Unit:  A Glimpse of Spain

or España, Vista por Soslayo

This Teacher Work Sample details several of activities that would be part of a larger Unit on Spain.  The Unit is designed to expand learners' knowledge of and interest in Spain as a unique nation, even as they improve their language skills through communication and direct instruction.  The Unit addresses the five C's of the Kansas Standards for World Language Learning; Unit activities and assessments complement courseon goals and objectives. 

Below are descriptions of each of four lessons, with links to detailed instruction plans.  Assessment tools for specific lessons accompany each lesson plan, as do student handouts and links to other lesson material.

Throughout this site, text in PINK represents my own comments and rationale, and would be omitted from student sheets.  Likewise, although this Teacher Work Sample necessarily includes English, actual class documents would be solely in Spanish.   

LESSON:   Portfolio Project/Publish Spanish Culture "Textbook"; 

A Guided Writing Activity.  This carefully scaffolded activity requires learners to choose and research a Spanish cultural topic.  Learners will engage in a guided research and writing sequence, participate in a peer review process, and produce an explanatory writing piece for publication in a classroom cultural textbook.  This text will form the basis for later presentations, discussions and other activities, and its content will appear on exams and assessments. 

Standards addressed:  

1) Communication in the Interpersonal, Interpretive and Presentational Modes,

2) Culture, in either the Practices and Perspectives mode or the Products and Perspectives Mode, according to the topic chosen. 

3) Connections, in the Content and Authentic Sources Modes.  

 Levels of Bloom's Taxonomy:

Knowledge--Of Spanish, and of topic selected.  Comprehension--Of Spanish, and of research materials and project goals. Application--Of Spanish, and in series of pre-writing activities.   Analysis--Of Spanish language used, and in discriminating about what to

include in writing.   Synthesis--Of Spanish language used, and in production, revision and

reorganization of writing.   Evaluation--Of Spanish language used, in appraisal of draft for review,

and in Peer Review.    

Guided Writing Activity/Spain Culture.

Because this activity would take place over several days or weeks, often "warm-up" will occur during other classroom pursuits.  For this reason I have not included warm-up activities to accompany each step, but instead created a file

for days when this lesson's activities are the first of the day.   CLICK HERE for Preliminary Activities to Accompany Guided Writing Activity

GOALS:

--Learners will develop their writing skills.

--Learners will use Spanish to inform classmates about elements of Spanish culture. 

--Learners will collaborate to create a class "textbook" on Spanish culture.   

(Student ownership is designed to increase motivation.  Responsibility to classmates should increase dedication to clear and accurate communication of information and increase the relevance of language use.)

OBJECTIVES:

Learners will investigate, plan and write an explanatory piece about a "Spain" cultural topic.

Learners will collaborate by way of a peer review process.

Learners will incorporate peer and teacher feedback into revisions of their written product.

Learners will generate material for class discussions and exams.

(Instructions, forms and examples appear in English and/or with translations for this "Teacher Work Sample".  For classroom use, all materials and work would be in Spanish, and classroom computers set to display in Spanish only.)

STEP ONE, CHOOSE A TOPIC:

Objectives for Step One:

Given a list of cultural categories, 

Learners will engage in a websearch, and

Designate a topic for the Writing Activity.

Student handout follows:

Choose a Topic for the Writing Activity:(Elements in Black would apppear on the student sheet; as throughout this document, elements in Pink are my own comments, in this case sample topics that would be furnished as needed in response to student questions or requests.)

Sports-soccer, cycling, Formula 1, basketball, Olympics   

Music-flamenco, zarzuela, Julio Iglesias, Mecano, Mocedades     

Artist or Author-Velázquez, Goya, Dalí, Cervantes, Quevedo, Unamuno, Lorca             

Building/Monument/Structure-Aqueduct of Segovia, Mosque of Córdoba, La Alhambra, Cathedral in Santiago, El Prado

Public figure (current, historic or literary)- Juan Carlos, Franco, Pedro Almodovar, Don Quijote, El Cid

Other:  Suggest a topic that you would like to explore-- It is likely that it will fit into our project- skateboarding, internet activities, leisure time, hobbies... I don't know... suggest it as an option... this is your project.  

