Plan: An Argentinian HERO VITTORIO LUDMILA

LANGUAGE AND WRITTEN EXPRESSION IV
DIAZ FERNANDO
ASSIGNMENT 2
ISFD N º 21 4to 2da
VITTORIO LUDMILA
Lessons outline
An Argentinian Hero
Setting: Students from 5th Year at secondary school on the outskirts Merlo.
Lesson length: 5 lessons.
Objectives:
Students will be able to recognize and compare the main elements in biographies. At the
same time, students will unconsciously understand and retell past events using their second
language. In addition, they will be able to deconstruct the idea of an “Argentinian hero” in order
to consider black figures as national heroes as well. They will be able to infer that many
historical textbooks reinforce the discrimination against black national heroes by make them
invisible.
Materials and equipment:
Markers, photocopies, board, printed bibliography, tape, cardstocks, digital bibliography, mobile
phones, projector, and videos.
TBL procedures CLIL Materials
(Content and
and equipment
language)
Lesson 1 Introduction and warm-up Defining a Tape, board,
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VITTORIO LUDMILA
The teacher will greet concept. markers, and
students and take attendance. Categorizing printed
Then, the teacher will start Argentinian bibliography.
the class by showing a people into
picture of the most well- National heroes
known Argentinian national and Popular
heroes. Together (teacher figures.
and students) will answer To compare this
guide questions such as information with
“What can you see in the their
picture? What are national preconceptions
heroes for you? What is a orally.
national hero like? What did
national heroes do?”. (See
appendix I)
Pre-task
They will discuss their
answers, and then we will
compare them with two
definitions of national
heroes: one in English and
one in Spanish. Sharing the
similarities of the concept of
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“national hero” in their
responses as well as in the
information provided. (See
appendix II)
During-task (Main task)
Then, students will categorize
Argentinian figures into national
heroes and popular figures. (See
appendix III)
Post-task
Students will reflect upon the main
qualities of a national hero. They will
have to choose the correct option to
complete the definition of a national
hero. (See appendix IV)
Closing/review
As homework, the teacher will ask to
look for some biography about a
national hero in Argentina. Finally,
the teacher will greet students and
dismiss the class.
Lesson 2 Introduction and warm-up Categorizing Tape, board,
The teacher will greet information markers,
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students, take attendance and present on photocopies,
choose two or three students biographies. videos, and
to summarize the previous To compare projector.
class. Then, the teacher what is the most
proceeds to ask about their recognizable
homework. feature national
Pre-task heroes have in
In groups, students will write common.
a list of similarities among
the people in the biographies.
After a couple of minutes,
the teacher and learners will
develop a discussion with
their answers. The teacher
will encourage students to
reflect on why skin colour
might make them not know
about and appreciate other
heroes. Their inferences will
be translated and written in
English on the board. (See
appendix V)
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The teacher will provide some
photocopies. Then, she will project
two short videos about Afro
Argentines. The photocopies will help
students to check how much we
understand the information in the
videos by defining important concepts
orally with the whole class. (See
appendix VI)
Post-task
In addition, the whole class will
compare their ideas and make a list of
reasons why they do not know
anything about black heroes in our
country.
Closing/review
The teacher will write down two
phrases and students should discuss
their meaning and how much they
represent Argentinian history. (See
appendix VII). Finally, the teacher
will greet students and dismiss the
class.
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VITTORIO LUDMILA
Lesson 3 Introduction and warm-up Listing elements Tape, board,
The teacher will greet in a biography. markers, printed
students, take attendance. Identifying past bibliography,
She will ask students to talk tenses digital
about their experiences and To do research biography,
feelings about the previous into historic mobile phones,
class. textbooks. videos, and
Pre-task To recognize projector.
The teacher will ask students and to compare
to re-read the biographies the writing
they used last week (see elements of a
appendix V again) and biography.
compare them to the
biographies in historical
textbooks from the library of
their school and/ or their
history textbook. They
should try to find any black
figure in the sources. (See
appendix VIII)
After a quick research, the teacher
will project a video that can help them
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understand how history books are
biased/ show just some figures of
history. Also, she will deliver some
photocopies to check their
understanding. (See appendix IX)
Post-task
Then, the teacher will provide
students with a biography in English.
Then, they will make a list with the
most common elements present and
answer questions like: How are
biographies organized? What
information do they include? (See
appendix X)
Closing/review
At the end of the class, the whole
class will debate about the
relationship between history, and
national heroes. The teacher will write
down on the board the homework for
the next class.(See appendix XI)
Finally, the teacher will greet students
and dismiss the class.
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Lesson 4 Introduction and warm-up

