Strand
Advanced Beginner and Intermediate Spanish Class
Activity
After reading the Mexican legend, “La Llorona,” students will act out an original interpretation in the form of a short play in small groups.
Objectives
- To gain a greater appreciation for the important role that legends play in Mexican culture.
- To learn the Spanish vocabulary needed to tell these legends; review preterit and imperfect verb forms; and practice oral skills.
- To practice speaking Spanish with precision and clarity.
Cultural Perspective
The story of “La Llorona” is the best known of the Hispanic folktales. The origins have been traced to the time of the Aztecs, who had stories about Cihuacoatl, a pre-Columbian goddess who ruled childbirth and death. This powerful goddess was the virgin mother of a god or son who killed his own siblings. The Aztecs told of hearing the screams of Cihuacoatl each night as her children were being killed.
Another possible origin is the story of “La Malinche,” the Aztec woman who was Cortez’s mistress and interpreter. In this story Cortez wanted to keep their son because the son had Spanish blood, but he abandoned La Malinche because she was a mistress and an Indian. In despair she killed the son and, as the spirit left his body, she cried out, “Ay, mi hijo.”
Pacing
Two class periods
Materials
Expository Writing
Students have the opportunity to write a short legend of their own in the target language (see Extension below).
Latino American Experience Research
Students will read about the origin and background of the “La Llorona.” Students will look at two images that may inspire the writing of their performance.
Language Review:
- Vocabulary: Students will have the opportunity to read “La Llorona” in Spanish. Students will work with new vocabulary by completing Activity Sheet #1, asking for clarification from the teacher, and using a dictionary. Students will be asked to define a number of words in Spanish that will not be found in the dictionary, and then share their definitions with the class. Students can explore the pronunciation of several Aztec words at the appropriate link.
- Grammar: Students will review the preterit and imperfect forms of several verbs by referring to and completing Student Activity Sheet #2. These forms will be used in their original writing and oral presentation.
Directions
Distribute Student Activity Sheets. After completing the language review, have students refer to the first Student Activity Sheet. Tell students to break into small groups and read all the directions carefully. Remind students that they should read the legend silently to themselves before breaking into their groups. Each group will work together as a team so that each person is involved equally in the rewriting and speaking of Spanish. Explain to students that their evaluation for this activity will be based on the oral presentation. The assessment will be based on the following areas: the correct and consistent use of the past tense verb forms, proper pronunciation, and appropriate use of vocabulary, clarity of expression, fluency, and enthusiasm.
Assessment
In addition to the language assessment mentioned above, use the General Performance Rubric to assess the students’ presentations.
Extension
Have students use The Latino American Experience to explore other original stories written by Latino writers. What kinds of stories were passed down in your family? What childhood experiences influenced their storytelling? Encourage students to write a legend of their own stories in Spanish. Ask students if there is a legend in their experience that they can reflect upon or compare to the legend they have worked with in this lesson.
(May be copied for classroom use.)