Professional Documents
Culture Documents
640 Lesson 8
640 Lesson 8
Culture: Learners will examine several works of art from two prominent Mexican artists of the 20th century.
Connections: n/a
Comparisons: n/a
Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the
globalized world.
As they walk into the classroom, students will see a painting by Frida Kahlo
titled Frida y Diego Rivera 1931. I will ask the class to talk amongst themselves
for two minutes to the following questions:
Quienes son estas personas?
Quin pint este cuadro?
Que saben de ella/l?
What are you, the teacher, doing? What are your students doing?
Speaking in LOTE. Talking amongst
Encouraging class discussion. themselves.
Engaging in class
Mario MORALES
Crockett HS/ Austin ISD
Lesson 8 of 9
discussion.
EXPLORATION: Next, students encounter hands-on experiences in which they
explore the concept further. They receive little explanation and few terms at this point,
because they are to define the problem or phenomenon in their own words. The purpose
at this stage of the model is for students to acquire a common set of experiences from
which they can help one another make sense of the concept/new learning. Students
must spend significant time during this stage of the model directly involved with
material. Inquiry drives the process, teamwork is used to share and build knowledge
base.
I will play two (2) videos one about the life of Diego Rivera and one about
Frida Kahlo. As we watch the videos, I will hand out handout who will have a T-
chart on it. Students will be instructed to take notes, compare the artists, or
anything they find interesting about each video.
What are you, the teacher, doing? What are your students doing?
Introducing the lesson. Listening and following
Speaking in LOTE. directions.
Watching videos.
Taking notes.
EXPLANATION: Student explanations should precede introduction of terms or
explanations by the teacher. The learner explains the discoveries, processes, and
concepts that have been learned through explanation. The teacher supplies resources,
feedback, vocabulary, and clarifies misconceptions. List higher order thinking questions
that teachers will use to solicit student explanations and help them to justify their
explanations.
Next, I will present a short PPT about Frida Kahlo and Diego Riveras lives:
their relationship, their artwork and their legacy towards Latin American culture.
Students will continue to take notes.
In order to include a tech activity in the lesson, we will play a Kahoot game
at the end of the lesson.
Mario MORALES
Crockett HS/ Austin ISD
Lesson 8 of 9
Estimated time: ~15 minutes
TEKS COVERED
114.41. Levels I-II Novice Proficiency
(c) Knowledge and Skills.
(1) Communication. The student communicates in a language other than
English using the skills of listening, speaking, reading, and writing. The
student is expected to:
(A) engage in oral and written exchanges of learned material to
socialize and to provide and obtain information;
(B) demonstrate understanding of simple, clearly spoken, and
written language such as simple stories, high-frequency
commands, and brief instructions when dealing with familiar
topics; and
(C) present information using familiar words, phrases, and
sentences to listeners and readers.
What are you, the teacher doing? What are your students doing?
Presenting PPT. Listening in LOTE.
Speaking in LOTE. Taking notes.
Playing Kahoot game.
ELABORATION: The next stage of the model serves to help students elaborate
on their understanding. They are given opportunities to apply the concept in unique
situations, or they are given related ideas to explore and explain using the information
and experiences they have accumulated so far. Interaction between the students is
essential during the elaboration stage. In collaboration with others, students can
construct a deeper understanding of the concepts. Elaboration can lead to new inquiry.
The following activity will include a gallery walk. I will hang up paintings
of both Frida Kahlo and Diego Rivera on the wall. Students will be instructed to
walk around the classroom to observe the paintings and record their impressions
on a handout. The gallery walk should last around 10 minutes. An additional 5
minutes will be given to complete the handout.
What are you, the teacher doing? What are your students doing?
Explaining activity. Participating in gallery
Speaking in LOTE. walk activity.
Writing down
interpretations of paintings.
EVALUATION: The penultimate stage is an on-going process by both
instructor and learner to check for understanding. Rubrics, checklists, teacher
interviews, portfolios, problem-based learning outputs, and embedded assessments.
Results are used to evaluate and modify further instructional needs. Evaluation should
be embedded throughout the lesson as well as at the end of the lesson in a variety of
ways. Ask, how will students demonstrate that they have achieved the lesson
objective?
Based on what we learned about Frida Kahlo and her paintings, the class
will be instructed to create a self-portrait. Along with providing an image of
themselves, students will be expected to surround their self-portrait with
images/symbols that reflect their current state of being or their perspective on
an issue of importance to them. A model and guidelines will be presented in the
PPT.
What are you, the teacher doing? What are your students doing?
Explaining activity. Speaking and listening in
Speaking in LOTE. LOTE.
Creating self-portrait.
Mario MORALES
Crockett HS/ Austin ISD
Lesson 8 of 9
EXIT STRATEGY: The final stage is lesson closure, an important cognitive
process that each student must go through to wrap up learning. Closure activities,
some of which are short - less than a minute - and some a little longer, provide the
learner with an opportunity to recap the new or reviewed knowledge that he or she has
acquired, thus meeting the lesson objective. Ask students to summarize, review a
partner, create an image, or circle back to the opening to effectively solidify their
learning.
During the last minutes of the class, I will hand the students sticky notes
and ask them to answer the following tasks as an exit ticket:
Cul fue tu pintura favorita?
Explica algo que aprendiste de Kahlo y Rivera.
What are you, the teacher doing? What are your students doing?
Handing out sticky notes. Listening to instructions.
Explaining task. Completing exit ticket.
95% centered. Ive also created a gallery walk and a self-portrait activity.
In terms of content, this will be a cultural lesson, something I feel
very passionate about. I am excited to see the students reaction.