Course
Profile International Languages (Spanish), Level 3,
University Preparation, Catholic
Unit
2: ¡Qué recuerdos!
Time:
28 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5
Students
recognize and appreciate the development of Hispanic and Hispanic-Canadian
cultures through the various arts (music, literature, art) and science. In the
study of influential Hispanic men and women, both in Spanish-speaking countries
and in
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
1.
Historia de las “Artes y Música” en el mundo hispánico y su
importancia |
180 min. |
LIV.01,
REV.01, WRV.01 LI1.01,.02 RE1.01,.02,.04,.05 WR1.01,.02,.03,.04 CGE1a,1e,1h,1i,
2a,2c,3b,5g,6b,7f |
Knowledge/ Thinking/ Application |
-
Enseñar el vocabulario asociado con la música y las artes -
Repaso de los sustantivos singulares y plurales y los sustantivos regulares e
irregulares |
|
2.
Estudio de la literature hispana |
540 min. |
LIV.01,
SPV.01, REV.01, WRV.01 LI1.01,.02,.03 SP1.02,.03,.04 RE1.01,.02,.03,.04,.05 WR1.01,.02,.03,.04,.05 CGE3a,7f,7g |
Knowledge/ Thinking/ Communication Application |
-
Repaso de los pronombres de objetos directos -
Enseñar los pronombres de objeto indirecto y su posición en la oración y los
pronombres tónicos con/sin la preposición |
|
3.
Estudio de artistas, compositores, escritores y |
420 min. |
LIV.01,
SPV.01, REV.01, WRV.01 LI1.02,.03 SP1.01,.02,.03,.04 RE1.01,.03,.04,.05 WR1.03,.04,.05 CGE1a,1e,1h,1i,2b, |
Knowledge/ Thinking/ Communication Application |
-
Enseñar el pretérito perfecto -
Enseñar los pronombres relativos -
Repaso del pretérito indefinido de los verbos regulares e irregulares -
Enseñar los adjetivos demostrativos |
|
4.
Los españoles y los latinoamericanos |
300 min. |
LIV.01,
SPV.01, REV.01, WRV.01 LI1.02,
.03 SP1.01,.02,.03,.04 RE1.01,.02,.03,.04,.05 WR1.01,.02,.03,.04,.05 CGE2c,3b,4b,5a,5e,5f |
Knowledge/ Thinking/ Communication Application |
-
Estudio sobre un santo/a, un compositor, un bailador, un cantante, o un
artista -
Aplicación de las estructuras gramáticales ya aprendidas -
Reportaje escrito e independiente |
|
5. El
español: idioma mundial |
240 min. |
LIV.01, SPV.01, REV.01, WRV.01 LI1.02, .03 SP1.01,.02,.03,.04 RE1.01,.02,.04,.05 WR1.01,.02,.03,.04,.05 CGE1a,1e,1h,2a,2b,2e, 3a,3b,3e,4b,4g,6b, |
Knowledge/ Thinking/ Communication Application |
- Continuar el estudio del imperfecto con el
pretérito indefinido y perfecto - Enseñar “por/para” - Una investigación de información acerca de
algo hispano (por ejemplo: el tango, la piñata, el chocolate, la corrida de
toros, etc.) - Preparar/crear una presentación
detallada (una escena/fiesta) en la
cual se celebren las cosas estudiadas |
·
The
teacher gathers the resources needed.
·
Refer
to The Ontario Curriculum, Grades 11 and 12, Classical Studies and
International Languages, 2000 document in order to establish the criteria
checklists for the assessment and evaluation of student learning throughout the
unit.
·
The
teacher prepares the evaluation criteria for the unit activities prior to
introducing the unit.
·
The
teacher prepares language/vocabulary worksheets, a quiz to assess verb forms,
and assessment sheets and/or rubrics for the assessment of oral and written
activities.
·
The
teacher prepares and/or finds pictures to represent new vocabulary.
·
Possessive
adjectives and possessive pronouns
·
Imperfect
tense of indicative mood
·
Use
of computer and Internet
·
Literary
style of legends and fairy tales
A variety
of teaching and learning strategies have been provided to maintain the interest
of the students and maximize success for all types of learners.
·
The
teacher pre-teaches/reviews functional language (structure, theme vocabulary)
required for the successful completion of the tasks prescribed in this unit.
·
Teaching
and learning strategies used with the whole class are brainstorming, problem
solving, general discussion, presenting/introducing.
·
Teaching
and learning strategies also used are memorizing, collaborative/cooperative
learning, interviewing, oral communication, reporting, Internet search,
videotaping, audiotaping, and
CD-ROMs.
·
Students
use appropriate language structures in all three strands.
·
The
teacher tests vocabulary, verb tenses, and other language structures.
·
The
teacher provides listening comprehension activities that increase in complexity
and establishes use of portfolios as evidence of student growth.
·
Note-taking,
gathering, and organizing information, reading age- and language-appropriate
materials, writing, questioning, and conferencing
·
Formal
and informal observation, paper-pencil tests, oral presentations, formal
written assignments, and rubrics
·
Survey
assignments, listening exercises (e.g., dictations), discussions, and student
portfolios
·
Consult
with Special Education staff for specific recommendations and accommodations
according to IEPs for students identified with special needs.
·
Pair
students so that one student’s strengths help compensate for another student’s
challenges.
·
Adapt
the number of required activities and the level of difficulty to agree with the
IEPs for students identified as exceptional, e.g., gifted, students with
learning disabilities.
importancia
Time: 180 minutes
Students
are given the opportunity to experience a taste of the Hispanic arts and music.
Students come to appreciate the contributions and importance of Hispanic
influence in art, architecture, music, and science in Canada and throughout the
world. Students learn vocabulary associated with music and the arts. Students
learn to honour and value the greatness of God’s given world and the diversity
of its people.
Ontario
Catholic School Graduate Expectations
1a -
illustrates a basic understanding of the saving story of our Christian faith;
1e -
speaks the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.”;
1h - respects
the faith traditions, world religions, and the life-journeys of all people of
good will;
1i -
integrates faith with life;
2a -
listens actively and critically to understand and learn in light of gospel
values;
2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
3b -
creates, adapts, evaluates new ideas in light of the common good;
5g -
achieves excellence, originality, and integrity in one’s own work and supports
these qualities in the work of others;
6b -
recognizes human intimacy and sexuality as God given gifts, to be used as the
creator intended;
7f -
respects and affirms the diversity and interdependence of the world’s peoples
and cultures.
