El Calendario en Español
Entry-Level Assessment
Students will answer the Entry-level assessment at the beginning and at the end of the of this unit plan.
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Answers are available on the Resources page.
Unit Summary
Culture
Why it is important to understand the definition and concept of culture and its significance for language learners?
By understanding the definition and concept of culture and its significance for language learners, students will gain an appreciation of the similarities and differences among Hispanic countries; therefore, a better understanding of the Spanish language in general.
Culture determines the behavior of the human being. It is the social environment of beliefs created by human beings, customs, knowledge and practices that define the conventional behavior in a society.
Culture includes language, traditions, clothing, customs, music, technology, history, ideology, religion, beliefs, moral, geographic location, values, attitudes, expertise, artistic and historical sites, behavior, thought and other elements that make it up.
Culture is learned through observation and direct experience, and it is symbolic. In terms of language, culture is composed of meanings which are shared by people.
Culture refers to the cumulative deposit of knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe, and material objects and possessions acquired by a group of people in the course of generations through individual and group striving.
Spanish second language learners need to understand that language is an aspect of culture. In other words, to understand what people mean in Spanish, it is necessary to understand their norms and behavior.
Why it is important to understand the definition and concept of culture and its significance for language learners?
By understanding the definition and concept of culture and its significance for language learners, students will gain an appreciation of the similarities and differences among Hispanic countries; therefore, a better understanding of the Spanish language in general.
Culture determines the behavior of the human being. It is the social environment of beliefs created by human beings, customs, knowledge and practices that define the conventional behavior in a society.
Culture includes language, traditions, clothing, customs, music, technology, history, ideology, religion, beliefs, moral, geographic location, values, attitudes, expertise, artistic and historical sites, behavior, thought and other elements that make it up.
Culture is learned through observation and direct experience, and it is symbolic. In terms of language, culture is composed of meanings which are shared by people.
Culture refers to the cumulative deposit of knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe, and material objects and possessions acquired by a group of people in the course of generations through individual and group striving.
Spanish second language learners need to understand that language is an aspect of culture. In other words, to understand what people mean in Spanish, it is necessary to understand their norms and behavior.
Understanding Culture
CULTURA
Rituales Incas Inca Rituals |
CULTURA
Las Lineas de Nazca en Peru The Nazca Lines in Peru (Giant hieroglyphs) |
CULTURA
Platos Tradicionales Latinoamericanos Traditional Latin-American Food |
Subject Area
Foreign Language Spanish I & II
Grade Level
8th Grade
California Content Standards
![Picture](/uploads/5/6/1/6/56168047/718412.jpg?1459413048)
Stage I
1.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.
1.1 Students address discrete elements of daily life, including:
b. Family and friends
d. Home and neighborhood
e. Celebrations, holidays, and rites of passage
f. Calendar, seasons, and weather
g. Leisure, hobbies and activities, songs, toys and games, sports
h. Vacations and travel, maps, destinations, and geography
j. Important dates in the target culture
l. Food, meals, restaurants
o. Technology
![Picture](/uploads/5/6/1/6/56168047/1039418.jpg?1459413477)
Stage II
2.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.
2.1 Students address topics related to self and the immediate environment, including:
a. Social relationships
b. People in the community
d. Care of the home, interacting with people in the community
e. Holiday customs and transition points in life
f. Climate
g. Cultural and leisure-time activities, outdoor, recreational activities, music
h. Transportation, lodging, itineraries, geographic features and landmarks
i. Curricular and extracurricular interests and events
j. Significant historical figures
l. Cuisine and recipes
m. Clothing and fashion
o. Technological advances and innovations
2.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.
2.1 Students address topics related to self and the immediate environment, including:
a. Social relationships
b. People in the community
d. Care of the home, interacting with people in the community
e. Holiday customs and transition points in life
f. Climate
g. Cultural and leisure-time activities, outdoor, recreational activities, music
h. Transportation, lodging, itineraries, geographic features and landmarks
i. Curricular and extracurricular interests and events
j. Significant historical figures
l. Cuisine and recipes
m. Clothing and fashion
o. Technological advances and innovations
![Picture](/uploads/5/6/1/6/56168047/1403251.jpg?1459414648)
Stage III
3.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.
