Lesson+Plan+Implementation

__Monday: __ English version of Valentine's Day history (Includes Video, Information, and Discussion)

media type="custom" key="8629354" (A brief history on Valentine's Day)
Discussion Questions: 1. Is Valentine's Day primarily a day for children or for adults, for the single or the married? Why? 2. In what ways Valentine' s Day been commercialized? 4. What does the word "love" mean to you? (This question can be done as a written free-response and turned in as credit/assessment data, how does that sound?) 5. How does love differ from infatuation? 6. What are some other holidays that we celebrate that involve expressing love for friends, family, pets, etc.?

**St. Valentine's Day**

Ask students: What do you think Valentine’s Day means? Where do you think this holiday originated from, and why? Why do you think this holiday is celebrated? Do you know of other countries that celebrate Valentine’s Day? Begin lesson by showing the Valentine’s Day video. The genesis of St. Valentine’s Day is not known. What we do know however is the several different martyrs named Saint Valentine mentioned in legends, including the Roman priest named Valentine and was imprisoned because of his Christian beliefs. At that time, Roman emperors commanded that people believe in Roman gods. The story says that Valentine was put to death on February 14 and signed his farewell note "From Your Valentine." The holiday that is now celebrated as St. Valentine's Day may be traced back to the Roman feast of Lupercalia. There were also pagan love festivals where it was customary to randomly choose a mate on February 14. And it was also believed that birds mated each spring on that same day. Start PowerPoint and read through and add detail. **Slide 1:** Title Slide 2: Origins There are varying opinions as to the origin of Valentine's Day. Some experts state that it originated from St. Valentine, a Roman who was martyred for refusing to give up Christianity. He died on February 14, 269 A.D., the same day that had been devoted to love lotteries. Legend also says that St. Valentine left a farewell note for the jailer's daughter, who had become his friend, and signed it "From Your Valentine". Other aspects of the story say that Saint Valentine served as a priest at the temple during the reign of Emperor Claudius. Claudius then had Valentine jailed for defying him. In 496 A.D. Pope Gelasius set aside February 14 to honor St. Valentine.
 * Lecture: **
 * Slide 3: **

**For this was sent on Seynt Valentyne's day** **Whan every foul cometh ther to choose his mate.** **– Chaucer, "Parliament of Foules"** Cupid with his bow and arrows is a known symbol of Valentine’s Day and today people all over the world exchange loving or amusing cards or messages and call them **"valentines"** on February 14. In the United States in the 1840s, **Esther Howland** sent the first commercial valentines. **Slide 4:** Valentine’s Day Massacre The St. Valentine's Day Massacre, the **most spectacular gangland slaying in mob history, was actually somewhat of a failure**. Capone arranged for Chicago mobster “Bugs” Moran and his North Side Gang to be rid of on February 14, 1929. Jack McGun or “Machine Gun” was who proposed a plan. McGun proposed that a bootlegger loyal to Capone would draw Moran and his gang to a warehouse under the pretense that they would be getting whiskey smuggled for a price much under any they could dream of. The delivery was set for a certain time, place, and day. That day was Valentine's Day. Capone arranged to distance himself from the assassinations by spending time at home while the monstrous act was committed. The gang members thought there was cops, and proceeded to line up against the wall with the thought of being handcuffed. Instead, they were put down with machine guns by the hit men. A total of seven men died in the hit. Capone was made a celebrity, yet no one was pegged for these brutal murders. **Slide 5**: History: Valentine's Day began during the Roman Empire where February 14th was a holiday to honor Juno, the Queen of the Roman Gods and Goddesses. The Romans also knew her as the Goddess of women and marriage. The following day, February 15th, began the Feast of Lupercalia.

What makes Valentine’s Day interesting for the time of the Roman Empire is that at the time the lives of males and females were completely separate. The custom was to draw a name on the 14th of February, the eve of Lupercalia where the men would draw a woman’s name. The name chosen would be the person who he would partner for the rest of the festival, and sometimes the pairing lasted up to a year, sometimes even fall in love and lead to marriage.

