Ardiente+Oscuridad+Daily+Plan

Day 1: -Ice Breakers (See links) -Physical movement exercises (see links) -Tongue Twisters (see links) -Norms of the classroom: The students will be asked to work cooperatively with their classmates as well as perform in front of them. The classroom needs to be a safe space for them to be able to take risks, to that end I will guide the students to create the norms/rules for their classroom. They will then be responsible for maintaining the order of the space. Day 2: Warm-ups (vocal and Physical) (See links) Big Wind Blows –Students stand in a circle with individual spaces marked out and one student in the middle. There should be one less space than participants. The student in the middle makes a statement that is true for them. I give the students the beginning of the sentence which varies based upon the unit and level of the class (i.e. can be used to practice subjunctive) “Busco una persona que …” “Me gusta…” Anyone who is in the circle for whom the statement is also true must switch places. The last person is left in Activating Background Knowledge – what do we know about Spain – Lluvia de ideas. Students are asked to come up with information that they are already familiar with. Provide late 19th and 20th Century basic timeline. Guided notes and presentation. Timeline Students asked to make 1 slide presentation on various topics (need handout for this assignment) (different etapas of goverments, beliefs of the 2 sides of the war, Franco, Pais Vasco, Robert Capa Guernica, ONCE etc.) Day 3: Tongue Twisters Situation Cards (Spanish 1 level review) Directional words review Freewriting exercise Day 4: 20sec pictures (grab bag of topics) -A power point presentation is developed with through provoking pictures. Slides are timed for 20secs. In partners students are asked to take turns speaking about a slide. Freewriting exercise using a prompt students are asked to simply write
 * Daily Breakdown/Procedures (90 min Block) **

Day 5: Presentations of Students about Spain in the 20th Century (1 slide presentations) Each student will present their topic followed by a question for the class. Each student is expected to journal an answer to one of the questions Day 6: Miguel Hernandez – Watch video of JM Serrat “Nanas de la Cebolla” handout of La letra de la cancion Return to Spanish Timeline and discuss the dates about Miguel Hernandez Handout with a selection of poems Ask students to pick a poem to present, discuss what it means to present. Strong voice, not reading, change in voice, presence in front of class etc. Day 7 Warm-ups Poetry analysis As a class model poem Analysis with Langston Hughes' Letter from Spain Process literary terms vocabulary: Theme, tone, literary devices, rhyme, alliteration, hyperbole, context, point of view etc. Day 8 Warm ups group Poetry analysis based upon Model from previous day. Students will analyze the poem that they will recite Day 9 Warm-ups Presentation of Miguel Hernandez poems Day 10 warm up review of commands and directional vocab

Review of maps of Spain/Madrid etc - Using maps from Spain students will write direction on how to get from one landmark to another (without writing the name of the final destination). The students will then switch papers with a partner. The partner must follow the directions and guess the final destination.

Day 11 10 minute writing warm-up Blindfold walk- 1. Lead with physical contact (palm to palm, hand to shoulder) 2. Lead with vocal cues only 3. Walk without guidance 4. Switch leader and blind roles 5. Debrief

Day 12 warm ups Dot Game: (HIPP activity) students are asked to close their eyes while colored dots are placed on each of their foreheards. I usually have 1 student that is the only with a color, one small group of a color and another color that is the majority of the class. They are then asked to open their eyes and given the instruction to “Arrange themselves” without speaking. After the students are finished they should be led through a debrief about the activity. How did you feel? Why did you arrange/group yourself that way? Etc.

Day 13 Intro to Antonio Buero Vallejo (return to timeline) (.ppt with images) Read Act 1 Begin Plot and Theme analysis. Graphic Organizer to lead class discussion. (return to terms introduced with poetry analysis

Day 14 Warm-ups Read Act 1 Fill -in graphic organizer as we read

Day 15 Warm- ups Finish Act 1 if necessary Group work: Draw what the dramatic space should look like, share with class and post around room to aid in understanding of script

Day 16 20 second partner speaking with images from post-war Spain review of phrases and structure for expressing an opinion

Day 17 Warm ups Begin Act 2 Split Act 2 in 4 sections. Separate class into 4 groups. Give each group a section and request that they present that section to the class. Students may use script when presenting but must demonstrate an understanding of the words they are saying and the actions in the script Homework: character analysis sheet (objectives, obstacles, goals) Day 18 warm ups Rehearsal time Closing- debrief, questions, concerns

Day 19 Free writing opener Complete Plot and Theme analysis Rehearsal time

Day 20 Warm-ups Presentation of scenes followed by questions. What is the most important moment in your scene? What is your characters goal? Questions that they've answered on the analysis sheet but must be able to articulate it

Day 21 Opener- Freewriting or clozeline music activity (Joan Manuel Serrat) Return to graphic organizer- what else can we add to the analysis Debrief of scenes from yesterday Comparison to reading Act 1 and presenting Act 2

Day 22 Opener 10 minute writing prompt Warm-ups- different ways to say and do the same sentences, lines from a play Split Act 3 in 2 sections, separate class in 4 groups, each group presents 1/2 of the 3rd act discuss the different interpretations that can come out of each group of actors

Day 24, 25 Tirate a escribir- 10 minute writing prompts based upon Spanish art (see Lynn’s wiki) Theatrical Warm-ups Time to rehearse Closing of class, time for questions

Day 26 Performance in class

Day 27 Debrief overall comprehension questions You’re the director now. Who do you cast for each role? Why? What is your directorial concept? What theme would you choose to accentuate? (handout)

Day 28

Share directorial concepts and ideas

Review article “La Ceguera” about actors portraying blindness. Jigsaw sections and present to class

Homework: read article "La Ceguera"