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Unit: Brazilian Festivities

Unit: Brazilian Festivities. Portuguese HL Teacher’s Project NHLRC/STARTALK 2013 Heritage Language Teacher Workshop July 22-26, 2013 Los Angeles, California. Standard Based Unit. Theme: Festivities (national and regional celebrations, traditions of old versus today)

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Unit: Brazilian Festivities

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  1. Unit: Brazilian Festivities Portuguese HL Teacher’s Project NHLRC/STARTALK 2013 Heritage Language Teacher Workshop July 22-26, 2013 Los Angeles, California

  2. Standard Based Unit • Theme: Festivities (national and regional celebrations, traditions of old versus today) • Age of Students: 18-26 • Language Level: Novice-mid • Time Frame: 3-5 classes, 50 min each • Standards: all

  3. Portuguese HL Learner: Profile HL students • were born in the US and abroad; • Educated in the US; • From mixed marriages or not; • Have returned to home country for vacation (occasionally); • Take class as elective; • Low level of exposure to Portuguese language.

  4. Prerequisites for the Unit Students’ Language Proficiency: • Listening & Speaking – Novice • Reading – Novice • Writing – Novice • Cultural Background Knowledge – Intermediate Low

  5. Prerequisites for the Unit • Students’ Strengths: • Novice High Level of present tense • Average exposure to Brazilian culture • Students’ Weaknesses: • Limited vocabulary • Low level of past tense

  6. Objectives Students will be able to: • Identify and contextually distinguish between appropriate use of past perfect and imperfect; • Describe one Brazilian cultural festivity of their choice; • Recognize the diversity of what constitutes the Portuguese speaking world; • Be able to recall important dates in the Brazilian Calendar; • Talk to a Portuguese speaker and record an interview about a personal experience in any festivities in Brazil they`ve had in the past; • Create their own postal card to communicate their experiences in the Brazilian festivity or tradition of their choice;

  7. Differentiated Instructional Strategies • Scaffolding with students about what they already know, what they would like to learn, and how they will achieve their project goals); • Divide class in groups according to their common interests; • Learning Centers - provide students with resources where they can gather material, building new vocabulary, formal and informal writing styles; • Assignments, videos and music

  8. Unit Sequence • Day 1: Introduction: brief exposition of the theme; Calendar showing - review numbers, months, research assignment; • Day 2: discussion of materials they gathered/ showing of authentic materials/writing - Word clouds: after researching festivities, and in groups of 3, students will write words on the white board/Canvas that will enable them to talk about chosen Brazilian festivities, with teacher’s assistance/Exit Cards. • Day 3: Discussion of Exit Cards/Emphasizing vocabulary/Fill in the blanks exercise - Summarize the story in three sentences/Exit Cards.

  9. Day 4 - Informal writing style/Connectors/Samples of real postal card writings/Work on projects in groups; • Day 5 – Presentations/Discussions

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