Key Activities for Achieving Desired Results
Phase I: Stimulates student interest and raises essential questions.
Phase II: Focuses on content and language functions
needed to assist students in meeting performance outcomes.
1) From a closed bag, students will pull out models or
pictures of a Monarch butterfly, milkweed, a
tiny map of North America, a caterpillar, a small calendar
and a leaf. Using Total Physical Response, build and review
vocabulary including the months and weather. With the
models, pose questions about where the Monarchs fly, when
they fly and what they eat. Is it possible for such a small
animal to go so far? (See Appendix C, P. 265 of the World Languages Framework for an
explanation of this strategy)
2) Students memorize the poem:
Baila, baila mariposa, que la lluvia ya no está.
Baila, vuela con el viento y el sol pronto vendrá.
3) In pairs, students create their own melodies, raps or chants
to match the rhyme. May include percussion instruments. Share in
class or, as a "jazz festival."
4) Read La oruga muy hambrienta by Eric Carle.
5) Review the
stages of the butterfly cycle and play a guessing game with
objects/pictures (oruga, huevecillo, mariposa, crisálida) hidden
in a bag.
To practice the stages with younger students, use rice for the
eggs, macaroni spirals for the caterpillar, macaroni shells for
the cocoon and macaroni bow-ties for the butterfly. Label.
6) Make paper butterfly toys with penny weights on the wings for
balance. See which group can have its butterfly perch on fingers the
longest while crossing a floor map of North America. Place
milkweed photos along the way to guide path. Students direct
each other using north, south, east, west and other verbal commands.
Patterns For Toys
Phase III: Involves students in performance tasks that address the 3 modes of communication.
1) Using illustrations from the book and sentence strips, the
teacher will introduce several episodes from the story La
mariposa bailarina (Carlos Ruvalcaba) in TPRStorytelling format.
Students will re-tell the story orally and in writing and make
La Mariposa Bailarina
TPRStory: Es la primavera. Las mariposas están en México. Lucero
es una mariposa monarca que baila y baila. Las mariposas tienen
hambre. Vuelan al norte. Lucero ayuda.
Right-click the thumbnail on the right to download a larger version of this image.
2) From the website below and/or the article "La migración de la mariposa monarca", students will
map the Monarch’s migration and fill in a graphic organizer of
the location, season, climate and plants.
3) Teacher introduces vocabulary for the Winter 2002 Monarch
Tragedy booklet for students to illustrate.
Los trabajadores cortan los árboles. El bosque tiene espacios
vacíos. Los espacios dejan pasar el viento, la lluvia y la
nieve. El viento tumba las mariposas de las ramas al suelo. Las
monarcas se congelan hasta morir.
1) Using the paper butterfly toys already made or creating new
butterflies, student pairs will role-play a conversation between
a butterfly and a Mexican sanctuary caretaker. The tired
butterfly will ask for friendship and for shelter in the Oyamel
trees for the winter. The caretaker will express hospitality and
appreciation that the butterfly helps pollinate the plants.
Students will write a message on the butterfly to send to Mexico.
2) Divide the class in thirds. One third will become expert in
Monarch behavior in Mexico, another third in Canada and another
third in the U.S. Students prepare index cards to prompt them in
interviewing each other on the butterfly’s behavioral responses
to the climate, food and shelter in their target country.
Students fill out a graphic organizer.
3) New teams of students are formed that contain an "expert"
from each country. The team will prepare an illustrated brochure
or Powerpoint presentation suitable for sending to the
Univision or Telemundo TV station to raise awareness about the
need for cooperation among the countries in North America to
protect the migration.