Incentive Schools: ''Foreign Languages, Culture Activities for K-6 Classroom Teachers,'' Office of Communications, English, ESL, Foreign Languages, and Reading, Little Rock School District

J ] Attachment A-2 ] ] FOREIGN LANGUAGES CULTURE ACTIVITIES FOR K-6 CLASSROOM TEACHERS 1 1 ] 1 1 1 1 Prepared for Incentive Schools Office of Communications, English, ESL, Foreign Languages, and Reading Little Rock School District J RECEIVED FEB 2 4 1995 Office of Desegregatioa iv ...ujfe ] ] ] ] ] ] ] ] ] SUGGESTED TOPICS FOR ALL LEVELS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Alphabet Numbers 1-10 Classroom items Calendar Seasons Weather Clothes Food Family Colors Days of the Week Transportation Adjective Comparisons Animals Rooms of the House Body Parts Types of Buildings Action Verbs Reflexive Verbs How to .] ] FOREIGN LANGUAGES CULTURE ACTIVITY ] ] Title: Children's Story Book Author: Elizabeth McFadden Topic: Writing ] objective: Students are to create at least a 10-page illustrated children's story book or "How to" book in the target language. ] ] Level: Novice (K-4) (NOTE: Intermediate (5-8) Advanced (9-12) At primary and interaediate levels, activities must be conducted mostly in English.) Length: 5 days Materials: ] 1. 2. 3. notebook paper typing paper markers or crayons 4. 5. textbook children's books ] ] Pre Activity
Bring to class samples of basic children's books (ABC's, Dr. Seuss, Alphaber, etc.) for students to use as tools for brainstorming topics of interest. \ttached.) (See 1 1 Activity: DAY 1: Divide students into pairs. Some students may prefer to work independently. and drawings. Spend time brainstorming simple ideas for stories DAYS 2-3
Students will work on and turn in their scripts to be proofed and approved by the teacher. DAYS 3-4: After final revisions are made , students may rewrite onto the typing paper the script, then add and color their illustrations. Post Activity: DAY 5: Students will share with the class their completed stories and show their illustrations. Suggested Assessment: Points may be assigned using the following rubric: . 50 points 1. 2. 3 . 4. originality presentation vocabulary usage adherence to assignment 15 points 25 points 10 points TOTAL: 100 points] ] FOREIGN LANGUAGES CULTURE ACTIVITY Title
1 Day of the Dead Celebration (To be used with the activity titled "Bread of the Dead.") Author: Suzanne Caldwell Jopic
Spanish Holidays Objective: Students will gain cultural and self understanding through participation in a celebration of a typical Spanish holiday. Level
Novice (K-4) (NOTE
Intermediate (5-8) Advanced (9-12) At novice and intermediate levels, activities must be conducted mostly in English.) ength: 30 minutes Materials: picnic or table cloth fake tombstone made of poster board artificial or real flowers favorite foods brought by students [reparation: A few days before, the teacher should tell students that they may bring a treat to eat in class (or ask room mothers to provide snacks). ^itudents to bring a few real or artificial flowers. Also asl< > Activity: Teacher asks questions to review the United States's customs of celebrating 1! alloween: b. T d. What day is October 31? How do we celebrate this day? Is there anything scary about this holiday (to elicit responses that it has to do with ghosts, dead people, etc.)? What does this tell us about the way people in the U.S. feel about death? Is this the way you feel about death and dead people? Activity: 1. 1 Teacher will explain Latin American attitudes toward death and the Latin American holiday that is a counterpart to Halloween. [While the North American avoids or tries to disguise death, the Hispanic finds death to be just another aspect or side of life. One Mexican woman explained that a family member who is dead is as close and as real as if he were merely asleep in the next room. In all the Latin American countries, the Day of the Dead is celebrated with visits to the cemetery. in memory of their dead friends and family members. The people put flowers and candles on the grave Many times, the visits last several hours during which the family eats, drinks, and chats beside the grave of a loved one. In many parts of the world, the people believe that the souls of the dead return to their houses on October 31 or November 1. While in North America a dead person is considered scary or gruesome, the Hispanic dead person is received like a lost friend. In some countries,, the family puts some of the favorite food or drink of the dead person on the grave or in some corner of the house.] The teacher will then tell the students to bring the favorite foods or snacks that have been brought or provided to a place in the classroom set aside as a grave, marked with the headstone. The teacher could have students decide ] ] 4. 1 1 1 1 1 11 collectively on a name and identity of the dead person. The name, dates, epitaph, etc., could be written on the poster board tombstone. The students will spread a cloth beside the grave and share the treats. A special plate will be prepared for the dead person. The students or teacher can place flowers on the grave if desired. name and identity of the dead person. ] ] 1 - -------- They will then sit and tell "stories" about the person when he/she was alive. To end the ceremony, the teacher can taste the treat left on the plate of the dead person and declare that he must have come and eaten, because the flavor has gone from the food. The students then say good-bye to the dead person and return to their seats for closure. Post Activity: pe teacher will draw out reactions to this 4iem to examine their own feelings. new custom from the students and help 1. 1 How are the two celebrations of this holiday similar? (time of year, treats, association with death) How are the two celebrations of this holiday different? dead person, setting, slightly different date) How do you feel about the way people from Hispanic countries celebrate this holiday? (attitude toward How do you think a person from an Hispanic country would feel about our treatment of this holiday? Has this activity affected the way you feel about Halloween? about Hispanic people? about death? '^ggested Assessment: J'ite a short paragraph describing the Hispanic celebration of the Day of the Dead. Include your feelings. 1 I J J I I 1] ] FOREIGN LANGUAGES CULTURE ACTIVITY 'itle: Bread of the Dead ] ] Author: Cindy Wage Topic: Spanish Holiday Food 1 objective: Students will make and sample "Bread of the Dead" while studying the holiday. ] Level: Novice (K4) Intermediate (5-8) (NOTE: Advanced (9-12) At novice and intermediate levels, activities must be conducted mostly in English.) 3 Length: 1 class period I Materials: ] 1. 2 . one loaf of frozen bread dough one orange peel, grated I J Pre Activity: This activity may be combined with the activity which describes the customs and rituals associated with the "Day of the Dead." J Activity: On All Saints' Day, November 1, Mexicans prepare "bread of the dead" or Pan de los Muertos. Use this simple recipe to make the bread in class: Let the dough thaw about 1 hour, until workable. dough the size of a tennis ball and reserve. Break off piece of into a large ball, grated orange peel. Shape the rest of the dough Flatten the large ball slightly and sprinkle with Now use the reserve dough to shape a skull and crossbones or a cross for the top of the loaf. Bake at 375 for 25 minutes or until there is a slight hollow sound when the golden crust is tapped. Post Activity: N/A J Suggested Assessment: N/A J I 1 o I 1] 1 FOREIGN LANGUAGES CULTURE ACTIVITY Title: Greetings and Greeting Customs 1 Author: Jennifer Lusk Topic: Greetings and Greeting Customs Objective: Students will use appropriate greetings and greeting customs in a variety of situations. ] Level
