Date:Jan. 20-24, 2014 / Lesson Plans
Edline was updated this week:
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/ Length of Lesson:4 days
Stage I – Desired Results
Lesson Topic (Standard/Anchor):Communication
1.1-Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2- Students understand and interpret spoken and written Spanish on a variety of topics.
Cultures 2.1- Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures.
Connections
3.1- Students reinforce and further their knowledge of other disciplines through Spanish.
Comparisons
4.1- Students demonstrate understanding of the nature of language through comparisons between Spanish and English
4.2- Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own. / Big Ideas:Shopping for clothes and school supplies
- can you count 1- 1,000,000?
- can you describe different articles of clothing based on size and color?
- can you differentiate between speaking to an adult and speaking to a friend?
- can you compare and contrast school in United States to schools in Spanish-speaking countries?
- can you speak in the present tense?
- can you conjugate -ar verbs in the present tense? / Understanding Goals (Concepts):- cultural differences
- how to describe school vocab and clothing
-differences between speaking formally and informally
Student Objectives (Competencies/Outcomes):
Students will be able to:- identify and describe school supplies
- identify and describe articles of clothing
- shop for school supplies and clothing
- state color and size preferences
- speak to people formally and informally
- discuss differences between school in the United States and Spanish-speaking countries / Essential Questions:What can I learn about the English language and culture through studying Spanish? / Vocabulary:- clothing
- school supplies
- colors
- numbers
- sizes
- "ar" verbs
Stage II – Assessment Evidence
Performance Task:-create a sales receipt (project)
- role playing in a tienda de ropa
- informal assessments throughout unit
- final unit exam / Other Evidence:- completion of librito - Capitulo 3
- participation
- class projects
Stage III – Learning Plan
Materials & Resources:- Transparencies
- Over-head projector
- LCD projector
- paper/pencils/markers
- Buen Viaje 1 textbook
- maps, posters
- videos, cassette tapes
- realia
CONTENT AREA READING: / Formative Assessment(s):
#1. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#2.Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#3.Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
Others:
Instructional Procedures*: (includes mini-lessons)- Direct instruction
-Group activity
- Active Engagement
- Modeling
- scaffolding
- Total physcial response [TPR]
-bell ringers at beginning of every class
- tiempo de repaso
- fashion show
-Sales Receipt Project
- role playing
- review games
Active Engagements used:
#1. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
#2. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
Others:
Describe usage: / Scaffolding used:
#1. Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
#2 .Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
Others:
Describe usage:
Procedures / Monday / Tuesday / Wednesday / Thursday / Friday
Jan 20 / Jan 21 / Day B / Jan 22 / Day A / Jan 23 / Day B / Jan 24 / Day A
- MLK No School
- Bell Ringer: copy the exam breakdown into your notebook
- In small groups, students will complete the Chapter 3 Study Guide
- Mid-term make-ups
- Mid-term results
- Collect the Ch 3 Study guides
- Objetivo--> Present Tense AR Verbs
- Bell Ringer-->[nothing in notebook] 1/2 sheet handout (circle the correct verb form)
- Review bell-ringer
- Complete Practice Quiz
- Review (correct answers) in last 10-15 minutes
- Bell-Ringer: Copy the question and then answer personally. 1) ¿Quéllevas hoy?______2) ¿Dóndepagas en unatienda de ropa?______
- Review bell ringer
- Pass back and review Ch 3 Study Guides from Tuesday.
- Chapter 3 Exam
- Open Book
Assignments /
- XXX
- Tarea-->Ch 3 Study Guide--complete from class
- Tarea-->Study from the corrected practice test
- Tarea-->Study--Exam Tomorrow
- No HW
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding