Foreign Language/Spanish 9-12

Cycle Three Connection/Comparison

Curriculum Development CMSTEP

Paulino AlcantaraClark Montessori High School

Cincinnati, OHDecember 30, 2014

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Table of Content

PagesTable of Content…………………………………………………………….1

Cover page…………………………………………………………………...2

Foreign Language Standards………………………………………………..4

Sequence lessons ………………………………………………………….11

Thematic Lessons..........................................................................................14

Content Lessons……………………………………………………………17

Students Work Checklist…………………………………………………...25

Seminar……………………………………………………………………..27

Student Project Work………………………………………………………36

Project Rubric……………………………………………………………...39

Self-Direction Rubric………………………………………………………40

Resources…………………………………………………………………..43

Rationale…………………………………………………………………...46

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Cover Page

During this cycle of study students will have the opportunity to learn about Bolivia history, culture and their way of living. They will learn about what make this country so unique compared to others Hispanic country. They will learn that Bolivia is the only country in Latin America that has two capitals and their people can speak three different languages.

They will also learn about his conqueror, some important geographical information and about their economy. They will learn about Simon Bolivar; a Venezuelan native whose dream was to unite Bolivia, Colombia, Ecuador, Peru, Venezuela and Panama into a gran nation called The Big Colombia; similar to what today is The United States of America.

The students will learn also about the most important aspect of those countries and some of their most important holidays and tradition and celebrations. They will participate in class discussion, watching a movie, cultural reading and household chores. The activities and projects are designed to meet the characteristics of the adolescent. Adolescents show a great deal of critical thinking, they seek real world experience, personal challenges and curiosity for learning.

Throughout the cycle they will review verbs conjugation in the present tense, past tense as well as the subjunctive mood. They will have the opportunity to do hands on activities, drawing and describing their houses and sharing with the class how they help with the chores in their households.

During the cycle they will have the opportunity to what a comic episode in the internet and then as a group they will write their own drama applying the knowledge acquired. They will also investigate the life of a famous Latino persona and make a presentation at the end of the cycle.This definition explains quite clearly the concern of the author, why did these immigrants bring with them their old life style? It is just because they want their subsequent generations to carry out their identity.

Guiding questions:1. Who was Simon Bolivar?2. What was his dream?3. Is there a similar, important man in the US history? Who?4. What are the countries Simon Bolivar wanted to integrate as the Gran Colombia?5. Are holidays and tradition the same all over Latin America?

What will you learn? 1. History about bolivia.2. How many languages are spoken in Bolivia?3. How capitals Bolivia has4. Good pronunciation.5. The subjunctive mood, rule to conjugate it and how to use it on daily basis.6. Discuss traditions, holidays, food, dating, and history of Spanish speaking countries.

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What will you do? 1. Participate in intersection.2. Write skits, to be presented in the classroom in Spanish.3. Work on projects; as a group or individually4. Do your homework, to ensure success in the learning process.5. Show up to class every day ready to learn6. Follow the classroom expectations.7. Learn about households chores.8. Compare and contrast households’ chores in your country with countries such as Bolivia,

Colombia, Venezuela, Panama and Ecuador.

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Standars

Paulino AlcantaraQuarter 2Standards

Communication:

Students will engage in communication in languages other than English through listening, speaking, reading and writing in various cultural contexts.

Standards

Students will:

Listen and respond in conversation: provide and obtain information: express preferences, emotions and feelings; and exchange options and beliefs.

Indicator:

1.0101 ask and answer simple questions.

1.0102 participate in a brief guided conversation related to their needs and interest (home, school and community).

1.0103 make and respond to routine commands.

1.0104 tell about daily routines and events.

1.0105 describe the state of being and feelings.

1.0106 greet and introduce themselves, classmates, and family members in an age-appropriate setting.

Standards:

Students will:Comprehend and interpret written and oral language on a variety of topics.

Indicator:

1.0201 comprehend the main idea of narrative based on familiar topics.

1.0204 interpret visual and auditory cues, such as pronunciation gestures, accents, and intonation.

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1.0205 follow and give simple directions for participating in age-appropriate cultural activities.

1.0206 comprehend short conversations on familiar topics.

1.0208 read aloud a familiar passage with appropriate intonation and comprehensible pronunciation.

1.0209 use age-appropriate greetings, gesture and introductions to exchange essential information.

1.0213 demonstrate attentive listening skills.

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Paulino AlcantaraQuarter 2

Cultures:Students will gain knowledge of other cultures through the study of language.

Standards:Students will:

Demonstrate knowledge of social patterns and conventions by interacting appropriately in different cultural settings.

