Assignment #8
Carol Herscovitz
Spanish III
Instructional Objective:
1.Students will be able to demonstrate understanding of non-complex texts that convey basic information and deal with personal and social topics.
2. Students will demonstrate understanding of an episode from a movie made for Spanish learners, “El Cuarto Misterioso” by providing a sequence of events from the text and by describing the main characters.
Length of Lesson
This should take 2 days
ACTFL World Language Standards
SL.PS4.IL.01 Students identify main ideas and some supporting details in conversations and presentations on familiar topics in everyday situations.
Supporting Functions:
· Identify main ideas and significant details on familiar topics
· Identify the most significant ideas embedded in familiar contexts
· Recognize high-frequency expressions and vocabulary
· Provide a sequence of main events from text
· Make simple predictions and conclusions
Materials
· Classroom Chromebooks for vocabulary work
· Large paper and pens for artwork and reading synthesis
· Copies of scripts from the movie
· Paper and pencils
Lesson Procedure:
1. When entering the classroom, the teacher will greet each student.
2. Students will briefly free write 2-3 sentences about a character from episodes 1-3 in the movie we are watching in class. (5 minutes)
3. Students will take a short formative assessment on Google Forms on the content of episodes 1-3 and the teacher will review correct responses on the Smartboard.
4. The teacher will then preview new vocabulary presented in episode 4. The teacher has new vocabulary on the Smartboard ahead of time. Then the teacher will give examples of new vocabulary and leave the vocabulary in view for students to refer to. Handouts of vocabulary will be given to struggling students.
5. Following vocabulary practice, the teacher will present a routine for working in stations. . The students will practice the routine for movement between stations.
6. The teacher has four stations set up in the classroom. The four stations will address
Interpersonal and presentational tasks.. One station is an anchor activity, a board game. The teacher sits at one table available for questions and help. Some stations are individual work and some are in groups. I organized mixed-ability groups and they stay together for the unit.
· Verb Game: Students play a Chutes and Ladders game, identifying and conjugating the Sweet Sixteen verbs Anchor activity 2 groups of 4
· Scripts of the movie to read.. Each student reads one part in the script.and annotates vocabulary 2 groups of 4
· Worksheets: Students complete worksheets after reading the scripts. These are differentiated with two versions. This gives students an opportunity to sequence main events from the text. Some students may choose to use scripts to complete the worksheets (accommodating for struggling students) 2 groups of 4 Students may receive help from peers
· Characters: Students illustrate and describe the main characters in the movie on poster paper. They will write 5-7 sentences summarizing the content of the story. They may use their worksheets to help.. Students will present their posters to the class on the third day. Each student demonstrates understanding the story but they may choose whether to explain it to me or to the class. Groups of 4
As a formative assessment, students log into EdPuzzle to watch the movie. I edited a seven minute clip and embedded questions that students answer individually. It’s scored automatically and displayed on a dashboard.
At the end of each day using stations, students will fill out a Google Forms survey.
The teacher will then assess the strengths and weaknesses of the students to design a summative assessment over Episode 4, “El Cuarto Misterioso”