Mary+Eileen+Swazuk

== = = =Mary Eileen Swazuk, National Board Certified Teacher= =Pittsburgh Public Schools Pittsburgh, PA=

NEH Summer Seminar Literary Pícaros and Pícaras and Their Travels in Early Modern Spain June 20-July 18, 2010

=Submitted August 10, 2010=
 * Unit Plan for __Lazarillo de Tormes__ **

I designed this instruction for levels 4 and/or 5, non-AP, however it would also benefit AP classes, which in my school are taught by a different teacher. Although this unit plan is written in English, all communication in class will be in Spanish, including written assignments. A Smart Board is recommended for use during teacher and student presentations.

Materials: 1) __ Lazarillo de Tormes __, adapted for Intermediate Students by Marcel C. Adrade, National Textbook Company, Lincolnwood, Illinois   2) __ La Novela Picaresca __ , Antonio Rey Hazas, Biblioteca Basica de Literatura, Grupo Anaya, S. A. Madrid 3) Various websites from Internet referenced in the unit plan

Objectives: 1) Students will complete an outline based on an overview given by the teacher of the characteristics and historical background of the Novela Picaresca in Spain’s Siglo de Oro 2) Students will read and interpret the prologue and 2 episodes of __Lazarillo de Tormes__: one from an online website and one from the Andrade supplemental book 3) In pairs or groups, students will discuss and summarize the episode they read from the supplemental book 4) Each group will develop a visual and class activity about their episode which will be used during their oral presentation of the summary 5) Other students will complete the class activities based on the information presented 6) Students will write a reflection about the piece they read in their weekly journals with optional discussion as followup.

Days 1-2: As the teacher presents an overview of Spain in the Siglo de Oro including historical and art references, each student will complete an outline to organize the information into the categories who, what, when, where, why and how; this can be done on the Smart Board as well if desired. Internet links to maps of Spain, historical timelines and the Prado Museum are used to illustrate locations of cities referenced, important dates, and portraits by Velázquez and Goya of Spain’s royalty.

Days 3-4: Students receive a copy of the prologue and beginning of the first episode of Lazarillo de Tormes from the Andrade text (pages 1-5)

Before beginning the reading, teacher presents information on characteristics of the picaresque genre, and the products, perspectives and practices of 16th century Spanish society. Students use a graphic organizer to take notes on the oral presentation. Visual images of Salamanca, Toledo, the bridge over the Río Tormes, and representations of pícaros by Murillo and Velázquez can all be projected on the Smart Board to add interest and increase comprehension. Homework assignment is to complete pre-reading activities while skimming the text, by color-coding names, places, cognates, glossed vocabulary and unknown vocabulary, main idea and questions they may have. Students will form small groups to compare and discuss their markings in the text. After teacher answers questions, students will listen to a podcast of the prologue and beginning of episode 1 while following along in the text. Homework assignment is to complete comprehension questions on p. 4-5.

Day 5: Students will use computer lab to complete reading activities from the following website: [|http://mld.ursinus.edu/~jarana/ejercicios/self-check/lazarillo/lazaro.html].

Days 6-7: Heterogeneous pairs or groups of students are given one episode of Lazarillo de Tormes to read, interpret, discuss and present to the rest of the class with visuals and an activity for the others to complete. Students will be given a rubric (from ACTFL) that will be used to grade their presentations, and oral participation grades will also be determined based on the quality/quantity of spoken Spanish (not English) utilized during the interpersonal phase of the activity. They will collaborate on the interpretive phase of the activity, and discuss using discourse strategies, gestures and facial expressions, circumlocution and paraphrasing while talking to me, to each other and to the class. Days 8-9: Each pair or group of students will develop a short, (7-10 minute) summary of their episode including a visual element. For example, they can act out the story using props, create a Power-Point of important images, or use other pictures to aid in negotiation of meaning. They must also explain the elements of satire, humor and social commentary found in their episode. Each group will prepare a short activity for their classmates to complete after the presentation. This could be a vocabulary exercise, putting events in order, or other extension activity.

Days 10-12: Each group will present their episode to the class (without naming it) utilizing their visual elements. While listening to the oral summaries, students will mark the names of the presenters next to the name of the episode they think is being summarized on a handout, to encourage active listening. After a question/answer session, the group will distribute their class activity, which can be done in or out of class, depending upon time constraints.

Days 13-15 or as homework: Students will write an essay or journal entry about the episode that impressed them most and why. Students could then defend their choice, and/or debate who was the most difficult master. They could also compare to their own lives: a problem boss, a deception or mischief they want to share, or a time they had to function (“survive”) on their own. These discussions will elicit higher-level speech and can be graded for participation. If the essay option is chosen, it can be edited and re-written and/or graded as a test.