Indicators:

2.0101 demonstrate greeting and leave-taking in a variety of social situations.

2.0102 make polite requests in a variety of social situations.

2.0103 demonstrate appropriate social behavior and etiquette in a variety of social situations.

2.0104 describe daily living patterns of the target culture (school, home and shopping).

2.0105 use appropriate currency measurements, and time from the target language.

2.0107 participate in age-appropriate cultural activities such as games, social situations, school projects, and special occasions or holidays.

2.0108 compare and contrast cultural practice.

Paulino AlcantaraQuarter 2

Connections

Students will connect foreign language learning with other disciplines and gain access to information.

Standards:Students will:

Reinforce and broaden their knowledge of other disciplines through the target language.

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Indicators:

3.0101 listen to or read and discuss stories, fairly tails or legends.

3.0102 use numbers for everyday needs.

3.0104 use appropriate weather expressions.

3.0107 recognize differences in currencies

3.0114 discuss sports and games of the target language.

Standards:

Students will:

Acquire information and recognize the distinctive viewpoints that are only accessible through the target language and its culture.

Indicators:

3.0201 acquire and comprehend vocabulary pertinent to a given topic.3.0202 familiarize themselves with that recourse available.

3.0206 learn to use the dictionary or thesaurus to select appropriate words for written and oral reports.

3.0207 use print media in the target language to find information on a variety of subjects.

Paulino AlcantaraQuarter 2

Standards

Comparisons

Students will develop insight into the nature of language and culture.

Standards

Students will.

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demonstrate understanding of the nature of language through comparisons of the target language and native language..

Indicators:

4.0101 recognize word borrowing among languages.4.0102 compare grammatical structures among languages.4.0103 compare differences in writing and reading system.4.0104 compare differences in pronunciation.4.0105 recognize idiomatic expressions in both native and target languages.4.0110 cite, compare and use cognates4.0111 demonstrate an awareness of phrases and idioms that do not translate directly from one language to another.

Standards

Students will.

demonstrate understanding of the concept of culture through comparisons of the target and native culture.

Indicators:

4.0203 discuss cultural stereotypes.4.0205 use the target language in a manner appropriate to the etiquette of the native speaker.4.0209 compare the family structure of the target culture to that of the United States.

Paulino AlcantaraQuarter 2

Standards

Communities

Students will participate in multilingual communities, the global society, and world markets.

Standards:

Students will:

Use the language both within and beyond the school settings.

Indicator:

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5.0101 discover application of the target language within the local, national and international community.Standards:

Students will:

Use the language for enjoyment, personal enrichment and professional growth.

Indicator:

5.0201 access a variety of entertainment media available to speakers of the target language.

5.0202 participate in age-appropriate sports and or games from the target culture.

5.0204 listen to and sing songs from the target language.

5.0205 pursue culinary interest develop in the classroom.

Paulino Alcantara

Quarter 2

Objectives:

Students will be able to:

Describe a household Talk about family Talk about everyday activities Make requests Tell someone what to do State wishes and preferences State hopes and opinions Express doubt, emotions and uncertainty Invite someone to do something

Relate two events in the past Talk about a television broadcast Identify sections of newspaper and magazines Describe people and objects Say what has happened Talk about soccer Discuss the news

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Sequence Lessons October 2014Monday Tuesday Wednesday Thursday Friday

20 21 22 23 24Community service intersession

Community service intersession

Community service intersession

Community service intersession

Community service intersession

27 28 29 30 31Chequear tareaAct 6,7,8,9,10,11Vocabulario IAct 1,2Extra page 51Tarea: Act 12,13,14 libro trabajo

Grammar: subjunctiveActivities 9,10,11,12,13,14,15Reading:Machupichu

Vocabulary II pag 262The family and the gardenActivities 20,21Dialogue II page 264Activities 22,23

Learning about BoliviaMovie: el Minero del Diablo

El Minero del DiabloDiscussion and answering a questionnaire

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Sequence Lessons November 2014Monday Tuesday Wednesday Thursday Friday

3 4 5 6 7Cutura Viva II Pag 265

Estructura : Irregular

Subjunctive

Activities 27,28,29

Homework: Activities 32,33

Text book page 268-269

Professional Development Day

Warm up

Check homework from Monday

Lectura Cultural page 270

Textbook. All about Bolivia.

Activity 36, 37 libro texto

Autoevaluation Chapter 6

Page 271

Warm up

Dictado

Lazarillo capitulo 3

Lectura, discuss and answering

chapter questions.

Mini dialogue –pair group

Warm up

Unit 6A tests

Audio

Written

10 11 12 13 14

Holiday Warm upLazarillo chapter 3 TestLeccion 6BVocabulario I page 272Audio activity 1, 2.3

Warm upLazarillo chapter 4 reading and discussionTranslation into EnglishAnswering questions

Warm upLazarillo chapter 4TestDialogo I page 274In class presentationActivities 4,5,6Lectura: cultural Viva II page 275 textbook.Activity 7 page 275

Warm upEstructura : the subjunctiveVerbs of emotionActivities 8,9,10 and 11Textbook page 177-78Homework for MondayActivities 1,2,3,4 workbookPages 113-115

17 18 19 20 21Snow day Warm up/ actividad 14 TB

Check HomeworkVocabulary II page 280 textbook

Warm up –quizAudio activity 15 TB page 15Activity 16Dialogo II page 282

Warm upActivities 17,18Audio activity 19Cultura Viva II page 283 TBActivity 20 TB page283

Warm upFriday Quiz/ SubjunctiveDrama: group work using subjunctive.

24 25 26 27 28Movie: Selena seminar Thanks Giving Break Thanks Giving Break Thanks Giving Break

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Sequence Lessons December 2014Monday Tuesday Wednesday Thursday Friday

1 2 3 4 5El Cuarto misterioso Episode # 13 package/ answering questionsHW for TuesdayActivities 5,6,7,8, 9WK page 117-118

Warm up/ hand outCheck homeworkEstructura page 284 TBActivities 22,23,24,25HW for WednesdayAct 10,11,12, page 119-122

Warm up/ activity 26 page287 TBCheck homeworkGrammar practice: words forming

DictadoLectura: la leyenda del ParanaTranslation into EnglishAnswer questionsGroup work

Personaje HispanoClass workInvestigate and getting ready for the Semester exam.

8 9 10 11 12Lectura PersonalPage 290 TBAct 32,33Autoevaluation TB Page290

Viento en PopaPage 293,-4 TBActivities A,B

Movie;La bamba

El cuarto misterioso Episode #14 package answering questionsActivity 13 in class work

Chapter 6B testAudio testWritten Test

15 16 17 18 19Christmas Concert Semester Exam Semester Exam Semester Exam Semester Exam

22 23 24 25 26

Winter break Winter break Winter break Winter break Winter break

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Thematic Lessons

Thematic Lessons: Kick-Off

Paulino Alcantara

Objective:Students will have the opportunity to watch a 45 second episode of a bilingual comedy in which the actors have only taken one semester of Spanish classes. They will reflect on how the actors have been able to put together such drama with so limited use of the language.Students will have the opportunity to imitate and try to write and perform a similar drama with the knowledge that have already acquired in Spanish from their previous classes.

Description:I will download from the internet the Comedy Que Hora es part I and part II. I will play it twice, then I will ask my students to improvise the drama using the vocabulary used in the episode.

Group size:I will divide the class in group of four and encourage them to work cooperatively and write a skit similar as the one they just watch but staying away from copying from the episode.

Materials:Teacher will use a computer. Students will use paper, pencil and a bilingual dictionary.

Question for discussion:

What did you like the most? Why?What struck you the most from the drama? Why?What message brings us this sketch?Was it hard to understand and follow? What was the most difficult part?Now what: how are we going to take what we learned from this activity and apply it in our classroom?

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Thematic Lessons: Group Initiative

Purpose: Verbal communication, Closing activity Name of Activity: “I like people who ....”

Time needed: 10-20 minutes Number of Players: No Limit

Materials Needed:One chair for each participant minus one. Ideas for statements

Preparation Needed (Ahead of Time): Arrange the chairs in a circleInstructions:1. Each participant should sit in a chair.2. One person stands in the center and makes a statement telling participants to move if this statement is true of you. “I like people who wear blue jeans.” If the participant is wearing blue jeans, he/she should move.3. Participants should move to the assigned chair. They cannot move to the chair next to them. The person without a chair stands in the center and makes the next statement.4. This continues until the group loses its enthusiasm for it.5. This activity is a good get-acquainted activity. It also is a ‘recharger’ for a group that has been sitting or working for a long time.6. Example statements: I like people who are wearing blue jeans. I like people who have blonde hair. I like people who have cats. I like people who can speak a foreign language. I like people who like Spanish food. I like people who have traveled to another country. I like people who have flown in a plane before.

Objective:Students will be introduced to group dynamic. Students will learn ethnicity and what makes us all special. They will learn or sense the connectivity we all have in common and all the beautiful things that bring us together as human beings. They will learn a lot about each other.

