Learning Activity

Las Medias de los Flamencos

Subject Area

World Languages

Grade(s)

7, 8, 9, 10, 11, 12

Overview

In this lesson, students will read an authentic literary text, “Las medias de los flamencos,” by Horacio Quiroga.  Students will identify key vocabulary, plot events, setting, and themes of the story. In order to show comprehension of the story, students will create either a storyboard or children’s book version of the story.  Any literary text or story from any language could easily be used in conjunction with this lesson.

This activity was created as a result of the World Languages COS Resource Development Summit.

World Languages (2017) Grade(s): 07-12 - World Languages

WL17.WL.L4.2

Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

Unpacked Content

UP:WL17.WL.L4.2

Knowledge

Students know:
  • the target language vocabulary for specific topics.
  • how to communicate in a variety of tenses and moods.

Skills

Intermediate Mid Level
Students are able to:
  • understand basic information from advertisments and announcements, audio or print.
  • understand the main idea(s) of voice messages and videos
  • understand basic statements and questions in an interview.
  • understand questions in a survey or questionnaire.
  • understand information in a variety of print formats (ex: brochures, magazines, labels, etc.).
  • understand information in interpersonal communication.
  • understand main ideas, supporting details, themes, settings, characters and plot lines in literary texts.
Intermediate High Level
Students are able to:
  • understand basic information from advertisments and announcements, audio or print.
  • understand interpersonal exchanges, spoken or in print.
  • understand information in a variety of print formats (ex: brochures, magazines, labels, etc.).
  • understand main ideas, supporting details, themes, settings, characters and plot lines in literary texts.

Understanding

Students understand that:
Intermediate Mid Level
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
Intermediate High:
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
World Languages (2017) Grade(s): 07-12 - World Languages

WL17.WL.L4.3

Present information on familiar and new topics in various time frames and aspects using varied vocabulary and more complex sentence structure.

Unpacked Content

UP:WL17.WL.L4.3

Knowledge

Students know:
  • the target language vocabulary for specific topics.
  • how to communicate in a variety of tenses and moods.

Skills

Intermediate Mid Level
Students are able to:
  • describe past experiences and events.
  • create announcements for upcoming events.
  • present or write about academic topics.
  • describe steps needed to complete a task.
  • write emails, letters, blog posts, etc. on a variety of topics.
  • present or write about current or past events/issues.
  • present or write about entertainment topics.
Intermediate High Level
Students are able to:
  • write emails, letters, blog posts, etc. on a variety of topics.
  • describe past experiences and events.
  • summarize information from academic topics.
  • describe steps needed to complete a task.
  • explain point of view on a topic or issue.

Understanding

Students understand that:
Intermediate Mid Level
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
Intermediate High Level
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
World Languages (2017) Grade(s): 07-12 - World Languages

WL17.WL.L4.4

Investigate perspectives through practices of the target cultures.

Unpacked Content

UP:WL17.WL.L4.4

Knowledge

Students know:
  • how to communicate in a variety of tenses and moods.
  • the target language vocabulary for specific purposes.
  • background knowledge of the target culture.

Skills

Intermediate Mid Level
Students are able to:
  • identify how a culture's beliefs and ideas are demonstrated by how they interact with one another.
  • communicate with one another in culturally appropriate ways in a variety of familiar contexts.
  • investigate, analyze and reflect on the relationship of cultural products to perspectives.
  • investigate, analyze and reflect on the relationship of cultural practices to perspectives.
Intermediate High Level
Students are able to:
  • interact appropriately in various contexts with members of the target culture.
  • investigate, analyze and reflect on the relationship of cultural products to perspectives.
  • investigate, analyze and reflect on the relationship of cultural practices to perspectives.

Understanding

Students understand that:
  • language and culture are extricalble linked.
  • an ability to communicate in another language fosters a better.
  • understanding of my own language and culture.
  • custom and tradition vary within a culture, as well as between cultures.
  • other understandings will vary according to theme being taught.
World Languages (2017) Grade(s): 07-12 - World Languages

WL17.WL.L4.8

Compare characteristics of the target language and the native language in a variety of time frames and moods.