STEP TWO, INVESTIGATE and TAKE NOTES:

Yield: organized information for use in explanatory piece.

Objectives for Step Two:

Having designated a topic,

Learners will research their topic and

Complete a Brainstorming Sheet in which they

Include a minimum of two facts or bits of information for each "question word" on the sheet.

Student sheet follows: 

Brainstorming Sheet for Writing Activity

Category: Artist

Topic:  Francisco José de Goya y Lucientes

Who?  Painter, printer, historian, revolutionary, painted for Court--

            Charles 3 and 4 & nobility.

What?  Last old master/first of moderns portraits, paintings, etchings, tapestries

When?  1746-1828, 1789 deaf, popular w/Charles IV-late 1700's,

  unpopular w/Ferdinand, 1815ish.  Later life in France & died there.

Where?  Aragon, Court, churches, palaces, Royal Academy of Fine Art

Why?  Model for later artists-Manet, Picasso, delicate coloring, didn't flatter subjects

Difficult/new/key vocabulary:  etchings, tapestries, printer, Court, nobility 

Potential images: 

  

STEP THREE, INITIAL SENTENCES:

Yield: At least 8 simple sentences.

Objectives for Step Three:

Using the Brainstorming sheet,

Learners will write 1-2 short sentences for each of the 5 "question words" on the sheet, and will

Produce a minimum of 8 sentences in total, in Spanish.  

(This step is designed to develop discrete elements to work with as students refine their piece.)

Student sheet follows: 

Initial sentences for Explanatory Writing ActivityCategory: Artist

Topic:  Francisco José de Goya y Lucientes

Who?   1)  He is best known as a painter.2) He painted for Courts of Charles III and IV.What?3) He is known as the last "Old Master" and the first of the "Moderns".

4) He was a painter, and also a printer, and he made tapestries and etchings.

When?  5) He was born in Spain in 1746, and died in France in 1828.

6) He was most popular with Charles IV in the late 1700's.   

Where?7) He was born in Aragón, and also lived in Zaragoza and Madrid.8) He painted in churches and made tapestries for palaces.   Why?9) He was a model for later artists like Manet and Picasso.

STEP FOUR, EXTEND and ORGANIZE SENTENCES:

Yield: Draft for peer review (minimum 5 complex sentences, logically organized.)

Objectives for Step Four:

Using Brainstorming and Initial Sentence Sheets,

Learners will combine initial sentences and information into longer enunciations, and will

Logically organize and order their new sentences. 

(A word processor is ideal for this process; if unavailable, students may need to literally cut and paste their sentences to find the most effective organization.  The link to the Extend and Organize Sheet offers an example of this process.)

Student sheet follows:

Extend and Organize Sheet for Writing Activity 

Sentence 1 plus sentence 8:

ALTHOUGH Francisco José de Goya y Lucientes is best known as a painter for the Spanish Court, he ALSO painted in churches and made tapestries for palaces.

 

Sentence 5 plus sentence 7:

Born in Aragón, Spain in 1746, he ALSO lived in Zaragoza and Madrid, BUT died in France in 1828.

 

Sentence 6 plus information from Brainstorm:

DESPITE his popularity with Carlos IV, he was not liked by Ferdinand.

STEP FIVE, LINE-NUMBERED DRAFT:

Yield: Best solo effort.

Objectives for Step Five:

In Step Five, learners will

Produce a clean draft of their explanatory piece,

Number each line of the draft, and

Include any illustrations, graphics, or other supplementary material.  They will also 

Provide a glossary of difficult/new/key vocabulary. 

STEP SIX, PEER REVIEW:

Yield:  At least two peer reviews of all drafts.

Objectives for Step Six:

Learners will provide feedback using the Peer Review Form. 

Authors: Ask any specific questions on the form they distribute. 

Reviewers:  Volunteer ideas, even if they are not addressed by form.

Student sheet follows:

Peer Review Form for Explanatory Writing ActivityUse the form to help you give good feedback on the piece you are reviewing. 

Respond to author questions. 

Make specific comments by line number wherever possible. 