Questions for discussion:Did you meet the physical challenges needed for this activity? How do you know?Was it hard to express your feeling about different things and people? Why?How can we improve this dynamic to make it more engaging?Do you think you make any connection with anyone in the group? How do you know?What did you learn from this dynamic?Now what: How can we apply what we have learned from this group dynamic and apply it in our classroom?

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Thematic Lesson: Culminating Activity

Objective:During this cycle of study students have been leaning about connection and comparison. They have been learning about their houses and chores as well as houses in Bolivia. They also learned the present subjunctive of the verbs and how to express uncertainty, opinion and requesting or ordering that someone do something. To culminate this cycle students will have the opportunity to practice and demonstrate what they have learned during this cycle of study by drawing theirs houses or any house they decide to. They will have the opportunity of writing and present a skit using the knowledge acquired. Others will have the opportunity to compose a drama using the subjunctive mode and present it to the class.

Description:Students will have the option to select the topic and write a skit to be presented in class. The skits must cover the material cover over the instruction period. There is not limit; the students are encouraged to use their imagination and creativity. They can write a written report relating a traditional house in Bolivia with a traditional house in their hometown.Group size:A maximum of 4 students per group, solo is not an option this is a practicum activity intended to use and practice the language skills acquired.Material:Their notebooks, textbooks, bilingual dictionaries, color pencils, pens and rulers. Computer and internet explorer might be an option to search for information.

Question for discussion:What did you like the most?What made you try and participate?What was the most difficult task for you to accomplish?How does it feel to live in a house with a lot of commodities compare to some other people in the word that lives with limited resources? What do you appreciated the most out of this experience?What does this experience bring to our classroom? Can we as a class benefit from this? How?

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Content Lessons

Lesson Plan: expressing emotion, hope or doubt (the subjunctive mode)

Objective:Students have previous knowledge using present tense, past tense and imperfect tense as well. In this lesson plan they will learn to use the subjunctive mode to express their feelings and to ask someone to do something for them. Students will be able to learn the rule to change a verb from the infinitive (ar er and ir) to the subjunctive mode with 90% accuracy.Students will be able to give indirect Commands.Students will learn use of verbs ending in CAR, GAR and ZAR in the subjunctive mode with 85% accuracy.

Rationale: Before introducing the subjunctive mood, a quick review on verb conjugation and the verbs ending conjugation will be given as well as some stem changing example to make the transition smoother. A short explanation in their native language might be beneficial too, even though it does not make a lot of sense what is intended to express in both languages. Exercises from the textbook, workbook and extra material will be provided to help students master the subject. This lesson is intended for three days, regular schedule of 50 minutes

Needs of the Adolescent:Adolescents show a great deal of critical thinking, they seek real world experience, personal challenges and curiosity for learning.

ODE Standard, Grade Benchmark and/or Grade Level Indicator(s)4.01 demonstrate understanding of the nature of language through comparisons of the target language and native language.4.01 Demonstrate understanding of the concept of culture through comparisons of the target

and native culture.

Indicators:

4.0205 use the target language in a manner appropriate to the etiquette of the native speaker.

4.0209 compare the family structure of the target culture to that of the United States.

Assessment: Informal formative: by observation and participation during demonstration. Formal formative: guided exercise Formal formative: pop quiz, exit slips Formal summative: chapter test.

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Materials and Aids:The teacher will use the textbook Teacher Edition, the smart board and the PC computer and markers. For the students they will need paper, pen or pencil and textbook also.

Procedures: I will start reviewing the personal pronouns in Spanish and the regular infinitive verbs

conjugation. Ar, er and ir. I will check for prior knowledge to find out if they remember the verbs ending for these infinitives.

I will call students at random and ask them to conjugate different verbs, regular or irregular in the present tense just to refresh their memory and pull out previous knowledge.

I will ask them to open their textbooks to page 256 and go over the explanation and rules for using the subjunctive mood..

I will ask the students to take out their notebooks and to write the rule or procedure to change a verb from infinitive to the subjunctive mood.

Guided practice: in class we will do activities in the book, I will assign homework and we will practice the dialogue in the book. It will be translated into English and then presented to the class in Spanish.

To change the dynamic I might use formal questioning asking someone to conjugate el regular verb in the present tense and then asking another to do the same using subjunctive.

Instructional Strategies:

Group Discussion, direct instruction

Possible Questions (Bloom's): Can you give me an informal command that your teacher might use in class? How do I change a CAR, ZAR, GAR, verb into subjunctive? How do you know that a sentence is in the subjunctive mood?

