Date:3/17/2014 / Lesson Plans
Edline was updated this week:
My class website was updated this week:
/ Length of Lesson:3
Stage I – Desired Results
Lesson Topic (Standard/Anchor):Cultures, Communication, Connections, Communities / Big Ideas:Chapter 3.
History and Geography of Southern South American countries.
Uses of ser and estar.
Continued subjuntive structures / Understanding Goals (Concepts):
How to use ser and estar correctly.
How to discuss Souther Cone History and Culture.
How to expand upon previous knowledge of the subjunctive.
Student Objectives (Competencies/Outcomes):
Students will be able to:
- Discuss Southern Cone Culture and History.
- Utilize ser and estar rules correctly.
- Utilize the subjunctive tense correctly.
What is the subjunctive tense of Spanish and how do I use it.?
Where are the Southern Cone Countries and what countries do they include?
What are the rules that are necessary for using ser and estar correctly? / Vocabulary:Chapter 3 Vocabulary
Stage II – Assessment Evidence
Performance Task:Class response, self description, activity completion / Other Evidence:various classroom activities dependent upon understanding.
Stage III – Learning Plan
Materials & Resources: Overheads, Workbook notes, LCD projectors and Textbooks.
CONTENT AREA READING: Go over cultural readings at the end of each chapter. / 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: In class prompting and whole class responses.
Instructional Procedures*: (includes mini-lessons)
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: Compare and contrast
Describe usage: Students will complete text exercises and respond to questions individually or as a group. They will work together to complete specific skill tasks and use prior knowledge to compare and contrast ideas presented in notes or from direct instruction based on the day. / 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: Use vocabulary to help navigate through days tasks. Build on knowledge of English Grammar structures to help create sentences and to help students better understand to describe specific nouns pertaining to themselves or others.
Procedures / Monday / Tuesday / Wednesday / Thursday / Friday
3/17/14 / B / 3/18/14 / A / 3/19/14 / B / 3/20/14 / A / 3/21/14 / B
- Students will turn in take home test on Chapter 2 and it will be graded. I will not accept the test late.
- Students will review study guide on Chapter 3 reading assignment
- Students will read through the Una Ojeada Histórica focusing on precolobmian and guarani culture.
- Students cill complete exercises C and D in text pg. 118.
- Students will complete workbook exercises 34-38
- Students will work through reading on Juan and Peron.
- Students will complete study guide based on reading assignment.
Assignments /
- Studetns complete exercise A and B pg. 117
- Read guacho y las pampas responden aa ex E.
- Complete mid chapter review.
- complete exerternal reading assignment.
- none
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding