Lesson 5: Síntesis
Duration of Days: 2
Lesson Objective
SWBAT collaborate in groups to write and perform a scripted skit about daily life and past events.
SWBAT narrate events in the past by accurately switching between the preterite and imperfect.
SWBAT conduct research on cultural festivals, such as Inti Raymi, to create informative travel brochures.
SWBAT interact with peers for at least one minute in a conversational setting with correct pronunciation and intonation.
¿Cómo podemos combinar el pretérito y el imperfecto para contar una historia coherente sobre nuestro día? (How can we combine the preterite and imperfect to tell a coherent story about our day?)
¿Qué elementos culturales son esenciales para informar a un viajero sobre un festival como el Inti Raymi? (What cultural elements are essential to inform a traveler about a festival like Inti Raymi?)
Standard 1.1 (Interpersonal): Students interact in group skits to discuss recent events.
Standard 1.3 (Presentational): Students create a brochure to advertise a trip to Peru.
Standard 2.2 (Products of Culture): Students research the descendants of the Incas and their modern celebrations.
Lesson Description
The Síntesis section is divided into two major performance-based projects that bridge linguistic skills with cultural knowledge:
Descripción (Interpersonal Communication): Students take on specific character roles—such as someone who went to the doctor or someone who had a computer problem—to create a cohesive group narrative about their day.
Cultural Synthesis (Presentational Communication): Students investigate the symbols, history, and modern significance of the Inti Raymi festival to produce a travel brochure that includes advice for travelers.
Purpose: The purpose is Cumulative Proficiency. This section serves as the final check to ensure students have moved beyond simple grammar recall and can now use Spanish to perform complex tasks: negotiating meaning with others (the skit) and synthesizing cultural information into a creative product (the brochure).
DOK Levels (Depth of Knowledge)
Level 2: Skill/Concept --> Narrate --> Students use preterite and imperfect appropriately to describe specific past scenarios.
Level 3: Strategic Thinking --> Investigate --> Students research specific questions about Inti Raymi’s roots, participants, and locations.
Level 4: Extended Thinking --> Synthesize --> Students organize researched content into a three-part brochure (introduction, body, conclusion) with images and maps.
Support (Scaffolding): Provide a "Skit Script Starter" for students with the roles pre-assigned and "clue words" to prompt the use of the preterite or imperfect.
Extension (Challenge): Challenge advanced students to include subjunctive "advice for travelers" in their Inti Raymi brochures (e.g., Recomiendo que los turistas lleguen temprano).
Visual: Allow students to use digital tools (like Canva or Google Slides) to create their brochures, focusing on the visual organization and logical flow of information.
Selected formative and summative assessments from the SENDEROS VISTA SUPERSITE.