esta ______a nadar

8. Bomba!

Los enemigos mas ______

que el hombre puede ______

en el ______la culebra

y en ______la mujer

9. Bomba!

Yo nunca me ______

con una ______por dinero

después la ______se

acaba

y solo la vieja ______!

10. Bomba!

Por el ______corren ______

y ______los camarones,

por las ______de mi suegra

______y ______.

Day 5 - Beginning the project of making bombas.

Objective: Through this lesson students will be able to write their own bombas

National/State standards: Communication, comparisons

Students with special needs: Students will get a copy of the power point presentation of the homemade bombas and will be pared accordingly with a partner.

SWBAT - Understand more clearly through examples of bombas how to write their own bomba

SWBAT - Write their own bomba to share with the class

Procedure:

  1. (Prior knowledge - 10 minutes) As a class we will review the homework from the day before and review the concept and definition of the Costa Rican bomba.
  2. (Direction instruction/Presentation - 20 minutes) The teacher will show a power point presentation of homemade bombas from Costa Rica and watch a video that was video taped in Costa Rica of people performing bombas.
  3. (Direct instruction - 10 minutes) As a class we will go over the project of writing bombas and clarify and answer any questions the students might have. The teacher will read over the sheet that was handed out to the students with the bomba project and ask the students.
  4. (Pair work - 5 minutes) Students will get together at the end of class with their partner to begin brainstorming on the project.

Materials:

  1. Power point presentation of homemade bombas from Costa Rica (Appendix 6).
  2. Video of Costa Ricans performing the bombas (Appendix 7).
  3. Copy's of the project assignment (Appendix 8).

Assessment:

  1. Students will be observed while clarifying and asking questions about the bombas to check for comprehension.
  2. Teacher will walk around while in pairs to clarify any concerns of questions.

Assignment

  1. Students will begin to brainstorm on the project and ideas for the project.

¡AHORA ESCRIBIMOS! Proyecto de bombas

En parejas van a escribir sus propios bombas. El siguiente es los requisitos para el proyecto:

  1. Van a escribir 5 bombas
  2. Cada bomba debe tener 4- 5 lineas
  3. Las bombas deben rimar
  4. Es necesario que las bombas son comprensibles
  5. Van a presentar sus bombas, deben hacerlas en la computadora o escriben las muy ordenado
  6. Cada person del grupo debe hablar y presentar las bombas.

El rubric para el proyecto:

Parte escrito - 50 puntos

Sí No

1. Hay 5 bombas escritas (10 puntos)______

2. Cada bomba tiene 4-5 lineas (10 puntos) ______

3. Cada bomba rima (10 puntos) ______

4. Cada bomba tiene sentido (10 puntos)______

5. Las bombas son originales (10 puntos)______

La presentación – 50 puntos

1. Cada persona presenta

una parte de la bomba(10 puntos)______

  1. El modo de presentación es

ordenado y bien escrito (10 puntos)______

  1. El vocabulario y el lenguaje de la

presentación es compresible (10 puntos)______

  1. La presentación es totalmente en

español (10 puntos)______

  1. La presentación es fluida sin pausas

(10 puntos)______

Day 6 - Class work

Objective: Students will be working in class on the bomba project

SWBAT - Work in their pairs to work on the bomba project

National/State standards: Communication, connections, and culture

Students with special needs: Students will be paired with a student who can help them complete the project.

Procedures

  1. (Prior knowledge - 5 minutes) As a class we will review the project requirements and rubric. The teacher will answer any questions the students might have and clarify the project assignment.
  2. (Group work - 30 minutes) Students will work in pairs on their bombas.
  3. (Closure - 5 minutes) At the end of class we will regroup and once again ask for questions anything that needs to be clarified and remind them that they will be presenting the bombas in class on Monday and if they didn't get done in class they need to work on them over the weekend.

Materials:

  1. Hand outs of the project in case someone doesn't have one.
  2. Copies of the homemade bombas to use as resources for the students

Assessment:

  1. Students will be asked if directions need to be clarified
  2. The teacher will walk around the classroom checking on progress of project

Assignment:

  1. Students will continue to work on projects over the weekend if not completed.

Day 7 - Presentation

Objective: Through this lesson students will present in pairs the 5 bombas they have created.

SWBAT - Present/communicate, through the target language, the bombas they have created.

SWBAT - Present/read the bombas they have created to the class.

SWBAT - Have a better cultural understanding of the Costa Rican bombas.

National/State standards: Communication, Culture, and Connections

Students with special needs: Students will not have to present as many bombas as the other students do.

Procedures:

  1. (Prior knowledge - 5 minutes) As a class we will use this final day of the unit to review the concept of the Costa Rican bombas. As a class we will in our own words define the Costa Rican bomba.
  2. (Presentation - 30 minutes) Students will present their bombas to the class.
  3. (Closure - 5 minutes) As a class we will discuss the bombas and what students thought of them and share the thoughts of the projects.

Assessment:

  1. Students will be assessed according to the rubric provided (Appendix 9) on their presentations.
  2. Students will be observed while discussing bombas and the projects to make sure that the idea of bomba has been taught thoroughly.

Materials:

  1. Presentation rubric
  2. Definition of bomba to discuss in the beginning of class

Self Assessment:

The teacher will know if she/he was successful during this unit if the students create accurate bombas and give accurate responses while discussing the bombas throughout the days of the lesson. The lesson will be considered successful if students demonstrate and walk away with a thorough understanding of the culture item of a Costa Rican bomba.