These pieces will form a study guide for everyone's discussions and exams; be honest, constructive and helpful in your review. 

       0            1                     2                   3              4                    5

 Not true     Barely true     Somewhat true     Half true     Mostly true     Completely true  

 0  1  2  3  4  5    I can understand the Spanish used in this piece.

Improve this element: ___________________________________________________

 0  1  2  3  4  5    I can see some errors in the Spanish used in this piece.

Improve this element: ___________________________________________________

 0  1  2  3  4  5    I can understand the information presented in this piece.

Improve this element: ___________________________________________________

 0  1  2  3  4  5    The information is interesting.

Improve this element: ___________________________________________________

 0  1  2  3  4  5    The piece is effectively presented on the page.

Improve this element: ___________________________________________________

 0  1  2  3  4  5    The writing is clear and easy to follow.

Improve this element: ___________________________________________________

0  1  2  3  4  5    The supplementary material is good.

Improve this element: ___________________________________________________

0  1  2  3  4  5    The glossary of terms is sufficient. 

Improve this element: ___________________________________________________

 Author questions: ___________________________________________________

 Reviewer comments: __________________________________________________

STEP SEVEN, SECOND DRAFT and submit for TEACHER ASSESSMENT:

Yield: Teacher response and assessment-75 pts possible.

Objectives for Step Seven:

Learners will incorporate feedback from Peer Review Forms, 

Produce a second draft of their piece, and  

Submit for teacher assessment all 7 components of the Writing Activity.

(Brainstorming Sheet, Initial Sentences, Refine and Organize Sentences, First Draft, two Peer Reviews, and Second Draft.) 

Teacher assessment sheet follows:

Teacher Assessment of Writing Activity

Student name_____________________           Score _______/ 75 pts.

The following are completion issues and will receive either zero or five points each. 

 0    or   5     The "Brainstorming" sheet is present and complete. 

0    or   5     The "Initial Sentences" are present and complete.

0    or   5     The 5 "Refine and Organize" sentences are present and complete.

0    or   5     The "First draft" is present and complete.

0    or   5     Two "Peer Review" sheets are present and complete.

0    or   5     The "Second Draft" is present and complete.

(continued on next page)

KEY TO RATING SCALE FOR WRITTEN SUBMISSION:

0 No material; 1 Untrue;  2 Barely true;  3 Somewhat true;  4 Mostly true;   5 Completely true 

 0  1  2  3  4  5    The Spanish used in this piece is correct.

Improve this element: ___________________________________________________

 0  1  2  3  4  5    There are errors in the Spanish used in this piece.

Improve this element: ___________________________________________________

 0  1  2  3  4  5    The information presented true and accurate.     

Improve this element: ___________________________________________________

0  1  2  3  4  5    The writing is clear and easy to follow.

Improve this element: ___________________________________________________

0  1  2  3  4  5    The supplementary material is appropriate. 

Improve this element: ___________________________________________________

 0  1  2  3  4  5    The glossary of terms is correct and complete.

Improve this element: ___________________________________________________

 0  1  2  3  4  5    The "Second Draft" effectively incorporates Peer Review feedback. 

Improve this element: ___________________________________________________

STEP EIGHT, COMPLETE and SUBMIT FINAL PRODUCT.

Yield:  Final product on a single page, final score.

Objectives for Step Eight:

Learners will further refine piece in response to teacher feedback and assessment, and will

Complete formatting, detailing and presentation, including supplementary material.

Learners will submit piece for final assessment and publishing.

Final assessment:

Holistic evaluation.  25 points possible.  Scored on such criteria as

thoroughness and readability of piece, appearance, effective use of

illustrations or graphics, accuracy of language and appropriate glossary of

terms. 

Expansions:  Engage students in organization and design of textbook;

incorporate technological and production vocabulary, team-member titles,

use of command structures and suggestions, and “job” social skills.

Students present and expand on their own or other’s submission. Group

students according to time period of their topics and present in “historical”

order, with supplementary material about era presented. Make a

companion “video” presentation of write-ups.   