Novice (K-4) (NOTE: Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) Length: 3-5 minutes Materials: Teacher, door sign, other students optional ]Pre Activity: Students should be thoroughly familiar with the target language greetings before this activity is used. -- . .. (If not there will be a major pile-up of Students should learn not only greeting vocabulary, but appropriate gestures, forms of address, etc. students at the door!) ctivity
Before class I put a sign on the door telling who I am. Students must come in and give me an appropriate greeting in the target language. (This is J a great way to check if the students know the difference between formal and informal greetings. It also gives me the chance to see if students know am. appropriate greeting gestures. . , For example, Germans give firm handshakes and look one another in the eye when greeting one another.) This activity takes just a few moments to complete while the students entering the room. are 1 ] ] ] J I J 1 J Post Activity
You can use the same "Meet them at the door" technique to drill the students on other basic information. (For example, ask the students their ages in the target language, ask them their names in the target language, etc.) J Suggested Assessment: After we have practiced greetings at the door, I give students a short I pop quiz (worth 5-10 points) practicing. (You can quickly go around the room giving students a different in the same manner in which they have been 1 J arson to greet each time.) JFOREIGN LANGUAGES CULTURE ACTIVITY Title
Hispanic Food Author
Cindy Wage Topic
Food ] Objective
Students will prepare and sample two typical Hispanic foods: Paella and Caribbean drink. ] Level
Novice (K-4) Intermediate (5-8) Advanced (9-12) ] (NOTE: At primary and intermediate levels, activities must be conducted mostly in English.) Length
] Materials
] See attached recipes. ] Pre Activity: Discussion of Spanish foods. Begin with a brainstorming activity where students talk about foods that they think are "typically Spanish." (As you know, most students will come up with food that is either Tex-Mex or Mexican -| in origin. The teacher might want to then explain the differences in Spanish I nd Mexican foods.) The information in Appendix 2 might help to generate some * -iiscussion. Teacher might also want to mention the importance of the banana ] as a staple food in Caribbean countries such as Puerto Rico, Dominican Republic. Cuba, and the J Activity: Making of Paella should be assigned to one or more groups of students, dish should be prepared at home and brought to class on day assigned. This The (You may want to get Caribbean drink can be prepared in class by students. They could also bring in a I XiJUcCi.ll LlXXilA. t^CLll UC C^Cll. Cm Xll J students to bring ingredients on voluntary basis, few extra blenders!) ? All preparations for drink can easily be done in class. J J Post Activity
In school library, look in a cookbook and find more information about Prepare a brief list of dishes that you would like 1. Hispanic cuisine. 2. to taste or try to make. See if you can get all the ingredients. Choose a recipe. Find out how J much it will cost to make the recipe with a friend. J Suggested Assessment: This activity lends itself more to a participation grade than any other form You may want to use the following rubric to grade the final of assessment, product: resentation: ' J .dherence to recipe: (Is the food attractively presented?) (Did students follow recipes and use all 10 Student Participation: ingredients listed?) ' J Total Points: 05 10 25 r k] APPENDIX 1 ] SPANISH PAELLA ] ] ] 2 cups rice (arroz) 1 cup diced chicken breast (polio) 1 cup sliced link sausage (chorizo) 1 cup fresh shrimp (Camerones) 1 bell pepper (Pimentos verdes) Green olives, 10-12 or small can (olivas verdes) 1 small onion, chopped (cebolla) 1 can tomatoes (tomates) 2 Tbs. olive oil (aciete de oliva) 2 cups water (agua) ] ] Chop chicken, slice sausage, and peel shrimp, tomatoes, and peppers in olive oil. sausage, Saute onions, for 10 minutes. baking dish. Add chicken and shrimp and cook Add sliced sausage, rice, and olives. Put into and olives. Pour water over rice mixture and bake % hour or until water is absorbed. ] CARIBBEAN DRINK ] J 3 bananas (platanos) 1 cup milk (leche) \ teaspoon lemon juice (jugo de limon) teaspoon vanilla \ cup sugar (azucar) Ice (hielo) J Peel and chop bananas, well. Put all ingredients into blender and blend J J J J J J J] 3 APPENDIX 2 3 COMPARISON OF SPANISH AND MEXICAN COOKING 3 Many people do not have a clear idea of the differences between 3 Spanish and Mexican cooking. Because of the similarity in the languages, people assume that the foods are equally similar, truth is that the two cuisines are very different. The 3 Spanish foods are based on very basic, simple tastes. to shy away from overly spicy foods. Spaniards tend ingredients as olive oil, Their foods are based on such garlic, and parsley. Almonds appear 3 frequently both raw and in sauces, main dishes, and desserts. In coastal areas there is a huge abundance of fresh fish and shellfish. Eggs and egg yolk sweets are also used in a great variety of dishes. 3 3 Because of Spain's physical geography, the land is not really suitable for dairy or cattle grazing. It is, however, ideal for raising olives, grapes, and small animals. The Spanish have (naturally!) developed a taste for eggs, pork, lamb, veal, and olive oils. Vegetables and fruits are eaten accordina to recion and the land It is, animals. season. Vegetables and fruits are eaten according to region and Cured ham, green and red peppers, and garlic are other. equally popular ingredients. Because of the reliance on small 3 animals, cheeses are usually made from goat's or sheep's milk. 3 Mexican cooking, on the other hand, is based on cilantro (spice), tomatillos, tomatoes, and hundreds of varieties of chilies. a heavy reliance on corn in Mexico as well. There is J used in tamales. The ears and husks are the stalks are used as cattle feed. the corn silk is used to make medicinal teas, and utilized! Every part of the corn plant is Mexican food often uses lard for frying. The basic J ingredient common to most Mexican recipes would have to be chilies. They range in flavor from mild to very hot and are used fresh, dried, and crushed. The difference in the two cuisines can be seen best in the dish tortilla. In Spain a tortilla is an omelet. It is often eaten as a 3 part of tapas (a variety of appetizers eaten near midday). Mexico, the tortilla is a flat bread made from ground corn. used in soups. In It is as a wrapper for a great many dishes. integral part of many traditional main dishes. and as an I3 ] FOREIGN LANGUAGES CULTURE ACTIVITY Title: ] Mexican Market (We suggest that you use the following activities to create and operate a simulated Mexican market.) 1 Author: Cindy Wage Topic: Crafts and Markets Objective: Students will make various crafts and display them in a simulated Mexican market. Level: Novice (K-4) (NOTE: Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) Length: 4-5 Periods ] Materials
