Elisa+Perez



National Endowment for the Humanities The Golden Age of Spain El Monte High School Social Studies Department 2010 By: Elisa Perez Essential Questions: Who is the “picaro?” How does he/she exist in today’s society? A few ideas... After travelling for four weeks through the different routes that Lazarillo de Tormes took with the National Endowment for the Humanities in the Summer of 2010, I have created this unit along with the help of my collegues, in order to have high school students understand the longevity of history throughout time. The goal of this unit is for students to not only understand the Golden Age of Spain, but to also be able to connect it with what we would consider the “picaros” of today. This unit was composed to be part of either a World History, European History, or Spanish Literature curriculum. As a world history teacher in a primarily urban and low socioeconomic area I have adaped the curriculum to meet the skills of my students. You are welcome to make any changes necessary to the curriculum as you see fit for your students. Day 1: Goal: -Introduce essential learning question, discuss Spain (who, what, where, and when) and then discuss the meaning of a picaro/a. Lesson Details: -Slide Show of Spain Trip -Team Work: Gallery Walk images. Information for each image can be found in the correlating webpage. http://www.tallerediciones.com/cuza/modules.php?name=News&file=article&sid=285 Day 2: http://zanuit.files.wordpress.com/2010/03/lazarillo-2.jpg http://sp7.fotolog.com/photo/23/19/35/mario_thai/1227552616407_f.jpg http://www.kalipedia.com/kalipediamedia/historia/media/200707/12/hisespana/20070712 klphishes_131.Ies.SCO.jpg http://www.xtec.es/~jrafols/viajeliterario/Images/lazarillo.jpg Classwork and debrief: -Quickwrite:Who are some picaros of today? How are they portrayed in art/media? Goal: Introduce the history of the Golden Age of Spain. Lesson Details: -Powerpoint of history of Golden Age -If no powerpoint is available, you can develop a lecture lesson using the following website. http://www.spainthenandnow.com/spanish-literature/background-to-spain-s-golden-age- literature/default_46.aspx -Introduce Lazarillo de Tormes using pictures and excerpts from the book. Classwork and debrief: -Quickwrite: Why would the author choose to remain anonymous? Day 3-7: Goal: Read and discuss different selections of “Lazarillo de Tormes” and “El Buscon.” Lesson Details: -Teacher should introduce different methods of reading excerpts of the text such as the following: -Detailed- -Quickwrite: As a child what did you dream of becoming? -Give your students your own response-Sometimes I begin this section by describing my youth of how I wanted to become a doctor, yet disliked the sciences. -“Think, pair, share.” -Discuss some of the obstacles individuals may have had to overcome in order to reach their dreams. -“Think, pair, share.” -Activity: How much are you worth? -I usually begin by explaining to my students that we are going to have a “yardsale” in class. The goal of this activity is for students to see and understand how much they Day 8: would be monetarily worth during the Golden Age. To begin this activity have students dump out everything they have in their backbacks on to their desks and have them write a list of all of the objects they have. Once they are done with the inventory of their backpacks have them walk around the class and “sell” their items. Have them ask eachother, “how much would you pay for my USED agenda at a yardsale?” Usually students are worth anywhere between .30 cents and $200. Once they are done with selling all of their belongings you can break them down into the different classes of the time. The “richest” students would be on top... 1) King-1 student 2) Queen-1student 3) Clergy-3-4 students 4) Nobles-5-6 students 5) Peasants-the rest of the class Once students are done with the activity have them discuss what it felt like to be valued solely on how much money you had. Have them write a quickwrite to discuss their observations. Goal: Once you are done reading excerpts of the book students will be able to discuss the significance of a picaro during the Golden Age and be able to connect those ideas with individuals and groups we consider “Picaros” today with a Socratic Seminar. Lesson Details: Have students create “Level Questions” using Costa’s Levels of Questions which can be found in the following website: http://www.avidregion4.org/resources/documents/tutorial/ArthurCosta.pdf Once students are done constructing their own questions based on what they have learned by reading Lazarillo de Tormes and El Buscon students will then take on the role of these characters in history and discuss their role in society during a Socratic Seminar. The following websites provide useful information when conducting a Socratic Seminar: http://www.greece.k12.ny.us/instruction/ela/SocraticSeminars/overview.htm http://www.nwabr.org/education/pdfs/PRIMER/PrimerPieces/SocSem.pdf Classwork and Debrief: -Quickwrite: In 10-12 sentences what was the life of a picaro like? What did they see, feel, taste, hear...etc. Día 9-12: Final Project for Unit Please see attached rubric and directions for Final Project. X-Ray Personality Ideas... The X-Ray Personality is a full-sized artistic recreation of your character. It needs to be drawn or painted (chalk pastels, markers, paint, colors, fabric...etc.). Around the outside of your character you are to write in complete sentences the five most important things your character did in his life, good or bad. You are also to choose at least one significant direct quote from your character and place it on an “obvious” spot on your project. Then you are to choose at least 5 body parts that explain in at least 5-7 complete sentences the different reasons/thoughts why your character did what they did. The body parts are to give us an inside or X-Ray view of why your character made the choices they did. Possible body parts include the following: the brain, what was your character thinking about? What did he think he was doing when he did it?; the heart, what did your character care about? Was he big-hearted? Cold-hearted? Was his heart in the right place?; the eyes, what did your character see? Or how did he see a particular event or the revolution?; the voice/mouth, what did your character say?; the ears, what did your character hear? Or, what did he listen to?; the guts, how courageous was your character? Did he have a lot of guts? No guts? Some guts?; the muscles, was your character strong? Did he display physical strength?; the spirit, soul, aura, even after his death did his spirit live on, influencing others or cheering them on? Please follow the criteria chart and make sure you include everything you need in order to get a good grade...
 * The duration of this unit will be between 9-12 (55 minute) class periods.**
 * Break up class into five different teams and have them analyze the following
 * Directions: Answer the previous question in two complete paragraphs and draw an image of a picaro today with your color pencils.
 * Directions: Answer the previous question with one complete paragraph in your notebook.
 * Name of character *One direct quote from character *Everything must be done in first person *Everything must be in complete sentences *Everything must be hand drawn *You may type the words on your x-ray profile *You must have at least 5 body parts with at least a 5-7 sentence explanation *Five important events around character *Profile X-ray picture *No “white space” on body of character *Typed out information on separate sheet to be turned in the day of presentation (body parts, important facts and quote) *Everything must be grammatically correct. (No misspellings!) *Be prepared for your presentation