Date:12/2/2013 / 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 Andean History Culture and Grammar. / Understanding Goals (Concepts):Imperfect verb tense and correct utilization. Various components of Andean History and Culture. Utilize the Subjunctive verb tense consistently
Student Objectives (Competencies/Outcomes):
Students will be able to:
- Discuss Andean Culture and History.
- Utilize the imperfect tense consistently and correctly.
- Utilize the subjunctive tense correctly.
What is the subjunctive tense of Spanish and how do I use it.?
Where are the Ande's and what countries do they include?
What is their culture like.
Do I remember how to use the imperfect tense correctly? / Vocabulary:Chapter 2.1 Vocabulary pertaining to the Andea geopraphy and culture.
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
12/2/13 / 12/2/13 / B / 12/4/13 / A / 12/5/13 / B / 12/6/13 / A
- No school.
- Review vocabulary pg 108
- Complete matching assignment.
- Students read aloud pg 58-9.
- Student go over and complete ex 1 and respond in paragraph form.
- Students review exercises two and three.
- Students complete 2.1 vocabulary and geography questions 2.1 workbook.
- Review of geopgraphy points via map completion.
- Map will require specific information to be complete from reading.
- Notebook check
Assignments /
- Matching if not done.
- Crossword
- Complete workbook page.
- Finish map.
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding