Lesson 3-Activities

• Show the second picture (with the boy in his bed) to the class on an overhead transparency.
• Have the students add any information from the picture to their SQA charts.
• After the students give their preliminary information to the class, discuss the picture and, if necessary, do a TPR series to introduce any new vocabulary (the clothing, furniture, etc.);
• Discuss with the class the clothing and the way the mother is carrying the baby and compare the customs with those in the USA;
• Add to the class SQA chart.
• Begin a family tree with the students in the shape of a cactus. Add to the family tree as more information emerges from the story about the boy's family.

Assessment

• Observe the students for their participation and use of Spanish during the activities. Are they providing information in meaningful chunks of language or in single words?

Additional Activities:

• Explain to the students that the Inca descendants today speak a language called quechua and that Spanish is their second language. They wear both modern and traditional clothing. The colorful ponchos (capas) and shawls (chales) are similar to what the ancient Inca people wore. Today, though, they can be worn over a turtleneck. Often the Inca descendents wear hats, even the women. The women wear bowler hats with up-turned brims or multicolored and patterned woven hats. The children and the men usually wear knitted caps with earflaps.

Objectives Students will:

• Add more information to the SQA charts;
• Understand and use new vocabulary;
• Provide information for the family tree/cactus.

Language

• TPR commands from previous lesson;
• clothing vocabulary: el sombrero, la capa, los pantalones, la falda, el chal, la blusa, las sandalias

Materials

• Overhead transparency of picture #2
• Picture of a cactus to begin the family tree/cactus or ask the students to draw their own cactus plants

Standards Students will:

• Communication 1.1 provide information when they describe the picture to the class and when they answer questions;
• Communication 1.2 understand the teachers' spoken language and interpret written information on the SQA chart;
• Communication 1.3 present information to the class about their descriptions.
• Comparisons 4.2 understand the concept of culture when they compare the clothing and the baby carrying practices of the people in the picture and people in the USA