Sarah Wroblewski

FLT 815: Teaching Culture in Foreign Language Courses

Dr. Dustin De Felice
Spring 2018
Intercultural Activity Design Lesson Plan

Activity Design 2: Interact- Debate on Bullfighting

Name: Sarah Wroblewski

Communicative Modes: Interpersonal (speaking)- also contains some presentational speaking,

listening, writing, and reading
Interpersonal Speaking Presentational Speaking Writing Reading Listening

Intercultural Elements: Critical cultural awareness (savoir s’engager), attitudes (savoir étre)
Knowledge/Reflection Attitudes Interpreting & relating Discovery & interaction Critical cultural
awareness

Overview:
Source Activity: 10.6 Debate on blood sports
… (Corbett, 2010, p. 193)
Description: Students will research and debate the issue of whether Spanish-speaking
countries such as Spain and Mexico should or should not allow bullfighting (i.e.
whether it is a violation of civil liberties or not). Students may have their own
viewpoints but will improve persuasive skills by researching and understanding
values of those who disagree. (Corbett, 2010, p. 193)
Context: Diploma Program Spanish, intermediate mid to advanced low proficiency, U.S.
high-school students
Objectives:
Students will be able to…
 Exchange information in a debate on bullfighting using researched topics, using complete
sentences and asking/answering a variety of questions (NCSSFL-ACTFL Can-Do
Statements, 2017)
 Explain, present, and evaluate preferences, arguments, and opinions on the topic of
bullfighting, and provide evidence to support or refute these statements (NCSSFL-ACTFL
Can-Do Statements, 2017)
 Recognize that significant differences in opinion and behavior exist within Spanish-speaking
culture on the topic of bullfighting (NCSSFL-ACTFL Can-Do Statements, 2017)
 Follow the main message to interpret straightforward, sometimes descriptive informational
texts (NCSSFL-ACTFL Can-Do Statements, 2017)

Plan:
Class Time: 3-4 class periods, approx. 50 min each
Materials:  1 device per student with Internet access (computer, iPad, etc.)
 1 copy per student of:
o Tauromaquia worksheet
 Whiteboard for the teacher to write on
Preparation: Prior to this lesson, students need to be familiar with:
-How to research on the Internet and determine validity, reliability, and utility
of sources; how to cite sources properly
-Debate phrases such as I agree or On the other hand, etc.
-Basic vocabulary related to bullfighting (bull, stadium, bullfighter, etc.)

The teacher will need to provide access to the Internet in order for students to
do research on the second day, as well as make copies of the Tauromaquia
worksheet.
Procedure: Class is conducted entirely in the target language (Spanish)
DAY 1: Intro/Explain
1. Ask students what they already know about bullfighting. Have them
turn to a partner and discuss then share out as a class. (5 min)
2. In groups, have students come up with arguments for and against the
abolition of bullfighting, then share out to the group. (7-10 min)
o Pro-abolition: Cruelty to animals, desensitizes spectators to
violence, etc.
o Anti-abolition: Bullfighting is a traditional part of national/local
cultures, question of civil liberties, negative affect on economy,
etc.
3. Explain that today and tomorrow students will research and formulate
arguments for a debate the following class on the proposition: The
abolition of blood sports (bullfighting) is a denial of civil liberties.
Explain that those selected to argue in the debate for and against the
motion do not necessarily need to believe the arguments that they will
make. The class will judge them and vote based on how they make their
case. (2-3 min)
4. Divide the class in half: Group A (in favor of) and Group B (against).
They must research arguments to support their assigned argument. Hand
out copies of the Tauromaquia worksheet and remind them they do not
have to personally believe what they are researching. Point out the
useful websites and begin research- they should have at least a 1
paragraph summary of their argument before the third day. (5+ min)
DAY 2: Research
1. Explain the structure of the debate, using the back of the Tauromaquia
worksheet. (5-7 min)
2. Give students the rest of the class period to research and formulate their
arguments in groups. (40+ min)
DAY 2/3: Debate language
1. This could take place either day 2 or 3 or even the day of the debate,
depending on the prior work that has been done in class with other
interactive oral activities. Students will get into their groups and
generate debate phrases based on their arguments (I agree… I think
that… From my point of view… He says that but I believe…) (7-10 min)
2. After generating phrases, the whole class will make a large list. The
teacher can add more phrases if there are any missing/lacking. As they
go through each phrase, they will be rated on a strength and politeness
continuum, similar to a Likert scale (i.e. VERY STRONG= 5, VERY
 WEAK= 1; VERY POLITE= 5, VERY IMPOLITE= 1) (10 min)
3. Afterwards, students will revise their phrases to pick which ones they’d
like to use in the debate based on the context and what they wish to
emphasize (5 min)
DAY 4: Debate
1. At the beginning of class, have students get together in their groups and
summarize what they found, what arguments they will put forward, and
questions they may want to ask the opposition. Each group should work
together to make a good case.
2. When ready, follow the debate procedure on the back of the
Tauromaquia worksheet in groups of 4: 2 in favor, and 2 against.
Speakers debate in front of the class, which then votes to accept the
motion or reject it based on their performance (see score card on
Tauromaquia worksheet).
3. Afterwards, discuss issues that arose from debate:
o How could those in the debate improve their presentation and
arguments?
o How easy or difficult was it to make an argument for something
you do or do not believe?
4. Debrief the activity with a homework/extension writing assignment.
Students will write about their own opinion on bullfighting and whether
their personal opinions were influenced by the research and debate or
not.
Assessment: Listening to the debate and rating the performance on the scorecard will serve
as a form of peer assessment where students rate their peers on their
performance and also self-evaluate on the strength of both communication skills
and evidence presented.

