Telvi Altamirano McCallum High School AISD Lesson 9 of 9

Your CT’s First and Last Name Your School & District

UTL 640 UTeacher: Lorena Cortes

Subject & Proficiency Level: Spanish; Novice-Low/Mid
Submitted Date / Time: April 15th, 2019 at 12:00pm Teach Date / Time: Wednesday, April 17th, 2019

Lesson Plan Title: La Quinceañera

Enduring Understanding:
•Culture of a society is shown by their religion, beliefs, customs, traditions in their society.
Essential Question:
• How can I tell individual cultures place so much value on its continuing evolution?
Guiding Questions:
•How will we relate their personal culture to Hispanic traditions?
•How will we know that they have learned the importance of a Quinceañera?
•How will we know that they understand what culture is?
Lesson Objective (SWBAT)(using kid-friendly language): Red (Action), Blue (Criteria), Green (Condition)
When given a poster board SWBAT express through writing and speaking the importance of a Quinceañera
in Hispanic culture as well as identifying a different rites of passages while creating a Venn diagram to
compare and contrast other rites of passages with that of a Quinceañera.

Resources / Materials:
• Powerpoint
• Youtube video: https://youtu.be/yEyPk1xv0nM
• Scavenger hunt activity
• Quince video worksheet
• Research worksheet
• Laptop
• Posterboard/markers

Mode(s) of Communication addressed in this lesson:

 Interpersonal  Interpretive  Presentational
Through:  Speaking  Listening  Reading  Writing IN THE TARGET LANGUAGE
TEKS / Can-Do Performance Standard(s) addressed:
(2) CULTURES
-I can demonstrate an understanding of the practices (what people do) and how they are related to the
perspectives (how people perceive things) of the cultures studied; and
-I can demonstrate an understanding of the products (what people create) and how they are related to the
perspectives (how people perceive things) of the cultures studied.
(3) CONNECTIONS
-I can use resources (that may include technology) in the language and cultures being studied to gain
access to information; and
-I can use the language to obtain, reinforce, or expand knowledge of other subject areas.

Differentiation Strategies: Content, Process, Product (consider various learning styles, GT, students with
special needs, ADHD, Dyslexia, Hearing Impaired, other 504 or SpEd students)
• I will individually repeat instructions to she or he and their partner
• Have students restate the directions to their partner and then ask them what questions they have.
• I have included activities for all three learning styles: visual, auditory, and tactile. They are being visual
by seeing pictures and reading the material, auditory by talking with a partner in the target language
when doing activities as well as in class when we talk out loud, tacticle by using movement during group
activity.

THE 5E’s LESSON SEQUENCE

ENGAGEMENT: How will the teacher capture the students’ interest, build on prior knowledge, make the
lesson meaningful/relevant?
Mode:  Interpersonal  Interpretive  Presentational
Through:  Speaking  Listening  Reading  Writing IN THE TARGET LANGUAGE
 When students walk into class I will tell them that we are going over “La Cultural Mexicana”.
 I will have a list of traditions on the PowerPoint and have then choose one to answer questions 4
over.
 Students will have to answer the question in complete sentences using the target language in Page
104 in their composition book.
 Students will have 5 minutes to get this done after the bell rings.
 Example of what will be on the board:

Cumpleaños
¿Celebras tu cumpleaños con tu familia?
1) ¿Cuándo es tu cumpleaños?
2) ¿Tienes una tradición con tu familia?
3) ¿Qué haces en tu cumpleaños?
4) ¿Qué comes en tu cumpleaños ?
5) ¿Qué ropa usas en tu cumpleaños?
• I will explain the instructions when the bell rings.
• I will do my clap to get their attention.
• Students will have 1 minute to talk to the person that’s next to them about their tradition in ONLY
target language.
• I will ask “¿Alguien tiene una tradicion interesante?”
• I will then call on 5 students (Makena, Liam, Sarah, Honey, Joseph) and ask them ¿Qué tradición
tiene tu pareja? & have them hear different traditions.
• This will take 4 minutes to go over.
• I will go over my own answers to the questions above over Nochebuena.
*estimated time: 10 minutes
What is the teacher doing? What are the students doing?