(See following individual exercises.) Pre Activity: Teacher will ask students: 1. 2. 3. 4. Where do you buy your food? Where do you buy your clothes? Where do you buy household items? furniture? decorative items? 5. Have you ever been to a farmer's market? Were there items other than food? What were they selling? Have you ever been to a flea or craft market? there? What did they sell Teacher tells students: A Mexican Market is like a cross between a craft fair, a flea market, and a farmer's market. It is very popular in Hispanic countries. in small towns, it may be the only place to shop. In fact, Activity
Make craft items following directions on the attached sheets, display items as in a farmer's market. Students Post Activity: A unit on numbers and bargaining would be a reasonable extension of this Spanish vocabulary can be used in foreign language classes. activity. L,.----- ---------------- -------- I students may buy and sell with fake pesos. The the value varies from country to country. Exact values are not important as Suggested Assessment: You may want to use the following rubric to grade the final product: Creation of 4 craft items: Presentation: Attractiveness of craft items Booth set-up 60 points (15 pts. per item) 10 points 10 points Attentiveness and cooperation: 20 points Total Points: 100 points ] ] J J J J J] ] FOREIGN LANGUAGES CULTURE ACTIVITY itle: Rebozo/Mexican Shawl (We suggest that you use the following activity to create and operate a simulated Mexican marlcet.) Author
Cindy Wage Topic
Craft Objective
Students will malce a rebozo and learn the history and current uses of the shawl. ] Level
Novice (K-4) (NOTE
Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) Length
60 Minutes Materials
] 3. 4. unbleached muslin or bed sheet cut 1 yard by 2^ yards crayons 2 brown paper saclcs iron Pre Activity
J ''ell the students about the rebozo and show a real one or a picture of one. J Activity
Ma)ce a rebozo by using the above materials. Choose a pattern and color, as representative of your group, just as each region of Mexico has its own rebozo . Everyone participates in coloring the muslin or sheet to complete the J chosen design. material with a paper saclc over which a hot iron is placed. style. Crayons provide the color, which is then set by covering the The iron will melt the crayons ! appearance. slightly. which will give the rebozo more finished a q Post Activity
J Role play the short slcit attached to demonstrate the uses of a rebozo. Suggested Assessment
Assess students by asJcing questions about the history and the uses of the rebozo. I J This craft may be included in the Mexican mar)cet. I [ J] Skit #1 ] (Group of four students a purchase Speaker #1
Look at this. ] everyone. (Holds up a shawl} I roK/^r^ T_ _ . _ ' ] tt2: I have seen many of the Indian them. It must be women wearing a typical part of Mexican attire. ] #3: Oh, yes. It is worn as a coat, a purse a hat anH would you believe it? A baby ' and carrier! ] #4: How do they carry their babies in a shawl? ] tfl: I don t know. (Hands shawl you show us? to Speaker #3} Can ] #3: 'J Now let me see. (Ties it in this placed around shoulders i She carries the child on her back with the shawl as support for the little snawl manner: shawl with large knot in front) one. #2
J May I show you howfj have hat. (Places the right end Thiv
b
7o"S at^V^o bec"^^^^ I a turban. ] #4
This is all very interesting. And I hearing something about the remember 1 rebozo. Dark-colored tradition of the time, but on holidays and ones are worn most of the special occasions. J can expect to see the prettiest colors you thof u Nreitiest colors and desiPTT? that can be made. You can even tell by tL Sgn region of Mexico the wearer is and colors what from. J] REBOZO ] ] ] The Mexican shawl (rebozo) (pronounce ra-bo-so) has historical significance as a Mexican tradition that has survived since the Spaniards first settled in present-day Mexico. Spanish students find the rebozos origin an intriguing one, and the style and use of the shawl will instruct in the regional traditions of the country. ] J 1 When the Moors occupied Spain, their beliefs regarding the modesty of women were evident in shawls worn about heads and faces. Spanish women disapproved of the required face covering, so they changed the style to a more feminine version called the mantilla (man-te-ya). Spanish priests considered the Moorish tradition a rather sensible one, and upon their arrival in Mexico, introduced the covering. Their shock at the limited clothing worn by the Mexican Indians made them all the more adamant that the covering (which they called a rebozo) be used. The rebozo is still worn today and its uses have made it essential to village women. J J The rebozd, which is worn draped about the shoulders as a shawl, about the head like a turban, or tied around the back to carry infants, identifies the womans region. Natives can quickly identify a woman's home region simply by noting^the weave, pattern, color, and fringe of her rebozo. Some are gaily embroidered, but others are somewhat drab. Simple patterns are used for everyday utility, and the bright rebozos are kept for fiesta and holiday wear. On Sundays in church you can witness the village women wearing their best rebozos, displaying a tradition that spans the centuries. J "I J ] J J J1 ? REBOZO ] h Once you have studied the rebozo tradition, you are ready to begin the project itself. You will need ] J, J material cut to be 1 yd. by 274 yds. (unbleached muslin or an old bed sheet) crayons (You will want a large variety of colors.) 2 paper sacks (grocery-store type) an iron Having assembled the above-listed materials, you can begin work on the rebozo. Working with fellow students, choose a pattern and color, as representative of your group, just as each region of Mexico has its own rebozo style. Everyone can easily participate in coloring the bedsheet or muslin material to complete the chosen design. Crayons provide the color, which is then set by covering the material with a paper sack over which a hot iron is placed. The iron will melt the crayons slightly,'which will give the rebozo a more finished appearance. " J J J J 1 11^ F' JI ^!l W vi JSkS A *ll 11 J' J , ] J L:] ] FOREIGN LANGUAGES CULTURE ACTIVITY Title: J Author: Ojos De Dios (We suggest that you use the following activities to create and operate a simulated Mexican market.) Cindy Wage ' Topic: Craft Objective: Students will make a God's Eye, typical of the Mexican Indians. Level: Novice {K-4) Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) (NOTE