Markers,
The teacher will greet Write a
photocopies,
students, take attendance. biography of a
board, printed
The teacher will give a word black national
bibliography,
search to each student (See figure.
digital
appendix XII). Then, the
bibliography,
students should tell how the
and mobile
words are related to the same
phones.
topic: elements of
biographies.
Pre-task
The teacher will write down
a link and the students
should access the website
through their phones. On the
website, they should choose
one painting and biography.
(See appendix XIV)
Once students have chosen one
Argentinian hero, they will have to
write the biography in English (see
appendix XV). The teacher will
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suggest students use online
dictionaries like Wordreference or
Cambridge English Dictionary and
will write down the name of the
dictionaries.
Post-task
The teacher will share a link with the
students. Students should use their
mobile phones to do the virtual
activity. In the activity, they should
sort the words into four groups: birth,
occupation, childhood, and adulthood.
(See appendix XVI).
Closing/review
The teacher will ask students for their
homework. Then, the whole class will
vote on the best idea to communicate
their ideas. As homework, students
should bring the materials that they
need to do the decided idea. Finally,
the teacher will greet students and
dismiss the class.
Lesson 5 Introduction and warm-up Revision of the Markers,
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VITTORIO LUDMILA
The teacher will greet writing photocopies,
students, take attendance. organization and board, printed
Then, the teacher invites content. bibliography,
students to recall what they Improving the tape, cardstocks,
have done in the last class production digital
session. She will also ask through visual bibliography,
about their homework. means. and mobile
Pre-task phones.
Students will be asked to
peer check their biographies.
Each of their biographies
must contain the main
elements discussed in
previous classes.
In pairs, students start to work on the
visuals of their biographies. They
might choose to do a poster or a
video. The ones who chose to do a
poster will expose them in the school
hall.
Post-task
The teacher will write down some
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questions on the board and give
students seven minutes to think and
answer. (See appendix XVII)
Closing/review
The whole class will debate about
their answers orally. Finally, the
teacher will congratulate students for
their hard work, greet them and
dismiss the class.
Appendix I
Look at the picture. Discuss in english or spanish with your teacher and classmates these
questions:
● What can you see in the picture?
● What are national heroes for you?
● What is a national hero like?
● What did national heroes do?
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https://historiaybiografias.com/proceres/amp/
Appendix II
Read two definitions of what national heroes are and compare similar characteristics.
Make a list of the similarities between the information and your ideas.
Sample:
What are national heroes like?
● Brave / Valiente
● Clever / Inteligente
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File 1 Definition of national hero [Difficult words may be turned into Spanish. However,
the idea is to work with cognates such as 'significant contributions; society; admired']
https://www.reference.com/world-view/national-hero-fc4ebd24ec6e5fd9
File 2 Definición de héroe
https://mobile-dictionary.reverso.net/es/espanol-definiciones/h%C3%A9roe+nacional
Student's expected answers
What are national heroes like?
● Men
● Admirado/admired
● Important for society
● Representative
● Defended a country
● Went to wars
Appendix III
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1. Classify these Argentinians into NATIONAL HEROES and POPULAR FIGURES.
Alfonsina Storni Diego Maradona Domingo Faustino Sarmiento
Jorge Luis Borges Mirtha Legrand José de San Martín
Manuel Belgrano
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Student's expected answers
National heroes: Domingo Faustino Sarmiento; José de San Martín; Manuel Belgrano
Popular figures: Alfonsina Storni; Diego Maradona; Jorge Luis Borges; Mirtha Legrand
Appendix IV
Why isn't everyone a national hero? Choose the correct option to complete the sentence.
A national hero is someone who…
● Is really famous in his/her country.
● Made something important for his/her country’s history
● Is a character of a book or movie.
Appendix V
1) In groups of five or six compare your biographies and the people present in them.
What do they have in common? Complete the following chart.
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Sample:
Things in common
HERO GENDE ORIGIN AGE PROFES HIGHER ACHIEVEMENTS
R OF SION EDUCATIO
DEATH N
Belgrano Man Argentin 50 Politician; Yes Created Argentinian
a military flag; member of
man May Revolution
Appendix VI
https://youtu.be/Q8maSSk2bpA
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https://youtu.be/AdeiIRXjv78
Checking of understanding:
Choose one of the words in the box and say in which video it appears. Explain it in english to the
whole class.
Afro Descendant - Civilization vs Barbarity - Trigueño - Black face -National day of Afroargentinian -
Abolition of slavery - Afros limited access to education - Institutional racism - Afros limited access to
medical care- Seneagal migration - Payadas.
“......(word from the box)......” is in the ….1-2….. video. It is …YOUR OWN DEFINITION… .
Students' possible responses:
“Payada is in the second video. It is like a rap battle”
“Civilization vs Barbarity is in the first video. It is about Sarmiento and other white people. They