I am walking around the room making sure

they are staying on task. I am correcting
students for grammatical errors. I am
making sure students are talking in the
target language.
Student is focused on answering the
question over their personal traditions.
They are discussing with a partner one
on one about their own tradition.
EXPLORATION: How will the teacher actively engage the learners so that they are not passive learners?
Mode:  Interpersonal  Interpretive  Presentational
Through:  Speaking  Listening  Reading  Writing IN THE TARGET LANGUAGE
• After, I will pass out a 8 minute a Scavenger Hunt activity to the students that requires them to stand
up, walk around and ask their classmates questions about their tradition. ALL TL!!
• The activity will have different questions like “Dile a alguien que musica escuchan tu y tu familia en
tu tradicion.” and the student will respond “musica Mexicana” and student that asked the question
will write down the other students answer and his/her name in the box.
• Students can’t repeat a student’s name in their box.
• I will read through the box questions and call on students to say who does what for 4 minutes.
• (I have attached the activity in the end of the lesson)
• This will help the students get engaged, moving and get to know each other more about their peers
traditions.
• Playing music during this time.

• After, I will go over 4 different important Mexican traditions that are very Important in the Mexican
culture.
• I will put up slides with pictures, dates, main idea of posadas, dia de los reyes magos, dia de los
muertos y dia de la independencies.
• This will take 8 minutes.
• Students will take notes over these facts in page 105 of their composition book.
• 2 minutes: I WILL ASK THE STUDENTS TO WRITE 4 THINGS ABOUT HOW THESE TRADITIONS RELATE
TO THEIR OWN TRADITIONS.
• We will discuss about what people think for 2 minutes as a class.

*estimated time:20 minutes

What is the teacher doing? What are the students doing?

I am walking around the classroom to make Students are focused on getting

sure everyone is in the target language. assignments done. Students are
Making sure students are doing the using only target language during
assignment correctly. If they aren’t I will activity. Students will be writing and
correct them kindly. I will be going over the focused on Mexican traditions.
assignment to make sure all the students
were on track. I am looking around making
sure students are taking notes and not off
track.

EXPLANATION: What questions or techniques will the teacher use to connect the students’ learning to
help them answer the ‘so what’ question?
Mode:  Interpersonal  Interpretive  Presentational
Through:  Speaking  Listening  Reading  Writing IN THE TARGET LANGUAGE
• Considering McCallum is planning the big Quinceañera party they do for students that can’t afford
their own this will be an amazing opportunity to focus on this Mexican tradition that is also
celebrated in all over Central and South-America, Quinceañera.
• (6 minutes) First, I will define “a quinceañera” and explain the origin(s) of the tradition.
• I will use a map to locate the countries that celebrate the tradition.
o Cuba, Mexico, El Salvador, Brazil, Peru, Argentina.
• I will show a 7 minute documentary that will explain the history and show a modern-day
Quinceañera along with an interview of the birthday girl.
 o https://youtu.be/yEyPk1xv0nM
• Pass out questions before the video that they will have to answer regarding the Quinceañera history
that was said in the documentary. (In the end of the lesson)
• I will go over the questions with them first, they will read them and we will find key words they
already know to understand the question.
o I will give them 3 extra minutes to work with their table to answer questions that they didn’t
catch. I will use this time to transition and pull PowerPoint back up without having them
distracted.
• For 4 minutes I will make a connection to my own Quinceañera and show them some pictures that
will be in the PowerPoint from when I turned 15 and some of the things that I did throughout this
day during my special day.

*estimated time: 20 minutes

What is the teacher doing?
I am standing in my teacher spot where I
can see everyone. I am going over the
definition and Quinceanera tradition. I am
standing in the back of class observing that
no one is on their phone during the video.
What are the students doing?
Students are paying attention. Students are
watching movie and filling out their
questions. Students should be working
together to figure out any question they
missed during the 3 minutes im giving them.

ELABORATION: How will this be applied to the students’ daily lives?

Mode:  Interpersonal  Interpretive  Presentational
Through:  Speaking  Listening  Reading  Writing IN THE TARGET LANGUAGE
• Students will work in groups of four to create a Venn Diagram to compare and contrast Quinceañera
with one out of the four rites of passages listed in the PowerPoint.
• I will give the students an example of what the expectations will be.
• I will have the students base their comparison by these two questions that they will need to answer
during their presentation:
o ¿Porque son importante las quinceañeras?
o ¿Como ves cultura alrededor de estos eventos?
• Students will have 10 minutes to do research over their rites of passage and fill out the document
that they will be handed over things they need to find before making their Venn Diagram.
• Then, they will have 15 minutes to get their poster board where they will draw a big Venn Diagram
to compare a Quinceañera and their rites of passage with the information that they have found over
it.
• This will increase students view point on cultural analysis and adapt to different cultures around the
world.
• Research paper is in the end of this lesson for a better visual of things they need to find.
• The expectations will be on the PowerPoint which will be:
o Students will need to have 10 facts for each and compare 5 things. This will be in the target
language.
o Each student speaks at least one time in the presentation in the target language.
o Staying under 5 minutes.
o Correct pronunciation.
*estimated time: 25 minutes (Research & Preperation)
What is the teacher doing?
I am explain the assignment. I will be walking
around answering questions if students have
any. I will be walking around making sure
everyone is focused and not doing something
they shouldn’t be. I will be asking groups
questions regarding their rites of passage.
What are the students doing?
Students should be doing research and
filling out their own research sheet.
Students should be equally working together
to put together their Venn Diagram.
Students should be speaking in the target
language.

