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Hera's teaching portfolio © 2005

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*The artifact below is evidence of ACTFL Standard 4 - Integration of Standards into Curriculum and Instruction.  I chose to place this artifact into my portfolio, because it shows my ability to plan, select, and integrate the standards for foreign language learning into the curriculum, and my ability to anticipate possible problems and outcomes in the classroom.  What you will find below is the thought process and activities carried out for a lesson on Gustavo Adolfo Bécquer.  This lesson was designed to incorporate a numerous amount of the Massachusetts State Standards, mostly to get the students communicating and relating poetry to real life experiences.  If you scroll down to number eight, you can see a list of the state standards that this lesson covers, and which National Standards they comply with. 
Date: 3/8/05

Name: Hera Zinno

School: ARHS

Class: Periódo C - Intermedio I Honores

1. Topic: Review for Exam and Culture (Bécquer - vida y poesía).

2. Goals: I want students to walk away with a greater sense of Becquer's work, to be exposed to his style, and hopefully it will have sparked their interest a bit, enough to make a memorable lesson or maybe make them explore further on their own. By the end of the period they will have investigated, learned, commented and thought about Becquer's style and his poem "Amor Eterno", which will also be translated and hopefully understood/connected with.

3. Activities:

a. Homework assignment from night before: "5 datos sobre Gustavo Adolfo Bécquer" (Five facts about Bécquer)

b. Students post "datos" on the board, browse over them (sort of like a museum) and then must comment on new information, interesting facts...or ask a question pertaining to any of the facts posted. In the event that the students come unprepared, as they often can, I have a small text prepared on Bécquer’s life (in Spanish), which we can read together.

c. Present the title "Amor Eterno" Brainstorm what the poem could possibly deal with using what we just learned about Bécquer’s life and poetry, anything specific? thoughts? opinions? etc...

d. I have handouts of the poem, and in pairs they can translate a line each (there are only 9 lines in total)...we put the poem together, and get its full meaning (I give a brief explanation of the future tense to help translate)

e. Last, I have questions on a transparency, helping them to summarize everything we did, what was the poem about, did they like it, what were some new things they learned? Do they believe in “amor eterno” (eternal love), have they ever experienced something like that?  Bécquer - Poem and Conversation

f. In the event that we have time left over...I wanted them to write out the poem on big poster board, and around it draw symbols and pictures representing the poem. Since this is a review week we have lots of fun, calm and easy going activities planned, this would be nice for them to work on together as a class and help foster their sense of community and group efforts.

4. Organization: I have various activities that I have prepared and planned to keep them active, thinking, interacting, and communicating. I did my own research just in case they have questions or want to know further about Bécquer, and also just in case they DON'T do their never know!

5. Assessment: I am hoping that by the end of the period, they will be able to answer the final questions I have, and talk about the poem and/or relate to it, and name a few new pieces of information for them. the end of lesson assessment questions could prove to be useful to me because it will contain the students thoughts and reactions! I will also be assigning homework to wrap up some of the things they learned, and continue their thinking on the topic.

6. Homework: Depending on time of course, the lesson can end with the assessment questions or the poster. I’m thinking we will finish with the questions though and then for HW, they can to write 5 line poem, about a "love" of theirs. this is also something I was curious to find out, a bit more about them...something they are "in to" right now...a "passion" of theirs. it may not be as dramatic as Bécquer's Amor Eterno, but it should be interesting!

7. The Big Picture: This lesson is a bit more relaxing, and just about exposure to the culture, to poetry, and some critical thinking and reflecting. We have been completed the chapter, and reviewed various times. They seem to know it very well, so it’s time for us to enjoy now. We discussed "love" for valentines day and they seemed to enjoy it, aspects of Hispanic cultures (literature, realia, etc...) are always a part of the curriculum, so it ties in nicely. I have some comics that make reference to Bécquer that when they see and read them, they will know WHO Bécquer is and what he stands for...and will again make that connection, and have that reminder.

8. My Student Teaching Goals:  In the Standards for Foreign Language Learning, this lesson covers the Massachusetts Standards of:

Communications Strands:

1.5 (exchange information and knowledge); 1.6 (express likes and dislikes); 1.10 (exchange opinions); 2.3 (obtain information and knowledge); 2.4 (read and interpret poems); 2.7 (read authentic materials); 2.15 (comprehend narration in present, past, and future); 2.16 (identify and understand feelings and emotions); 3.1 (express opinions and ideas).

Cultures Strand:

 4.6 (demonstrate knowledge of artistic expression in the target culture by identifying and learning poems)

Connections Strand:

 7.2 (Obtain information and knowledge related to other disciplines from sources in the target language and discussing meaning)

*ACTFL NATIONAL STANDARDS covered by this lesson:

COMMUNICATION - Communicate in Languages Other Than English

  • 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

CONNECTIONS - Connect with Other Disciplines and Acquire Information

  • Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
  • Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

COMMUNITIES - Participate in Multilingual Communities at Home & Around the World

  • Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

*Reflective Statement:  This lesson went very well.  The students were interested in the break from everyday learning, and loved the opportunity to discuss their own feelings.  I feel this artifact was a very good example of how I integrate the standards into my classroom.  This was one of the very first lessons I carried out during my student teaching, and helped me to realize how much thought, planning, and preparation goes into just one lesson.  After carrying out this lesson, I feel that for the next time, we will go more into depth on Bécquer and his other poems, comparing and contrasting, and make more of a "project" out of the poems they write.  Yet all in all, the lesson went smoothly, and it was a great conversation starter.  It actually lead me to find out some very interesting facts about my students, and they shared a lot about their own lives and feelings.

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