Intermediate (5-8) Length
1 class period Materials
1. r- unsharpened pencils, popsicle craft sticks, or 3/4 inch dowels cut in nine inch lengths several colors of yarn - u Pre Activity
3 Explain the history of the craft. t: Indians of Mexico and Central American for hundreds pattern is the symbol of the eye of God. -entral diamond are said to symbolize t 1 i: ^ye. The ojo de dios has been made by the of years. The diamond The bands of color around the the wisdom and light coming from the J Activity
Each student will need two dowels and approximately 3 yards of yarn for the I center color, 10 to 20 for the middle color and let them work off the skeins J Of yarn for their last color and the pom poms. This will prevent waste. Try to vary the color and lengths of the yarn so that each student's project will . be unique. Make a cross with the two dowels. With one end of the yarn, tie i the cross in place using square knots. This will prevent waste. With one end of the yarn, tie Start winding the yarn around the crossed sticks beqinninq yarn arouna tne crossed sticks beginning at the bottom center of the cross and moving in a clockwise direction winding yarn around J each stick once then moving to next stick. Hold the yarn fairly tight as you Wind it. J Keep winding around the sticks. yarn before it. The yarn should lie in neat rows. To change colors, put the end of the first color and the beginning of the second color of the sticks. Hold the two yarns in place with your thumb, the second color. As you wind, lay each yarn down next to the The yarn should lie in neat rows. J yarn behind one J Start winding After you have wound the second color around twice yarn ends will be held in place. ' the J Keep winding the yarn on and making patterns with the colors. C before you get to the end of the sticks, approximately 1*'. om poms on the ends of the four sticks or just the bottom. To make the pom pom, wrap the yarn around a 2" piece of card board or three fingers about 6 to 7 times and tie in the middle, leaving enough yarn to tie on the sticks. stop winding a You can tie 11 J I hSI '] ] Post Activity: Have a market and let the children ] aake up play pesos for the children to "sell" their crafts. use as currency. You may even want to Suggested Assessment: ] This activity really lends itself well to a participation grade. If __i..^o to be awarded, they should be awarded on the basis of the number of "God's 1" completed or on how well the students paid attention - - - - directions. are Eyes ! If points and followed r ] ] J 1 [ L J J J J [J J I J J hI 1 iMj Ojo de Dios , t5S| 2 Lft-ck ^ol L .''A J. 5. Keep winding the yarn on and making patterns with the colors. Stop winding a little before you get to the end of the sticks, approximately -1". You can tie pom poms on the ends of the four sticks or just the bottom.'. To make the pom pom wrap the yarn around ' a 2" piece of card board or three fingers about 6 to 7 times, tie in the middle, leave enough yarn to tie on the sticks. ] 1 ach student will need two dowels and , J iximately 3 yards of yarn tor the center or, 10 to 20 for the middle color and let . ioj' wcirr<.oil-ol f^'f sksins-for thoir Uist-coio! he pom f<.ns, lh>. will prevent waste. /"lO vary the color and lengths of the yarn that each students project will be unique. 1 > a cross with the two dowels. With one , .J >1 the yarn, tie the cross in place, using uare knots. 3. Keep winding around he sticks. As you wind, l-y each yarn down next to the yarn bsfore it:-The-yam shouldIn nnatjowc. pr P' 1 I 4. To change colors, put the end of the first color and the beginning of the second color yarn behind one of the sticks. Hold the two yams in place with your thumb. Start winding the second color. Alter you have wound the second color around twice, the yarn ends will be held in place. '7 jtart winding the yarn around the crossed .icks. Following the winding pattern in the ram below. Hold the yarn fairly tight as wind it. I J J J J J Title: FOREIGN LANGUAGES CULTURE ACTIVITY Spanish Fans and Their Uses Author: Suzanne Caldwell L Topic: Gestures 1 ] Objective: Level: Students will communicate using typical gestures from Spain. Novice (K-4) 1 Intermediate (5-8) Advanced (912) primary and intermediate levels, activities must be conducted mostly in English.) (NOTE: Advanced (9-12) Length: 30 to 50 Minutes Materials: ] 1. 2. colored construction markers or crayons paper or plain white paper Pre Activity
1 Teacher will generate a discussion using the following script: communicating other than speaking and writing ] 2. are they? Are some more acceptable than others? What 3 . Can you tell me the following things without speaking: good-bye
I'm hungry
I'm choking
He's crazy
I'm cold
Be quiet? J . ------------' 3i 111 uuiu
De quiet.' Gestures in target language countries may vary just as the language varies, in Spain especially, women used to communicate with their fans. The fans usually had pictures painted finished with lace. may vary just as the language J'- in the summer? At one time, on them, and sometimes they were Why would a fan be a common accessory, especially the rules of polite society would not allow younq ladies and gentlemen to communicate freely, and so they developed a system of J gestures using this common accessory. Today you will make a fan and practice some of the old signals between sweethearts. accessory. Activity: J^- Ta)ce a sheet of paper. J'- J ... draw a design on it that means something to you, sheet of paper in an accordion-like manner, pinch the folds together at one end, and you have a fan. Here are some gestures to practice, learned from an Sevilla who remembered using them in her youth: Open the fan and hold it chest high with the design facing This means "I love you." Then fold the sheet of some gestures to practice elderly lady in a. b. outward. J c. d. J Turn the fan around and hold it chest high with the design facinc inward. This means "I don^t love you. Close the fan and touch the opposite shoulder with it. "I will meet you later." Close the fan and hold it down by your side, talk to you now
my mother is watching." ost Activity: J 2 . With a partner, meanings. This means This means "I can't make a list of 15-20 North American gestures and their J 3 . With the same partner, make up some new, logical gestures with the fan These may be shared with the class. IL ] 4 , The fans should be displayed on the bulletin board school. or somewhere in the L Suggested Assessment: Students can be graded merely on participation lists and the appearance of their fans. or on the quality of their ] ] ] ] ] J J J J J J J J J ] fe] Title
FOREIGN LANGUAGES CULTURE ACTIVITY Where in the World? ] Author: Pat Singer Topic: Geographical location of Hispanic countries Objective: Students will locate Hispanic countries by continents using a world map. L Level: Novice (K-4) I ] (NOTE: Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) ] Length: 1-2 hours Materials: J 1. 2. 3. 4. transparency and copies of "Continents of the World" transparency and copies of "The Hispanic World" crayons attached list of Hispanic countries L ] Pre Activity: 1. 2. J Display transparency of "Continents of the World." As)c students the following guestions