Unpacked Content

UP:WL17.WL.L4.8

Knowledge

Students know:
  • common idiomatic expressions in the target language.
  • formal and informal forms of address and language.
  • the target language vocabulary for specific purposes.
  • how to communicate in a variety of tenses and moods.

Skills

Intermediate Mid Level
Students are able to:
  • identify and use a variety of target language vocabulary.
  • use correct word order when writing and speaking about dates and descriptions.
  • communicate in present, past, future, etc..
  • use idiomatic expressions to convey thoughts in culturally appropriate ways.
  • compare and connect language similarities and differences using cognates and false cognates.
    • Intermediate High Level
    Students are able to:
    • differentiate between when to use formal and informal register.
    • recognize and understand idiomatic expressions in listening and reading.
    • use idiomatic expressions appropriately in speaking and writing.
    • communicate in the target language in a variety of time frames and moods.

Understanding

Students understand that:
  • formal and informal registers of language are indicative of the practices and perspectives of the target culture.
  • by learning another language one can better understand how the native language works.
    • other understandings will depend on theme taught.

Phase

During/Explore/Explain
Learning Objectives

Learning Objectives

  1. Students will read and interpret an authentic literary text in the target language.

  2. Students will identify the new vocabulary, setting, plot, and themes associated with the text.

  3. Students will create a children’s book version of the text in their own, original language to demonstrate understanding of the text.

  4. Students will use the target language to complete an alternate ending to the story (variation activity).

Activity Details

Pre-Activity:

  1. Provide students with a copy of the short story, "Las medias de los flamencos" by Horacio Quiroga.  Instruct students to read the story and attempt to understand as much as possible without looking up any words.  A copy of the story can easily be accessed at this link: https://www.cuatrogatos.org/docs/ficcion/ficcion_14.pdf

  2. Next, provide students with a copy of the graphic organizer.  Have students look up and define the vocabulary. Then, have students re-read the story.  The graphic organizer can be accessed at this link: https://docs.google.com/document/d/19ExhWNFT9-E3fAhPm4mwbb8xKWE_OsjHA2txv3RtPzM/edit

  3. After the second reading, students should complete the remainder of the graphic organizer (either individually or in pairs).

  4. At this point, the teacher will lead the students in a discussion of the story, either in whole-class format or in pairs.

  5. (Optional) Before beginning the activity, have students peruse sample children's books from the target language (if resources or time allow)

Activity:

  1. After the discussion, students will individually create a children’s book or story-board version of the text in their native language.  The book/storyboard should be written in a student’s own words and will basically be a summarized, condensed version of the longer story.  Major events of the story should be included.

    1. There are a few options for this: Students could make a children’s book/storyboard on paper (see attached template) OR students could create a digital book/storyboard using one of the sites included in this plan.  The Book Creator app available for Apple and Chrome users is another great option.  Also, the website www.storyboardthat.com is another useful tool.

Assessment Strategies

Assessment Strategies

  1. The teacher should assess the graphic organizer to ensure that students have acquired the new target vocabulary, plot, and themes of the story.

  2. The teacher should assess the children’s book/storyboard to ensure students have a) included all required information, b) followed directions, and c) comprehended the main events, vocabulary, and themes of the story.

Variation Tips

A few extension activity ideas are:

a)  Have students research and compare/contrast similar stories in their own language to this piece.

b) Have students create an alternate ending to the story.  This alternate ending could be included in the children’s book or could be a separate activity.  

c) Have students act out the main events of the story, including the alternate ending.

 

Background and Preparation

Background / Preparation

  1. In order to maximize class time, the teacher could split this learning activity into two class periods.  In the first class meeting, students could read the story individually or in pairs/groups and complete the graphic organizer.  In the following class period, students could create the storyboard.

  2. Students should practice summarizing the main events of a simpler story before attempting this task.  Encourage students to think of ways to use varied time frames, moods, sentence structure, advanced vocabulary, and idiomatic expressions whenever possible.

Digital Tools / Resources

Storyboard template and graphic organizer - included in document
https://docs.google.com/document/d/1wU2pQPxZSnIZGQeD3_LPaQGGtW4eIsEZvB2OpgzJ44c…

Approved Date

Owner (Author)

senor_cole
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