Day 3: Catalan Identity through Authentic Text

Class Level: Spanish 2, ~10th Grade, 50 minute class period

Objectives:
• I can understand the main idea and key concepts in an informational text about
Catalonian Culture.
• I can provide written information about Catalonian culture and identity, using
simple sentences and question prompts.
• I can compare practices related to art, language, food and daily life in
Catalonia to those of my own culture.
• I can relate modern culture of the Catalonian people to the history of the region.

Rationale: Why this lesson is for students right now

This lesson is the first time we will really be diving into the issue of Catalonia and
their independence movement. We will kick off learning about the situation to take a
day to generally study their identity, culture, and customs in Cataluña. It is essential for
students to understand the basis of the Catalan identity, language, and culture in order
to understand the separatist movement because so much of the movement is based
on the independent culture Cataluña exhibits and their desire for autonomy. They will
have some background on Catalonian history and current conflict from a video
watched two days prior, but not much on the culture itself up to this point.
Before jumping into the reading activity, we will spend a bit of time studying the
vocabulary related to Catalan identity (only about 6 words) to set them up with a few
words they can use throughout the lesson. To study the Catalan identity we will do this
through a broken down reading that will be explored via cooperative learning.
Students will participate in a jigsaw activity where they will become “experts” on their
particular topic through a portion of the reading and will then report out to other
members of the classroom community who studied other topics. Before reading,
students will watch a video about Catalonia and we will have a class discussion about
what they notice about the culture, landscape and people based on a video, which
includes many images/videos of the Catalonian people and landscape. After the
video, students will get in assigned groups and each group will be assigned a specific
group of headers in the reading.
Students will do two activities as they read in groups, which will prepare them to
share out what they have learned by reading. These will include understanding key
terms as well as outlining key ideas of each paragraph or section of the readings. The
after reading activities will consist of students meeting up with members of other groups
and presenting what they learned as well as taking notes on the other sections of the
readings. They may not finish this so they will have to do this Friday as a review activity. I
will also prepare them for the following day’s class by explaining a quick homework
assignment they will do in which they bring in a picture of them doing something
related to their home of Michigan, the Midwest, Ann Arbor, etc.

Standards Addressed
• 1.2 Interpretive Communication: Students understand and interpret written and
spoken language on a variety of topics.
 o 1.2.M.R.b Understand main idea and supporting detail, and summarize
accessible written materials on familiar topics in the target language such
as, textbook content, magazine and newspaper articles/ads,
websites/internet, poetry or stories.
• 1.1 Interpersonal Communication Students engage in conversations, provide
and obtain information, express feelings and emotions, and exchange opinions.
o 1.1.M.SL.f Share a detailed description of places and things beyond their
immediate environment or in the target culture
• 2.1 Practices and Perspectives: Students demonstrate an understanding of the
relationship between the practices and perspectives of the culture studied.
o 2.1.M.G.a Recognize important features of country(s) where language is
spoken
o 2.1.M.G.b Identify major cities and regions within the country
o 2.1.M.G.c Identify major geographic features (rivers, mountains, deserts,
forests)
o 2.1.M.G.d Identify additional languages spoken in the country and region
o 2.1.M.RI.a Recognize cultural and national identity within the target
culture
o 2.1.M.H.a Describe specific country or regional practices associated with
civil, religious, and personal/family holidays or celebrations in the target
culture
• 2.2 Products and Perspectives: Students demonstrate an understanding of the
relationship between the products and perspectives of the culture studied.
o 2.2.M.F.a Describe what foods and beverages are popular in a specific
country of the target culture
• 3.2 Point of View: Students acquire information and recognize the distinctive
viewpoints that are only available through the world language and its cultures.
o 3.2.M.a Use audio, visual and/or print materials available only in the target
language to acquire information
• 4.1 Comparing Cultures: Students demonstrate understanding of the concept of
culture through comparisons of the cultures studied and their own.
o 4.1.M.a Identify the significance of the cultural practices within the target
culture(s) and compare them to one’s own
o 4.1.M.b Identify the significance of the cultural products within the target
culture(s) and compare them to one’s own
• 4.2 Comparing Languages: Students demonstrate understanding of the nature of
language through comparisons of the language studied and their own.
o 4.2.M.a: Select vocabulary recognizing that meaning is not always
conveyed through direct word-for-word translation from one’s own
language to the target language