Overall Expectations
LIV.01 -
demonstrate an understanding of brief oral messages, communicated in various
situations and for a variety of purposes;
REV.01 -
read age- and language-appropriate passages from different sources for a
variety of purposes;
WRV.01 -
write for a variety of purposes and audiences, using vocabulary and language
structures appropriate to the level.
Specific Expectations
LI1.01 - demonstrate an understanding of
vocabulary and language structures appropriate to the level by responding appropriately
to the speaker’s comments and identify key information in a presentation;
LI1.02 -
demonstrate an understanding of information conveyed orally in presentations
and dialogues, as well as in recorded materials (e.g., material on videotape,
audiotape, and CD-ROMs);
RE1.01 -
read for comprehension of main ideas and expansion of vocabulary, selections
from a variety of texts, * including a minimum of two genres (e.g., short
stories, fables, poems, newspapers);
*Note: students are expected to read at least 100 pages of text (50
intensive, 50 extensive) at this level.
RE1.02 -
read aloud with expression and accurate pronunciation;
RE1.04 -
respond to the texts read in a variety of activities (e.g., summarize events,
predict further developments);
RE1.05 -
demonstrate knowledge of the culture where the language is spoken in detailed
and well-researched projects (e.g., prepare a presentation on a major literary
figure from a country where the language is spoken);
WR1.01 -
write sentences and paragraphs, including dialogues, using vocabulary and
language structures appropriate to the level (e.g., write a short report
comparing their school life to that of peers living in a country where the
language is spoken);
WR1.02 -
compose and answer a variety of questions;
WR1.03 -
express opinions and ideas in writing, using different forms and/or a model
(e.g., write a short composition on a topic or issue, prepare a questionnaire
for a survey);
WR1.04 -
revise and edit their work for accuracy of language, using input from teachers
and peers and a variety of other resources (e.g., print and electronic
dictionaries, spell-check feature of software programs).
·
Use
the Internet and/or find coloured reproductions of masterpieces of the Arts
(art, architecture, science, and music) and individual famous Hispanics and
slides of various works.
·
Prepare
review materials on nouns.
·
Procure
a variety of Hispanic music and lyrics as well as slide projector, screen, and
adhesive tape of choice.
·
Prepare
visual aids for concentration-type game (pictures and name cards) and a visual
response worksheet for visual test for the end of Activity 1.
·
Language
structures include possessive adjectives and pronouns, the preterite and the
imperfect tense.
·
The
teacher reviews the singular and plural of regular and irregular nouns.
·
The
teacher provides visual aids (mounted pictures and name cards, and slides) of
various Hispanic artists, singers, scientists, architects, and their works and
randomly places pictures and name cards face down on the classroom board with
adhesive tape. Refer to Appendix 2-A – Algunas personas importantes de la
cultura hispana.
·
The
teacher introduces the students to vocabulary related to the arts and science
of the Hispanic world with prepared visual aids and music.
·
Students,
in two teams, participate in a memory matching game. Each team alternates
uncovering a picture and a name of an artist, a singer, a scientist or an
architect and a picture of his/her work. Students try to match the “artist”
with the correct piece of work/discovery by remembering which pictures and
names previously uncovered correspond.
·
The
successful group of students has the most matches.
·
The
teacher quizzes students the next day on new vocabulary using a matching-type
quiz and tests students using chosen slides (approximately 20 slides).
·
Students
identify the famous person/work projected on screen by writing their answers on
the visual response worksheet.
|
Technique |
Tool/Method |
Who |
Strategy |
|
Formative |
Observation |
Teacher |
Introduction
to vocabulary |
|
Formative |
Observation |
Teacher |
Memory
matching game |
|
Formative |
Paper/pencil |
Student |
Worksheet
- Vocabulary Match |
|
Summative |
Test |
Student |
Visual
response worksheet/written |
·
Elicit
the assistance of the Special Education staff to provide remedial opportunities
where needed.
·
Refer
to recommendations made by Special Education staff re: specific accommodations
for students with special needs.
·
Adjust
the time allotted for completion of written quiz/test.
Neruda,
Pablo. Neruda’s Garden: An Anthology of Odes.
Seeling,
Telgen,
Diane and Kemp, Jim. Latinas!: Women of Achievement.
Telgen,
Diane and Kemp, Jim. Notable Hispanic American Women.
Toman,
Rolf. Baroque. Architecture-Sculpture-Painting. Köln: Könemann
Verlagsgesellschaft mbH, 1998. ISBN 3-89508-917-6
Toman,
Rolf. The Art of Gothic. Architecture-Sculpture-Painting.
Famous
Hispanics - coloquio.com/famosos.htm
Frida
Kahlo - www.cascade.net/klinks.html
Diego Rivera - www.diegorivera.com
Tour
the
El
Greco - www.santotome.macom.es/
Gloria
Estefan - www.estefan.net/
Time: 540 minutes
Students further discover the
greatness of Hispanics and their contributions to Spanish language and culture.
They study several literary genres by reading original Hispanic poems, plays,
novels, and short stories. The study also includes literary masters, e.g., Miguel
de Cervantes, Tirso de Molina, Sor Juana Inés de la Cruz, Gabriela Mistral,
Pablo Neruda, Jorge Luis Borges, Octavio Paz, etc. Students learn to
understand, and respect the diversified cultural heritage of the literary
world.
Ontario
Catholic School Graduate Expectations
3a -
recognizes there is more grace in our world than sin and that hope is essential
in facing all challenges;
7f -
respects and affirms the diversity and interdependence of the world’s peoples
and cultures;
7g -
respects and understands the history, cultural heritage, and pluralism of
today’s contemporary society.
Strand(s): Oral Communication (Listening, Speaking), Reading,
Writing
Overall
Expectations
LIV.01 -
demonstrate an understanding of brief oral messages, communicated in various
situations and for a variety of purposes;
SPV.01 -
communicate orally in various situations and for a variety of purposes, using
language appropriate to the level;
REV.01 -
read age- and language-appropriate passages from different sources for a
variety of purposes;
WRV.01 -
write for a variety of purposes and audiences, using vocabulary and language
structures appropriate to the level.
Specific
Expectations
LI1.01 -
demonstrate an understanding of vocabulary and language structures appropriate
to the level by responding appropriately to the speaker’s comments and identify
key information in a presentation;
LI1.02 -
demonstrate an understanding of information conveyed orally in presentations
and dialogues, as well as in recorded materials (e.g., material on videotape,
audiotape, and CD-ROMs);
LI1.03 -
demonstrate knowledge of the culture of countries where the language is spoken
by identifying information that is relevant to course themes (e.g., identify
significant artists from a particular time period);
SP1.02 -
convey and respond to a variety of messages, using vocabulary and language
structures appropriate to the level (e.g., participate in a discussion of a
topic);
SP1.03 -
express opinions and ideas in prepared and open-ended conversations and
discussions (e.g., comment on a newspaper article or literary work);
SP1.04 -
demonstrate an understanding of the culture of countries where the language is
spoken in oral presentations that draw on a variety of media (e.g., create a
video commercial that illustrates cultural attitudes to the product
advertised);
RE1.01 -
read for comprehension of main ideas and expansion of vocabulary, selections
from a variety of texts, * including a minimum of two genres (e.g., short
stories, fables, poems, newspapers);
RE1.02 -
read aloud with expression and accurate pronunciation;
RE1.03 -
analyse plot, character development and setting in novels, short stories, and
poems;
RE1.04 -
respond to the texts read in a variety of activities (e.g., summarize events,
predict further developments);
RE1.05 - demonstrate knowledge of the culture
where the language is spoken in detailed and well-researched projects (e.g.,
prepare a presentation on a major literary figure from a country where the
language is spoken);
WR1.01 -
write sentences and paragraphs, including dialogues, using vocabulary and
language structures appropriate to the level (e.g., write a short report
comparing their school life to that of peers living in a country where the
language is spoken);
WR1.02 -
compose and answer a variety of questions;
WR1.03 -
express opinions and ideas in writing, using different forms and/or a model
(e.g., write a short composition on a topic or issue, prepare a questionnaire
for a survey);
WR1.04 -
revise and edit their work for accuracy of language, using input from teachers
and peers and a variety of other resources (e.g., print and electronic
dictionaries, spell-check feature of software programs);
WR1.05 -
demonstrate knowledge of the culture of countries where the language is spoken
in well-researched reports (e.g., write a biographical sketch of a famous
person from a country where the language is spoken).
·
Prepare
a brief historical overview of
·
Prepare
charts, maps, Appendix 2-A – Algunas personas importantes de la cultura
hispana, Appendix 2-B – Las Artes, and Appendix 2-F – Estudio de la literatura.
·
Prepare
comprehensive list of literary terms (see Appendices 2-B – Las Artes and 2-C-
Criterio para la presentación oral).
·
Provide
blank cue cards for the Question Game, chart paper, and adhesive tape.
·
Reserve
computer time for students to access the Internet and TV, VCR, tape recorder,
CD player, tape recorder, slide projector, and screen.
·
Language
structures including possessive adjectives and pronouns, the preterite and
imperfect tense
·
Use
of direct object pronouns, and nouns (singular and plural)
·
Vocabulary
associated with Artes y Música
·
Literary
style of cuentos y fábulas
·
The
teacher presents an outline of various literary genres and reviews direct
object pronouns.
·
The
teacher teaches indirect object pronouns and their position in a sentence and
emphatic pronouns with and without prepositions.
·
Students
are tested on proper usage of new grammatical structures.
·
The
teacher gives a brief historical overview of
·
The
teacher teaches literary terms (refer to Appendix 2-B – Las Artes and 2-C –
Criterio para la presentación oral) and gives each student a genre of
literature to research on the Internet as well as a poet or writer from that
genre.
·
Students
briefly research their assigned genre and poet or writer on the Internet and
share their findings with the class in the form of an oral presentation.
·
Students
are grouped by genre in order to focus their study in more detail (refer to
Appendix 2-F – Estudio de la literature).
·
Students
elect one member from the group as spokesperson to present their findings to
the class.
·
The
teacher gives each student in each group (genre) names of poets, poems,
authors, and novel and students research and analyse one poet (poem), author
(novel, short story, etc.) and prepare an activity worksheet for their oral
presentation.
·
The
teacher collects a rough copy of the activity worksheet and supplies added
suggestions; students edit their activity worksheet based on teacher’s
suggestions.
·
Students
present their choice to the class individually with the aid of audio/visual
materials and provide the activity worksheet for each class member.
·
Students
are instructed to write five questions and answers based on their peers’ oral
presentation.
·
The
teacher collects all appropriate questions and answers and prepares 20 or more
questions and answers for each genre of literature and the associated literary
terms.
·
The
teacher divides the class into two large groups in order to play the Question
Game
·
The
successful group of students is able to answer the most questions correctly.
·
Students
conclude the study of literature by writing and illustrating an original poem.
·
The
teacher compiles students’ original work into a Class Poetry Book.
·
The
teacher evaluates oral presentations and final copies of prepared worksheet.
|
Purpose |
Tool/Method |
Who |
Strategy |
|
Formative |
Observation |
Teacher |
Historical
Overview |
|
Formative |
Quiz |
Student |
Question
Game |
|
Summative |
Writing
Skills |
Student |
Editing
of Activity Worksheet |
|
Summative |
Checklist
|
Teacher |
Oral
Presentation |
|
Summative |
Writing
Skills |
Student |
Poem
(written and illustrated) |
·
Arrange
for assistance with written activity worksheet. This assistance may be provided
by a peer, a classroom teacher, or Special Education staff according to
students’ specific needs.
·
Adjust
the time allotted for completion of written activity worksheet.
·
Provide
assistance with research and oral presentation.
·
Adapt
expectations according to IEPs, e.g., adapt format and required elements of
presentation (pre-recorded audiocassette or videotape).
·
Arrange
for opportunities to reinforce grammar structures, e.g., study buddy, flash
cards, etc.
Chastain,
Kenneth. Exploraciones en literatura.
ISBN 0-8442-7659-6
Varona-Lacey,
Gladys M. Introducción a la literatura Hispano-Americana: de la conquista al
siglo XX.
Refer to
listed Internet sites on Literature.
Time: 420 minutes
Students
research Spanish, Latin American, and Hispanic-Canadian artists, composers,
writers, and saints. Through the study of these people, students further
develop their knowledge of the Spanish language. An appreciation of their
contributions to the world of art, literature, music, and the Church is
highlighted. Students learn to appreciate life as a gift to cherish from God.