LESSON:  Surprise Walking Tour of Madrid;

An Oral Communication Activity.In this map based activity, learners will work together in pairs or groups of three to guide one another to destinations of interest in Madrid.  Authentic assessment of the activity rewards individual efforts, with an added point incentive for the group to successfully reach their destinations.  As they use and learn language, they also interact with an authentic cultural product, and engage in a real-life activity. 

Standards addressed:

1) Communication in the Interpersonal and Interpretive, 2) Culture, in the Products and Perspectives Mode.  3) Connections, in the Authentic Sources Mode.

Levels of Bloom's Taxonomy:

Knowledge--Of Spanish and maps.    Comprehension--Of Spanish and maps. Application--Of Spanish needed to give/recieve directions.   Analysis--Of what particular Spanish forms and words to use;

discrimination about what information to offer.   Synthesis--Message/language adapted in response to partner's

responses.   Evaluation--Ongoing appraisal of communication and real-time evaluation

of its effectiveness.      

Pairs/threes activity:  A "surprise" walking tour of Madrid

Part of a larger unit on Spain, this lesson could be modified for virtually any level of High School Spanish.  Here it is designed for late beginner/early intermediate level.

Goals:

Interact in Spanish to solve a "hands-on" problem.  (Communication)  

Become familiar with the layout of Madrid and major landmarks in the city.  (Culture)

Objectives:

Learners will employ distance, direction and geography vocabulary.

Learners will apply command structures, or alternative grammatical structures for giving suggestions (such as impersonal expressions like "es necesario..., hay que..., etc.).

Supplies:

Paper street maps of the city; see a digital example: http://www.frommers.com/destinations/destinationmap.cfm?destID=56

Grouping/Warm-up:  Learners will mingle, greeting one another and chatting about birthdays.  As they locate others with birthdays in the same month, they will gather together.  Pairs/trios with the most closely matching dates will work together.

Instructor:

Introduce and model activity.

Mingle with working groups as resource.

Set timers, announce transitions.

Assess according to attached checklist.    

---------------------------------------------------------------------------------------------------Information gap activity:  A "surprise" walking tour of Madrid

ACTIVITY:  Each student will have a map of Madrid, and a designated starting point in the city.  One student, the "GUIDE" will additionally be provided with a destination, and will give directions for the other student(s), the "GUEST(s)", to follow.  Students must speak Spanish.  Students may not "show" the route on the map.  Students have 3 minutes to reach their destination.  (At the end of this time, roles change and a new destination  undertaken.) 

INSTRUCTIONS TO STUDENTS:

GUIDE:  You and a friend are taking a "surprise" walking tour of Madrid.  You will give directions to the destination you've been provided.  Your friend will follow

those directions on his/her own map.  If your friend gets off track, you need to adjust your instructions to help him/her arrive at the destination.  You have 3 minutes to get your friend to the correct destination.

GUEST(s):  You are following your friend's directions to reach a surprise destination in Madrid.  You should listen closely to the directions, and seek clarification if you are confused or uncertain.  Pay attention to where you "are" on the map so that you can ask questions that actually help you proceed.  You have 3 minutes to get to the destination.

 

ASSESSMENT: This formative, authentic assessment is consistent with the overall course goal of Spanish use, with lesser importance attached to the formal correctness of language use.  The assessment attention to the Standards, as students communicate in the interpersonal and interpretive modes (1.1 and 1.2), interact with an authentic cultural product (2.2 and 3.2).  Awarding double points for successful arrival at the designated destination underscores the interdependent nature of communication, rewarding students for working effectively to exchange necessary facts. 

Assessment Form for Oral Communication Activity

Checklist items worth one point each, on an individual basis. "Arrival" at destination is worth 2 points to each participant.Scores will be recorded and Forms returned to students immediately, for prompt feedback. 

The awarding of "double" points for group success reinforces recognition of communication as a collaborative activity and motivates students to seek additional information when necessary.  "Appropriate" vocabulary is referenced by a footnote, as the same assessment form is used for multiple oral activities.

Student Name:_______________________          Score: _____________/8

______ 1 point.  Uses Spanish only

______ 1 point.  Contributions are intelligible

______ 1 point.  Uses appropriate* vocabulary

______ 1 point.  Uses "command" forms or appropriate impersonal expressions. 

______ 1 point.  Asks for clarifications when in doubt

______ 1 point.  Effective "turn-taking"

0 or 2   points.  Arrival at destination. 

