Lesson 2: La Fotonovela - Por las Calles de Madrid (The Streets of Madrid)
Duration of Days: 2
Lesson Objective
Learning Objectives (The "SWBAT")
SWBAT identify specific landmarks and transportation methods mentioned in the dialogue (e.g., el Metro, la Plaza Mayor).
SWBAT interpret social cues and informal "street Spanish" used when asking for help or making plans in an urban setting.
SWBAT summarize the plot of the episode, including the characters' destinations and any obstacles they face while navigating Madrid.
¿Qué diferencias notas entre la vida urbana en Madrid y en tu propia ciudad o comunidad? (What differences do you notice between urban life in Madrid and in your own city or community?)
¿Cómo se comunican los personajes para resolver un problema de navegación? (How do the characters communicate to solve a navigation problem?)
¿Por qué es importante conocer los puntos de referencia (landmarks) al explorar una ciudad nueva? (Why is it important to know landmarks when exploring a new city?)
1.2 Interpretive: Students watch the video and answer comprehension questions regarding the characters' specific route and final destination.
2.1 Cultures: Students identify cultural products (historical plazas, the Metro) and practices (walking as a primary mode of transport) in Madrid.
3.2 Authentic Resources: Students engage with authentic visual representations of Spain's capital.
Lesson Description: In this episode, the characters explore the historic and modern districts of Madrid. The narrative focuses on the logistics of getting from point A to point B in a major metropolis. Students observe the characters using the imperative (commands) and the present subjunctive to give directions and make suggestions. The video provides a visual tour of Madrid’s architecture, bustling sidewalks, and public transit system, grounding the vocabulary in a real-world European context.
Purpose: The purpose of "Por las calles de Madrid" is Functional Application. It teaches students that navigating a city isn't just about maps; it's about communication. Students learn how to initiate a conversation with a stranger (Disculpe...), how to handle being lost, and how to use landmarks to orient themselves. It also serves as a cultural immersion tool, showcasing the "walkable" nature of Spanish cities compared to many American urban layouts.
Level 1: Recall --> Identify & List --> Students list the specific places the characters visit (e.g., museo, plaza, parada de metro).
Level 2: Skill/Concept --> Summarize & Map --> Students sketch a "mental map" of the characters' journey based on the dialogue and video cues.
Level 3: Strategic Thinking--> Compare & Contrast --> Students compare the characters' experience in Madrid to an experience they’ve had in a city, using specific evidence from the video.
Support (Scaffolding): Provide a "Transcript Highlight" activity where students circle all the prepositions of location (detrás de, al lado de, cerca de) as they watch.
Extension (Challenge): Ask students to write a "Review" of the characters' route: "Dudo que sea la manera más rápida de llegar..." (I doubt it’s the fastest way to arrive...).
Auditory/Visual: Use "Mute Narrations"—play a segment of the video without sound and have students describe what is happening using city vocabulary.
Selected formative and summative assessments from the SENDEROS VISTA SUPERSITE.