The teacher listening to the debate, consequent discussion, and reading over the
reflections will evaluate whether students have met the objectives or not, both
cultural and communicative.

Collecting student research and evaluating the quality of notes taken is another
potential form of assessment if the teacher wishes to focus more on interpretive
or research skills.
Recommendations
/ Variations:  Research could be carried out at home if teacher is short on class time
and students have access to resources/are motivated.
 Group sizes could be changed and the debate card modified accordingly.
 If low on time, teacher could have just 1-2 groups debate rather than the
whole class, but everyone prepares ahead of time and chosen students
are random.
Rationale:
I’ve placed this here as a reminder: Students will be able to…
 Exchange information in a debate on bullfighting using researched topics, using complete
sentences and asking/answering a variety of questions (NCSSFL-ACTFL Can-Do Statements,
2017)
 Explain, present, and evaluate preferences, arguments, and opinions on the topic of
bullfighting, and provide evidence to support or refute these statements (NCSSFL-ACTFL
Can-Do Statements, 2017)
 Recognize that significant differences in opinion and behavior exist within Spanish-speaking
culture on the topic of bullfighting (NCSSFL-ACTFL Can-Do Statements, 2017)
 Follow the main message to interpret straightforward, sometimes descriptive informational
texts (NCSSFL-ACTFL Can-Do Statements, 2017)

I chose this activity because my DP students did a similar activity this past year (role play on
bullfighting) but I thought it could have been developed further and wanted to use the activity from
Corbett (2010) to modify it. Bullfighting remains a hot button issue in Spanish-speaking cultures,
especially in Spain, and understanding this cultural dichotomy is an important aspect of intercultural
understanding rather than just assuming everyone is for or against the blood sport.
Through research of the various viewpoints on bullfighting within Spanish-speaking culture,
students will be able to follow the main message of these texts and recognize that there are
differences in opinion within the culture, even with the overall popularity of bullfighting. By looking
at these differences in opinion and argument and taking the emic (personal, subjective) view
themselves from within that perspective rather than their own opinion, students can truly engage in
savoir s’engager, or critical thinking in relation to the cultural practice (Byram & Zarate, 1997).
This ability to decenter from one’s own perspective in relation to bullfighting and take on a different
viewpoint is also related to savoir étre, or the willingness to suspend disbelief about other cultures
and revise one’s own values and beliefs (Byram & Zarate, 1997). The structured debate additionally
helps students develop their communicative skills as they explain, present, question, and evaluate
arguments. Peer evaluation and taking an objective perspective on their communicative performance
with the scorecard gives students the chance to keep the focus on meaning and not just linguistic
accuracy.
I did edit this activity with feedback and included a debriefing portion so students can reflect on
their own opinions and whether they have changed. This helps students further develop savoir étre
as they evaluate their own perspectives as compared to those of others. The section on rating
language on politeness and strength was also added in order to help students generate the language
needed for the debate and decide what is most appropriate for that context. This relates to pragmatics
and the more communicative side of the activity.

LINK TO VIDEO OF LESSON PRESENTATION (slides included separately):

https://mediaspace.msu.edu/media/Wroblewski_FLT815_ActivityDesignPresent
ation/1_qe6q6w0z