(Cover -the title.) L J J J J J J J J 3. a. b. c. d. e. If What is this? (world map) What do you thinJc the circles represent? How many are there? (7) (continents) What are the names of the continents? (Africa, Australia, Antarctica, Europe, Asia, North America, South America) Who would lilce to write a #1 on the continent of ____? until all are labeled.) more review is needed. 'Continents of the World." or simply desired. numbers and write a matching )cey. Activity
1. 2. 3 . 4. 5. 6. (Continue distribute copies of Students can label the continents with (#1 = Africa, etc.) Display transparency of "The Hispanic World." As)c students to identify the continents or partial continents. America, South America, Europe, Africa) Explain that 3 of these continents contain Hispanic countries. "Which ones are they?" (North America, South America, Europe) Elicit from students the definition of a Hispanic country. whose official language is Spanish) Distribute copies of "The Hispanic World" and crayons. (North Aslc, (A country Focusing on one continent at a time, identify the names and locations of the Hispanic countries. students before supplying it yourself. Elicit as much information as possible from As each Hispanic country is named and located, it should be colored both on the individual copies and on the transparency. **NOTE: (See attached list of Hispanic countries.) countries that are not Hispanic should not be colored. The discussion can be extended by taDcing about neighbors to the north. south. east. seacoast, etc. and west
bodies of water
countries with/without a J II Conti nenis O-P the V/orldi 1 o \ I I I I r4 1 I, 0, 6^ I I C/The. ni'spa.nie V/orld ] :] J iJ J J J J J 1 FOREIGN LANGUAGES CULTURE ACTIVITY Title
Lollipop Colors in Spanish 1 Author: Susana Smith ] ] ] Topic: Colors Objective
Level: Length: Students will identify colors in target language. Novice (K-4) Intermediate (5-8) Advanced (9-12) At novice and intermediate levels, activities must be (NOTE: conducted mostly in English.) 30-50 minutes Materials: 1. - 3. wooden tongue depressors or popsicle sticks glue scissors 4 . 5. 6. crayons white paper or cardboard pattern for 235-3" circle 1 Pre Activity
J 1. Teacher will ask class "What is your favorite color?" and write responses 1 J ifferent on board. Teacher i will tell class that people in other areas of world give ] 3. names to the same colors. Teacher will write the names of the chosen colors in the target language beside the English names of the same colors. ] Activity
1. Teacher will hold up crayon and say name of color in Spanish, using the phonetic guide if needed. (Underlined syllable is stressed.) J L. red blue green pink purple rojo azul . verde rosado morado (ro ho) (ah sool) (bear day) (ro sah tho) (mo rah tho) ] 3. Students will trace and cut out 5 circles each, circle one of the five specified colors. They will color each Glue sticks to circles to make lollipops in the 5 specified colors. Post Activity
1. Teacher will ask class to hold up the lollipop in their favorite color. Teacher will ask all students whose favorite color is "rojo" J the lollipop that is rojo. colors. to hold up She will do the same with the other four J Suggested Assessment: eacher can ask students individually to hold up each color of lollipop. This activity can be used J comfortable. with whatever language the teacher feels] J Title: ] Author: ] FOREIGN LANGUAGES CULTURE ACTIVITY Crepe or Tissue Paper Flowers (We suggest that you use the following activities to create and operate a simulated Mexican market.) Cindy Wage Topic: Craft for the Market ] Objective: Students will make brightly colored which may be purchased from vendors paper flowers like the ones on the streets of Mexico. Level: Novice (K-4) Intermediate (5-8) Advanced (9-12) primary and intermediate levels, activities must be conducted mostly in English.) (NOTE: Advanced (9-12) Length: 30 to 60 Minutes Materials: 1. h: thin floral wire, 6" and 12 pieces colored crepe or tissue paper floral patterns (attached) Pre Activity: Brightly colored flowers are often sold in Mexican markets, flowers are not always of the fresh-cut variety, inner plates, made out of red, yellow for sale. ' However, these Huge flowers, as big as m J----------- or pink tissue paper are also offered Today we are going to make some flowers out of tissue paper. J Activity: Gather petals and loop 6" wire tightly around base to hold petals IXS middle, also held in place with the 6 wire. The 4-,^ 12" Wire around the completed flower and twisting to hold in place. Now cover the stem with Remember -and secure it in place with tape or glue. crepe or tissue paper Post Activity: "iThi Jals This craft can also be another item sold and displayed in the market also be used for decoration for a holiday fiesta. It can ^Suggested Assessment: This activity lends itself more to a participation grade than -Of assessment. any other form ] ] ] 1 1 J J J I I] ] nou. ] ] Cut one from crepe paper for flowers center. Roll edges of petals by placing edge between thumb and forefinger and rolling slightly. ] Cut 10 petals ] ] ] ] ] Rouo OATweR uec^ -J. ] 4 ] 4 4 4 I1 L. Title: 1 Author: 1 1 Topic: 1 2 FOREIGN LANGUAGES CULTURE ACTIVITY Mexican Pottery (We suggest that you use the following activities to operate a simulated Mexican market.) Cindy Wage create and Craft Objective: Students will make Mexican pottery from 1 of 3 claymaking methods. Level: Novice (K-4) Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) (NOTE: Intermediate (5-8) Length: 30 to 50 Minutes J Materials: 1. 2. cornstarch clay salt clay edible clay (i cup cornstarch, 2 cups baking soda, 1^ cups water) (2 cups flour, 1 cup water, 1 cup salt) (1 18 oz. jar of peanut butter, 2^ cups non-fat dry milk) Pre Activity: I Show clay pottery (Mexican pottery if available). ___ _____ _______ Mexicans use clay pots, cups and plates Vvery'^day? Once a week in the markets, villagers offer clay creations of toys, ' ' Mexican pottery is made for J and elaborate candlesticks. artwork, .ctivity: Make the clay using one of the three recipes. JCprnstarch Clay: stir the above ingredients for cornstarch clay in a sauce pan. r-----j-i-j-.- - . ^Cornstarch Clav: J Remove thick mixture from pan and pour into bowl to When cool enough to handle, knead the clay with hands until smooth and pliable. cool. Salt Clav: I.. Edible Clav: J Stir until thick, with tempera paints. Knead clay and shape. Let dry and paint Combine the above ingredients for edible clay and stir until thick and well mixed. Shape and enjoy. This clay will not harden. Shape and enjoy. iPost Activity: JThis craft can be used in the simulated market, along with the other craft projects described on other sheets. 1 Suggested Assessment: This activity lends itself more to a participation grade than any other form of assessment.1 u. FOREIGN LANGUAGES CULTURE ACTIVITY Capitals and Calendars } chor: Pat Singer Topic
