In 2010, there was a project in which people throughout the world were invited to film their every day activities on 10.10.10. The films were then sent to a group of people that combined them to depict what happens in different parts of the world on any given day. The video below was submitted by the Bertona Family from Argentina.
This video shows how the Bertona family usually spends their Sundays. The only thing I don't like about the video is that it is in English, but, the up side to that is that ALL my students will be able to understand it, regardless of which level of Spanish they are in. Enjoy the video and then continue reading to learn about my idea on how I can use this in my classes this year.
I'll use this movie for an introduction about family life in Argentina. Below is a draft form of two ideas for lessons.
Spanish 3 or higher (all discussion should be in Spanish)
1. Ask students what they think are some things in a family's life in the United States that may be similar to a family that lives in Argentina. You can tell them you are comparing one day of the week - Sunday.
2. Watch the video and pause it at times to point out or hint about some of the similarities and students will say what they are. Several that I noticed are:
- Chevrolet; vegetables - peppers, garlic, tomatoes; eat together at dinner table; clothing; kids take naps; pizza w/ friends; decorations on walls; etc
3. Discuss differences. One difference is: mate is a tea that is common in Argentina. After naming the difference, I suggest that you continue the discussion by asking What are common drinks in the US? in other hispanic countries? If you had a visitor from Argentina, what drinks or foods would be new to them? What drinks do you think we have in common with Argentina? (café, sodas, té,)
some other differences: awaken early to go to carnicería before best roasts have all been bought; separate food stores with specific products - carnicería for meat, verdulería for vegetables; wine sold in carnicería; streets fairly empty w/ few cars parked along curb; money; the green vegetable in the verdulería; visits to the cemetery; not a graveyard; shrines at graves; cooking outside on open fire; flan; no handrails on steps; mate; afternoon women w/ children and man playing sports; 11:52 - young children still awake;
As with the discussion about mate, I would strive to encourage group participation to discuss the differences and relate them to the students' lives.
For levels 1 or 2, do not mention to the students that the vocabulary you will introduce is related to a movie they will see later in class.
1. Choose a few details from the story and pull out vocabulary words from those sections of the film. Introduce the new vocabulary in TPRS format (w/ CI and circling), gradually adding more information.
2. Take screenshots of the sections of the video that you have talked about (do this before class).
3. Add screenshots to IWB program. (I use Notebook.) Students order the events; teacher helps by asking yes/no, either/or and questions with short answers.
4. Retell the event OR listen to the teacher retell the events of the day. The teacher will purposely add new events or make errors in the story to allow students to be active participants in the retell.
THE TPRS lesson idea isn't super creative so I welcome any ideas you may be willing to share with me on how to use this lesson plan.