Connection(s) within and across disciplines: This lesson can be connected with English, social studies, sociology and geography.

Relevant information about students and how it affected this lesson plan: For those students with special needs I intend to form small heterogeneous groups and teach the concept again with a different dynamic.Management Strategies:Making sure all materials are gathered and ready for the lesson delivery.

Mini-lesson:This mini-lesson is intended for remediation of 3 students that are struggling with verbs conjugation and remembering stem changing verbs. Remediation section will be repeated for 3 days in a row for 15 minutes. Handouts will be provided to reinforce the concept.

Formal assessment: a handout or pop quiz will be used to measure the student progress.Informal assessment: the student will be evaluated by observation and participation.

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Lesson Plan: Subjunctive for Irregular Verbs, subjunctive with verbs of emotions and doubt

Objective:Students will be able to recall the difference between a regular and irregular verb in the subjunctive mood in daily routine.Students will be able to express desires using irregular verbs in Spanish.

Rationale:This lesson is intended for 2 days, covering the time limit of each class period.The students will be using their prior knowledge. This lesson is very important for my students because it will give them the opportunity to make the connection between the two languages. They will be able to use verbs that are seemingly similar in Spanish but do not make any sense in their native language,

Needs of the Adolescent:This lesson will meet the adolescent characteristic of questioning, open mind and the need for growth.

ODE Standard, Grade Benchmark and/or Grade Level Indicator(s)4.01 Students will demonstrate understanding of the nature of language through comparison of the target and native language. 3.01 Students will connect foreign language learning with other disciplines and gain access to information.3.02 Reinforce and broaden their knowledge of other disciplines through the target language.

Assessment:Informal assessment: students will be assessed by observation and participation during class discussion.Formal assessment: a quiz will be given at the end of the lesson.

Materials and Aids:The teacher will use the Teacher Edition Textbook, (Aventura 2) and supplemental materials from other sources and the internet.The students will use their textbooks, paper, pen, pencil.

Procedures: Students will be given regular verbs and will be asked to write an informal command. Students will be given an irregular verb to write an informal command in the subjunctive

mood The teacher will ask them to state or to write on the board the rule for changing regular

verbs to the subjunctive mood. Students will be asked to apply such rule to the irregular verb given. As a class we will cross examine and see if the rule makes sense in this case. Students will be asked to open their book and read the procedure that follows the

irregular verbs in the subjunctive mood.

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As a class we will review the subjunctive rule and explain why this rule doesn’t apply in those verbs.

The teacher will recommend the student they must learn those irregular verbs in the subjunctive mood the same way we learn the irregular past tense in English because there is not a set rule to apply in this case.

Several exercises will be done following the teacher explanation on irregular verbs. Students will be introduced to verbs of emotion and doubt. Teacher will explain the similarity of verbs like: gustar, fascinar, encantar, and agradar.

Those verbs are troublesome for English speakers because of their meanings and usage in Spanish.

Students will be given classwork and homework.

Instructional Strategies: Group discussion, lecture and note taking and teacher questions.

Possible Questions (Bloom's): What does the word love mean in Spanish?What is the difference between love and like in English?Why can’t we use amar, gustar and querer in Spanish the same way we use love and like in English? Connection(s) within and across disciplines:This lesson can be tied with Language Arts. Relevant information about students and how it affected this lesson plan: Adolescents learn best when they have a concrete visual to connect with an abstract concept. This lesson plans accounts for that by presenting extra material from the internet and dictionary to reinforce the concept.. Management Strategies:Making sure all the require materials are collected and ready to use and neatly organize to be distribute to the students.

Mini lesson:

This mini lesson was designed to provide extra help for 2 students who were absent the first day the lesson was delivered.. It will be offered for two days in a row for 10 minutes. After that I will select reading material and ask them to browse it and highlight all verbs the find that are in the subjunctive mood. As a final resource and to assess their understanding I will ask them to translate them into English.

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Lesson Plan: Household tasks

Objective:Students will be able to use and identify items found in a house.Students will be able to talk about household chores and tell who does what in their homes. Students will be able to describe their houses and to talk about room size, furniture color, and the distribution in their houses.

Rationale:The students are in their development stage, in this part of their lives they hungry of knowledge and love to compare and get to know their surroundings. They also are fervent to learn about the lives of other teenagers and what goes on not only in their school but also in their households. In this lesson they will learn about the different chores their fellow teenager do in the Hispanic world.

Needs of the Adolescent:This lesson meets the adolescent characteristics of creativity, critical thinking and questioning.