Cultural heritage, faith traditions, and history are respected and better
understood.
Ontario
Catholic School Graduate Expectations
1a -
illustrates a basic understanding of the saving story of our Christian faith;
1e -
speaks the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.”;
1h -
respects the faith traditions, world religions and the life-journeys of all
people of good will;
1i -
integrates faith with life;
2b -
reads, understands, and uses written materials effectively;
6b -
recognizes human intimacy and sexuality as God given gifts, to be used as the
creator intended;
7g -
respects and understands the history, cultural heritage, and pluralism of
today’s contemporary society.
Strand(s): Oral Communication (Listening, Speaking), Reading,
Writing
Overall
Expectations
LIV.01 -
demonstrate an understanding of brief oral messages, communicated in various
situations and for a variety of purposes;
SPV.01 -
communicate orally in various situations and for a variety of purposes, using
language appropriate to the level;
REV.01 -
read age- and language-appropriate passages from different sources for a
variety of purposes;
WRV.01 -
write for a variety of purposes and audiences, using vocabulary and language
structures appropriate to the level.
Specific
Expectations
LI1.02 -
demonstrate an understanding of information conveyed orally in presentations
and dialogues, as well as in recorded materials (e.g., material on videotape,
audiotape, and CD-ROMs);
LI1.03 -
demonstrate knowledge of the culture of countries where the language is spoken
by identifying information that is relevant to course themes (e.g., identify
significant artists from a particular time period);
SP1.01 -
use standard pronunciation and intonation with accuracy in the international
language (e.g., in conversations and discussions);
SP1.02 -
convey and respond to a variety of messages, using vocabulary and language
structures appropriate to the level (e.g., participate in a discussion of a
topic);
SP1.03 -
express opinions and ideas in prepared and open-ended conversations and
discussions (e.g., comment on a newspaper article or literary work);
SP1.04 -
demonstrate an understanding of the culture of countries where the language is
spoken in oral presentations that draw on a variety of media (e.g., create a
video commercial that illustrates cultural attitudes to the product
advertised);
RE1.01 -
read for comprehension of main ideas and expansion of vocabulary, selections
from a variety of texts, * including a minimum of two genres (e.g., short
stories, fables, poems, newspapers);
RE1.03 -
analyse plot, character development and setting in novels, short stories, and
poems;
RE1.04 -
respond to the texts read in a variety of activities (e.g., summarize events,
predict further developments);
RE1.05 -
demonstrate knowledge of the culture where the language is spoken in detailed
and well-researched projects (e.g., prepare a presentation on a major literary
figure from a country where the language is spoken);
WR1.03 -
express opinions and ideas in writing, using different forms and/or a model
(e.g., write a short composition on a topic or issue, prepare a questionnaire
for a survey);
WR1.04 -
revise and edit their work for accuracy of language, using input from teachers
and peers and a variety of other resources (e.g., print and electronic
dictionaries, spell-check feature of software programs);
WR1.05 -
demonstrate knowledge of the culture of countries where the language is spoken
in well-researched reports (e.g., write a biographical sketch of a famous
person from a country where the language is spoken).
·
Prepare
ensemble of Spanish/Latin music from different time periods.
·
Prepare
lyrics to a Spanish song with words missing.
·
Reserve
a CD player, cassette player, or VCR and TV, and slide projector and screen.
·
Prepare
list of names of artists (see Appendix 2-A – Algunas personas importantes de la
cultura hispana and 2-B – Las Artes).
·
Prepare
evaluation for oral presentation (see Appendix 2-C – Criterio para la
presentación oral) and a test, and quizzes for language structures taught.
·
Prepare
slides or a PowerPoint presentation of artists, composers, writers, and
saints.
·
Previously
learned language structures: nouns, pronouns, possessive adjectives, the
preterite and the imperfecto de indicativo tenses, and direct and indirect
object pronouns.
·
The
teacher reviews the pretérito (i.e., hablé, hablaste, habló,
etc.) of regular and irregular verbs and teaches the pretérito perfecto
(i.e., he hablado, has hablado, ha hablado, etc.).
·
Students
are tested on their knowledge of the preterites.
·
The
teacher teaches the relative pronouns and students are quizzed on the use of
relative pronouns.
·
The
teacher teaches demonstrative adjectives and students are evaluated on their
use of the preterite, relative pronouns, demonstrative adjectives in the
culminating activity Meeting of the Minds or Meeting of the Great Ones.
·
The
teacher expands the overview, started in Activity 1, by focusing on artists,
composers, writers, saints, their masterpieces, and their contribution to
society. The teacher plays an ensemble of Spanish/Latin music in the background
showing slides/pictures of these aforementioned men and women and their
masterpieces.
·
Students
are asked to prepare and present a skit (five minutes long called Meeting of
the Minds or Meeting of the Great Ones), the skit requires four people (an
artist, a composer/singer, a writer, and a saint)
·
The
teacher assigns four students to a group and students choose a name of an
artist, a saint, a composer/singer, and a writer from a list provided by the
teacher.
·
Students
are instructed to briefly research the person chosen as well as the time
period/era in which he/she lived/lives and prepare a dialogue for their
biographical skit on a given topic, e.g., beauty or pollution.
·
Students
prepare to dress and present dialogue as the person chosen, performing the
skits for the class on a predetermined day.
·
The
teacher concludes the study of artists, composer/singers, writers, and saints
by providing lyrics to a Spanish song with missing words. Students fill in the
missing words to the lyrics.
·
The
teacher evaluates their presentations of Meeting of the Minds or Meeting of the
Great Ones.
|
Purpose |
Tool/Method |
Who |
Strategy |
|
Formative |
Observation |
Teacher |
Group
Collaboration |
|
Formative |
Lyric
Aural Activity |
Student |
Aural/Written-fill
in the blanks |
|
Summative |
Test/quizzes |
Student |
Written-grammatical
structures |
|
Summative |
Appendix
2-C – Criterio para la presentación oral |
Teacher |
Oral
Presentation of Meeting of the Minds or Meeting of the Great Ones |
·
Consult
student’s IEPs to make accommodations.
·
Provide
assistance with research and oral presentation.
·
Adapt
expectations according to IEPs, e.g., allotted rehearsal time, required
elements.