 *"Appropriate vocabulary" is the vocabulary presented in the session/sessions that precede this activity, and which is necessary to effective completion of this activity.

Extensions might include a visit to a local museum that displays the work of artists from Madrid (Connections and Comparisons), and the creation of a "Walking Tour" of Lawrence for foreign visitors to highlight local points of interest (Comparisons and Communities).

LESSON:  Soccer Video and Future Tense;

A Listening Activity:Designed according to the PACE model for grammar instruction, this listening activity guides learners through the process of identifying and considering grammar usage through the Presentation of material containing a new grammatical structure, Attention to its appearance, Co-construction of the meaning and formation of the new structure, and finally a brief Explanation of the new grammar point.  Learners are also exposed to an authentic promotional video, created by and for native Spanish speakers, and are introduced to the Spanish fervor for soccer. 

1) Communication in the Interpretive Mode, 2) Culture, in the Practices and Perspectives mode and the Products and

Perspectives Mode.  3) Connections, in the Authentic Sources Modes.  4) Comparisons, in the Culture Mode.  

Levels of Bloom's Taxonomy: Knowledge--Of Spanish and of promotional communications.    Comprehension--Of Spanish and of promotional communications. Application--Assess the message and the language structure.   Analysis--Discern use of future tense and discriminate between this and

other tenses.     Synthesis--Hypothesize about formal structure of tense.   Evaluation--Justify/reframe hypothesis in response to further instruction. 

Listening Activity using promotional soccer video.

Part of a larger unit on Spain, this unit exposes learners to the Spanish fervor for soccer and initiates their recognition and use of the future tense.  It follows the

PACE model for teaching grammar--Presentation of meaningful language, Attention, Co-Construct an explanation, Extension activity.   

Goals:

Grammar; recognize future tense in Spanish.

Apply knowledge of future tense to share real information.

Culture; exposure to the Spanish fervor for soccer.

Comparison; what sports/pastimes are of great interest to us?

Objectives:

--Learners will discern the purpose and the message of the video through guided listening and group brainstorming. (COMMUNICATION; interpretive). 

--Learners will identify the use of future tense in the last 60 seconds of the video, through several iterations and variations of this process. (CULTURE; products and practices.) 

--Learners will construct the meaning of the future tense and

--Discern its grammatical construction through guided listening.  

--Learners will apply their new knowledge of future tense when they

--Illustrate and write about their own future.  (PRESENTATIONAL/INTERPRETIVE)     

Materials: "La Furia" promotional video at http://www.youtube.com/watch?v=U39Thrq5S90&feature=relatedOrganization sheet

Instructional plan:

First 5 minutes of class (These entry activities serve as warm-up, activating both language and subject schemas for the subsequent lesson.):  

Greet and socialize in Spanish. 

Respond to prompts on board in existing "Daily Log".

(Full credit responses are in Spanish, consist of about 100 words, and may take the form of lists, charts, labeled illustrations, full sentences, or a combination of these items.)

Prompts on board:

"¿Qué deportes son comunes en E.U.?  ¿Son populares también en otros países?  ¿Conozco algunos deportes populares en otros países?"  (What sports are common in the U.S.?  Are they popular in other countries too?  Do I know some sports that are popular in other countries?)

Student sheets follows, and outline activity:

ORGANIZACIÓN para "LA FURIA ESPANOLA"

#1-Ver video.  OJO a tono, ritmo, color, emoción, música, actitud...

¿Cuál es el propósito del video?  ¿Para qué se filmó?

(Watch the video, attending to rhythm, color, emotion, music, attitude...  What is the goal of the video?  Why was it made?)

 

 

#2-Ver video.  OJO a los verbos.  ¿Cuál es el mensaje central del video?  ¿Qué busca comunicar?

(Watch the video, paying attention to the verbs.  What is the central message of the video?  What does it seek to communicate?)

 

#3-Ver video.  OJO al tiempo... por palabra, o por tiempo verbal.  ¿Es posible dividir en secciones el video según distinciones del tiempo?  Explica...