Materials and Set-up Required

• Reading and activity packet printed for each student (see attached materials)
• Pen/pencil for each student
• White board markers for writing agenda on board
• Projector/computer
• Student desks arranged in groups of 3
• Student access to dictionary/phone for looking up a few words
Agenda
• Teacher Agenda:
o (2 minutes) Starting Class
o (5 minutes) Part 2 Vocabulary
o (13 minutes) Video de Cataluña
o (20 minutes) Reading
o (7 minutes) Report to new groups
o (3 minutes) Ending Class, explain homework
• Agenda for Writing on Board:
o Vocabulario
o Video de Cataluña
o Actividad de Leer
o Compartir
o Tarea: Traer una foto

Activities:
Key:
Actions
Words (Spanish)
Words (English)
Teacher Thinking
Standards
Transitions
Time Activities: Starting Class Teacher thinking
Before Greet students at the door as they come in Check in with students
class- 2 to class. If possible remember some detail at the door; see how
minutes about the student and ask them about it (ie. they are in Spanish…
sports they play, activities they do, tests in Gets them in the
other classes) Spanish mindset,
¡Hola! ¿Cómo estás? ¿Qué tal? ¿Cómo fue allows for a brief one-
_______? on-one.
Hi! How are you? What’s up? How was
_________?
Having students sit in
Have a slide on the board so that students predetermined
can be seated in their groups before class groups saves time
starts. because they don’t
have to move around
later. Also, having
predetermined
groups allows me to
place students in
groups that I think will
be a productive
working environment
depending on their
 level and typical
behavior.

This expectation
should be set from the
beginning of the year
that they should be in
their seats when the
bell rings and that the
As soon as the bell rings, begin. Ring chime if chime is an indicator
needed as a reminder to students to be in of looking for their
their seats prepared to learn. Greet attention.
students. Ask a few students how they are.
¡Buenos días clase! ¿Cómo están ustedes? Go over the agenda
Good day class! How are you all? so students have an
idea of what will be
Double check that students are in the accomplished during
correct groups for the day’s activities. the hour.

Go over the agenda for the day. Point to

agenda written on the board (see above).
Hoy que vamos hacer es practicar el
vocabulario de hoy, ver un video de
Cataluña, leer un artículo en grupos, y
compartir sobre el artículo a grupos
diferentes. Hay un poco de tarea también. Discuss the day’s
Today what we’re going to do is practice objectives in a slide so
the vocabulary of today, watch a video that students also
about Catalonia, read an article in groups, have an idea of not
and share about the article to different just what we are
groups. Also there is a little bit of homework. doing but what they
should be getting out
Discuss objectives by reading slide and ask if of it.
students have questions.
¿Hay preguntas? Any questions? While discussing
objectives I should use
gestures as much as
possible to help
students understand
best. If necessary I will
use a little English here
 Collect student’s homework to check for
understanding on preterit tense
¡Por favor, pásame la tarea de ayer!
Please, pass me yesterday’s homework.
Transition
Prepare students for the next activity by letting them know what they need out in
order to minimize distraction.
Ahora necesitan sus listas de vocabulario y un lápiz, nada más. Vamos a empezar
con parte 2 del vocabulario.
No you all need your vocabulary lists and a pencil. Nothing else. We are going to
start with part 2 of the vocabulary.
Time Activities: Vocabulary Part 2 Teacher thinking
5 minutes Spend a few minutes on the vocabulary for Go through this vocab
total section two. This section relates to Catalan at the beginning of
identity. Read the words quickly and them the hour to set
repeat each one and explain a little bit. students up with some
Students should already have the meaning words they can use
copied down from previous days: throughout the rest of
2 minutes the lesson. Also,
going over Cataluña: Semi-autonomous region of Spain breaking the
words • Vamos a aprender mucho de vocabulary down into
Cataluña en esta unidad. practical chunks helps
• We are going to learn a lot about students learn those
Catalonia in this unit. words and what they
Catalán: Language of Cataluña can relate to in some
• Vamos a aprender que Cataluña context rather than
tiene su propia idioma. Se llama trying to memorize
Catalán. them all at once.
• We are going to learn that Cataluña
has its own language. It’s called Try to define each
Catalan. word in terms they
La Identidad: Identity understand without
• Esta palabra es un cognado. Su just translating. Some
 identidad es como se describe a si words they may not
mismo, como es una persona really even grasp in
• This word is a cognate. One’s identity English, such as
is how they describe themselves, autonomy, so defining
what someone is like. these will be helpful.
El orgullo: pride
• Orgullo es un sentido de satisfacción Point out words that
personal o de algo sobre si mismo. are cognates so they
• Orgullo is a feeling of personal can recognize they
satisfaction or of something about are easier to
yourself. remember.
Autónomo: Autonomous
• Autónomo es un cognado, también.
Significa auto suficiente,
independiente no necesita ayuda.
• Autonomous is a cognate, too. It
means self sufficient, independent,
not needing help.
Regional: Regional
• La palabra regional es un cognado.
Describe su región. Vamos a referir a
regiones geográficas como
Cataluña, o el Medio Oeste, por
2 minutes ejemplo.
talking in • The word regional is a cognate. It
groups. describes a región. We are going to
refer to geographic regions like
Cataluña or the midwest, for
example.