didn´t like negros.”
Appendix VII
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Read these two phrases and discuss them with your teacher and classmates:
● What do they mean?
● How true are they?
● Taking into account what we saw today, which phrase represents our class?
"History is written by "There are always two
people on the winning side." sides to every story."
[The discussion is aimed to be in Spanish. The questions may be likely to be turned into
Spanish as well, and students' responses will be turned into simple English. We expect students
to answer these questions with responses such as:
"La primera significa que los que ganan siempre cuentan la historia como quieren"
"I like the second one"
"La verdad que la primera es la realidad. Lo que dice la segunda no lo hace nadie
nunca"
"The second represents our class"
"La segunda refleja lo que vimos hoy pero en realidad la primera refleja la realidad"]
Appendix VIII
1) Go to the library and find some history textbooks.
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2) Research about national heroes present in these history books. Is there any black figure
in them? Choose the correct option to complete the sentence.
“In my school’s history textbooks, there ARE / AREN'T biographies of black figures. These
books just show us BLACK / WHITE national heroes.”
Students´possible responses:
“In my school’s history textbooks, there ARE / AREN'T biographies of black
figures. These books just show us BLACK / WHITE national heroes.”
Appendix IX
1. Read the biography about Maria Remedios del Valle. Who was she?
https://en.google-info.org/55894284/1/maria-remedios-del-valle.html
2. How is the biography organized? Complete with the main idea of each
paragraph.
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PARAGRAPH 1:__________
PARAGRAPH 2: __________
PARAGRAPH 3: __________
● Compare it with the ones we used today. What is the purpose of a
biography?
a- to convince you about doing something
b- to inform you about the life of an important person
c- to entertain you
● What are the essential elements of a biography? Make a list. Use some
ideas from the box.
date and place of birth and death - family - likes and dislikes - country/city
of residence - favourite sports - education - anecdotes - professional
experience - age - photos - important achievements - childhood - hobbies
- your opinion about the person -
Appendix X
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https://youtu.be/Rgrou4Ohy68
PART 1: FROM 00:01 TO 1:40
PART 2: FROM 3:30 TO 4:01
PART 3: FROM 06:52 TO THE END
● Watch the first part of the video. What does the man say about black people
in British history? Choose the correct option:
In British history, black figures
A. NEVER EXISTED B. ALWAYS EXISTED C. EXIST SINCE
SOME YEARS AGO
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● Watch the second part of the video. What does the man think about black
people in British history?
A. THEY ARE A FUNDAMENTAL PART OF HISTORY
B. B. IT IS NOT NECESSARY TO LEARN ABOUT THEM
● Watch the third part of the video. Black soldiers are NOT part of British
history. Does the same happen in Argentinian history? Choose the correct
option.
A. BLACK SOLDIERS ARE NOT PART OF ARGENTINIAN HISTORY
EITHER.
B. BLACK SOLDIERS ARE PART OF ARGENTINIAN HISTORY TOO.
Students’ possible responses.
PART ONE: OPTION B
PART TWO: OPTION A
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PART THREE: OPTION A
Appendix XI
How can we improve things in our country and help people learn about Afro
Argentinian heroes?
1. Ask 5 people from your community how they get informed.
2. Write a list of the ways they get informed.
3. Think of some ideas (videos, posters, talks, etc.) to inform people from
your community about Afro Argentinian heroes.
“We can ________________________ to inform people from my
community about Afro Argentinians.”
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Sample:
2.
● TV
● CELLPHONES
● COMPUTERS
● NEWSPAPERS
● OTHER PEOPLE
3.
“We can CREATE VIDEOS AND POSTERS to inform people from
my community about Afro Argentinians.”
“We can GIVE A TALK to inform people from my community about
Afro Argentinians.”
Appendix XII
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Appendix XIV
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https://mirtatoledoart.wixsite.com/mirtatoledo/obras
Appendix XV
Sample:
BIOGRAPHY OF ANTONIO RUIZ
Antonio Ruiz was an Afro-Argentine soldier. He is a forgotten national hero of
Argentina’s independence. . “Falucho” was his nickname. Ruiz was born and became a slave,
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perhaps in Africa and died while defending the colors (white and light blue) of the revolutionary
flag on February 6, 1824, shouting with his last breath “¨Viva Buenos Aires!”.
His biggest and most important achievement is that he served in the Regimiento del Río
de La Plata and fought in Jose de San Martin's army of the Andes.
Because he is a forgotten Afro Argentinian hero, we do not know very much about his
childhood and education. However, on May 23rd, 1923 a statue of him was placed in Palermo,
Buenos Aires, created by Francisco Cafferata and Lucio Correa Morales.
Appendix XVI
https://wordwall.net/resource/2582937/vocabulary-biographies
Appendix XVII
Answer these questions about your process:
A. Which material was more helpful?
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B. What was the most difficult part when you were writing a biography?
C. Do you think that your production will help others to reflect upon argentinian heroes?
Why?
D. Is there any possibility that you will continue studying about afro argentinians?
28

