Strand
Intermediate Spanish Class
Activity
After reading the Mexican legend, “La Virgin de Guadalupe,” students will act out an original interpretation, in the form of a short play, in small groups.
Objectives
- To gain a greater appreciation for Mexican people by learning about the important role that legends play in their culture.
- To learn the Spanish vocabulary needed to tell these legends; review preterit and imperfect tense forms; and practice oral skills.
- To practice speaking Spanish with precision and clarity.
Cultural Perspective
The clearest example of the merging of Aztec Indian and Hispanic heritage is the story of the apparition of the Virgin of Guadalupe. The Virgin of Guadalupe is a religious figure well known throughout Mexico and the southwestern United States. She is the patron saint of Mexico. Following the conquest of the Aztecs by Cortez in 1521, Mexico was in transition. The merging of Catholic beliefs with the sites and ceremonies of the indigenous culture is exemplified in the legend of the Virgin of Guadalupe; the story takes place on a hill, Tepeyac, which was the site of the shrine of an Aztec goddess. Later, the Spaniards built a shrine to the Virgin on the same spot. Today, the legend is a Hispanic truth representing the possibility of apparitions and miracles for the true believers of the Catholic faith. The image of the Virgin of Guadalupe, surrounded by a wreath of roses and enveloped by the sun’s rays, is a powerful icon in Hispanic culture.
Pacing
Two class periods
Materials
Expository Writing
Students have the opportunity to write a short legend of their own in Spanish (see Extension below).
Latino American Experience Research
Students will read about the origin and background of the La Virgin de Guadalupe. Students will look at two images that may inspire the writing of their short play.
Language Review
- Vocabulary: : Students will have the opportunity to read the legend of “The Virgin of Guadalupe” in Spanish. Students will work with new vocabulary by completing Activity Sheet #1, asking for clarification from the teacher, and using the dictionary. Students will be asked to define a number of words in Spanish that will not be found in the dictionary 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 1 and 2, or have students access them via Classroom Resources. After completing the language review, have students refer to Student Activity Sheet #1. 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, appropriate use of vocabulary, clarity of expression, fluency, and enthusiasm.
Assessment
In addition to the language assessment mentioned above, use the General Performance Rubrics to assess the students’ presentations.
Extension
Have students use The Latino American Experience to explore other original stories or legends 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 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.)