Introduction
Introduction:
Hola Estudiantes! We have already covered the legend of the two mountain, El Iztaccihuatl y el Popocatepetl, in class. Now, for our WebQuest, we are going to search the web for other legends in Spanish and Hispanic Culture!
They can be any legends that you think are interesting or unique or something outrageous! They can be anywhere from whimsical stories about real life explorers to mythical creatures.
Task
You will need to make sure to present your information to me. If you want, you may make a poster board, write a paper, or do a presentation! Make sure to be thorough and make sure your audience knows exactly what is going on.
For Poster board, I want you to have at least four pictures, and at least five paragraphs. You must have all of it in Spanish, and be prepared to answer any questions from me! You may do this with a partner, but you both MUST speak.
For the paper, I want a two page, fully written paper with the three verb forms- Present, Preterite, and Imperfect. Grammar and accents count toward your grade!
For the presentation, you can either get into groups of two or three and present. You can act out what myth or story you have found, or you can have a powerpoint or some other form of technology. Remember, you can't just read from the powerpoint!
Everything MUST be in Spanish!
Process
For the process, you MUST:
- Find an article (NOT WIKIPEDIA) about your legend
- Make sure to have all of your information with you and remember what you need to say
- Follow your rubric which I will be giving out to every single student, depending on how they are doing their project!
- Place the information in a good, organized manner that will make sense to the audience
Evaluation
Example Rubric:
Rubric for Poster Board
| Rating Scale | Distinguished (5) | Accomplished (4) | Developing (3) | Needs Improvement (2) | Incomplete (0) |
| Use of Pictures | There were many colorful pictures that the student used for the Poster Board that helped us imagine the story. At least four to five pictures were used. | There were at least three pictures on the board that described the legend the student looked for. | There were at least two pictures on the poster board that gave us some idea of what the legend is about. | There was one picture that barely showed anything about the lesson at all. | The student did not attempt or do this activity. |
| Use of Paragraphs | There were at least four paragraphs on the poster board that were large and in a good looking font that made it easy to look at and see what the legend says. | There were at least three paragraphs on the board that were okay on the eyes but some students would have to squint at or get closer to read the board. | There were at least two paragraphs on the board and few students could read the board without going close to the board or squinting at it. | There was only one paragraph and it was too small or too incomplete to look at. | The student did not attempt or do this activity. |
| Use of Other Information | The student read some of the board but mostly read from their own notes or other information to tell more about the legend. | The student read a bit from the board and expanded on several of the subjects. | The student mainly read from the board and only went into detail about one or two things. | The student only read from the board and did not give any other information. | The student did not attempt or do this activity. |
| Design | Appealing to the eye, with obvious amounts of time spent on detail. | A good looking board with some sparse room that more information could have been placed. Organized and well placed paragraphs and pictures. | An alright looking board without much too look at. Things somewhat sloppily thrown on. A bit unorganized with a confusion on where things should have been placed. | Not much on the board at all. Barely worked on, has a few things on it. Mostly blank space. | The student did not attempt or do this activity. |
Conclusion
Based on how well the student did, they will recieve a score out of 20.
Teacher Page
Lesson Plan #1- El Iztaccihuatl y el Popocatepetl
Laura Berga
Capital High School
Mrs. Alcazar
Spanish 3
Do date:April 13th, 2015
Vocabulario | Tecnologia | National Standards | State Standards |
Vocabulary for camping, nature, and athletic information will be used in this section. | We will be using the green Realidades textbook that is level 3 Spanish to learn about the Mexican Legend, El Iztaccihuatl y el Popocatepetl, and then go over questions about the legend. | Communication; 1.2 & 1.3 Cultures; 2.2 Connections; 3.1 Communities; 5.2 | FL.O.LI.1.13 FL.O.LIV.1.13 FL.O.LIV.2.04 |
Actividades;
Lectura: El Iztaccihuatl y el Popocatepetl, located in the green book on pages 54-56. The Mexican legend is about Teotihuacan, and of Mexican mythical characters. The students will read the text, define the words and repeat the information back to me in English. If the students do not understand a word or phrase, they will be asked to look it up.
Interraction con la lectura: In the green book on page 57. After reading the Mexican legend El Iztaccihuatl y el Popcatepetl, the students will be asked to turn to book page 57 to answer questions about the myth. After the students answer the questions, the students will be handing in their papers for me to check as homework, and then we will go back over them after they have been thoroughly read and checked. If the students are incorrect, I will explain the reasons to why they are and how to change their answer.
After this lesson, the students will be able to: tell the Mexican Legend of El Iztaccihuatl y el Popocatepetl, and write down the answers to the questions to the legend on page 57.
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Information for my first lesson plan to follow through with this webquest.