Students will practice using a few of these

words in sentences with a partner. Explain Because they’ve
what they will be doing set a timer for 2 done a lot of listening
minutes and walk around and listen while have them do
they talk. something interactive
Vale, estudiantes, ahora vamos a hablar un with these words
poquito con los grupos sobre estas before moving on.
palabras. Quiero que cada persona di 2
oraciones completes usando un verbo en el Listen to see how
preterito y una palabra del vocabularo. they’re using
Tenemos 2 minutos para hablar. vocabulary words in
Okay, students, now we are going to talk a sentences while they
little bit in the groups about these words. I talk to their group as a
want each person to say 2 complete check for
sentences using the a preterit verb and a understanding.
vocabulary word. We have 2 minutes to
talk. Pull in preterit at this
 time too so they can
practice preterit when
1 minute possible even if it’s not
for a few the main focus.
examples
Having both verbal
and visual directions
helps students really
understand what I am
asking them to do.
They will be more
likely to participate if
Ask for a couple students to share. they fully understand
¿Alguien me puede compartir uno de las what the task is.
oraciones? ¡Escuché muchas oraciones Have students be
excelentes! able to hear
Can anybody share with me one of their examples from other
sentences? classmates. Also
I heard a lot of great sentences! complement them on
4.2.M.a: Select vocabulary recognizing that the sentences I heard.
meaning is not always conveyed through If I heard any
direct word-for-word translation from one’s exceptional ones, I
own language to the target language might ask that specific
student to share.
Transition
Pass out activity packet for the day while you move into the next activity.
Buen trabajo hablando sobre el vocabulario. Ustedes pueden pensar en estas
palabras durante las siguientes actividades. Ahora vamos a mirar un video sobre
Cataluña y pienso que es muy interesante. Ustedes les van a interesar.
Good job speaking about vocabulary! You all can think about these words during
the upcoming activities. Now we are going to watch a video about Catalonia
and I think it’s very interesting. It’s going to be interesting for you all.
Time Activities: Pre-reading video Teacher thinking
13 minutes Explain the video activity and what they will Have some kind of
do while they watch, where they will write it interactive activity for
Video + on their sheets. them to do while they
Instructions watch the video so
6 minutes. they don’t think they
can just tune it out
and keep them
engaged.

Visual and oral

instructions before
watching the video
will help them solidify
what they should be
 doing while they
watch.

I want them to really

experience the video.
The video really
showcases the beauty
of Catalonia so they
should watch it
uninterrupted by
worries of writing
down their thoughts.
Ahora, vamos a tomar un viaje a Cataluña. Give them a little bit
El video no tiene palabras. Solamente of scaffolding for
quiero que ustedes experimenten la belleza things to notice to
de Cataluña. Después vamos a tener que make sure they’re in
escribir 10 cosas del video pero ahora, their cultural mindset
After video: solamente quiero que miren el video. while they watch.
2 minutes Pensar en estas cosas: la naturaleza, la
writing gente, la arquitectura, la comida, las
ideas down celebraciones y más. ¿Hay preguntas?
Now, we are going to take a trip to Give them silent
Catalonia. The video doesn’t have words. I reflection time after
just want you to experience the beauty of giving them some
Catalonia. After we watch we are going to prompts for what to
write 10 things from the video, but for now, I write with the slide.
3 minutes just want you to watch. Think about these
discussion things: the nature, the people, the
of ideas architecture, the food, the celebrations,
and more. Any questions?
Play the video (4:49).

