Introduction
This WebQuest revolves around the poem “Ser y estar” by Mario Benedetti. Benedetti is one of the most prolific Latin American authors and poets of the 20th century. For this project, you will be reviewing the verbs “ser” and “estar” in relation to this poem as well as interpreting the deeper meaning(s) of the poem. After doing this, you will create your own poem in this same style to show that you understand how to use each verb correctly.
Task
How can we use real Spanish literature to learn or review grammar concepts while at the same time getting a glimpse of culture and history? This project will allow us to answer this very question.
This WebQuest has multiple tasks that must be completed to finish the project. These tasks include:
- Reviewing the verbs “ser” and “estar”.
- Finding information on the poet Mario Benedetti.
- Reading Benedetti’s poem “Ser y estar” and writing a basic translation of the poem in English.
- Describing how the poem uses the verbs “ser” and “estar”.
- Discussing the deeper meaning(s) of the poem outside of the grammar.
- Creating your own “Ser y estar” poem in a similar style.
This will be presented in the form of an essay. You should type the essay using Google Docs. You and your partner will each do your individual parts and then share them with each other. And the end of your project, you will share the document with me so that we can conserve paper and practice sharing documents. You and your partner will read your own “Ser y estar” poem to the class.
Process
Through the entire process, make sure you keep track of what sources you use and cite them correctly at the end of your essay using MLA format.
1. First for this assignment, you will be assigned one partner for the project. Between the two of you, you must decide who will be the “historian” and who will be the “grammarian”. For the first part of the WebQuest, the historian will research the life of Mario Benedetti while the grammarian will research the differences between “ser” and “estar”. Both people will need to write 1-3 paragraphs about their subject. Please only use the websites that I give you. You will be able to find all the information that you need here.
1. The historian can use any of the following websites:
i. http://www.fundacionmariobenedetti.org/
ii. https://www.britannica.com/biography/Mario-Benedetti
iii. http://www.nytimes.com/2009/05/20/arts/20benedetti.html?_r=0
2. The grammarian can use any of the following websites along with our textbook:
i. http://www.studyspanish.com/lessons/serest1.htm (also check out the sections 2-4 in the sidebar)
ii. http://www.realfastspanish.com/vocabulary/ser-vs-estar
2, After both you and your partner have finished the history and grammar sections, you will put these two sections together and discuss your findings. Then, together you will read the poem “Ser y estar”. Write a basic translation of the poem to make it a bit easier to understand. If you need to look up vocabulary, use Word Reference. The poem can be found on the following website:
i. http://www.poemas-del-alma.com/mario-benedetti-ser-y-estar.htm
3. Using the information that the “grammarian” found, write about the uses of “ser” and “estar” in this poem. Discuss how the change of verb changes the meaning of the phrases.
4. Using the information that the “historian” found, write about any deeper meaning(s) that you understand from the poem.
5. Now, together, write your own poem in the same style as “Ser y estar”. Use “ser” and “estar” each with a single adjective and discuss the differences the change in verb causes. This is the only section of the paper that must be written in Spanish. The only exception is if you use one or two small English phrases, just like the original poem has.
6. After the projects have been completed, you and your partner will read your poem in front of the class and listen attentively as the other groups read their poems.
I will be available for any questions or concerns you may have about the project. I will occasionally come by and ask to see the progress that you and your partner are making, so be sure to work diligently with your class time.
Evaluation
You and your partner will receive the same grade for this project. I will use the following rubric to score your final project. There is a total of 50 points possible.
|
CATEGORY |
Ineffective |
Needs Improvement |
Highly Effective |
Superior |
|
History Section (5 points) |
Little information is given or most of the given information is inaccurate (1 point) |
Some information given is inaccurate (2 points) |
The information is accurate and gives the reader an idea of his life (4 points) |
The information gives an excellent summary of his life and helps aid in the understanding of the poem (5 points) |
|
Grammar Section (5 points) |
Little information is given or most of the given information is inaccurate (1 point) |
Some information given is inaccurate (2 points) |
The information given is accurate (4 points) |
The information given is accurate and gives examples of how to use each verb (5 points) |
|
English Translation (5 points) |
The translation leaves out major parts of the poem (1 point) |
The translation has many errors in verb tenses and vocabulary (2 points) |
There are some mistakes in verb tenses, but the vocabulary is generally correct (4 points) |
The translation is clear and has few to no mistakes in verb tenses or vocabulary (5 points) |
|
Discussion of "ser" and "estar" usage (10 points) |
The discussion does not explain the differences of "ser" and "estar" stanzas or does so incorrectly (3 points) |
The discussion has many errors between "ser" and "estar" (5 points) |
The discussion gets the main ideas of differences between "ser" and "estar" in the poem (8 points) |
The discussion clearly describes the differences between stanzas using "ser" and "estar" (10 points) |
|
Discussion of Poem Meaning (10 points) |
The discussion makes no effort of discussing meaning outside of grammar (3 points) |
The discussion barely discusses any possible deeper meanings to the poem (5 points) |
The discussion shows that the group has discussed and understood the poem on some level deeper than the grammar (8 points) |
The discussion proves that the group thoroughly discussed and considered deeper meanings to the poem outside of grammar that connect to the history of the poet (10 points) |
|
New "Ser y estar" poem (15 points) |
The poem has too many grammatical or vocabulary errors to be understood (3 points) |
The poem has many errors and does not use accurate uses of "ser" and "estar" (9 points) |
The poem has some errors that do not distract from the overall poem and it has good examples of the different uses of "ser" and "estar" (13 points) |
The poem has few or no errors and shows excellent examples of different uses of "ser" and "estar" (15 points) |
Conclusion
I hope that this WebQuest has given you to opportunity to review the verbs “ser” and “estar” while seeing cases of how their use can differ while at the same time giving you new perspective on one of Latin America’s most prolific poets of the 20th century. You were able to synthesize information from the poem with information about the poet himself. This project also has given you the opportunity to be creative while practicing your written Spanish in the creation of your own poem.
As you wrap this project up, reflect on and discussion with the class the following questions:
- What did you learn about Benedetti’s home country in your research about him?
- What about Benedetti’s life may have caused him to write about a marine?
- What new understanding do you have of the verbs “ser” and “estar” after completing this project?
Would you change anything about your poem now that you have already completed the project? If so, what and why?
Teacher Page
Standards
ISTE Standards:
2c, Intellectual Property
3a, Research Strategies
3b, Accurate and Credible Information
6b, Responsibly Repurpose
7b, Collaborative Technologies
7c, Assuming Various Roles
Oklahoma PASS Standards for World Languages:
1.1 Interpretive Communication, Reading
1.3 Presentational Communication, Writing
3.1 Making Connections
3.2 Acquiring Information and Diverse Perspectives