Maria Laskaris
Lesson #4
3/4/10
Infusing Global Perspectives
Latinos in the United States
(Cubans)
Unit for Grade 6
In the 6th grade, students have been studying the various Hispanic cultures that reside right here within the United States. The three areas that we focus on are: A) Boston, MA, B) Miami, Florida and C) San Antonio, Texas. The biggest Spanish-speaking groups that reside in these three cities are Puerto Rican/Dominican, Cuban, and Mexican respectively.
The objectives for this Unit are as follows and align with the following Massachusetts Foreign Language Frameworks. Students will . . .
- Standard 4.5Identify distinctive contributions made by people in the target culture.
- Standard 4.6Demonstrate knowledge of artistic expression in the target culture by identifying, learning, and performing songs, dances, or memorizing poems; by identifying and making examples of crafts or visual arts using traditional techniques such as brush painting, paper folding, or mosaics.
- Standard 4.7Demonstrate knowledge of the culture's geography by naming features such as rivers, mountains, cities, and climate on maps.
- Standard 6.2Describe patterns of behavior of the culture, such as celebrations and compare / contrast them with those of their own culture.
- Standard 6.3Describe some cultural beliefs and perspectives relating to family, school, and play in both target culture and their own.
- Standard 6.4Identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture.
Today's lesson focuses onMiami and the Cuban community.
Maria Laskaris
Lesson #4
3/4/10
Infusing Global Perspectives
The objectives of this lesson are: 4.7, 6.2, 6.3, and 6.4 (above) communication (find number)
To review, first students locate the United States and the Caribbean on the map. In order for children to reviewwhere Cuba is, students look at all three Spanish-speaking islands, Cuba, the Dominican Republic, and Puerto Rico.
Students review the mnemonic device and recall that "Charlie" stands for "Cuba"
Charlie Really Digs Purple Rice. Then students look at the close proximity that
u e ouiCuba has to Florida.
b p mec
a ú iroStudents study the Cuban population in Miami.
b ntThey take a closer look at Little Habana.
l ioThey learn about some of the history,
i clandmarks, and activities one can do in
c áLittle Habana. They learn about the
a nFreedomTower where Cubans are
a commemorated. They take a walk down
Calle Ocho (or 8th Street) where they might be able to order a Cuban sandwich or drink a mango juice, or simply window shop.
The topic vocabulary that students learn in this Unit is that of interests and what one likes to do.
The main objectives of this lesson are1) for students to communicate in Spanish to one other some of the things they like to do, and 2) to sample authentic Cuban foods. In order to achieve that, students role play with one another (see next page). In order to make it more "true-to-life" the classroom is set up with their very own Calle Ocho (or 8th Street).
There is a juice stand, a Cuban sandwich stand, the FreedomTower, a book store, and a music store. Since the students always love to eat, as a homework assignment given in advance with parental permission, they bring in their own ingredients to make Cuban sandwiches.
As they role play and walk down Calle Ocho, they create conversation talking about what they like and what they don't like. Since this is a beginning level class, and students' vocabulary is limited, they create very simple conversations in Spanish such as the one below:
Hi, how are you?
I'm fine, and you?
I'm fine.
What do you like to do?
I like to eat ice cream, pizza, and soft drinks.
Me too. Do you like Cuban sandwiches?
Yes, I do.
(They stop to buy a Cuban sandwich and strike up conversation with the
sandwich maker)
Do you like to prepare the sandwiches? Yes. And I like to eat too!
Mmm. Delicious.
I like to play the guitar. Do you?
Yes, I do. I also like to read books.
Really? Me too.
(The students continue down Calle Ocho browsing as they converse.)
When instructed by me, students rotate from station to station (or shop to shop). Everyone has a chance to eat a Cuban sandwich and drink a "liquido" (or blended smoothie) made from mango juice.
When students are not at the sandwich or smoothie station, they complete a small task at the other stations such as working on a fun fact worksheet at the FreedomTower or completing a crossword puzzle on instruments at the music store, or playing a game of Taboo at the book store. There are 4 at a time at each station working in groups on something. Of course, they are happiest when it is their turn to visit the Cuban sandwich stand and the juice stand!
Nombre______Fecha______Hora______
La Pequeña Habana y Calle Ocho
Introduction:
You are going to role play today in Spanish class. Imagine the four of you are new to Miami and are creating new friendships. You are going to be walking down Calle Ocho. You are going to stop by five distinct places today. They are:
1.A book store
2.A music store
3.The FreedomTower
4.A juice stand
5.A Cuban sandwich stand
Procedure:
1.As you and your friends walk to each area, you are going to create conversation saying what you like and what you don't like to do. Try to make the conversation as natural and relevant (to each you're approaching) as you can. Whatever you do, don't use English. Use the following as a guide:
A.Ask each friend what he/she likes to do.
B.Respond to each other's questions
C.Include reactions such ¿Sí? A mí también.
D.Talk about something else you like to do, and include a question back such as ¿y tú?
2.As you approach each station, read the directions carefully as to what you are supposed to do there and complete the task.
3.When you hear me say "¡Cambien! you will rotate counter clockwise, repeating steps 1 and 2.
Note: Do not get up from your seat or leave your station until you are instructed to do so. You will all have a chance to make a sandwich and a smoothie.