Lauren Godwin

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Cinco de Mayo

• Lauren Godwin

2
Analyze Learners

• Spanish II class
• Majority of the Students are in 9th grade and are
  approximately 15 years old.
• Regular class taught in a block schedule format.

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State Objectives

• FLII.1.7 produce personal written communication
  (e.g., postcards, notes, paragraphs).
• FLII.1.10 relate a simple narrative about a
  personal experience or event.
• FLII.2.3 explain social, geographic, and
  historical factors that influence cultural
  practices.
• FLII.2.4 interpret common words, phrases and
  idioms that reflect the target culture(s).
• RLA.9.2.10 use revision and editing strategies
  to correct errors in organization, content,
  usage, mechanics and spelling.
• RLA.9.2.8 use complete and varied sentences to
  develop a composition.

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Materials

• Computers
• Paper

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Media

• http//www.education-world.com/a_lesson/lesson234.
  shtml
• http//www.teachersfirst.com/cinco.htm
• http//www.proteacher.com/160005.shtml
• http//www.teacherplanet.com/resource/cincodemayo.
  php

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Utilizing Media and Materials
7

• My unit plan will take seven days to teach to
  the students. Each class period is 90 minutes.

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Day 1

• I will give a power point presentation on the
  history and significance of Cinco de Mayo.
• After the presentation, the children will chose a
  perspective and start research.

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Day 2

• The students will finish researching their
  position/character.
• As the students start to finish research on their
  characters, they will start writing a letter from
  battle expressing their opinion or perspective.

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Day 3

• The students will have the first 45 to 50 minutes
  to finish their letters.
• I will present some cultural aspects of the
  holiday to the class through some visual
  representations.
• I will also assign a project that requires the
  students to create a poster that is
  representative of their research on the holiday
  (i.e. food and culture)

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Day 4

• Students will start to research food and sign up
  for a food item.
• I will also pass out some activity sheets that
  deal with vocabulary relative to Cinco de Mayo.

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Day 5

• Students will complete posters and wrap up any
  other loose ends from earlier in the week.
• Towards the end of the class, students will get
  in partners and peer edit letters.

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Day 6

• Students will give presentations on their letter
  and poster.
• Each student will also have to evaluate another
  peer in the class.
• I will announce the Cinco de Mayo party for the
  next class day. Each student will bring a food
  item to celebrate

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Day 7

• Fiesta!!!!!!!!!!!!!!!!
• Listen to Mariachi music
• Play Cinco de Mayo Bingo
• Each student will receive grade for posters and
  letters.

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Require Learner Participation

• I incorporated both group and individual work
• Students were kept interested by a fast pace
  schedule.
• There were also several hands on activities in
  the unit.

16
Evaluate and Revise

• Worksheets serve just as a guide to student
  comprehension of subject.
• Main grade will come from letter, poster,
  presentation, and peer editing/evaluation.