Target Language: any (flag of Spain as example)
Suggested Grade Level: middle primary
Goal(s):
identification of flag of country where target language is spoken
production of cultural variations in word for “windsock”
identification of colors, objects, and coat-of-arms that appears on flag
location of country on world map
recitation of poem in target language relating to windsock
respectful enjoyment of “authentic” toy from target culture
Learning Objective(s):
assembly and construction of flag windsock
description of design of flag
playing respectfully with authentic cultural toy
Materials/Resources:
9x12” construction paper in colors of the flag (recommend sulphite type which is more heavy-duty and resists ripping easily: “Tru-Ray” or “Peacock” brands)
Note: one piece will be 9x12” background of flag (i.e. in flag of Spain -- yellow; other color(s) cut in sized strips (2-3” red strips for the flag of Spain) or other geometric shapes; flag background with one red strip on top pre-punched at top about 2-3” from both right and left sides (before stapling)
black outline of coat-of-arms that appears on flag (see above righthand corner)
cut-outs of any objects (stars) that appear on flag
purple glue sticks so children can see what they apply
pencils
set of six+ staplers to share
hole punch
reinforcements for holes
pieces of string or colored yarn 12-18” long
world map
poem stickers produced on computer; use Avery #8462 (1/3”x4”):
Chonchón, chonchón, [Windsock, windsock,]
mi juguete especial [My special toy]
que honra España [That honors Spain]
y su bandera real. [And her royal flag.]
I made up this poem. For other languages, make up a simple rhyme.
12” crepe paper streamers in colors that appear in the flag (i.e. for flag of Spain – red and yellow)
Spain seal (may need to be enlarged from scanned copy)
Note: Coat-of-arms outline is copied onto background piece first.
Procedure for Teaching:
Teacher shows authentic flag from targeted country.
Teacher asks student to locate country on world map.
Students identify colors and describe other parts of the flag – stars, triangles, coat-of-arms.
Teacher shows windsock and teaches target language name. In Spanish, I use “el chonchón.” Another Spanish variation is la manga de viento (Argentina). Teacher waves the windsock around and recites short poem. In German, it’s der windsack
Children pretend to wave windsock and repeat poem after the teacher.
Children help teacher pass out materials.
Children store materials in world language folder.
Children write target language first name in the middle of the top of the flag (between the two hole punches).
Children stick poetry verse on bottom center of background piece.
Staplers passed out to groups of students
Teacher demonstrates how to assemble rest of windsock: strips stapled on, crepe paper glued on bottom of flag background, flag rolled into tube and stapled closed; string laced in two holes on top and tied.
Teacher circulates asking questions about flag colors, description of coat-of-arms, and reciting poem.
Individual children perform verse with/without teacher when finished.
Whole class performs poem and wave windsocks.
Note: Windsocks can be brought home or hung in classrooms/hallways for cultural decorations.
Assessment: Informal observation of individual children and whole class performances of poem; student descriptions of individual flags.
Optional Extension for High-Achievers: Using map or flag pictures to show the autonomous communities of Spain, have children create flags from one of them. Source for such a map:
Source for excellent pictures of such flags:
School and Home Connection: Students will (1) describe the flag of Spain (colors, coat-of-arms), (2) recite the poem, and/or (3) locate Spain on a world map or globe.
P.S. See my Art Projects page for classroom management suggestions to make this activity go smoothly.
