Festa Junina: A Brazilian Festivity

Portuguese HL Teachers’ Project

2014 STARTALK/NHLRC - HL Teacher WorkshopUCLA, CA - July 23-27, 2014

Cristina Costa Francisco da Silva Luciane Maimone Maria McGrath Christina Zubelli

Video:[2:28], http://youtu.be/dPowJwfvMp4

The Festas Juninas are traditional June celebrations brought to Brazil by the Portuguese. While originally they were mostly religious in nature, nowadays these festivities include peasant costume-wearing, folk dancing, drinking, bonfire jumping, fireworks, and typical foods.

What are the Festas Juninas?

1. Unit overview2. Defining the student population3. National standards applied to HL teaching4. Objectives: Cultural, Functional and Linguistic5. Materials and equipment6. Assessment7. Three lesson plans (Day 1, Day 2, and Day 3)8. Conclusions

Outline

1. Unit overview While one may find some Festas Juninas in the US, some HLLs might not have access to them, thus missing a rich part of Brazilian culture as well as vocabulary exposure. The fun aspect of the Festas Juninas make them appealing to all.

2. Defining the student population(a) This class has ten 18-year old HL students with the following characteristics:

# of Students Characteristics

4 Moved to the US at ages 5 to 11, one or both parents are from Brazil, grew up speaking Portuguese at home. Had one to four years of school in Brazil. HLL type: Narrow definition.

6 Born in the US, one or both parents are from Brazil, grew up speaking Portuguese at home. HLL type: Narrow definition.

(b) ACTFL Proficiency Guidelines: Intermediate

3. National standards applied to HL teaching The Lesson Plans try to be standard-based as much as possible:

(a) The ACTFL Proficiency Guidelines

(b) The National Standards (the 5 C's): Communication, Cultures, Connections, Comparisons, Communities (c) The Four Skills: Reading, Writing, Speaking, Listening (d) The Three Modes of Communication: Interpersonal, Interpretive, Presentational

4. Objectives: Cultural, Functional and LinguisticAt the end of this unit students will be able to:

Cultural and Functional:

- Have an understanding of the different components of the Festa Junina

- Be able to prepare a typical dish.

Linguistic:

-Use new vocabulary (nouns) related to the Festa Junina

- Communicate using correct gender and number agreement

5. Materials and equipment Handout with authentic text Laptop and projector to watch a short video Handout with homework Kitchen provided by the school Food ingredients provided by the school

6. AssessmentFormative assessment will be performed after each activity.

7. Three lesson plans (Day 1, Day 2, and Day 3)

Day 1

Activity Activity Details

Warm-up The instructor asks the students if they know anything about the Festa Junina

Activity #1 Activity Details: Read an article to learn about the Festa Junina

Pre-activity The students will share what they know about the Festa Junina with images in flash cards.

Activity The students will read a text and watch a very short video (http://youtu.be/dPowJwfvMp4).

Post-activity(Formative Assessment)

The post-activity can be used for HLLs and L2s.The students will use www.educreations.com to record in writing and audio their impressions (ex.: the Festa Junina, dress, decorations, etc.) Students will work in pairs.

Handout for Activity 1:

Authentic article

Video:[http://youtu.be/dPowJwfvMp4

Day 1 (continued)

Activity #2 Activity Details

To prepare for the interview they will do at home

Pre-activity Brainstorming session to guide the students to understand what an interview is.

Activity The students will create four questions for the interview that they will make at home

Post-activity(Formative Assessment)

The students interview each other practicing on the questions that they created.

Day 1 (continued)

Homework: To interview their parents or other family members

Sample interview:

1- How did you celebrate the Festa Junina when you were living in Brazil2- What did you like the most?3- What type of music did you hear?4- What foods did you prepare for the Festa Junina?

Exit card: What was new for you about the Festa Junina?

Day 2

Activity #1 Activity Details: Feedback of the interviewPre-activity The instructor asks the students how the interviews went.

Activity The students will compare the results of each question from the interview. They will also note if there was any regional difference.

1- How did you celebrate the Festa Junina when you were living in Brazil?2- What did you like the most?3- What type of music did you hear?4- What foods did you prepare for the FestaJ unina?

Post-activity(Formative assessment)

The students will write a small paragraph about the differences that they discussed with their classmates, including the new foods. They will select the type of food that they want to prepare on the next class. The teacher will bring the recipe.

Homework: Exercise to review the imperative Exit card: What was the most interesting thing that you heard?

Day 3

Activity #1 Activity Details

Food PreparationPre-activity The students look at the recipe to learn more about the steps

and to review the imperative.

Activity The instructor brings the ingredients and takes the students to the school kitchen.

The students prepare the recipe while speaking in Portuguese.

Post-activity(Formative assessment)

The students write a paragraph describing the experience of preparing a dish (paying attention to noun agreement).

Exit card: What was the most difficult step in the food preparation? Answer in Portuguese.

Day 3 (“bolo de fubá” preparation)

Day 3 (last part)

Exit card: What was the most difficult step in the food preparation? Answer in Portuguese.

Corn bread in the US

Bolo de fubá

8. ConclusionsThe objectives were met through the exposure to authentic materials , practice,

interviews, grammar exercises, peer work, and a practical activity of food preparation.

Obrigado!