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VA FL Instructional Activity Template/2002

INSTRUCTIONAL ACTIVITY TOPIC: Personajes legendarios en el arte de Diego Rivera
Target Language:  French  German  Latin  Spanish

Target Level:  Beginning



SOL CORRELATION: (Note the Virginia Standards of Learning [SOL] addressed in this activity.)

English: 9.8, 11.4, 12.4

History and Social Science:WHI.11,WHI.12; WHII.1, WHII.2, WH2.3, WH2.4, WHII.6, WHII.8, WHII.12, WHII.13, WHII.14; WG.1, WG.4, WG.6, WG.10; VUS.1, VUS.2, VUS.3, VUS.8, VUS.9, VUS.12, VUS.14

Foreign Language:

Oral and Written Presentation - SIV.4

Making Connections through Language - SIII.7, SIV.7

Cultural and Linguistic Comparisons - SIII.8

Person-to-Person Communication - SIV.1, SIV.2

Listening and Reading for Understanding - SIV.3


Students will select and utilize resources to obtain biographical information about famous people found in Diego Rivera’s mural Sueño de una Tarde Domenical en la Alameda Central.

Students will analyze the relationship of the mural to Mexican history, politics, international relations, and culture.

Resources may include student text, the Internet, research materials in the school and neighborhood libraries, and videos.
Web sites
Latin American Culture

Geography of Mexico

Copy of Sueño and history

Mexican history and figures











http://www.camelotintl.com/world/01aztecs.html (this site works but you may have to copy and paste

address in search window on some computers)

1. The teacher will show students Rivera’s mural Sueño de una Tarde Domenical en la Alameda Central. The teacher will identify the legendary figures listed below that have been influential in the historical, political or cultural development of Mexico.

2. Students will select a character from Diego Rivera’s mural Sueño de una Tarde Domenical en la Alameda Central to research.
Tomás de Torquemada Antonio López de Santa Ana Venustiano Carranza

Fray Juan de Zumarraga Don Benito Juárez Porfirio Díaz

Luís de Velasco II Maximiliano de Hapsburgo Francisco (Pancho) Villa

Montezuma II Emperatriz Carlota Emiliano Zapata

Hernán Cortés José Guadalupe Posada Lázaro Cardenas

Sor Juana Inés de la Cruz La calavera Catrina Diego Rivera

Miguel Hidalgo y Costilla José Martí Frida Kahlo

Agustín de Iturbide Francisco I. Madero Miguel Alemán Valdés

General Lobo Guerrero Victoriano Huerta José Lopez Portillo

Winfield Scott General Francisco Mujica Carlos Salinas de Gortari

3. Students will use the information gathered during their research to prepare a 2-3 minute oral presentation that analyzes the character’s relationship to Mexico, and the relationships between Mexico and the United States, Spain, France, and Cuba. The presentation should include:

  • The location of the region, place and time that the character was born

  • The primary places where the character lived.

  • Two to three reasons why he/she is important to Mexican history and culture

  • His/her position or occupation and its importance to Mexican history and culture

  • A costume or prop reflecting the interest of the individual assigned

  • Delivery in Spanish in the first person

4. Students will listen to the presentations and record the information required on the chart included in this activity.

  1. On the day of the presentation, each student may be required to ask 2 follow-up questions to a particular presenter.


1. The following rubric may be used to evaluate the oral presentation:


Excellent (5)

Good (4)

Acceptable (3)

Minimal (2)


Accurate pronunciation and intonation

Accurate pronunciation with little interference with meaning

Pronunciation errors with some difficulty in perceiving meaning

Very difficult to perceive meaning


Much more than the minimal required information conveyed

Much relevant information conveyed

Some relevant information conveyed

Very little relevant information conveyed


Costume/Prop is original and appropriate to the content

Costume/Prop is appropriate to the content

Costume/Prop is minimally significant to the content

Costume/Prop does not support the content


Consistent use and extensive range of vocabulary and responses

Consistent use of appropriate words throughout

Vocabulary often inaccurate

Vocabulary inaccurate throughout, repetitive or short responses


Variety of grammatical structures with few errors

Variety of grammatical structures with occasional errors

Uses simple structures with occasional errors

Replete with errors

Bonus Questions (2)

asked to another presenter

Questions ask presenter to draw comparisons or conclusions using information conveyed and prior knowledge

Questions ask presenter to extend and clarify the information conveyed

Questions ask presenter to clarify information conveyed

Questions ask presenter to repeat information conveyed


(Points earned) X 4 = Total Points

Bonus Points


The following grid could be completed by the listener and submitted for an accuracy grade:



Lugares donde vivió

Importancia a México

Tomás de Torquemada

Fray Juan de Zumarraga

Luís de Velasco II

Montezuma II

Hernán Cortés

Sor Juana Inés de la Cruz

Miguel Hidalgo y Costilla

Agustín de Iturbide

General Lobo Guerrero

General Lobo Guerrero



Lugares donde vivió

Importancia a México

Antonio López de Santa Ana

Don Benito Juárez

Don Benito Juárez

Emperatriz Carlota

José Guadalupe Posada

La calavera Catrina

José Martí

Francisco I. Madero

Victoriano Huerta

General Francisco Mujica



Lugares donde vivió

Importancia a México

Venustiano Carranza

Porfirio Díaz

Francisco (Pancho) Villa

Emiliano Zapata

Lazaro Cardenas

Diego Rivera

Frida Kahlo

Miguel Alemán Valdés

José Lopez Portillo

Carlos Salinas de Gortari

The teacher may want to print a transparency of the mural from the Web site to use when discussing Rivera’s mural and its relationship to history, art, literature, and politics.

Written by: Barbara Brand Catriona Stavropoulos

adapted from a lesson by Linda Moggio and Letty Silverberg, FCPS

E-mail address: Barbara.Brand@fcps.edu CatrionaStavropoulos@fcps.edu

School: West Springfield High School West Springfield High School

Virginia School Division: Fairfax County Public Schools Fairfax County Public Schools

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