2 minutes- Explain after video activity. Put the “Video”

debrief slide back up.
partner Muy bien. Ahora, hay una caja en numero
discussions uno (muéstrala). Quiero que ustedes
escriban en la caja 10 cosas sobre el video.
Puede ser pensamientos, preguntas, ideas, Depending on how
o descripciones. Vamos a trabajar solo por students respond you
3 minutos y después compartir lo que can guide the
pensamos. discussion to one
Very good. Now, there is a box on number 1 direction or another.
(show it). I want you to write in the box ten Make sure to ask
things you about the video. It can be students if they had
thoughts, questions, ideas or descriptions. questions or if
We are going to work alone for 3 minutes anything was unclear.
and after share what we thought.
 Set timer for 3 minutes.

Ask for volunteers to share what they

thought about the video. You may need to
adjust this conversation according to what
students say.
¿Hay preguntas sobre el video? ¿Alguien
quiere compartir sus pensamientos del
video?
Are there any questions about the video?
Does anybody want to share their thoughts
on the video?

2.1.M.G.c Identify major geographic

features (rivers, mountains, deserts, forests)
Transition
Thank them for participating and move them into the reading.
Gracias por compartir sus ideas. Ahora vamos a leer unas partes de un artículo
sobre la identidad Catalana. Solamente necesitan este paquete y sus listas de
vocabulario y un lápiz.
Thank you for sharing your ideas. Now we are going to read some sections of an
article about Catalonian identity. You only need this packet, your vocab lists and
a pencil.
Time Activities: Reading Teacher thinking
20 minutes Assign Group Sections based on the I might consider
following themes: assigning these topics
Instructions • Cultura y La Diada: Fiesta Nacional based on the difficulty
2 minutes • La Lengua y Els segadors: el himno and the students in
nacional the group. For
• La gastronomía y La Historia example, the sections
There should be three groups of three for on culture, language
each theme except one theme will have are a little longer so I
only two groups. might give those to
Aquí tenemos un artículo largo sobre la students who are
identidad Catalana. Cada grupo va a estar more advanced
responsable para leer 2 temas y hacer las readers.
actividades asociadas.
Here we have a long article about
Catalonian identity. Each group will be
responsible for reading two topics and Double check that
doing the associated activities. they’re all in the right
groups. Jigsaw
After assigning groups check that each activities can be
Reading group knows their assigned topics and the confusing, so make
and work groups are even. sure groups are
time 18 Levanten la mano si su grupo es de (2 correct along the
minutes temas) way.
Raise your hand if your group is (2 topics)
Scaffold the reading
Explain activities to do while reading/after so they are reading it
reading. Point to corresponding sections on once without writing
the worksheet. or doing the activities,
Lean sus temas y hagan dos actividades. then reading again to
Primer, lean el tema dos veces: la primera think about how to fill
vez sin escribir, la segunda vez hay una in the key ideas table.
actividad. Después de leer cada tema dos
veces, escriban 2 ideas principales en parte Let them know why
3 de la hoja. Hagan esto para cada tema. they are writing down
Luego, ustedes van a compartir las ideas main ideas so they
principales con otros compañeros. ¿Hay understand they will
preguntas? Bueno, tenemos 18 minutos be sharing and they
para hacer todo. Enfóquense y trabajen should be well written.
muy duros durante ese tiempo.
Read your topics and do two activities. First, Again, having visual
read the topic twice: the first time without and auditory
writing, the second time there is an activity. instructions makes
After reading each theme twice, write two sure every student
main ideas on part three of the packet. understands. Also the
Later, you will share these main ideas with slide can be left up so
your classmates. Any questions? Good we they can refer to
have about 18 minutes to accomplish this, instructions again later
so we should stay focused and work hard. if they need a
reminder.