The Spanish calendar "Jbjective: Students will compare and contrast the English and Spanish calendars. ^Bvel: Novice (K-4) (NOTE: Intermediate (5-8) Advanced (9-12) At novice and intermediate levels, activities must be conducted 1 length
I 3 . mostly in English.) 2 hrs. (includes Post Activity) terials: attached script copies of English calendar copies of Spanish calendar 4 . 5. copies of translation key transparency of Spanish calendar 3re Activity
1. 1 Elicit from students capitalization rules (see attached). Teacher writes on board or overhead as students respond. Activity: J Distribute to students a copy of the Spanish calendar and translation key. Students skim over these I J information. Students follow these commands: Touch the days of the week. Touch the name of the month. Touch the word for Tuesday. pages to familiarize themselves with the (Continue until all the days have been J: 6 . J touched.) Immediate feedback can be supplied with overhead transparency of Spanish calendar as teacher or students touch the correct word. Distribute a copy of English calendar to each student. Students scan both calendars, looking for similarities and differences. Elicit these similarities and differences from students and make a list on board or overhead (see attached). Post Activity: Distribute copies of blank Spanish calendar. ] he current month on board (see script). Teacher writes the Spanish word for Students make a current month's alendar, Spanish style. week. Be sure students do not capitalize months or days of the Be sure the dates are lined up properly since Monday is the first day of Ine Spanish calendar week. -display students' work. Students could color and illustrate any holidays. juggested Assessment: udents identify the differences and similarities of the English and Spanish endars. 1] ] SCRIPT Capitals and Calendars ] Pre Activity: 1 Among all the capitalization rules that are elicited, be sure the following two are included: Months of the year are capitalized. Days of the week are capitalized. ] Activity: ] #6 - Differences to be noted: The month is not capitalized in the Spanish calendar. The days of the seek are not capitalized in the Spanish calendar. The Spanish calendar week begins with Monday instead of Sunday. ] Similarities to be noted: 1 The major format is the same, with the month at the top and days of the week below. - - . Numerals designate the dates. 1 Post Activity: Months of the Year
(The underlined syllable is the stressed syllable.) J enero ay nay row febrero - fay bray row J marzo abril mar so ah breel J J mayo - my oh junio - hoon yo julio - hool yo agosto - ah ghost oh septiembre - sept vaim bray octubre - oak two bray noviembre - knowv yaim bray diciembre - dees vaim bray J J J J I I] SPANISH CALENDAR TRANSLATION KEY ] Monday lunes loo nace ] Tuesday martes mar tace ] 3 3 3 3 Wednesday miercoles *me vair ko lace Thursday jueves hwav base Friday viernes *bee vair nace Saturday sabado sah bah though Sunday domingo doe mean go 3 *The first two syllables should be pronounced as one syllable. The underlined syllable is the stressed syllable. J J J J 3 J I J 1 1 IJ tthfo I mo-rtes )es V/ernes 3 dofnm^o - L_ I0 1 8 10 II IS. IS ^0 S7 1^ IS/ 6> 17 13 17 SI S3 S(7- 55" 2b S3 S7 30June Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 1^ /3 / 8 5 3 "A I ^9 /o n 1/ /7 ^0 ^3 (p ^3 301 1.. FOREIGN LANGUAGES CULTURE ACTIVITY Title: Let's Go Shopping! 1 Author: Pat Singer Topic: The Mexican Market 1 Obj ective
The students will be exposed to seven typical items sold in a Mexican market and make their own individual markets. 1 Level: 1 Novice (K-4) Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) (NOTE: Intermediate (5-8) Length: 1^ to 2^ hours or perhaps 3 sessions each 45 minutes 1 Materials: 1. 2. P- J 4. 5. script for Mexican market information copies of Pronunciation Key copies of illustrated market items with item names 1 crayons, scissors, glue copies of activity sheet "Welcome to the Mexican Market" Pre Activity: ] 1. Elicit from students the names of stores in their community where one can buy clothing? toys? blankets? food? craft items? kitchen items? Tell students what the Mexican market is like. food? (use script) J Activity: 1. J J 2. 3. 4. J J J Je: Distribute copies of Pronunciation Key of 7 typical items sold in Mexican markets. Read together. Distribute copies of illustrated market items. Read each of the following descriptions and ask students to touch that drawing. -The sombrero is a wide-brimmed hat. -The poncho is a kind of a sleeveless blanket coat worn by men, and has a slit in the middle to slip over the head. -The re^ozo, a shawl worn by women, is a piece of material which, when folded in half, often forms a triangle. -The sarape is a blanket that is folded to form a narrow rectangle and is worn by men over one shoulder. The mananita is a sleeveless blanket coat worn by women and is slit open in the front. -The cobija is a blanket. -The pj^nafea is a pot, covered with papier mache, decorated, and filled with goodies to be hung and broken at pairties. Students color these items using bright colors and lots of designs. Distribute copies of "Welcome to the Mexican Market." " Have students fold J so the doors meet at the center and, when opened, display the market stalls. 1I 1 The Mexican Market Pre-Activity 1 (Continued) 3 1 8. Following the attached example, students cut and paste the market items in the stalls as they desire. The end results is that the items appear to be hanging. (Note
When pasting the poncho, cobija, mananita, and rebozo, fold in half and paste back half onto paper, only the top of the pinata and sombrero. the 3-D effect! sarape, Paste Students will be delighted with Students cut and paste the item names in the boxes below each item, sure they are matched appropriately. Be I Post Activity: * Display students' markets as a bulletin board, Mexican Market." entitled "Welcome To The 1 Suggested Assessment: This activity might lend itself best to a participation grade. However, you J could have students match the name of each market item with the appropriate description, as in "Activity #4." ] ] J J J ] J J J J JT 1 SCRIPT LET'S GO SHOPPING 1 Pre-Activity: Mexican Market Information 1 1 In Spanish speaking countries, open-air markets are yery common and are much more likely to be found than are shopping malls. Almost anything a family would need is sold at these markets. They are very similar in appearance to what we know of as craft fairs or farmers' markets, where each vendor sets up his/her own booth or stall. Also, it is a very common sight to see the items for sale hanging in the stall area. 1 1 1 ] ] J THE MEXICAN MARKET PRONUNCIATION KEY J J ] el poncho el pown cho el sarape el sah rah pay el rebozo el ray bow sow la mananita lah mahn ya knee tah la pinata lah pean yah tah el sombrero el sowm bray row J la cobija lah koh bee ha J Note: The underlined syllable is stressed. J J JX ** Fold on dotted lines I el poncho t I el sarape Cut out slit in center el rebozo la mananita la pinata I el sombrero la cobija I I I fd the. Marke't Weleonne. Mexican o 0 1 r 1 T1 ] T