·
Arrange
for assistance with written worksheets. This assistance may be provided by a
peer, a classroom teacher, or Special Education staff according to students’
specific needs.
·
Adjust
the time allotted for completion research, oral presentation, and quizzes.
·
Arrange
for opportunities to reinforce grammar structures, e.g., study buddy, flash
cards, etc.
Time: 300 minutes
Students
further their knowledge of the Spanish language in the Spanish speaking world
by researching a famous/well-known Spanish speaking person. They explore the
life of a saint, composer, dancer, singer, or artist of Hispanic heritage. A
formal research paper allows students to evaluate and reflect upon the
achievements of individuals as unique God given gifts to our world with an
essential understanding of their importance in our life.
Ontario
Catholic School Graduate Expectations
2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
3b -
creates, adapts, evaluates new ideas in light of the common good;
4b -
demonstrates flexibility and adaptability;
5a -
works effectively as an interdependent team member;
5e -
respects the rights, responsibilities, and contributions of self and others;
5f -
exercises Christian leadership in the achievement of individual and group
goals.
Strand(s):
Oral
Communication (Listening, Speaking), Reading, Writing
Overall
Expectations
LIV.01 - demonstrate an understanding of brief
oral messages, communicated in various situations and for a variety of
purposes;
SPV.01 - communicate orally in various
situations and for a variety of purposes, using language appropriate to the
level;
REV.01-
read age- and language-appropriate passages from different sources for a
variety of purposes;
WRV.01 -
write for a variety of purposes and audiences, using vocabulary and language
structures appropriate to the level.
Specific
Expectations
LI1.02 -
demonstrate an understanding of information conveyed orally in presentations
and dialogues, as well as in recorded materials (e.g., material on videotape,
audiotape, and CD-ROMs);
LI1.03 -
demonstrate knowledge of the culture of countries where the language is spoken
by identifying information that is relevant to course themes (e.g., identify
significant artists from a particular time period);
SP1.01 -
use standard pronunciation and intonation with accuracy in the international
language (e.g., in conversations and discussions);
SP1.02 -
convey and respond to a variety of messages, using vocabulary and language
structures appropriate to the level (e.g., participate in a discussion of a
topic);
SP1.03 -
express opinions and ideas in prepared and open-ended conversations and
discussions (e.g., comment on a newspaper article or literary work);
SP1.04 -
demonstrate an understanding of the culture of countries where the language is
spoken in oral presentations that draw on a variety of media (e.g., create a
video commercial that illustrates cultural attitudes to the product advertised);
RE1.01 -
read for comprehension of main ideas and expansion of vocabulary, selections
from a variety of texts, * including a minimum of two genres (e.g., short
stories, fables, poems, newspapers);
RE1.02 -
read aloud with expression and accurate pronunciation;
RE1.03 -
analyse plot, character development and setting in novels, short stories, and
poems;
RE1.04 -
respond to the texts read in a variety of activities (e.g., summarize events,
predict further developments);
RE1.05 -
demonstrate knowledge of the culture where the language is spoken in detailed
and well-researched projects (e.g., prepare a presentation on a major literary
figure from a country where the language is spoken);
WR1.01 -
write sentences and paragraphs, including dialogues, using vocabulary and
language structures appropriate to the level (e.g., write a short report
comparing their school life to that of peers living in a country where the
language is spoken);
WR1.02 -
compose and answer a variety of questions;
WR1.03 -
express opinions and ideas in writing, using different forms and/or a model
(e.g., write a short composition on a topic or issue, prepare a questionnaire
for a survey);
WR1.04 -
revise and edit their work for accuracy of language, using input from teachers and
peers and a variety of other resources (e.g., print and electronic
dictionaries, spell-check feature of software programs);
WR1.05 -
demonstrate knowledge of the culture of countries where the language is spoken
in well-researched reports (e.g., write a biographical sketch of a famous
person from a country where the language is spoken).
·
Prepare
list of famous Spanish-Speaking people (see Appendix 2-A – Algunas personas
importantes de la cultura hispana and Appendix 2-B – Las Artes).
·
Prepare
criteria list for research paper (see Appendix 2-D – Reportaje escrito).
·
Prepare
evaluation for research paper (see Appendix 2-D – Reportaje escrito).
·
Language
structures include all previously taught structures in Units 1 and 2, in
particular the preterite and the imperfect tenses.
·
Students
continue the study of the imperfecto.
·
The
teacher prepares students for the research writing process and explains, in
detail, the expectations of the research assignment, using Modern Language
Association (MLA) style.
·
Students
research a famous or well-known Hispanic person.
·
Students
brainstorm to form a list of famous or well-known Spanish-speaking people.
·
The
teacher then provides a fairly comprehensive list of famous Spanish-speaking
people (see Appendix 2-A – Algunas personas importantes de la cultura hispana
and Appendix 2-B – Las Artes).
·
Students
choose a famous person for their topic of research. Students are not allowed to
choose the same person twice.
·
Students
prepare an outline of their topic and answer the following questions in their
research paper: Who? What? When? Where? Why? and How?
·
Students
research the chosen person using the Internet and/or other reference materials.
·
Students
include in the research paper (four to five pages in length): an introduction,
a body, a conclusion, title page, and a bibliography. They use proper quote
format and paginate the paper.
·
Students
include a summary of the person’s life, time, and works and incorporate
language structures previously learned.
·
Students
provide the teacher with a written rough copy of their research prior to the
due date of the final copy. The teacher edits the rough draft and returns it to
students. Students revise and complete their final draft and submit to the
teacher. The teacher evaluates the written research paper.
|
Purpose |
Tool/Method |
Who |
Strategy |
|
Formative |
Observation
and Brainstorming |
Teacher |
Oral
Communication and Participation |
|
Formative |
Observation
of Research |
Teacher
and Student |
Research |
|
Formative |
Rough
Copy |
Student
and Teacher |
Written
First Draft of Research |
|
Formative |
Peer
Evaluation |
Student |
Written
Second Draft |
|
Summative |
Evaluation
Form |
Teacher |
Final
Copy of Research Paper |
·
Arrange
for assistance and extra time in preparing research paper.
·
According
to IEPs, adapt format and required elements of research paper, e.g., elements
required, length, etc.
·
Consult
with Special Education staff for recommendations re: assessment and evaluation.
Time: 240 minutes
Students
conclude their cultural journey by researching the origin and the present day
importance/significance of Hispanic traditions/events (e.g., the Tango,
the flamenco, the piñata, bull fighting, etc.). Students
demonstrate Christian leadership by organizing a fiesta in order to respect the
diversity and interdependence of our contemporary society.
Ontario
Catholic School Graduate Expectations
1a -
illustrates a basic understanding of the saving story of our Christian faith;
1e -
speaks the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.”;
1h -
respects the faith traditions, world religions and the life-journeys of all
people of good will;
2a -
listens actively and critically to understand and learn in light of gospel
values;
2b -
reads, understands, and uses written materials effectively;
2e - uses
and integrates the Catholic faith tradition in critical analysis of the arts,
media, technology and information systems to enhance the quality of life;
3a -
recognizes there is more grace in our world than sin and that hope is essential
in facing all challenges;
3b -
creates, adapts, evaluates new ideas in light of the common good;
3e -
adopts a holistic approach to life by integrating learning from various subject
areas and experience;
4g -
examines and reflects on one’s personal values, abilities and aspirations
influencing life's choices and opportunities;
6b -
recognizes human intimacy and sexuality as God given gifts, to be used as the
creator intended;
7f -
respects and affirms the diversity and interdependence of the world’s peoples
and cultures.
7g -
respects and understands the history, cultural heritage, and pluralism of
today’s contemporary society.
Strand(s):
Oral
Communication (Listening, Speaking), Reading, Writing
Overall
Expectations
LIV.01 -
demonstrate an understanding of brief oral messages, communicated in various
situations and for a variety of purposes;
SPV.01 -
communicate orally in various situations and for a variety of purposes, using
language appropriate to the level;
REV.01 -
read age- and language-appropriate passages from different sources for a
variety of purposes;
WRV.01 -
write for a variety of purposes and audiences, using vocabulary and language
structures appropriate to the level.
Specific
Expectations
LI1.02 -
demonstrate an understanding of information conveyed orally in presentations
and dialogues, as well as in recorded materials (e.g., material on videotape,
audiotape, and CD-ROMs);
LI1.03 -
demonstrate knowledge of the culture of countries where the language is spoken
by identifying information that is relevant to course themes (e.g., identify
significant artists from a particular time period);
SP1.01 -
use standard pronunciation and intonation with accuracy in the international
language (e.g., in conversations and discussions);
SP1.02 -
convey and respond to a variety of messages, using vocabulary and language
structures appropriate to the level (e.g., participate in a discussion of a
topic);
SP1.03 - express opinions and ideas in prepared
and open-ended conversations and discussions (e.g., comment on a newspaper
article or literary work);
SP1.04 -
demonstrate an understanding of the culture of countries where the language is
spoken in oral presentations that draw on a variety of media (e.g., create a
video commercial that illustrates cultural attitudes to the product
advertised);
RE1.01 -
read for comprehension of main ideas and expansion of vocabulary, selections
from a variety of texts, * including a minimum of two genres (e.g., short
stories, fables, poems, newspapers);
RE1.02 -
read aloud with expression and accurate pronunciation;
RE1.04 -
respond to the texts read in a variety of activities (e.g., summarize events,
predict further developments);
RE1.05 -
demonstrate knowledge of the culture where the language is spoken in detailed
and well-researched projects (e.g., prepare a presentation on a major literary
figure from a country where the language is spoken);
WR1.01 -
write sentences and paragraphs, including dialogues, using vocabulary and
language structures appropriate to the level (e.g., write a short report
comparing their school life to that of peers living in a country where the
language is spoken);
WR1.02 -
compose and answer a variety of questions;
WR1.03 -
express opinions and ideas in writing, using different forms and/or a model
(e.g., write a short composition on a topic or issue, prepare a questionnaire
for a survey);
WR1.04 -
revise and edit their work for accuracy of language, using input from teachers
and peers and a variety of other resources (e.g., print and electronic
dictionaries, spell-check feature of software programs);
WR1.05 -
demonstrate knowledge of the culture of countries where the language is spoken
in well-researched reports (e.g., write a biographical sketch of a famous
person from a country where the language is spoken).
·
Prepare
list of possible traditions/events typically considered Hispanic different
pictures based on list (see Appendix 2-E – Algunas tradiciones/eventos
hispánicos).
·
Prepare
necessary items for fiesta (e.g., tables, tablecloths, napkins, etc.).
·
Prepare
summative unit test.
·
Reserve
use of Internet and CD players and audio cassette players.
·
Reserve
time in the Resource Centre for students to find information on the Internet
(e.g., historical origin, uses, and importance significance to the Hispanic
culture).
·
Language
structures taught in Units 1 and 2.
·
The
teacher reviews the use of the imperfecto with the pretérito
indefinido y perfecto and teaches the use of por/para. Students are
quizzed on grammatical structures.
·
The
teacher introduces the idea of Canadian traditions/events and their origin(s).
Students brainstorm Hispanic traditions/events and their origin(s). The teacher
writes ideas on the board and discusses them with the class.
·
The
teacher distributes a list of some Hispanic traditions/events (see Appendix 2-E
– Algunas tradiciones/eventos hispánicos) and students choose one topic to
research and research topic chosen.
·
Students
assemble information in broadcast format or in advertisement/commercial format
(1-3 minutes in length).
·
Students
in groups incorporate their information in order to prepare a fiesta and
prepare an oral report on their findings for the fiesta.
·
Students
inform teacher of the name of the radio station that they will represent for
the oral presentation of their commercial.
·
Students
decorate the classroom for the fiesta and the teacher invites staff
members to participate in the fiesta.
·
Students
dress in appropriate costumes based on their researched topic and present it in
the format chosen prior to the fiesta.
·
Students
incorporate their chosen topic in the fiesta (i.e., sombrero –
students should have sombreros displayed or be wearing them).
·
The
teacher evaluates students on the oral presentation.
·
Theacher
should remind students abuot food allergies that their fellow students may have
and plan for the fiesta accordingly.
|
Purpose |
Tool/Method |
Who |
Strategy |
|
Formative |
Observation |
Teacher |
Brainstorm
ideas of traditions/events-Canadian/Hispanic |
|
Formative/Diagnostic |
Checklist |
Teacher |
Group
Collaboration |
|
Formative |
Peer
Evaluation |
Student |
Oral
Presentation |
|
Summative |
Rubric |
Teacher |
Oral
Presentation |
|
Summative |
Unit
Test |
Student |
Written
Test |
·
Pair
students with a sensitively selected partner.