Emperor Claudius II Rome was involved in many bloody and unpopular campaigns. So much so that he was also known as Claudius the Cruel. Soldiers did not want to join his armies or military, and he believed that it was because they did not want to leave their wives r families. Claudius in turn decided to cancel all marriages and engagements in Rome. Saint Valentine was a priest at Rome in the days of Claudius II. Saint Marius and Saint Valentine helped by secretly marrying couples. When Saint Valentine was found out, he was apprehended and dragged before the Prefect of Rome, who condemned him to be beaten to death with clubs and to have his head cut off. He suffered this death on the 14th day of February, about the year 270. As we know that the Lupercalia Feast takes place the day after, the pastors appear to have chosen Saint Valentine's Day for the celebration of this new feast. So it seems that the custom of young men choosing maidens for valentines, or saints as patrons for the coming year arose in this way. Sources: [] [] “Saint Valentine's Day - February 14th." //Picture Frames UK, Picture Framing by Professional Picture Framers//. Web. 21 Feb. 2011. . []

PowerPoint:

(I can't fig ure out how to attach it). I am adding it as a file.

Here is Arielle's power point embedded: media type="custom" key="8746314"

Benchmarks:

SS.912.W.1.6: Evaluate the role of history in shaping identity and character.

__Tuesday: __ __﻿ __ Spanish version of Valentine's day history


 * CONTENT:**


 * Versión** **Hispana** **de la Historia del Día de San Valentín (Spanish Version of the Valentine's Day** **History** **)**

**I.** **Who was San Valentín?** San Valentín was a priest who practiced in Rome since the third century.

**II.** **Emperor Claudio II prohibits //los matrimonios// (marriages) of youth.** The Emperor who was ruling, Claudio II, decided to forbid the wedding celebration of youngsters. In his opinion, bachelors (or single men) without family were better soldiers; since they had less ties and responsibilities.

**III.** **Who is “El Patrón de los //Enamorados//” (the Patron of Lovers)? And, why?** The priest considered the decree to be unjust and a challenge to the emperor. He would secretly celebrate the youngsters’ weddings. As a result, he was considered the “Patron of Lovers”. When the Emperor Claudio II found out he called for San Valentín from his enjoyment of prestige in Rome. Valentín took advantage of the occasion to proselytize Christianity.

Although he showed interest in a prince Claudio II, the army, and the Governor of Rome, named Calpurnio, they persuaded him to remove it from his head.

**IV.** **The Challenge: Heal the man’s blind daughter.** The emperor ordered that Valentín be imprisoned; however, the officer in charge of imprisoning him refused to ridicule and put Valentín to the test. He challenged him to return his daughter’s sight, a young girl named Julia that was born blind. Valentín accepted the challenge and returned her sight in name of the gentleman.

**V.** **El mártir (The Martyr)** This fact threw him and his family into upheaval and they converted to Christianity. Nevertheless, Valentín was still held prisoner and the week Emperor Claudio II finally ordered that they martyr and execute him on the 14th of February in the year 270.

**VI.** **El //almendro//: Símbolo de //amor// y //amistad// //duraderos// (The almond tree: symbol of lasting love and friendships)** The young girl Julia, grateful for the saint, planted an almond tree with pink flower on his grave. From then on the almond tree would be a symbol of lasting love and friendships. **VII.** **The celebration date: February 14th-Pope Gelasio (el Papa Gelasio)** The celebration date was established by el Papa Gelasio (Pope Gelasio) to honor San Valentín between the year 496 A.C. and 498 A.C. San Valentín’s mortal remains are currently conserved in Basílica, the Italian city of Terni (Italia).

**VIII.** **A Unique Tradition for enamorados (lovers)** Each year it is celebrated in that temple, an act of compromise on the side of various couples who want to get married the following year.

**IX.** **El intercambio de regalos y cartas de amor (The gift and love letter exchange)** The gift and love letter exchange tradition originated in Gran Bretaña and during the Middle Age in France, amongst the fall of the Roman Empire halfway through the 15th century.

**X.** **How Americans adopted the holiday** Americans adopted this custom in the beginning of the eighteenth century. The rise in the press and the decline in postal service prices were incentives to buy postcards for San Valentín.

**XI.** **How did Esther A. Howland affect the sale of Valentine cards?** Since 1840, Esther A. Howland began selling the first mass postal Valentine cards in the U.S.

**XII.** **Who celebrates it today?** Although lovers mainly celebrate this day, however nowadays it is celebrated by all those who share a friendship; now teachers, relatives, co-workers, and everyone who smell the scent of love, like a spring flower, should never lose its pleasant aroma.

[]
 * //Source//**:


 * PROCEDURES:**


 * Anticipatory Set:** Act out a brief skit of someone asking another person to be their valentine in Spanish using stuffed animals. Use cognates (words that sound and are spelled similar or the same in two different languages), facial expressions, body language, and movement of the stuffed animals to infer meanings.

“Today we’re going to learn about the Hispanic history of Valentine’s Day in order to later compare and contrast differences and similarities between the Hispanic and American histories.”
 * Objective:**

**I.** **Who was San Valentín?** While pointing to the portrait of San Valentín, ask the students who San Valentín was. Play a quick game of “Veinte (20) Preguntas” in order to lead students to find out who he was and his role in the history of Valentine’s Day. Students can only ask the teacher yes or no questions and the teacher can only respond yes or no until they arrive to the correct answers.Students will use the photo as a guide.
 * Input**:

**II.** **Emperor Claudio II prohibits //los matrimonios// (marriages) of youth.** After telling why the youth’s weddings were prohibited by the emperor, students will have a brief “debate” on High Order Thinking discussion questions. The class will be divided into two teams in which both teams will be given one minute to discuss questions and argue as either in favor or against the event that took place or belief which was held. They will have to argue its justification or lack thereof in the following discussion questions:


 * 1.** **A favor (In favor):** Validate Emperor Claudio II’s belief that single men made better soldiers than married men.
 * A contra de (Against):** Criticize Emperor Claudio II’s belief that single men made better soldiers than married men.


 * 2.** **A favor (In favor):** Defend San Valentín’s decision to secretly celebrate these weddings despite them being forbidden by the emperor.
 * A contra de (Against):** Infer what consequences San Valetín may face for secretly celebrating youth’s weddings. Argue why Emperor Claudio would subject him to such consequences and why San Valetín merits them.

**III.** **Who is “El Patrón de los //Enamorados//” (Patron of Lovers)? And, why?** Play a game of Papa Caliente (Hot Potato) by asking various students their opinion on whether they feel San Valetín either properly fits or does not uphold the title: **“El Patrón de los //Enamorados//”**. Toss the small ball to one student and ask them the question and then they will toss it to one of their peers who has not yet shared a comment or answered the question.

**IV.** **The Challenge: Heal the man’s blind daughter.** Before telling the students what the outcome to the prisoner’s chllange to Valetín was, they will get into groups of three and answer the following questions: Predict whether he will accept the challenge. If so, will he succeed? Why do you believe so? A few groups will share their opinions that they discussed. **V.** **El mártir (The Martyr)** **VI.** **El //almendro//: Símbolo de //amor// y //amistad// //duraderos// (The almond tree: symbol of lasting love and friendships)** **VII.** **The celebration date: February 14th-Pope Gelasio (el Papa Gelasio)** **VIII.** **A Unique Tradition for enamorados (lovers)** **IX.** **El intercambio de regalos y cartas de amor** **(The gift and love letter exchange)** **X.** **How Americans adopted the holiday** **XI.** **How did Esther A. Howland affect the sale of Valentine cards?** **XII.** **Who celebrates it today?**


 * Model:** Graphic of San Valentín

[[image:sanvalentin.jpg width="264" height="428"]]
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 * //Source//**:


 * Check for Understanding:** Veinte (20) Preguntas, Papa Caliente


 * Guided Practice:** El debate

__Wednesday: __ Students will be shown a picture and asked for one word to describe it. I will then explain to students that we are going to be analyzing Valentine's Day photos and then we will chose vocabulary words to go with each picture as an independent practice. Students will be expected to defend their choices as an assessment.
 * Set Induction:**


 * Procedures:**

1. Students will divided into small groups. Students will then be shown three pictures. While viewing each picture the teacher will ask a series of questions (what do you see? What do you think is happening? What do you think will happen?). 2. Students will then be given a word bank of vocabulary words related to Valentine's Day. As a large group we will discuss the meaning of each word. 3. In small groups students will work together to find a synonym for each word in the word bank. 3. Students will be asked to spend a few minutes going around the classroom, writing down a vocabulary word or a synonym on the appropriate poster (1, 2, and 3) that they think best describes the given picture (posters numbered respectively to pictures shown in class). Pictures will be posted on overhead or attached to posters for students to refer to during the exercise. 4. After students write down their chosen words, they will lead a large group discussion on which words suit each picture and why.

