|Year at a Glance
|Geography of Spain (physical and political)
|Events that have influenced people today in Spain (history)
- Guernica discussion
- Research on Spanish artists and their corresponding histories
|Integrated into above units:|
How would my life be different if I lived in Spain? (day-to-day life)
Meghan Zingle teaches grades 10-12 Spanish at Glastonbury High School in Glastonbury, Connecticut, a suburb of Hartford. Many of the town's 32,000 residents are professionals. The high school, with 1,800 students, offers a comprehensive curriculum for college and career preparation as well as a regional vocational Agriscience and Technology Program. The Glastonbury Foreign Language Program teaches Spanish in grades 1-12, French and Japanese in grades 6-12, and Russian in grades 7-12. Latin is offered in the high school.
The teachers in the Glastonbury Foreign Language Department base their curriculum (see Resources) on the National Standards for Foreign Language Learning. They also identify a theme to be the focus for each year of language learning. The theme for the Spanish II curriculum is Spain, focusing on the question, Who is a Spaniard? Students become familiar with the geographical, political, and cultural diversity within Spain, and look at one community in depth from the perspective of one of its citizens. When designing her lessons, Ms. Zingle first considers topics that interest students, and then looks at ways that students can use the information they learn. She also considers the grammar and vocabulary that students need for each unit.
Key Teaching Strategies
In the videotaped lesson, students wrote original radio announcements based on their initial interpretations of the painting Guernica. Although students were somewhat familiar with Spanish history from previous Spanish and world history classes, not everyone knew about the historical context of the painting prior to this lesson. All students were, however, comfortable with the vocabulary and communication skills needed for the partner discussions, creative writing, and contextual reading in this lesson, as they had been studying Spanish since early elementary school. After this lesson, each student chose and researched a topic in Spanish history, and presented his or her findings in oral and written form to the class.
- Scaffolding: The teacher plans a sequence of tasks that builds student competencies step by step toward a final performance.
- Using Graphic Organizers: The teacher uses graphic organizers to record student responses and arrange the information from student report-outs.