ODE Standard, Grade Band Benchmark and/or Grade Level Indicator(s)2.01 Demonstrate knowledge of social patterns and conventions by interacting appropriately in

different cultural settings.

20103 follow and give simple directions for participating in age-appropriate cultural activities.2.0104 describe daily living patterns of the target culture (school, home and shopping).2.0108 compare and contrast cultural practice.4.01 demonstrate understanding of nature of language through comparison of target and native language.4.0209 compare the family structure of the target culture to that of the United States

Assessment:Informal formative: observation and participation pop up quiz.Formal formative: lesson quizFormal summative: chapter test.

Materials and Aids:For teacher; textbook: Aventura 2, markers, computer, overhead projector.For students; textbooks, notebooks, pen, pencils, dictionaries, computer and internet

Procedures:

The teacher will introduce the topic by asking the students for different house items. A student will be called and asked to describe his/her house, is it a house or an

apartment? How many rooms? Does it have an attic? How about a basement? Do you share room with someone? What are your chores?

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Who cuts the grass in your household? Who does the dishes? How are the chores divided in your household?

Instructional Strategies: Group discussion, lecture, note-taking, direct instruction

Possible Questions (Bloom's): How do you rate family value in your own country compare to the Latino world?Does technology play in important role when we compare chores in the two worlds? How?Have you changed your mind after you have learned so much about chores in the Latino world? Why? Connection(s) within and across disciplines:For better understanding this lesson plan can be linked with Sociology and social studies.

Relevant information about students and how it affected this lesson plan: Adolescents are emotional instable and vulnerable very frequently; this lesson will be delivered as a whole group discussion. The second day of deliver of this lesson they will have the opportunity to search the web and find information about household chores in the Latino world. They will compare and contrast how different they are in the two countries. I will small group and they will present to the class their similarity and differences, and defend their point of view.Management Strategies:There are many options to take into consideration when comes to the classroom environment. One of them could be to arrange the desks in circle, it is possible to divide the classroom in half sitting to your left the girls and to the right the boys. Another option could be to sit everyone on the floor in circle. Etc.Keep all materials at handy and organized.

Mini-lesson

To accommodate 3 students in my class who have 504 plans and did not completed the research in the web to make the contrast between the two countries. I designed this mini-lesson to last 3 days of 15 minutes each day. In the third day they will make a short presentation about the chores in Bolivia.

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Lesson Plan: Montessori Great Lesson “The History of Writing” The history of Spanish”

Objective:The students will gain knowledge of how the Spanish language came about.

Rationale:The students are in a Montessori classroom and many have not seen or heard about the Great Lessons before. It is an important moment to present this lesson to the students about Montessori’s vision and how it Fourth great lesson is connected with the history of the Spanish language.

Needs of the Adolescent:This lesson meets several of the characteristics of the adolescent; humanistic, questioning why, critical thinking, curiosity for learning, and open mind.

ODE Standard, Grade Band Benchmark and/or Grade Level Indicator(s)2.02 students demonstrate knowledge and understanding of significant components of cultures studied such as products, traditions, institutions, history, literature and artistic expressions.2.0202 students demonstrate knowledge of geographical features, landmarks, historical events, and figures as well as political structures of the target language.

Procedures:The teacher will introduce the Fourth Great Lesson; the History of Writing. Then he will introduce the history of the alphabet with and emphasis on the incredible ability that humans have of committing their thoughts in paper.This lesson leads to the study of language, the Origin of spoken language and foreign language.After delivering the lesson the teacher will have a group discussion on how the study of foreign language is related to the History of Writing.

Assessment:Informal observation of students throughout the group discussion. Materials and Aids:No material needed for this lesson.

Instructional Strategies: Lecture and group discussion

Possible Questions (Bloom's): How is the history of writing related to foreign language?How has written language changed over the centuries?Who were the first human beings to use the printing press?How does this invention benefit us today?Connection(s) within and across disciplines:

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This lesson can be linked with Social Studies, Language Arts, and Geography.

Relevant information about students and how it affected this lesson plan:Since this is a ten minutes educational lesson that hopefully will capture the students’ attention no differentiation will be needed unless after the group discussion the teacher discovers that further action is required. Management Strategies:Materials available and get input from the class on how they would like the classroom to be set up for this impressionistic lesson. As illustration I will use hieroglyphics map used by the Egyptians.