Al T< 01 L( 1 L: I I I I 1 ] Le He I I 1. I 2. IJ:' 1 5, Pl 1. I ] Sh Dr 3. 1 1 Ac Me 1. 2. 0* ? cf CU 1 Pc Da de 1. 1- Su ITh SU J J 1 n h a D (i I 1 I I I 1 I I i I I I I I Welcome. Mexican 0 fo the. Mcrkei' Q 6y I I I1' ] ] ] PRE ACTIVITY: Mexico's Independence Day SCRIPT - LONG LIVE INDEPENDENCE (Part I) biggest and noisiest of the holidays. on September 15th & 16th. seen, green/white/red. i" throughout Mexico"*^ L 1 -----3--------- are decoratQf-'oHo---- 2 street corners, vendors sell flags and other
Stalls are set up to sell food and handmade Churches and marketplaces are decorated. Pinatas hang from tree limbs. Fireworks, and dancing can be seen and heard everywhere! crafts. , - . . ----------* Pinatas hang from tree limbs parades, mariachi bands, r ' iiiws. IThis holiday commemorates the day, r go), a priest, called for the people to rebel acrainst their Snanitih ^lers and become independent. On that date, at 1^:00 p m , rlir HiSi ItS? helrd FJther^Hidai?*h'V'^ of Dolores. As the townspeople came running, M Hidalgo shouting that it was time to fight for their liberty from^pai?^^''* independence started a long fight for freedom doll go), a priest September 15, 1810, when Father Hidalgo (ee bo 4-.S i-_i ggainst their Spanish Today in Mexico, . . , Father Hidalgo is remembered independence. Each year, on that date. as the Father of Mexican .UI. u Hidalgo's plea for independence throughout Mexico. The celebrations begin on ar ii
oo p.m., r~ - is read in town Iseptember 15th, i _____ ____ uuj Hidalgo's famous words, know as "el grito," the sh^t continue into the night and following day! "Viva la Independencia! ' The celebrations begin cn as the President publicly proclaims Father Then the festivities I Viva la libertad! idependence, long live liberty, long live Mexico!) Everywhere you hear echoes of, Viva Mexico!" (Long live J LEGEND OF THE MEXICAN FLAG 'he Mexican flag is green, white, and red. symbol of Mexico. -^1 . ..In the center of the flag is the eagle perched on a cactus with a snake in its According to the legend, the Aztecs looked for the xiiy uu cue xegeno, me Aztecs looked for the symbolic eagle for n Abonb TJn looking for a place to settll down. n about 1300 A.D., the Aztecs are said to have found such c... __ ------------the middle of Lake Texcoco in the vallev of exico. There they built their capital citv. They had canals for streets^and on a cactus on an island an eagle, perched hexi ^loa There they built their capital city. Tney naa loating gardens upon which they planted their crops. T_l ov.r.r^/e. bullt OU top of tho iTulns of the famous ztecs. Mexico's capital. Today, Mexico City, r city of the J J 1V SCRIPT - LONG LIVE INDEPENDENCE (Part I) ACTIVITY: Instructions for Making Party 'Favors" ] NOISE-MAKERS I You will need: 1 coke can per student copies of paper pattern crayons, scissors, glue, masking tape pebbles or dried beans 1 1 1 1 1 1 1 1 1 I J J J J 1. 2. 3. 4. 5. 6. 7. 8. 9. Rinse out coke cans and let dry. Students color the paper pattern as follows: 1 red circle, 1 green circle rectangle - green/white/red (Make sure the white stripe is the middle one.) Students write their name with a black marker on one circle. Students cut out pattern pieces. Glue rectangle around body of coke can. Drop some pebbles or dried beans inside each coke Cover hole in top with masking tape. Students glue a circle on each end of the coke When dry, shake and celebrate! SMALL MEXICAN FLAGS You will need: 1. 2. 3 . 4 . can. can. copies of flag (choose the size you prefer) crayons (green, red, brown) scissors, glue craft popsicle sticks Students color the flag as follows: - Left stripe is green. - Center stripe is white. - Right stripe is red. - Eagle is brown. - Snake is green. - Cactus is green. - Blooms on cactus are red. Students cut out the flag. Glue each flag to a popsicle stick. When dry, wave them as you parade around the room! PENNANTS You will need: 1. 2. 3. construction paper (green, white, red) markers (green, black, red) scissors, glue very thin dowels (1 for each pennant) suggested slogans written on board for students to copy Draw a triangle on each paper so the shape will resemble that of pennant. Whatever size you prefer will be great. a Students choose the color pennant they desire. Students copy the slogan they prefer onto the pennant, using markers. - red/green pennants - use black markers - white paper - use red/green markersI Instructions for Making Pennants (Continued) 1 SLOGANS 1 1 Long Live Independence! Long Live Liberty! Long Live Mexico! Padre Hidalgo - Father of Mexican Independence Mexican Independence Day - September 15th & 16th 4. 5. 1 Students cut out the pennants and attach to thin dowel. When dry, wave and have fun! 1 POST ACTIVITY: Instruction for making party decorations LARGE BANNERS 1 I - t 1 You will need: long white paper - the size you desire for banner markers (red, green, black) suggested slogans (same as for pennants) 1. 2. Copy slogan of choice onto banner. 3. Decorate, if desired, with drawings pertinent to the holiday, such garland, flowers, fireworks, Mexican flag, etc. Mexico's national colors, plus black.) Hang finished banners in classroom and/or school hallways. as (Be sure to use only I i 1 1 LARGE MEXICAN FLAGS You will need: 16"x36") copies of emblem for large flag white paper the size of finished flag (possibly large construction paper - red & green (12"xl6") scissors, glue 1 1. 2. 3. 4. 5. Color emblem, following directions in ACTIVITY "Small Flags." Glue 12" X 16" green construction paper onto left side of large (16" X 36") white paper. Glue 12" X 16" red construction paper onto right side of the same white paper. Cut out finished emblem and glue in the middle of the center white strip. Display finished flags in classroom and hallways! J I ** TISSUE PAPER FLOWERS J Instructions for making these flowers can be found in the culture activities packet dealing with crafts in the Mexican market, sure to use only green, white, and red tissue paper. However, be J J i1 tJoiSQ - 1 1 1 1 1 1 1 I I I J J (! III ] ] 1 1 1 1 1 ] ] ] ] J ] .. .............................. "HI Illi I ESC IWTfTlBI J J r J 1 FOREIGN LANGUAGES CULTURE ACTIVITY ] Author: Long Live Independence! (Part II) Pat Singer Topic: Mexico's Independence Day *] Objective: Students will celebrate Mexico's Independence Day with a skit and appropriate food. 1 -* Level: Novice (K-4) Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) (NOTE: Intermediate (5-8) Length: 45 to 60 Minutes 1 1. jMaterials: information script about Mexico's Independence Day (see Part I) props for skit (detailed below) food (detailed below) 2. cassette tape of Mexican music (if available) ^Pre Activity: 1. ] 1 3. If Part I was npi done, share with students information from the attached sheet about Mexico's Independence Day. If Part I w^ done, review by eliciting from students information about this holiday. ] The Mexican flag has 3 colors, green/white/red. Have students guess what each color might represent. Then explain that green represents hope, white represents peace, and red represents liberty, shed blood of those who fought for it.) (It was won by the Activity: Have a party and celebrate! ? ] Begin with re-enacting father Hidalgo's famous shout. turned off to simulate night time. Set an alarm clock to go off, and as it does, shine a flashlight on a hanging cardboard clock showing 11:00. Then, Father Hidalgo emerges wearing a black poncho, chair ringing a bell and shouting! Lights can be He stands on a ] Father Hidalgo Townspeople (class) "It's time to fight for independence!" "Long live independence!" J Father Hidalgo Townspeople (class) "It's time to fight for liberty!" "Long live liberty!" 