E

ol

ntary Sch e m o le

Cu

rriculum

Spanish Year 4

Unit 4: puerto rico

© 2017 Global Language Project.

About Global Language Project Global Language Project (GLP) is an educational nonprofit that partners with schools to develop and grow world language programs that empower students to compete in a globalized world and workforce. Additionally, GLP offers professional development sessions for teachers, administrators, schools, and families on topics including how to organize, implement, and maintain effective Foreign Language in the Elementary School (FLES) and dual language programs. GLP also offers Arabic and Mandarin Chinese curriculum. To learn more, visit us at www.glpny.org.

About the Authors and Designers Victoria Gilbert received a Bachelor’s degree in art history and fine art from the University of Virginia, and a Doctorate in educational leadership from the curriculum and teaching department at Teachers College, Columbia University. She has lived in three countries, and has taught Spanish, French and science to grades K-8 for over 28 years; currently she chairs the modern language department at Saint David’s School in New York City. Dr. Gilbert also served as an adjunct professor teaching foreign language in the elementary school (FLES) methodology at New York University and is currently an instructor with the GLP summer STARTALK program. Dr. Gilbert has presented at local and national conferences on integrating disciplines, and is the curriculum specialist for GLP. Nathan Lutz has taught French and Spanish at the elementary level for 18 years. He is currently the global learning coordinator at Kent Place School in New Jersey, as well as president elect of the National Network for Early Language Learning (NNELL). Nathan was named a 2014 Mead Fellow for the Northeast Conference on the Teaching of Foreign Languages, as well as a 2012 University of Pennsylvania STARTALK Excellence in Leadership Institute Fellow. He is an editorial board member for the New York State Association of Foreign Language Teachers’ Language Association Journal and NNELL’s Learning Languages Journal. Nathan is a frequent presenter at conferences on language learning, and he has worked on several world language curriculum projects. Celina Martinez received a Bachelor’s degree from Stanford University, a Master’s degree in creative writing from Syracuse University, and a Master’s degree in education from Brooklyn College. Originally from Los Angeles, her short stories, non-fiction, and poetry have been published in the United States and Mexico. She has been an educator and teaching artist, conducting workshops and courses for students aged pre-kindergarten to adults. Juliet Menéndez graduated with a Bachelor’s degree in studio art from Carleton College and received a Master’s degree in bilingual education from Fordham University. Ms. Menéndez studied graphic design and illustration at L’Institut Supérieur des Arts Appliqués in Paris. She has taught French, Spanish and art, and has worked as a bilingual classroom teacher. In addition to her work as an educator, Juliet writes and illustrates bilingual children’s books.

2

2

Rebecca Anderson received a Bachelor of Science degree in education from the University of Kansas and a Master of Education degree in international education development from Teachers College, Columbia University. After working in the Dominican Republic as a Peace Corps education specialist, she taught K-8 English and science in Japanese and Colombian English immersion classrooms. She currently supervises K-8 world language programs at GLP partner schools. Esther Díaz received a Bachelor’s degree in fine arts from the University of Valencia, Spain, and a Master’s degree in graphic design and illustration from Aula Creativa in Madrid. She has worked as a graphic designer and illustrator for organizations including Accenture, Coca Cola, the Museum Reina Sofía, Unilever, and the Smithsonian Institution. Additionally, she has taught art and Spanish to children and adults.

About the Editors: Rosanne Zeppieri has taught French and Spanish at the middle and high school level in both comprehensive high schools and at a specialized school for students studying engineering and technology. In 2000, she began work as supervisor of curriculum and instruction for the West Windsor-Plainsboro Regional School District where she oversaw the K-8 World Languages Program, a designated New Jersey Model Program. Currently, she works as a consultant for the STARTALK program, and for school districts in the tri-state region. Barbara E. Goodman received a Bachelor of Art degree from Washington University in St. Louis, a Master of Business Administration degree from Northwestern University and a Master of Fine Arts degree in narrative writing from Goucher College. She has worked as a marketer, a journalist, an editor, and an educator, and her writing has been published in The New York Times, The Wall Street Journal, The International Herald Tribune and Time. Barbara tutors adults and children for whom English is not a native language, and helps adults compose and write their life stories. Elisabeth Shovers received a Master of Education degree from Dominican University and a Bachelor of Art degree in international affairs from the George Washington University. She spent several years working with after-school and summer programs in the DC area, teaching English in France, and teaching kindergarten and first grade in Chicago as a Teach For America corps member. Elisabeth has been with GLP since 2012. In her present position, she oversees the organization’s curriculum and professional development programs.

Special Thanks to Angela Jackson, and Eliana Marilin Sanchez, for their time, effort, and ideas. For more information, contact [email protected].

Copyright © 2017 by Global Language Project. All rights reserved. The Global Language Project’s proprietary curriculum is intended only for non-commercial, educational use, and may not be used in connection with any commercial purpose (including, but not limited to, educational services that are offered for sale) without the Global Language Project’s prior express written consent.

3

3

Lesson

1

Georgraphy of Puerto Rico

Language Objectives ● I can interpret and follow spoken geographic directions. ● I can ask and answer simple questions about Puerto Rico’s geography.

Cultural Objective ● I can describe geographic features of Puerto Rico.

Content Objective ● I can use maps and location terms to describe relationships between places in Puerto Rico.

A Greeting Routine Display a Puerto Rican flag and ask students to note down anything they already know about Puerto Rico. Have some students share responses. Review “I Can” statements for the unit on page 22.

B Create a Map of Puerto Rico Ask students to locate Puerto Rico (PR) on a map of the world. Then, display a large map of Puerto Rico that shows its capital, nearby countries, mountain ranges and bodies of water. Ask students: “¿Qué país está al norte?” “¿Dónde está la capital?” “¿Hay una playa o una montaña allí?” Challenge students to think of a geographic question about Puerto Rico. Leave the map up throughout the unit so it can be used as reference.

D Labeling the Map Post a shower curtain liner with an outline map of Puerto Rico. Prepare this with adhesive dots for key

New Words and Phrases

Review

•  la cordillera •  el Océano •  Atlántico •  la gente •  indígena •  los Taínos

•  las direcciones •  (norte, sur, •  este, oeste) •  los accidentes •  geográficos  •  (las montañas, •  la playa, •  la capital, •  el océano) •  la costa •  la isla •  el Mar Caribe

•  el himno •  nacional

Y4U4-6

mountain range Atlantic Ocean native people Taino people (indigenous group) national anthem

location labels: mark a star for the capital, red dotted lines for boundaries, blue markings for water, brown zig zags for mountains, a compass rose, etc. Give students Velcro labels corresponding to these places and have them match them accordingly. To explore the map, have students ask each other questions by inventing their own about the map or drawing Puerto Rico Question Strips from a hat. Begin by modeling and support students as needed and then release into pairs or small groups. Vary questions to accommodate proficiency levels. For example: Q: “¿Dónde está la brújula?” A: “Está al sur de Puerto Rico.” Intermediate: Q: “¿En qué dirección hay que pasar para llegar a México desde Puerto Rico?” (A: Student responds referencing the compass points.) Advanced: Q: “¿Por qué es difícil llegar hasta los Estados Unidos desde Puerto Rico?” (A: Student responds with a full sentence.)

Structures directions •  ¿Dónde está X? Where is X? (North, South, •  X está X. X is X. East, West) geographic features (mountains, beach, capital, ocean) coast island Caribbean Sea

Y4U4-6

E Map Dictation Give each student a Map of Puerto Rico Worksheet and colored pencils. Have students follow directions about what to color, label, or shade. For example: “Dibuja una estrella amarilla sobre la capital. Usa marrón para colorear la cordillera.”

F Puerto Rico: La Borinqueña Play Puerto Rico’s national anthem “La Borinqueña.” Tell students this song honors PR’s indigenous people, the Taíno, who called PR “Boriken” or “Borinquen.” Practice the first part of the song using the Puerto Rico Anthem Song Chart.

G Dismissal Routine Have students complete an exit slip that asks them to write one fact they learned about Puerto Rico and one question they still have. Distribute the Passport and Boarding Pass Supplemental. Thinking ahead: For homework, or at the end of this lesson, have students prepare for Lesson 2 by completing their “passport” and “boarding pass” information. Find and review links in the Materials section of Lesson 2. For Lesson 8, seek out a native Puerto Rican(s) willing to receive and respond to letters or emails from students. This could be a friend, merchant, or classroom from a penpal website.

Teacher’s Notes

ASSESSMENTs INTERPRETIVE ASSESSMENT - ACTIVITY D

Students interpret and follow directions about important geographic landmarks of Puerto Rico.

INTERPERSONAL ASSESSMENT - Activity C

Students ask and answer questions about Puerto Rico’s geography.

NY Social Studies Standards Geographic Reasoning Use location terms and geographic representations (maps and models) to describe where places are in relation to each other, to describe connections among places, and to evaluate the benefits of particular places for purposeful activities.

actfl standards

Refer to User Guide

Communication - standards 1.1, and 1.2 ● connections - standard 3.1 ●

1 Materials • Puerto Rican flag • Map of the world to display • Large map of Puerto Rico with key geographic points included • Shower liner with map of outline of Puerto Rico • Velcro dots • Labels for key geographic features • Puerto Rico Question Strips (Activity C Supplemental)

• Map of Puerto Rico Worksheet (Activity D Supplemental) • Colored pencils • Puerto Rico Anthem Song Chart (Activity E Supplemental) • Passport and Boarding Pass (Homework Supplemental) • YouTube search: La Borinqueña - Himno de Puerto Rico by Mayda Belen

Y4U4-7 Y4U4-7

y4u6

Puerto Rico Question Strips LESSON 1/ ACTIVITY C

Preguntas sobre Puerto Rico Nombre:

?

1



...................................................................................................... Fecha: ..................................

Recorta las preguntas y mételas en una canasta. Escoge una y pregúnta a tu compañero. Túrnense.

¿Qué forma tiene Puerto Rico?

¿Cómo se llaman las aguas que bañan el sur de la isla? 27

©2017 Global Language Project.

©2017 Global Language Project.

¿Cómo se llaman las aguas que bañan el norte de la isla?

y4u4

Puerto Rico Question Strips LESSON 1/ ACTIVITY C

Preguntas sobre Puerto Rico Nombre:

?

2



...................................................................................................... Fecha: ..................................

Recorta las preguntas y mételas en una canasta. Escoge una y pregúnta a tu compañero. Túrnense.

¿Cómo es el clima de Puerto Rico?

¿Cómo se llaman las montañas de Puerto Rico? 28

©2017 Global Language Project.

©2017 Global Language Project.

¿Cómo se llaman las cuatro islas que hay alrededor de Puerto Rico?

y4u4

Puerto Rico Question Strips LESSON 1/ ACTIVITY C

Preguntas sobre Puerto Rico Nombre:

?

3



...................................................................................................... Fecha: ..................................

Recorta las preguntas y mételas en una canasta. Escoge una y pregúnta a tu compañero. Túrnense.

¿Cuál es la capital de Puerto Rico? ¿En qué parte de la isla está?

¿Cuáles son los países al noroeste de la isla?

29

©2017 Global Language Project.

©2017 Global Language Project.

¿Cuáles son las dos lenguas oficiales de la isla?