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LANGUAGE AND WRITTEN EXPRESSION IV

Lesson length: 5 lessons.

Materials and equipment:

phones, projector, and videos.

TBL procedures CLIL Materials

Lesson 1 Introduction and warm-up Defining a Tape, board,

The teacher will greet concept. markers, and

students and take attendance. Categorizing printed

Then, the teacher will start Argentinian bibliography.

the class by showing a people into

picture of the most well- National heroes

known Argentinian national and Popular

heroes. Together (teacher figures.

and students) will answer To compare this

guide questions such as information with

“What can you see in the their

picture? What are national preconceptions

heroes for you? What is a orally.

national hero like? What did

national heroes do?”. (See

They will discuss their

answers, and then we will

compare them with two

heroes: one in English and

one in Spanish. Sharing the

similarities of the concept of

“national hero” in their

responses as well as in the

information provided. (See

During-task (Main task)

Then, students will categorize

Argentinian figures into national

heroes and popular figures. (See

Students will reflect upon the main

qualities of a national hero. They will

have to choose the correct option to

complete the definition of a national

hero. (See appendix IV)

As homework, the teacher will ask to

look for some biography about a

national hero in Argentina. Finally,

the teacher will greet students and

dismiss the class.

Lesson 2 Introduction and warm-up Categorizing Tape, board,

The teacher will greet information markers,

students, take attendance and present on photocopies,

choose two or three students biographies. videos, and

to summarize the previous To compare projector.

class. Then, the teacher what is the most

proceeds to ask about their recognizable

homework. feature national

Pre-task heroes have in

In groups, students will write common.

a list of similarities among

the people in the biographies.

After a couple of minutes,

the teacher and learners will

develop a discussion with

their answers. The teacher