College of Saint Mary

Lesson Plan Format with Evidence of Student Learning

Analysis
LESSON/ACTIVITY INFORMATION
Title: Legends of My Culture
Your name:
Age or Grade
Janeth Cano
Level:
Spanish Level
III

Integrated
Disciplines/Su
bjects:
Spanish
Literature

Time frame
for Lesson:
90-minute
period

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALS

Standards:
Communication
Standard 1.1: Students engage in conversations,
provide and obtain information,
express feelings and emotions, and exchange
opinions.
Standard 1.2: Students understand and interpret written and spoken language on a variety of
topics.
Culture
Standard 2.2: Students demonstrate an understanding of the relationship between the products
and perspectives of the culture studied.

NETS-S:
5. Technology Research Tools
Students:
a. use technology to locate, evaluate, and collect information from a variety of sources.
b. use technology tools to process data and report results.
c. evaluate and select new information resources and technological innovations based on
the
appropriateness to specific tasks.
Objectives:
By the end of this lesson, students will be able to identify the cultural aspects of the hispanic
folklore by analyzing traditional Hispanic myths and legends.

Assessment:
Students will complete "Culture Chart" to identify the aspects of culture found in the reading
and evaluate the story would be different if these aspects were not present.

Materials:

Video of "La llorona" https://www.youtube.com/watch?v=BmKyPiAk5ak

Computer with access to internet for each student.
Culture chart handout for each student.

LESSON PROCEDURES
Anticipatory Set:
Show students the video of "La llorona" to introduce hispanic myths and legends. Talk
about the culture aspects found in the legend.
Input/Modeling/Guided Practice/Check for Understanding:
Teacher will do:
Student will do:

Teacher will lead discussion over the

video of "la llorona" and make a list
on the board to identify the cultural
aspects present in the story.
Teacher will demonstrate how to fill
out chart by writing the list of
cultural aspects identified and
thinking out loud what the story
would look like without these
aspects.
Teacher will give instruction for
students to browse the internet and
find a traditional hispanic myth or
legend to be approved by the
teacher.
Teacher will handout culture chart to
students.
Teacher will walk around the room
to ensure students are on task and to
answer questions from students.

Students will watch the video "La llorona"

Students will participate in group
discussion to identify the cultural aspects
present in the story.
Students will follow along as teacher
demonstrates how to fill out culture chart
and take notes for their individual
assessment.
Students will use the internet to find a
traditional hispanic myth or legend and
have it approved by the teacher before
printing it out.
Students will use the myth or legend
found to fill out culture chart as was
demonstrated by the teacher.
Students will ask appropriate questions
as they complete assessment.

Closure:
Students will gather in groups to show their completed charts and discuss how the

cultural aspects identified influence the story analyzed.

Differentiation:
Students may have the option to draw a picture representation of aspects cultural
aspects found in the reading along with how the myth or legend would be different
without said cultural aspects.

LESSON CONTENT AND STRATEGIES

Content Knowledge:
Throughout this lesson, students will be exposed to Spanish literature that
represent different Hispanic cultures. Students will analyze these pieces of
literature to identify key cultural aspects and evaluate their significance to the
story and the culture itself.

Teaching Methods/Strategies:
Modeling, individual work, group discussion

REFLECTION
Students could benefit from having a more thorough model as to how to fill out the chart. More
time can be devoted to filling out a chart as a whole group using "la llorona" as an example.
Teacher should also consider having the myths and legends for students to use chosen
beforehand to spend less time on students finding them online. English-Spanish dictionaries
should be included in the list of materials needed for the lesson to give students an extra
resource at their disposal.