Bullfighting in the Mexican Culture
High School Spanish I
Objectives
~Spanish I students will be able to make an argument either for or against bullfighting based on the reading provided.
~Spanish I students will be able to identify and use Spanish vocabulary in relation to bullfighting in the form of a debate.
BEFORE READING
I. Motivation
Teacher: "We have been discussing different aspects of the Mexican culture in this chapter. Yesterday we talked about a celebration for young girls in Mexico, can anyone give the class a brief description of what a Quinceañera consists of? Thank you for sharing, a Quinceañera occurs when a Mexican girl turns 15 and becomes a young woman. It usually takes place in a church and looks like a typical wedding. The girl has escorts and a fancy dress with a crown and flowers. Well there are many interesting traditions with the Mexican culture and today we are going to focus in on the sports side of the culture."
II. Prior Knowledge
Teacher: "In Mexico the sport of bull fighting is very popular. It is a sport that is very different from the traditional basketball and football. Has anyone in the class ever seen a bull fight? I figured not many of you have but sometimes various television programs portray bullfights so if you all had to imagine what a bull fight looks like, what images come to mind?"
Student Responses:
~A guy with a cape
~The word "Olé"
~Swords
~Bulls charging a cape
~It takes place in a ring
III. Purpose
Teacher: "Bullfighting is very popular in the Mexican culture but it is also one of the most controversial sports. The overall purpose of this lesson is for you all to read text from two different internet sites about bullfighting. These sites will inform you all on the good and bad things about bullfighting as well as offer some background information on the sport. By reading the information you all will be able to decide whether you support bullfighting or think that it is wrong. We will then split the class up into two groups and have a debate about the subject."
IV. Direct and Strategy Instruction
Teacher: "To approach these two texts today we are going to use a reading strategy called the KWL Plus model. Every student will receive this chart and we are going to fill out the first two columns before we begin reading. The "K" stands for what we already KNOW about the topic. So we are going to take our list of items that we made and place them under the "K" column. Now we need to ask ourselves what we want to know about the subject of bullfighting. Does anyone have any suggestions or things that they would like to know about bullfighting?"
Student Responses:
~Do we have bullfights in the United States?
~Do the bulls die after the bullfight?
~How do you become a bullfighter?
~Why is it controversial?
Teacher: "We are going to put this list in the "W" column for what we WANT to know. Your charts should look similar to this one:"
K What do you already KNOW? |
W What do you WANT to know? |
L What have you LEARNED? |
~A guy with a cape ~The word "Olé" ~Swords ~Bulls charging a cape ~It takes place in a ring |
~Do we have bullfights in the United States? ~Do the bulls die after the bullfight? ~How do you become a bullfighter? ~Why is it controversial? |
DURING READING
IV. Cite the text
1. Bullfighting: A Tradition of Tragedy
www.peta.org/factsheet/files/FactsheetDisplay
2. Origins and History of Bullfighting
www.donquijote.org/culture/spain/bullfight
Readability
Readability could be at any high school level. This lesson would fit best in a culture unit.
Differentiated Learning
While the two groups are split up to do the readings, students could be placed in pairs to read to each other and pick out the important reading. Reading is in English and so the different levels of reading wouldn't be as spread out as if the readings were in Spanish.
Teacher can use proximity to stand next to the students who might struggle so students can ask questions.
V. Text structure
Both of these readings are expository (Comparison and/or contrast).
VI. Vocabulary
Teacher: "Each group will read their reading and will fill out the rest of the KWL chart. In the far left column you will write what you LEARNED. Don't worry if all the questions aren't answered from the middle column, I can try to answer those myself. It would be great practice to use some of the Spanish vocabulary in your "L" column."
These might be some of the vocabulary used by the students. After everyone is finished reading, review and explain each word if needed.
VII. Content
Teacher Note: At this time the teacher will insure that the students understand the content of the two articles so that they will be prepared to actively participate in a debate.
Teacher: "Ok class you all have time now to read the texts and highlight main points and important Spanish vocabulary words that you all notice. If there are any questions feel free to raise your hands and I will come around and help".
In this picture you can see the toro, capotes, picador, matador
In this picture you can see the toro, matador, and the muleta.
In this picture you can see el banderillero y las banderillas en el toro.
El toro- bull
Plaza de toros- bullring
Corridas de toros- bullfights
Alguacilillos- Men on horseback that ask the president for the keys to the door
Puerta de los toriles- Door to the bulls
Toreros- bullfighters
(Matador) - "killer"
Capote- large cape that is pinkish on one side and yellow on the other
Picador- person who enters on horseback with a lance
Banderilleros- people who stick colorful banderillas into the neck of the bull
Muleta- small red cloth draped from a stick
AFTER READING -KWL PLUS (PLUS Section)
VIII QUESTIONING:
A & B: Rereading & Questioning:
Teacher: "Now that we have questioned and read the text about bullfighting, we are going to have a debate about the ethics of bullfighting. As you know, half the class has an article of bullfighting from a traditional standpoint and the other half of the class has an article from an animal rights standpoint. Now even if you disagree with your article, for the sake of this debate you are going to argue for that side. Before we start, I would like you to reread your article and form questions to pose to the other half of the class. Also, I would like you to form question against your own argument; I want you to anticipate some main points the other side will present to you. In other words, you need to have a list of questions for the opposing side and a list of questions you anticipate from them. And it would be a good idea to find answers for those opposing questions!"
C: Discussion of questions
The classroom will be set up with half the desks on each side to encourage discussion. There will be one person from each side to give a brief overview of their argument and then they can begin to discuss in a question and answer fashion.
Teacher: "For our discussion, one person from each group will present a brief overview of your side's argument. Then, discussion will be in your hands. I will be observing and grading on participation. Someone from the traditional side will go first."
Discussion will take place. If there are lows in the debate, the teacher will prompt a question to the group.
IX. WRITING TO LEARN
Teacher: "Thanks for the great discussion. As a summary, you will all be required to write a persuasive essay concerning bullfighting. You may choose either side regardless of the side you argued for. Please remember to have your topic sentence along with many supporting details. Look over this rubric. You will be graded on content, GUMPS, and original thought. Feel free to make this personal!"
X. CLOSURE
Teacher: "For homework tonight, you all will be doing a fun activity to practice your vocabulary. I am going to be handing out a crossword puzzle with clues given in English and you all will have to find the corresponding term in Spanish".