Materials: Posters hung around the classroom with enough room for several students to record their responses on, three Valentine's Day images, and a word bank along with brief definitions __Picture 1 __<span style="font-family: Georgia,serif;">__Picture 2__ __Picture 3__ __<span style="font-family: Georgia,serif; line-height: 0px; overflow: hidden;">﻿ __ <span style="font-family: Georgia,serif; line-height: 0px; overflow: hidden;">

<span style="font-family: Georgia,serif;">Word Bank:

1. Sentimental- marked by feeling rather than by reason or thought 2. unrequited love- a love that is not returned 3. suitor-a person that courts another person with romantic intentions 4. courtship- the act of pursuing someone romantically; dating 5. infatuation- extravagant, sometimes unreasonable, adoration 6. betrothed- engaged to be married 7. cherub- a representation of a small angel, portrayed as a child with a chubby rosy face 8. love- a strong feeling of affection and devotion 9. candy- sweet sugary 10. be mine (self-explanatory phrase) 11. love letters- written notes of affection and admiration 12. together- being with another person or people 13. couple- a pair of people, sometimes romantically linked 14. family- a group of people who are related; kinfolk 15. heart- a. a hollow cardiovascular muscle, b. universal symbol of love <3 16. separation- means of division or isolation 17. loneliness- an unpleasant feeling in which a person experiences a strong sense of emptiness resulting from being alone 18. forbidden love- a love that is strongly opposed 19. star-crossed lovers- Lovers whose relationship is doomed to fail 20. tyranny- harsh oppression on part of a governing individual, group, or society

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__<span style="font-family: Georgia,serif; font-size: 150%;">Thursday: __




 * PROCEDURES:**


 * Anticipatory Set:** Play the Spanish love song, “Lágrimas” (Tears), as students enter the classroom. While raising my hand, ask students, “Levanta la mano (raise your hand) if you have ever heard this song or other songs by Aventura.”

“Today’s theme is “¡Luz, Cámara, Acción!” (Lights, Camera, Action!) because we’re going to be creating our own music video for the Spanish love song: ‘Lágrimas’.”
 * Objective:**

While listening to Lágrimas by Aventura, project the lyrics on overhead. While listening to the lyrics and following along on their individual copies, students will highlight all Spanish words (especially cognates) they believe may pertain to Valentine’s Day and/or the theme of love in general.
 * Input**:


 * Model:**

Yo siento hundirme y me estremezco Si veo caer tus lágrimas Yo me arrepiento del mal que haya hecho Si veo caer tus lágrimas
 * Lágrimas by Aventura Lyrics:**

Yo te consuelo, te abrazo y te beso Si veo caer tus lágrimas Y no quisiera ya nunca volver a enjugar tus lágrimas

Lágrimas El lenguaje mudo de tu pena Lágrimas La callada voz de tu tristeza Lágrimas La expresión mojada de tu alma Lágrimas La visible muestra de que me amas Lágrimas De pasiones hondas y de heridas Lágrimas De dolor profundo y de alegrías Lágrimas La palabra fiel que tú no ocultas Lágrimas La verdad final que tu no ocultas Lágrimas

Yo te consuelo, te abrazo y te beso Si veo caer tus lágrimas Y no quisiera ya nunca volver a enjugar tus lágrimas

Lágrimas El lenguaje mudo de tu pena Lágrimas La callada voz de tu tristeza Lágrimas La expresión mojada de tu alma Lágrimas La visible muestra que me amas Lágrimas De pasiones hondas y de heridas Lágrimas De dolor profundo y de alegrías Lágrimas La palabra fiel de tu amargura Lágrimas La verdad final que tu no ocultas Lágrimas

[]
 * //Source//****:**

media type="youtube" key="7uoxATDEhg4" height="310" width="372"


 * Check for Understanding:**

After listening to the song, students will share the words that they chose with the class via a game of Papa Caliente (Hot Potato). After each word, the students will pair up with a partner and write down their guessed meanings after discussing them.

After discussing within pairs, students will share what translations/definitions they guessed. While discussing them as a class, students will write down the correct translation/definitions to compare them to what they guessed.

After discussing the meaning of each verse as a class, students will break into four groups and each group will originate and act out a short music video scene for their assigned verse. Each group will use three to four new Spanish words learned in each corresponding verse in their scene of the music video.
 * Guided Practice:**

__ Friday: __ Introduce critical thinking questions to the class; ask students to complete an authentic assessment by writing a poem, letter, or song to a fellow classmate whose name they chose out of a hat.;