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Spain and Bullfighting
Grades: 6-8
Subject: Language Arts/Social Studies/Technology
Estimated Time of Completion: Two to four class periods (Some teachers will want to spend longer on creative writing skills, others may want to spend more time on the geography of Spain, others may want to stress bullfighting, and still others may just want to briefly make a correlation between these things and Hemingway's writing.)
I. Summary
II. Objectives
III. Prerequisites
IV. Procedure
V. Classroom Assessment
VI. Extensions and Adaptations
VII. Relevant Standards
I. Summary
Hemingway spent much of his life outside of the United States. He
visited Italy, France, Cuba, Africa, and Spain. In this lesson
students will focus on his life in Spain. Students will view Michael
Palin's Hemingway Adventures (tape 1, 10:00 to 10:16). Students will
then research Spain and bullfighting using the Internet and other
reference materials. Spain's bullfighting festivals and activities
will be used as a springboard for inspiring students to write
creatively.
II. Objectives
* Students will improve vocabulary as they study bullfighting terms.
* Students will utilize their map skills and they label maps of Spain.
* Students will apply their technology skills by using word
processing skills and research skills.
* Students will read their original creative stories about Spain and
bullfighting aloud to the class.
III. Prerequisites
* A copy of the Michael Palin's Hemingway Adventures, a television, and a VCR
* Computers with Internet access and word processors
* A political map of Spain
* Pencil and paper
IV. Procedure
1. The teacher will hold up a red towel waving it as bullfighters
do. The teacher will ask the students what is the first thing that
they think of when they see this. A discussion of bullfighting and
where this takes place will follow. The teacher will question
students as to what they know about bullfighting.
2. Following a discussion of bullfighting, a connection will be made
to Hemingway by viewing Michael Palin's Hemingway Adventures (if time
constraints will not permit viewing all tapes, then view tape 1,
10:00 to 10:16). Explain to students that Hemingway is a famous
American author. A teacher might share readings from his books or
allow them to hear some readings from Michael Palin's Hemingway
Adventures. Students will then be told that they are going to learn
about a sport that Hemingway loved and to which he often referred
when he wrote.
3. Cover vocabulary by reviewing and going over the following words:
gored, honor, nostrils, cafe;, bull ring, dedication, agility,
disgraced, matador, coward, hero, bullfighter, mass, brave, horn,
bull, shrines, banderillero, picador, and toss. Teaching activities
might include:
a. Have students make up their own crossword puzzles for these words
and let other students complete them.
b. Ask students to write the bullfighting vocabulary words in sentences.
c. Make an Illustrated Dictionary for younger students of these words.
d. Play Vocabulary Charades and let students act out the words.
4. Students will pretend that they must meet the bull in the ring
tomorrow. They will write a journal entry of what and how they are
feeling. Have students address the issue of how they feel being
killed or having to kill the bull.
5. Students will pretend that they are attending a bullfight. They
will write a letter home to tell others what they are experiencing.
To put everyone in the mood reread to the students some parts of the
Hemingway novel Death in the Afternoon or read the first paragraph of
the short synopsis of his The Sun Also Rises.
http://www.ernest.hemingway.com/sunalso.htm
6. Students will research bullfighting or bullfighters using the
following suggested Internet links:
Bullfighting and its history
THE SPANISH FIESTA BRAVA: Historical Perspective and Definition
Bullfighting in Spain
Famous bullfighters:
Mundo Taurino, premier guide to the world of bullfighting
Bullfighters in Spain
CyberSpain: Manolete
Manuel RodrÌguez (Manolete)
Cristina Sanchez Page
7. Stress points of view to the students by having students write a
creative story about being a bullfighter and then a story about being
the bull.
V. Classroom Assessment
* All students will participate in all activities that the teacher
has provided. If time is limited, the teacher may provide student
options about participation in fewer creative writing activities.
* Students should have completed at least one of the creative writing
activities.
* Students should be able to describe Spain, relate facts about
bullfighting, and describe Spain's relationship to Hemingway and his
literature.
VI. Extensions and Adaptations
* Students and teachers can participate in research and discussion of
the modern-day controversy of bullfighting and/or other humane
society issues involving the killing or hurting of animals. This
controversial discussion could also involve using animals for the
sake of testing medicine, shampoo, etc. or for research studies.
Students will express their opinion about bullfighting in a
paragraph. Students can use these links to examine some opposing
views: http://www.eroj.org/ar/home.htm and
http://www.intercom.es/adda/abc.html
* Discuss San FermÌn, Spain, and their festival for the running of
the bulls.
http://spanishculture.about.com/culture/spanishculture/library/weekly/aa070398.htm
* Have a class set of Maia Wojciechowska's Shadow of a Bull. Read
the book together and tie in Hemingway's thrill for bullfighting with
this book.
* As an older brother or sister, advise your younger brother or
sister about becoming a bullfighter. Students may advise for or
against.
* Design a poster to advertise an upcoming bullfight.
VII. Relevant National Standards
From McREL
http://www.mcrel.org/standards-benchmarks/docs/contents.html
Language Arts
* Demonstrates competence in the general skills and strategies of the writing process
* Gathers and uses information for research purposes
* Demonstrates competence in the general skills and strategies of the reading process
* Demonstrates competence in the general skills and strategies for reading a variety of literary texts
* Demonstrates competence in the general skills and strategies for reading a variety of informational texts
Technology
* Knows the characteristics and uses of computer software programs
Geography
* Knows the location of places, geographic features, and patterns of the environment
* Understands the physical and human characteristics of place
* Understands the concept of regions
* Understands that culture and experience influence people's perceptions of places and regions
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