EVALUATION: How will students demonstrate (prove) that they have achieved the objective?
Mode:  Interpersonal  Interpretive  Presentational
Through:  Speaking  Listening  Reading  Writing IN THE TARGET LANGUAGE
• I will bring the class together and have the groups present the groups findings.
• Students who are not presenting will be writing 4 facts about each rite of passage that the different
groups present over in the back of their paper where they have already found information about
their own rite of passage.
• Students will have 4 minutes to present their findings and 1 minute for Q&A.
• I will grade this presentation as an assignment grade. Everyone needs to be engaged and speak at
least one time during the time they have to present.
• Students will have a change to do a Q&A for the class after every group.
o I will tell the students that if they ask a question they will get one extra point in their
assignment.
• This part of the assignment should take 20 minutes.
• I will ask each group “¿Que es tu parte favorita de tu cultura que encontraste?”, everyone will need
to answer in their group.

*estimated time: 20 minutes (Presentation)

What is the teacher doing?
I will be checking students off once they
talk in the class roster. I will be grading
their presentation they do for their class. I
will be sitting in the back of the class
listening to students present and making
sure students are listening and writing
notes.
What are the students doing?
Students are talking in the target language.
Students are also writing notes and asking
questions to the presenters in the target
language. Students are focused and not on
their phone.

(EXIT STRATEGY – CLOSURE): How will the teacher formatively assess each student’s learning?
Provide the learner with an opportunity to recap what s/he has acquired to meet the lesson objective.
Ex: perform the objective, exit ticket, 3-2-1, summarize with a partner, create an image.
Can take less than 1 min.
Mode:  Interpersonal  Interpretive  Presentational
Through:  Speaking  Listening  Reading  Writing IN THE TARGET LANGUAGE
• The exit ticket will be their research sheet and their Venn Diagram poster board with 10 facts for
each tradition and 5 things to compare. They will turn them in at the end of the class and assess
them after class to give back to them and either hang them up in the hall way or give them back to
students.
• If they finish early they will be allowed to work on past due assignments or listen to the Spanish
podcast.
*estimated time: 1 minute
What is the teacher doing? What are the students doing?
 I am walking around the classroom
making sure everyone is on task
and working on assignment. I will
call students out for getting off
task.
Students are staying on task and
working on current assignment,
past assignment or listening to the
Spanish podcast.

***Be sure to link or attach ALL resources/materials used (ppts, handouts, websites, etc.) in this lesson***
Best Student Ever: __________________________________ Bloque: ___________

Encuentra a alguien que….

Come pavo durante la acción de Celebra Hanukkah Recibe regalos durante la
gracias navidad.

Hace fuegos artificiales para el 4 No se viste con disfrace durante el Escucha música country durante
de julio Halloween fiestas festivos

Celebra con familia Viaja durante fiestas festivas Ha ido a una quinceañera

Come tamales durante Navidad Habré los regalos el 24 de Celebra Cinco de Mayo
diciembre

Deja leche y galletas para Santa Esconden huevos durante el día Baila en nuevo años
de Pascua
 Yo soy GENIAL:______________________________________________
Directions: Choose a Hispanic Culture from the board to research with your group. Use this form to help
organize your information.

Investigación
Cultura:_____________________________________________________
Pais:_______________________________________________________
___________________________________________________________
Lenguaje(s):_________________________________________________
___________________________________________________________
Tradiciones:_________________________________________________
___________________________________________________________
Vestidos:____________________________________________________
___________________________________________________________
___________________________________________________________
Comida:_____________________________________________________
___________________________________________________________
Musica:_____________________________________________________
___________________________________________________________
Festivales:___________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Nombre______________________________________________ Fecha________________

Quinceañera
Instructions: Watch the documentary and answer the questions correctly.

1. ¿A qué se presentan las chicas?

2. ¿Cuántos años lleva preparar una quinceañera?

3. ¿Qué le dan en la iglesia?

4. ¿Cuántas damas y chambelanes?

5. ¿Adónde van después de la misa?

6. ¿Cuánto dinero fue la quinceañera Alexa Aceves?

7. ¿Qué representa la entrada de la quinceañera ?

8. ¿Qué se pone la quinceañera?

9. ¿Porque le cambian los zapatos?

10. ¿Qué regalo recibe ella de su familia?

11. ¿Cuándo empieza la gente a bailar?