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Students Work Checklist

Cycle 2 Student’s name_____________________________

Instructions: As the cycle progresses you are responsible for completing all work assigned. Please keep all work done and quizzes and handouts in your Spanish binder.The check list is general, work is listed by week. Use your student planner to keep record of your homework and work to be done because work done will be check every Friday.C2W1 Act 1,2&3 HW 12,13&14 Act 9,10,11,12,13,14,15 SP= personaje hispano

C2W2 Act 27,28,&29 HW Ex 32,33 Act 36&37

o RDG= Reading Lazarillo ch3o TLN= Lazarillo ch 3

DL QLZ ch3 QLA

C2W3 Act 1,2,3,7 RDG Lazarillo ch 4 TLN lazarillo ch 4 Act 4,5,6 RDL Act 8,9,10,11 HW1,2,3,4

C2W4 Act 14,15,16 DL II pg 282 Act 17,18 HW act 20 TB Q 1

C2W8

Semester Exam I

C2W5 MV 24-29 Act 35 QLA Act 1-3 HW 1,2,3,4 Sp Ω SEminar

C2W6 Act 11-13 HW5,6, 7&8 Act 22,23,24&25 HW9,10,11&12 PQ DTD RDG El Parana Ω SP Pgts TLN El Parana SP

C2W7 DL II Ω RDG pg 290TB Act 32&33 MV El cuarto Misterioso episode 14 PGTS el Cuarto misterioso 14 QLB-Quiz Lesson 6B HW 13 SP Viento en popa TLN viento en popa

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Key:

Act-ActivityHW-HomeworkPQ-Pop QuizQ1-Quiz 1QLA-Quiz Lesson AQLB-Quiz Lesson BQLZ= Quiz LazarilloDL-DialogueLEC.Cul=Lectura CulturalMV=MovieDTD=DICTADOClt. V=Cultura VivaRDG= ReadingLZ=LazarilloPGTS=preguntasTLN=TranslationSP=Special ProjectP.AD=Additional projectSEM=seminarΩ=Advanced=Small groupǼ=group 4 and more

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Clark Montessori High School: Seminar

Class: Spanish 4 Date: 11/25/2014

Theme: _______comparisson/ Connection_______________________________________

Reading:____ La leyenda del origen del Delta

Objectives: Students will: (a) develop critical thinking skills through active listening (b) defend their viewpoint (c) read and analyze the reading in both languages, Spanish and English (d) express their opinion (e) develop communication skills in a foreign language through active participation in seminar (d) develop self-confidence in a foreign language.

Questions:

1. Every father expects his sons follow his footsteps especially if it is hereditary. Did the boy deceive his father for not following his footstep?

2. Every human being has his own way of thinking and a destiny to meet, is Kirimbata offending his father for no doing what is a tradition in the family?

3. What do you think would be a best way for the young boy to act follow his dreams and keep his father happy?

4. Why do you think the boy did not want to become warrior?5. Did the river really talk to him? Can a river or tree talk to you? explain6. Was it the tree that talked to him or maybe was his own conscience telling him what to

do?7. Is it morally wrong to challenge or disobey your father?8. What can we learn from his nightmare; is it wrong to follow our destiny?9. Can we foresee our future through our nightmares?10. What impacted you the most about this fable?11. Can a man be responsible for the formation of an island?12. For the Argentinian, is it a fable or a fact about the formation of these islands?13. Are fable just for kids or do grown-ups also enjoy learning about them?

Comment:Our society judges us or misjudges us when we decided to fate our own destiny, even worst; when we don’t follow our family legacy. Parents and grandparents have a tendency to feel deceived when their children walk away from what they call the path walked from generation to generation. According to this legend, Kirimbata at the end was just another soldier, another peaceful warrior like his father who became known as the chief of the island he discovered, of course without the killing and taking part in the battlefield.

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Transition to Seminar

Write the question on your reading Gather materials, reading, pencil, name tags Silently push in chair and move to assign spot Place names tags on the floor in front of you Silently write your response to your question; then look over annotations as you wait I will come around to check your annotations and marks

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Seminar Rubric

Paulino AlcantaraExemplary

(17-23 points)Excellent

(12-17 points)Good

(6-11 points)Poor

(0-5 points) Show a detailed understanding

of the text.

Uses text to validate, generate and reflect on own ideas.

Goes beyond what is specified in the text and makes justifiable inferences.

Makes direct references to text to support own inferences and to question the inferences of others.

Exhibit active listening by making appropriate reference to the commentaries and questions of other participants.

Demonstrate awareness of the individual’s role in disclosure by making comments that are well developed but concise. There is a good balance of participation and listening.

Reveal understanding of the text.

Mentions passages in text when making a point relevant to the discussion.