Walk around and see

how much students
have accomplished
to gauge if 12 minutes
will be enough time
for them to read and
do the reading and
write down key terms.

Check in on time:
¿Quién necesita más tiempo?
Who needs more time?

1.2.M.R.b Understand main idea and

supporting detail, and summarize accessible
written materials on familiar topics in the
target language such as, textbook content,
magazine and newspaper articles/ads, Ask who needs more
websites/internet, poetry or stories.
 time rather than who’s
2.1.M.G.a Recognize important features of done because it’s
country(s) where language is spoken easier to see what
groups haven’t
2.1.M.G.b Identify major cities and regions finished and it doesn’t
within the country make anybody feel
bad for not being
2.1.M.RI.a Recognize cultural and national done yet.
identity within the target culture

2.1.M.H.a Describe specific country or

regional practices associated with civil,
religious, and personal/family holidays or
celebrations in the target culture

2.2.M.F.a Describe what foods and

beverages are popular in a specific country
of the target culture

3.2.M.a Use audio, visual and/or print

materials available only in the target
language to acquire information
Transition
Ring chimes to get students attention. Have slide with new groups on the board
(prearranged to have one student from each topic in every group).
¡Buen trabajo leyendo! Estudiantes, ahora necesito que cambien grupos. Con
estos grupos nuevos, cada grupo tiene un experto de cada tema. Muévanse
ahora, por favor.
Good job reading! Students, now I need you to switch groups. With these new
groups, every group has an expert from each topic. Move now, please.

Time Activities: Report out to new groups Teacher thinking

7 minutes After students are in groups you may need Moving students
to ring the chime again to get their around might take
Explanation attention. more time than
and Explain what they will be doing now that anticipated, prepare
transition 2 they are in these new groups. for this!
minutes ¡Bueno, digan hola a sus compañeros
 nuevos! Ahora, quiero que compartan con Making them feel like
sus grupos, las ideas principales que they are experts gives
escribieron después de leer. ¡Ustedes son los them more agency
expertos y quiero que compartan su over their learning
experiencia! Con esto, cada persona and helps them feel
puede aprender de cada tema sobre la confident sharing the
identidad Catalana. Mientras alguien está work they did and
hablando de sus temas, ustedes están what they share.
escribiendo apuntes aquí en parte tres. Al
fin, van a tener una idea muy bien de la Explain that you’re
cultura y identidad Catalana. Hay starting to go through
preguntas? Tienen 5 minutos para empezar. key ideas, but they will
El viernes, terminaremos. have time to finish
Good! Tell your new partners hello! Now, I Friday.
want you to share with your groups, the key
ideas that you wrote after Reading. You are
the experts on your topics and I want you to
share your expertise! With this each person
can learn about each topic of Catalonian
identity. While someone is talking about their
topics, you all are writing notes here in part
Group time 3. At the end you are going to have a very
5 minutes good idea of the culture and Catalan
identity. Any questions? You have 5 minutes
More time to start and we will finish on Friday.
to finish
sharing
Friday.

1.1.M.SL.f Share a detailed description of

places and things beyond their immediate
environment or in the target culture

2.1.M.G.a Recognize important features of

country(s) where language is spoken

2.1.M.G.b Identify major cities and regions

within the country
 2.1.M.G.d Identify additional languages
spoken in the country and region

2.1.M.RI.a Recognize cultural and national

identity within the target culture

2.1.M.H.a Describe specific country or

regional practices associated with civil,
religious, and personal/family holidays or
celebrations in the target culture