(Watch the video, paying attention to time, both verb tenses and time markers.  Is it possible to divide the message according to time?  Explain...)   

 

#4-Ver minuto final del video.   OJO a los verbos en especial. ¿Canta del presente, el futuro o el pasado aquí?  ¿Cómo se sabe?  ¿Qué se nota en cuanto a los verbos?

(Watch the final minute of the video, paying special attention to the verbs.  Is the singer singing about present, future or past?  How do you know?  What do you notice about the verbs?)

 

  

#5-Ver minuto final del video.  OJO a confirmar/probar ideas sobre los verbos.

(Watch the final minute of the video.  Test/confirm your ideas about the verbs.)

 

Al dorso de esta hoja, presenta una visión de tu futuro.  Puedes describir tu visión por escrito, o por ilustración que narrarás en voz.

(On the back of this sheet, present a vision about your future.  You can write it, or draw a picture and prepare to narrate it aloud.)

LESSON:  Galicia, Spain, A Reading Activity:Through structured reading, students use Spanish to learn about Galicia.  Vygotsky's concepts of scaffolding and proximal zone are influential in .anguage instruction, and are reflected here in the combination of images, tables and text, and in the grouping of students such that they support and guide one another, with each offering different strengths, skills and knowledge to the activity.  Likewise, the organizational sheet for the activity focuses learner attention on specific tasks, allowing them to learn from a modified authentic text that might otherwise be beyond their language capabilities.  

Standards addressed: 

1) Communication in the Interpersonal/Conversational, and the Interpretive Modes,

2) Culture, in the Practices and Perspectives mode and the Products and Perspectives Mode. 

3) Connections, in the Content and the Authentic Sources Modes.  4) Comparisons, in the Language and Culture Modes. 

Levels of Bloom's Taxonomy:

Knowledge--Of Spanish, charts and maps, and informational texts.      Comprehension--Of Spanish, charts and maps, and informational texts.  Application--Of reading and interpretive Spanish skills through worksheet

and participation.   Analysis--Of written material; of text construction; of maps and charts.   

Galicia, Spain; a Structured Reading Activity

OBJECTIVES:

Use Spanish to read and discuss and write about Galicia.

Recognize Galicia as one of several autonomous regions in Spain,

Locate Galicia on a map of Spain,

Identify the official languages of Galicia,

List professions important to Galicia's economy. 

Increase language knowledge and vocabulary through the intentional consideration of cognate formation. 

PRELIMINARY:                                                   

Greetings and socializing in Spanish.

Respond in existing Daily Log to prompt on board:

¿Qué sé yo de España? 

¿Qué imágenes asocio con España? 

¿Puedo nombrar a tres personas españoles? (autor, actor, deportista, artista...)   

DISTRIBUTE and EXAMINE ORGANIZATION SHEET (preview reading goals.): 

Student sheet follows:                                                      

GALICIA, Questions to accompany Reading Activity

1)  ¿Cuántos idiomas oficiales tiene Galicia? ____________________________.2) ¿Cuáles son?  ____________________________ y ____________________________.3)  Los 2 cuerpos de agua que forman límites fronterizas de Galicia son ____________________________ y _________________________.  4)  ¿Cómo se llama el himno nacional? __________________________.5)  El capital de Galicia es _______________________________.6)  ¿Cuándo es "El día de Galicia"?  ___________________________.7)  La lectura especifica varias instituciones financieras Gallegas.  Nombra 3 de ellas.   ______________________________, ______________________________, y _________________________________.8)  La lectura menciona dos medios de transportación fabricados en Galicia. ¿Cuáles son?  _____________________________ y __________________________________.

1)  Sí o No   Hay mayor concentración de gente en el interior de Galicia que en la costa.2)  Sí o No   Una persona de Galicia es "Gallego" o "Gallega".   3)  Sí o No   Como lenguaje, el Gallego es muy parecido al Inglés. 4)  Sí o No   El escudo de Galicia aparece en la bandera de Galicia.5)  Sí o No   En 1981, Galicia se hizo comunidad autónoma.6)  Sí o No   Galicia hace frontera con el mar Pacífico.