·
Arrange
for extra assistance with the research and preparation of the fiesta as
well as the oral presentation.
·
Adapt
the format and required elements of the fiesta and the oral
presentation.
·
Refer
to recommendations re: assessment and evaluations made by Special Education staff.
|
Allende,
Isabel |
Alvarez,
Julia |
Asturias,
Miguel Angel |
|
Baroja,
Pío |
Bécquer,
Gustavo Adolfo |
Benavente
y Martinez, Jacinto |
|
Borges,
Jorge Luis |
Buero
Vallejo, Antonio |
Calderón
de la Barca, Pedro |
|
Castro,
Rosalia de |
Cela,
Camilo José |
Cervantes
Saavedra, Miguel |
|
Cisneros,
Sandra |
Cortázar,
Julio |
Cruz,
Sor Juana Inés |
|
Dalton,
Roque |
Darío,
Rubén |
De la
Vega, Garcilaso |
|
Echegaray,
José |
Fray
Luis León |
Fuentes,
Carlos |
|
Galeano,
Eduardo |
García
Márquez, Gabriel |
García
Lorca, Federico |
|
Gavidia,
Francisco |
Ibarbourou,
Juana de |
Jiménez,
Juan Ramón |
|
Lope de
Vega |
Machado,
Antonio |
Martí,
José |
|
Mistral,
Gabriela |
Neruda,
Pablo |
Niggli,
Josefina |
|
Onetti,
Juan Carlos |
Pardo
Bazán, Emilia |
Paz,
Octavio |
|
Perlera,
Hilda |
Quiroga,
Horacio |
Roas,
Augusto |
|
Séneca,
Lucio Anneo |
Teresa
De Jesús |
Tirso
de Molina |
|
Unamuno,
Miguel |
Vargas
Llosa, Mario |
Zorilla,
José |
|
Albéniz,
Isaac |
Alicia
de la Rocha |
Blades,
Rubén |
Carreras,
José |
|
Casals,
Pablo |
Cruz,
Celia |
Domingo,
Plácido |
El Duo
Pimpinela |
|
Espinel,
Vincente |
Estefán,
Gloria |
Falla,
Manuel de |
Guerra,
Juan Luis |
|
Granados,
Enrique |
Iglesias,
Enrique |
Iglesias,
Julio |
Jobim,
Antonio Carlos |
|
Luis
Miguel |
Marc
Anthony |
Martin,
Ricky |
Negrete,
Jorge |
|
Puente,
Tito |
Rodrigo,
Joaquín |
Santana,
Carlos |
Segovia,
Andrés |
|
Selena |
Tárrega,
Francisco de |
Victoria
de Los Angeles |
|
|
Alonso,
Alicia |
Castro,
Rosalia de |
Del
Río, Dolores |
Félix,
Maria |
|
Grever,
María |
Hernández,
Dora |
Herreras,
Carolina |
Isabel
de Castilla |
|
Menchú,
Rigoberta |
Mistral,
Gabriela |
Moreno,
Luisa |
Novello,
Antonia |
|
Ochoas,
Ellen |
Pardo
Bazán, Emilia |
Perón,
Isabel |
Ros-Lehtinen,
Lleana |
|
Roybal-Alland,
Lucille |
Salinas,
Angela |
Sánchez-Vicario,
Arantxa |
|
|
Santa
Teresa De Jesús |
Velázquez,
Margarita |
Zubizarreta,
Teresa |
|
|
Albucarsis |
Avenzoar |
Avicena, Ibn-Sinna |
Cajal, Santiago |
|
Molina, Mario |
Benacerraf, Baruj |
Finlay, Carlos |
Houssay, Bernardo |
|
Leloir,
Luis Federico |
Milstein,
César |
Monturiol,
Narciso |
Ochoa,
Severo Ellen, |
|
Ramón Servet, Miguel |
|
|
|
|
Alcalá,
Raúl |
Aparicio,
Luis |
Ballestros,
Severiano |
Canseco,
José |
|
Carew,
Rod |
Chávez,
Julio |
Clemente,
Roberto |
DiHigo,
Martin |
|
DiStéfano,
Alfredo |
Durán,
Roberto |
Fernández,
Gigi |
Fernández,
Mary Joe |
|
Indurian,
Miguel |
López,
Roy |
Maradona,
Diego |
Marichal,
Juan |
|
Ochoa,
Lorena |
Rodriguez,
Chi Chi |
Saralegui,
Cristina |
Sierra,
Ruben |
|
Sosa,
Sammy |
Tartabull,
Danny |
Torrome,
Henri |
Treviño,
Lee |
|
clásica/o |
el
cubismo |
los
colores |
los
cuadros |
el
realismo |
el
pincel |
||
|
moderna/o |
el
pintor |
la
naturaleza |
el
museo |
los
retratos |
la
colección |
||
|
romántica/o |
la
exposición |
la
pintura |
el
paisaje |
el
escultor |
el
dibujo |
||
|
barroca/o |
la
escultura |
la obra
maestra |
|
||||
|
|
|
|
|||||
|
El
Prado |
Museo
del Bandolero |
Museo
del gaucho |
|||||
|
Museo
de la Ciudad de Mexico |
Museo
del Arte Costarricense |
|
|||||
|
|
|
|
|
||||
|
Aguirre,
Nataniel |
Alonso,
Alicia |
Dalí,
Salvador |
El
Greco |
||||
|
Gaudí,
Antonio |
Goya,
Francisco de |
Gris,
Juan |
Guillén,
Nicolás |
||||
|
José
Francisco |
Kahlo,
Frida |
Miró,
Juan |
Murillo,
Bartolomé Esteban |
||||
|
Picasso,
Pablo |
Pou,
Miguel |
Rivera,
Diego |
Velázquez,
José Antonio |
||||
|
Veláquez,
Diego |
|
|
|
||||
|
el/la cantante |
la canción |
la sinfonía |
la orquesta |
la danza |
el baile |
||
|
el flamenco |
la jota |
los músicos |
el/la guitarrista |
las maracas |
el saxofón |
||
|
la batería |
la marimba |
el acordeón |
el violín |
el piano |
la flauta |
||
|
la pandereta |
el clarinete |
el sikus |
los bongos |
el tango |
la cumbia |
||
|
el bolero |
el cha-cha-chá |
el mambo |
la ranchera |
la zamba |
el calipso |
||
|
el
ritmo |
el/la
compositor(a) |
el
gitano |
la voz |
el laúd |
|||
|
las
castañuelas |
el
concierto |
los
mariachis |