2.2.M.F.a Describe what foods and

beverages are popular in a specific country
of the target culture
Transition
Ring chime to get student’s attention. Switch their thinking over to explain
homework and end the class period.
Make sure to acknowledge that they just had a full on analytical conversation. This
is a big deal!
¡Buen trabajo con la lectura! Guarden los paquetes en sus carpetas, vamos a
continuar el viernes. Ahora, vamos a terminar la clase con una explicación de la
tarea. Saquen las agendas y un lápiz.
Good job with the reading. Keep your packets in your folders. We will continue
them Friday. Now we are going to end class with an explanation of tomorrow’s
homework. Take out your planners and pencils.
Time Activities: Ending Class Teacher thinking
3 minutes Explain homework: Bringing in picture for This homework
writing activity next day. assignment sets
Vale estudiantes, la tarea para mañana es students up for the
pequeña. Necesito que imprimen una foto writing activity that will
de su mismo para mañana. Esta foto take place on day 4
necesita ser una foto que representa su of the unit.
identidad regional. Por ejemplo, yo tengo
una foto de mi familia y yo caminando en Let students know
el norte de Michigan. Puede ser de una they will be using it the
actividad que hacemos mucho en next day.
Michigan, el medio oeste o alguna
identidad diferente. Vamos a usar estas
fotos mañana en la clase. ¿Hay preguntas?
Okay students, the homework for tomorrow
is small. I need you to print a photo of
yourself for tomorrow. This photo needs to
be a picture that represents your regional
identity. For example, I have a picture of my
family and I hiking in northern Michigan. It
can be an activity we do in Michigan, the
 Midwest or a different regional identity.
We’re going to use these pictures tomorrow I always want students
in class. Any questions? to leave class on a
positive note, feeling
End class by reflecting quickly on the work like they worked hard
they did and thanking them. and accomplished
¡Muy buen trabajo hoy, estudiantes! Ustedes something.
han trabajado muy duro y estoy muy Acknowledge the
orgullosa de ustedes. ¡Hasta mañana! hard work they did.
Very good work today, students! You have
worked very hard and I am very proud of
you all! See you tomorrow!
Transition
Stand at the door and say goodbye as they leave as well as greeting students for
the next hour.

Assessment: How will I know the students learned what I taught?

• Collection of the work packets: On Friday, after students finish sharing, I will
collect their work packets from day 3. Reading through the key ideas section will
help me see if students understood the paragraphs/topics well and know if I
need to adjust by further discussing one or some of these topics again later.
• Collection of preterit infographic homework from day 2: will help me assess their
current knowledge of the preterit tense and determine how much more regular
preterit practice they need before moving on to the irregulars.
• Walking around while students converse: As students are working/conversing
with their groups I will be walking around to listen to their conversations. This will
give me a good idea of how students understand the text and the cultural ideas
that go with it.
Critical Questions:
• How do I make sure the cooperative learning activity runs smoothly and
directions are as clear as possible?
• Is this enough time for a reading of an authentic text? How do I know students
will understand the reading and learn from it?
 ¡Leamos de Cataluña!

1. Antes de leer: Miramos un video sobre Cataluña. No tiene palabras, solamente

imágenes del lugar. Escriban 10 pensamientos, preguntas, ideas, o descripciones del
video. (https://www.youtube.com/watch?v=B_Qs_5ZnGZo)

Article Link: (http://web.gencat.cat/es/temes/catalunya/coneixer/cultura-llengua/)

Cultura
La cultura catalana ha desarrollado, en el transcurso de los siglos, una identidad
singular y universal. El talante innovador, la creatividad, la capacidad de absorción de
las diversas influencias y los valores de convivencia y tolerancia han forjado una
cultura que es nacional y cosmopolita a la vez. Las nuevas corrientes de arte y de
pensamiento penetran tradicionalmente con fuerza en Cataluña gracias a la situación
geográfica del país, abierta a los países del Mediterráneo y de Europa, y gracias
también a la atracción y el espíritu pionero que genera
Las corrientes más modernas conviven en armonía con las tradiciones más
arraigadas, alguna de las cuales, como la Patum de Berga, ha sido declarada
patrimonio inmaterial por la UNESCO. Las fiestas populares son un buen reflejo de cómo
los pueblos de Cataluña han conservado su patrimonio cultural: jamás faltan las
sardanas y se han perfeccionado hasta límites que parecían inverosímiles actividades
como los castells o torres humanas, una tradición de las comarcas de Tarragona que
también ha arraigado en otros puntos del territorio.