7)  Sí o No   Galicia tiene bancos importantes.8)   Sí o No   La pesca es una profesión importante a la economía de Galicia.

DISTRIBUTE READING SELECTION:                        

Whole group orientation to "Galicia" sheets:

Locate headings, chart contents and keys, and probable location of desired information.

Ask prompting questions such as "What sort of language is Gallego?" and "I want to know about industry--where should I look?"  Draw attention to cognates through comments like "Economía... that's like Geografía and Biología..."

READING SELECTION FOR GALICIA ACTIVITY

Galicia es una comunidad

autónoma española, situada al

noroeste de la Península Ibérica y

formada por las provincias de La

Coruña, Lugo, Orense y

Pontevedra. Geográficamente,

limita al norte con el mar

Cantábrico, al sur con Portugal, al

Galicia

Bandera EscudoHimno: Os Pinos

País  España

Capital Santiago de CompostelaLengua(s) oficial(es) Castellano y gallego 1 Gentilicio Gallego, gallegaEstatuto de autonomía 28 de abril de 1981

Fiesta oficial 25 de julio (Día de Galicia)

Representaciónparlamentaria - Congreso - Senado - Parlamento

  23 escaños19 escaños75 escaños

Presidente Emilio Pérez Touriño

oeste con el océano Atlántico y al este con el Principado de Asturias y Castilla y León

(provincias de Zamora y de León).

Galicia posee unos 2,78 millones de habitantes (2008). Santiago de Compostela es la

capital de Galicia. El himno de Galicia, Os Pinos, se refiere a Galicia como la nación de

Breogán, héroe celta. El Estatuto de autonomía define a Galicia como una nacionalidad

histórica.4

Lenguas

Los dos idiomas oficiales de Galicia son el castellano y el gallego. El gallego es

reconocido como lengua propia de Galicia en su estatuto. El gallego tiene con el

portugués un tronco común (galaico-portugués). Es capaz de hablar gallego más de un

91% de la población, según un censo realizado en 2001.

Economía

Tradicionalmente, la mayor parte de la economía de Galicia

ha dependido de la agricultura y la pesca. Dentro del sector

secundario caben destacar la construcción naval en Vigo y

Ferrol, la industria automovilística y la textil, así como la industria relacionada con la

manipulación del granito. En industria automovilística, cabe destacar el Centro de Vigo

de PSA Peugeot Citroën, que funciona desde 1958.

Galicia también cuenta con cuatro importantes entidades financieras: dos cajas de

ahorros; Caixa Galicia y Caixanova, y dos bancos; el Banco Etcheverría, y el Banco

Pastor.

El turismo en Galicia, de desarrollo más tardío que en otras zonas de la península,

representa hoy en día una importante fuente de ingresos.

VERIFY and DISCUSS ANSWERS:                                                        

ANSWER REMAINING QUESTIONS:                                           

Ideally, this will occur individually first, then in groups of four and finally as a whole group...if time/comprehension are a problem, the individual component could be omitted.

Tienda de Zara en Hong Kong. Zara, del grupo Inditex, es el primer grupo europeo y segundo mundial de confección y ropa. Tiene su sede central en Arteijo, La Coruña.

The Galicia class are 13,900t logistic support ships. They were built at the Ferrol shipyard.

GRAMMAR; COGNATES:                                                                            

Challenge students to circle in the Reading Selection as many cognates as possible in 60 seconds . 

Request voluntary responses, such as "Who found 8 cognates?... Tell us two of them...  What suffix does that word have in English?..."  

Build on this until students can "guess" cognates not found in the reading.   For example:  "comunicación, educación... ¿cómo se dirá "election", or "nation"...  (write cognates on board during discussion, to highlight sound, meaning, and spelling of these vocabulary builders.) 

Finish with a list of prefixes and suffixes in their Spanish/English incarnations.

CLOSURE:                                                                                                  

Ask for volunteers to share 3 things they remember from the reading activity.                

Get show of hands on a couple of new TF questions.                              

Challenge students to come to the board and draw:  the Galician flag, the Galician crest, the shape of Spain/Galicia...