el
teatro |
la obra
de teatro |
|||
|
cantar |
tocar |
la
ópera |
|
|
|||
|
clásica |
moderna |
romántica |
picaresca |
el/la
escritor(a) |
el
poeta |
||
|
el
poema |
la
tragedia |
la
comedia |
la rima |
la
métrica |
el
verso |
||
|
silabear |
la
estrofa |
la
metáfora |
la
aliteración |
la
repetición |
el tema |
||
|
la
sílaba |
la
ironía |
la
sátira |
la
biografía |
el
autor |
el
cuento |
||
|
la
leyenda |
el
conflicto |
el
personaje |
el
protagonista |
la
imagen |
la
novela |
||
|
el
teatro |
el
drama |
el
ensayo |
la
introducción |
la
conclusión |
el
desarrollo |
||
|
la
poesía épica |
los
cuentos de hadas |
la
mitología |
la
novela picaresca |
||||
|
la
escena |
el
argumento |
el
desenlace |
el
punto culminante |
el
símbolo |
|||
|
el
simbolismo |
|
|
|
|
|
||
|
Lazarillo
de Tormes |
Don Quijote de la Mancha |
Don Juan Tenorio el burlador de Sevilla |
|||||
|
el
quetzal |
los
aztecas |
los
incas |
los
mayas |
los
moros |
los
judíos |
|||||
|
los
árabes |
los
cristianos |
los
celtas |
los
íberos |
los
fenicios |
los
griegos |
|||||
|
los
romanos |
la
Alhambra |
la
reforma |
la
inquisición |
la
tradición |
la
superstición |
|||||
|
la
región |
la
generación del 98 |
la
época precolombina |
las
colonias |
|||||||
|
|
|
|
|
|||||||
|
hispanoamérica |
la
guerra civil |
la
arqueología |
la mantilla |
|||||||
|
la(s)
pirámide(s) |
el
renacimiento |
la edad
media |
la espada |
|||||||
|
el
juego de pelota |
el
mundo hispánico |
el
jai-alai |
|
|||||||
|
|
|
|
|
|||||||
|
Antonio
José de Sucre |
Aragón,
Fernando de |
Bolívar,
Simón |
Cabeza de Vaca, Alvar Nuñez |
|||||||
|
Castilla,
Isabel de |
Castro,
Fidel |
Colón,
Cristóbal |
Cortés,
Hernán |
|||||||
|
Pizarro,
Francisco |
Ponce
De Léon |
Soto,
Hernando |
García
Robles, Alfonso |
|||||||
|
Perez
Esquivel, Adolfo |
Perón,
Evita |
Perón,
General Juan |
Pizarro,
Francisco |
|||||||
|
Romero,
César |
Saavedra
Lamas, Carlos |
San
Isidoro de Sevilla |
Tamayo,
Franz |
|||||||
|
|
|
|
|
|||||||
|
Valle,
Rafael Helidoro |
Vivar, Rodrigo Diáz de (El Cid) |
Zapata,
Emiliano |
||||||||
|
Pronunciación |
/10 |
|
Entonación |
/10 |
|
Organización/Preparación |
/10 |
|
Contenido/Coherencia |
/10 |
|
Vocabulario |
/10 |
|
Gramática/Control
de estructuras |
/10 |
|
Creatividad
y originalidad |
/10 |
|
Iniciativa |
/5 |
|
Actitud/Entusiasmo |
/5 |
|
Reconocimiento
Cultural |
/10 |
|
Comprensión
oral/Impresión general |
/10 |
|
TOTAL |
/100 |
|
Comentarios: |
|
|
Lenguaje: |
|
|
|
o Uso
del vocabulario |
/30 |
|
|
o Revisión
de ortografía |
|
|
|
o Uso
de estructuras gramaticales |
|
|
|
o Creatividad
linguística |
|
|
|
Contenido/Coherencia
(contiene
la información necesaria) |
/30 |
|
|
Organización: |
|
|
|
o Estilo
de ensayo |
/25 |
|
|
o Numeración
de página |
|
|
|
o Organización
lógica |
|
|
|
Título |
/5 |
|
|
Bibliografía |
/5 |
|
|
Citaciones |
/5 |
|
|
TOTAL |
/100 |
|
|
Comentarios: |
|
|
|
la
tauromaquia |
el
chocolate |
el
chicle |
las
hamacas |
el
flamenco |
|
los
gitanos |
la
piñata |
las
posadas |
la
sangría |
las
tapas |
|
los
tacos |
el
gazpacho |
los
buñuelos |
la
paella |
los
gauchos |
|
los
churros |
el
chorizo |
la
horchata |
el
tomatillo |
el
sombrero |
|
el Día
de los Muertos |
el jai
alai |
el mate |
la
guitarra clásica |
|
|
la
fiesta |
los
bolos |
los
gauchos |
el
hicipil |
la
quinceañera |
|
la
sardana |
la
mantilla |
la tuna |
el
merengue |
el
poncho |
|
la
marimba |
la
pampa |
el
tabaco |
el
tomate |
|
|
la
rumba |
el
charango |
la papa |
las
chakchas |
el
rondador |
|
el
sikus |
el flan |
el
abanico |
el
mambo |
la
salsa |
|
la
cumbia |
la flor
de noche buena (poinsettia) |
|
|
|
|
Montezuma |
Zorro |
|
|
|
1. el título:
2. el autor:
3. el resumen del cuento, (leyenda, tradición,
etc.):
4. los personajes:
a) principales:
b) secundarios:
5. ¿dónde pasa y cúando?(tiempo y espacio):
6. punto de vista:
7. el desarrollo:
8. a) el
conflicto:
b) incidente(s) que complica(n)
la situación:
c) incidente(s) que lleva(n) al
punto culminante:
d) el punto culminante:
e) el desenlace:
9. Impresión general:
a) el tema:
b) los símbolos (técnicas
literarias):
c) como se establece el interés:
d) mensaje universal:
10. Tipo de cuento, leyenda, tradición, etc.: ¿Por
qué, en su opinión, el autor ha utlizado este estilo?