Lengua
El 93,8% de los ciudadanos de Cataluña entiende el catalán, lengua oficial junto
con el castellano y el occitano. Así, se calcula que hay un total de nueve millones de
personas que la hablan y 11 millones que la entienden. Ello la sitúa por delante de otras
14 lenguas oficiales de la Unión Europea y como la novena lengua con más hablantes.
El catalán es la lengua vehicular en la escuela y su uso se está normalizando en
los medios de comunicación, el mundo económico y las producciones culturales. Una
encuesta del año 2007 del Instituto de Estadística de Cataluña señala que tres de
cada cuatro residentes en Cataluña saben hablar y escribir en catalán. En cuanto al
castellano, prácticamente la totalidad de los ciudadanos lo entienden (98,9%) y lo
hablan (96,4%).
El catalán se formó entre los siglos VIII y X como una evolución del latín, al igual
que el castellano, el francés, el italiano y el resto de lenguas románicas. Cada año se
editan 10.000 títulos en catalán; este idioma es el décimo más traducido del mundo y
se enseña en 166 universidades.

Gastronomía
El culto a los productos del mar y de la tierra y la riqueza y la originalidad del
recetario tradicional han sido el terreno abonado sobre el cual la cocina catalana se
ha convertido, en los últimos años, en una de las más admiradas del planeta.
Creatividad, ingenio y atrevimiento son términos que se emplean a menudo
para describir a los chefs catalanes de vanguardia. Estas mismas palabras sirven para
calificar muchas de las combinaciones de ingredientes que forman parte de la cocina
popular y que hoy aún pueden parecer revolucionarias, como es la tendencia
ampurdanesa de hermanar los ingredientes del mar y la montaña.

Historia
La guerra civil de 1936-1939 y la victoria franquista comportaron una larga
dictadura, en la cual fueron proscritos los signos de identidad y las instituciones
catalanas. La democracia trajo de nuevo la Generalitat, restablecida en 1977 con
Josep Tarradellas como presidente. Dos años después, Cataluña tenía de nuevo un
Estatuto de Autonomía. La vigencia del Estatuto coincidió con una de las épocas de
mayor desarrollo económico y social de Cataluña, y 25 años después se consideró que
había llegado el momento de poner al día la norma básica que regía el país.

Els segadors: el himno nacional

La ley del Parlamento de Cataluña de 1993 define que el himno nacional de
Cataluña es Els segadors. Basado en un romance popular del siglo XVI. El himno hace
alusión al Corpus de Sangre, el motín ocurrido en Barcelona el 7 de junio de 1640 y que
dio lugar a la guerra de los Segadores, la contienda que enfrentó a los catalanes y a
las tropas de Felipe IV. En el texto destacan las alusiones a los campesinos, a la tierra y
a las libertades.

La Diada: fiesta nacional

La fiesta nacional de Cataluña se celebra el 11 de septiembre y en ella se
recuerda la pérdida de las libertades y las instituciones catalanas derivadas de la
derrota en la guerra de Sucesión, en 1714. Con la conmemoración se pretende
recordar el anhelo por la conservación de la identidad. Tras la caída de la dictadura
franquista, el 11 de septiembre se desarrollaron grandes manifestaciones en demanda
de la autonomía. Hoy, por la ley del Parlamento, la Diada es la fiesta nacional de
Cataluña.
Cuando leemos:

Ideas principales:
2. Para cada tema, identifica 2 ideas principales que resumen el párrafo. Ustedes van
a compartirlas después.
For each theme, identify 2 main ideas that summarize the paragraph. You will share
these later.

Tema 1:
Idea principal
1:

Idea principal
2:

Tema 2:
Idea principal
1:

Idea principal
2:
Después de Leer
3. Cada persona en su grupo nuevo va a compartir sus ideas principales del tema.
Saquen apuntes sobre lo que aprenden.

La Cultura La Lengua La Gastronomía

1. 1. 1.

2. 2. 2.

La Historia El Himno nacional La Diada: Fiesta Nacional

1. 1. 1.

2. 2. 2.

4. Vamos a discutir lo que aprendimos sobre Cataluña y comparar Cataluña con los
Estados Unidos. Discuten en grupos estas preguntas.

1. ¿Qué significa ser Catalán?

2. ¿Qué significa ser Estadounidense?
3. ¿Cómo son parecidos la identidad Catalán y identidad Estadounidense?
¿Cómo son diferentes la identidad Catalán