Lesson 7-Activities

• In pairs, have students brainstorm a list of words about a carnival they have been to in the USA
• Have them write 5 sentences about the carnaval;
• Discuss the similarities and differences between the carnival in the USA and the one in Por fin es carnaval;
• Create a Venn diagram from the information;
• Let each student choose one sentence to illustrate in the form of a construction paper arpillera;
• Bind the pictures and sentences into a book about carnival/carnaval
• If possible, have the students share the book with younger students.
• After the students have written their reflection paragraphs, complete the A column on the SQA chart with the class.

Assessment

• Have each student write a reflection paragraph in Spanish, if possible, or else in English, about the Por fin es carnaval unit including the activities they liked and didn't like, the language and cultural concepts they learned; their work in pairs and small groups. If they write the paragraph in Spanish give them beginnings of sentences such as, Aprendí que...
• Create a close-type text with blanks in which the students fill in missing vocabulary words to assess their understanding of the story and acquisition of the new vocabulary.

Additional Activities:

• Provide the students with straws and colored tape to make their own zampoñas. Create a series in Spanish that instructs the students to cut the straws in graduated sizes, organize them from shortest to longest, and use colored tape to keep the zampoña together. Have them bring in any wooden flutes they may have at home and play for a class carnival.

Objectives students will:

• compare carnival in the USA and in Peru in writing and on a Venn diagram;
• create paper arpilleras and a book from their pictures and sentences;
• read the book to younger students

Language

• sentences about carnaval
• En el Perú la gente usa máscaras durante carnaval. En los Estados Unidos hay juegos en un carnaval.
• Aprendí que..., Me gustó/gustaron... No me gustó/gustaron

Materials

• construction paper for paper arpilleras and book;
• markers, scissors, glue
• SQA chart

Standards Students:

• Communication 1.1 engage in conversations with their partners about carnival;
• Communication 1.2 understand and interpret spoken information when they listen to their peers read their sentences and written information when they read the sentences about carnival on the Venn diagram;
• Communication 1.3 present their sentences to the class;
• Connections 3.1 reinforce their knowledge of using graphic organizers and reading stories;
• Communities 5.1 use their language to read the story to a group of younger students.