1 Father Hidalgo Townspeople (class) "It's time to fight for independence!" "Long live independence!" "Long live liberty!" "Long live Mexico!" 1 1 Townspeople should shake noise-makers and wave flags and pennants if these articles were made in Part I.p 1 1 ACTIVITY: Mexico's Independence Day - Part II (Continued) I p- 1 1 1 ] Enjoy food that represents the 3 national colors students bring in the food, excitement! Per Class (2) 2-3 large bags 2-3 containers 2-3 containers 2-3 containers 2 gallons of Mexico! Have They love it and it adds to their Menu Item tortilla chips avocado dip (green) picante sauce (red) sour cream (white) red fruit punch Play a tape of Mexican music (if available) during the "fiesta." Post Activity: ompare and contrast the celebration of Mexico's Independence Day with our (The similarities are numerous. The main 2^fferences are the national colors, the history leading to independence, and the use of pinatas. Add any additional ones you notice.) T celebrations of July 4th. J dif f ATAnnOS -1 1 Add any additional ones you notice.) Suggested Assessment: You may want to give the student a comprehension test covering the information J ntroduced, reviewed, and experienced in these activities. The test format ^multiple choice, true/false, open-ended, fill in the blank) will depend upon the level of the students. J L J 1 Li J J J JI 1 1 1. Title: FOREIGN LANGUAGES CULTURE ACTIVITY Mexican Fifteenth Birthday 1 Author: Pat Singer Topic: Family Birthday Celebrations 1 Objective: Students will be exposed to the Mexican Fifteenth Birthday Celebration. L 1 Level: 1 1 Novice (K-4) Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) (NOTE: Intermediate (5-8) L 1 Length: 1 to 1^ hours Materials: I 1. P J 3. copies and/or transparency of photograph copies and/or transparency of photograph with translated announcement script of reference material on Mexican Fifteenth Birthday Pre Activity: Elicit from students different occasions that families celebrate (births, J birthdays, weddings, anniversaries, good report card, winning a baseball game, etc.) 3. J Make list on board or overhead. Which of these occasions can you commonly read about in the newspaper? Which of these usually have photographs to accompany the newspaper article? J Activity: 1. 2. J- 7- Distribute copies or display transparency of photograph only. Explain that this is an authentic photograph from a newspaper in Mexico. Referring back to occasions discussed during the pre activity, aak students which occasion they think this photograph might represent and why. (They will probably guess a wedding.) ask Tell students that this is not a wedding photograph, but rather a very special birthday photograph. Discuss with students which birthdays, if any, special in their families or in our culture. are considered extra 6. etc.) (possibly "sweet 16", 21st, J- Distribute copies or display transparency of photograph with translated announcement. J Read together and ask comprehension questions, such as: is it? (Cindy Alaniz), How old will she be? (15), going to be held? (at the V.F.W.), Whose birthday Where is the party (May 25), Who is invited? (friends and family), What's the date of the celebration? Who is Maria Alicia J Alaniz? (Cindy's mother) Share with students the information about the Mexican Fifteenth Birthday. (Use the script of reference material.) J1 1 Mexican Fifteenth Birthday (Continued) ost Activity
1 Students compare and contrast the Mexican Fifteenth Birthday Celebration with a wedding celebration. (see script) 1 Suggested Assessment: Students write 10 facts about the Mexican Fifteenth Birthday. (see script) ] ] ] ] J J L J JJ J J J J J JI 1 SCRIPT - MEXICAN FIFTEENTH BIRTHDAY 1 1 1 1 ACTIVITY
REFERENCE MATERIAL ON MEXICAN FIFTEENTH BIRTHDAY In Mexico the celebration of a young lady's fifteenth birthday is a very big It marks the point at which she formally enters society and passes from childhood to adulthood. and special family celebration. Family and friends celebrate this event by first gathering together in church special service. The young lady wears an elegant white, or pastel 1 long gown, with a beautiful headpiece. They give thanks to God that J she has overcome the obstacles and challenges of childhood and pray for wisdom, strength, and blessings in the years to come. The young lady wears an elegant white, j From the church,
" The young lady enters the ] all go to a home or hotel ballroom for a formal reception, room accompanied by 14 couples, all dressed in She and her father dance the first dance, which is a Strauss The next two dances are waltzes also, regional or popular music. formal attire. waltz. Then, the music changes to There is much food, drink, dancing, and merriment. -| Although this is a very expensive event, J celebrate similarly. this family event! families at all income levels They save for many years because of the importance of J POST ACTIVITY: J IMILARITIES .1 1. 2. 3. J'- 5. 6. Friends and family members celebrate in a church service and then enjoy a reception at a home or hotel ballroom. Invitations are sent out. A photograph and article appear in the local newspaper. The young lady wears an elegant and formal white or pastel colored Iona gown. 7. There are attendants to the young lady who are formally attired. The first dance is reserved for the young lady and her father, lady and her husband at a wedding.) It is expensive! (Young IDIFFERENCES 1. J'
The reason for the celebration. The age of the young lady. Some traditional wedding activities such flowers, garter, etc. as throwing the bouquet of JsUGGESTED ASSESSMENT: Facts about Mexican Fifteenth Birthday ^3. 7. |8. 9. Young lady wears a long white or pastel colored gown. The celebration begins with a church service. The reception is at a home or hotel ballroom. Young lady has 14 attendants, formally attired. The first dance is for the young lady and her father. The first three dances are waltzes. Then popular music is played. Formal invitations are sent out. It is expensive. Many families save for years for the event.J J J ] > Mayo 16
1991 J ] ] ] ] W! *>ra
BHB W V *?'> :.tJS>S' i < -'?r-ir' .4.. .. * 1 tui < * 4-1 - JV- s'i -i' , x" y y .fe- ^l-' ] ] ] ] ] 1 ^^Mayct
165^1991 1 ] 1 ] ] ] ] 1 .T-if ^4^ i ] FIFTEENTH BIRTHDAY 1 ] with great enthusiasm, details are being finalized for the Fifteenth Birthday Celebration of the beautiful Miss Cindy Alaniz, beloved daughter of Mrs. Maria Alicia Alaniz. The party ] is scheduled for May 25th, and friends and family members are receiving elegant invitations for the dance to be held at the V.F.W. Congradulations, and may it be an unforgettable day for Cindy! ] ]
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.