3.1 Students address concrete and factual topics related to the immediate and external environment, including:
a. Social norms
b. Historical and cultural figures, stereotypes
d. Community issues, current events
e. Origins of rites of passage, social and regional customs g. Media, Internet, television, radio, film
h. Cultural, historical, and geographic aspects of travel
i. Curricular and extracurricular subjects
j. Significant historical events
m. Geographically and culturally appropriate clothing
o. Effects of technology on the modern world
3.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.
3.1 Students address concrete and factual topics related to the immediate and external environment, including:
a. Social norms
b. Historical and cultural figures, stereotypes
d. Community issues, current events
e. Origins of rites of passage, social and regional customs g. Media, Internet, television, radio, film
h. Cultural, historical, and geographic aspects of travel
i. Curricular and extracurricular subjects
j. Significant historical events
m. Geographically and culturally appropriate clothing
o. Effects of technology on the modern world
![Picture](/uploads/5/6/1/6/56168047/8661973.jpg?1459415200)
Stage IV
4.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.
4.1 Students address complex, concrete, factual, and abstract topics related to the immediate and external environment, including:
a. Societal expectations
b. Cultural and literary archetypes
d. World events, social and political issues
e. Belief systems
g. The visual and performing arts
h. The nature of an interdependent world
4.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.
4.1 Students address complex, concrete, factual, and abstract topics related to the immediate and external environment, including:
a. Societal expectations
b. Cultural and literary archetypes
d. World events, social and political issues
e. Belief systems
g. The visual and performing arts
h. The nature of an interdependent world
Big Ideas
![Picture](/uploads/5/6/1/6/56168047/5086989.jpg?1437906822)
- Students will understand the reasons for Hispanic countries to celebrate based on the calendar. Since ancient times, in the Hispanic culture, celebrations of holidays are rich in meaning and diversity. Latin American countries, which have been significantly influenced by Catholicism, have many holidays to celebrate; for example, they celebrate their patron saints and virgins. In many Hispanic countries, individuals venerate Mary, the mother of Jesus.
- For a depth understanding, students must learn that many Latin-American countries also celebrate to honor of their ancients, Gods, Nature, Life, and Mother Earth. At present, the Hispanic Calendar still celebrating the different facets of the Moon. For example, the calendar indicates events such as the beginning of the period of harvest and hunting.
Essential Questions
- What is Culture?
- Why is it important to understand the definition of culture and its significance for language learners?
- What is Calendario?
- What is the relationship between El Calendario and Culture in the Hispanic culture?
Students' Learning objectives
- El Calendario y la Cultura Hispana lesson unit will help students improve their knowledge and skills about the Hispanic culture and language.
- Students will be able to analyze the Hispanic culture, describe how a Hispanic country celebrates a holiday, provide dates using the Hispanic calendar for that celebration, specify community roles, and explain the importance of that celebration for the whole community.
- Students will also develop the four basic language skills within a meaningful cultural context: listening, speaking, reading, and writing.
- Students will improve their Spanish language skills through interactive activities that emphasize grammar, vocabulary, and conversation.
- Students will acquire the ability to:
- Demonstrate familiarity with the distinctive cultural aspects of the Spanish-speaking countries.
- Communicate simple to detailed factual information in different settings.
- Analyze the natural units for timekeeping of the Calendario or Calendar.
- Identify the names and location of the Hispanic countries.
- Explain a definition, concepts and the aspects of culture.
- As students study relevant content of various topics, they will be able to:
- Expand their access to information from Hispanic countries around the world.
- At the same time, students will utilize basic language to participate in everyday social interactions with members of California’s diverse communities.
Students will be able to:
- Understand other aspects of culture such as history, food, folklore, geography, behavior, clothing, and art.
- As students progress along the Language Learning Continuum they will:
- Handle a wide variety of content that is age- and stage-appropriate.
- Use the Calendar to select a holiday from a Hispanic country
- Students will collaborate and communicate to research and design a group presentation and a written report.
- Create a Graphic Organizer to explain how, in a Hispanic country, a main component of its culture can shape other different components of the same culture and how it has been influencing other Hispanic countries.