Goes beyond what is stated in the text to make rational inference.

Makes references to the text to support own inferences.

Demonstrate active listening by making comments that follow the general thread of discussion.

Demonstrate some awareness of an individual’s role in maintaining the flow of seminar.

Demonstrate a fundamental understanding of the text.

Makes comments that are at a literal level.

Makes comments that are on topic, but without reference to the text.

The only reference to the text is when others cite.

Demonstrate active listening through appropriate body language and by looking up references cited in the text.

Participates with occasional comments that are not connected to the general flow of the discussion.

Demonstrate little understanding.

Longer comments are limited to personal stories and examples.

Few comments made, mostly to agree with another’s point with little support in the text.

Does not seek out the text being discussed.

Demonstrate active listening through appropriate body language.

Participates when others ask initial or final comments from each participant.

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Seminar Myths

Seminar is a place to express opinions Seminar is a place to argue Seminar is easy Seminar is unimportant Seminar is a place to relate personal anecdotes Seminar is a place to joke around and have fun Seminar is an opportunity to skip work Seminar is a waste of time

Seminar Truths

Seminar is a place to discuss, persuade, disagree and change Seminar is a challenge: there are no easy answers Seminar is a place to support or reject opinions based on facts Seminar is a place to grow Seminar is training for adult interaction –it can change the world Seminar is a place where participants demonstrate inner thoughts and vast

knowledge.

Seminar Guidelines

Be prepared- bring questions/annotated text Take turn Stay away from fault language Listen Carefully Agree or disagree with statements not with your peers Support your viewpoint with the text Avoid asides and alliances Remain open-mind

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El Delta del Paraná

La leyenda del origen del Delta - Kirimbatá

Kirimbatá era el hijo del cacique del pueblo de los Timbúes, originarios de las zonas costeras del río Paraná. Cuenta la leyenda que, mientras su padre luchaba por expandir su territorio y defenderse de las incursiones de otras tribus, el joven transcurría su tiempo alejado de los campos de batalla. Pasaba largas horas en paseos por los bordes del río. El Paraná ejercía sobre él una poderosa fascinación; una afinidad profunda enlazaba sus mareas emocionales con las crecientes de las aguas: era el río-madre para él. Pero aquella tarde el príncipe caminaba en paisajes emocionales sombríos; allí lo había sumido la decisión del cacique de instruirlo en las artes militares para convertirlo en el futuro soberano. En su interior el joven se debatía ante el mandato paradójico del padre −proteger la vida adquiriendo las técnicas de dar muerte− cuando divisó un ceibo muy frondoso que crecía en la orilla. No recordaba haberlo visto en otra ocasión. Se acercó a resguardarse del mediodía bajo sus ramas. La brisa lo refrescó parcialmente: le despejó la frente pero no los pensamientos que nublaban el interior de su cráneo. Se recostó contra el árbol y, sin pensarlo mucho, comenzó a relatarle las palabras y las ideas que venían a su mente. El discurso fluía como el río. El joven le dirigía preguntas al ceibo como queriendo interrogar en él a todo el espíritu de la naturaleza. En un momento, como en una dulce embriaguez, el joven creyó escuchar que el árbol comenzó a responder a sus preguntas. El ceibo no sólo lo escuchaba, sino que podía hablar: fue así que hablaron. Hablaron hasta la puesta del sol, hablaron extensamente sobre la familia, sobre el padre, sobre la amarga situación de su pueblo, hablaron sobre su secreto deseo de ver a los suyos asentados en nuevas tierras, floreciendo en paz y prosperidad. Al otro día el joven volvió al mismo sitio. El ceibo ya no estaba, pero el príncipe había definido su destino: se negó a convertirse en guerrero, saludó con una reverencia hacia el lugar del ceibo espectral que se le había aparecido la tarde anterior y decidió internarse en el río. Tomó su piragua. Se dejó remontar río arriba por las aguas. Se sentía surcando velozmente los espacios hacia tierras desconocidas. Sobre una membrana que viajaba sobre otra membrana. Tuvo una pesadilla: una balsa transportaba su cuerpo hacia la frontera que nos separa de la muerte. Al amanecer, la embarcación encalló en un pequeño islote en el centro del río, de esos que el curso mismo de la corriente origina a partir de los materiales que transporta. Algo lo llevó a pensar que había encontrado su sitio. Descendió en el terruño. Una pequeña parcela amenazada por las aguas. A la hora de acondicionar el territorio, el mayor desafío era frenar las fuerzas de la corriente que devoraban los bordes de la pequeña isla. Fue así que el río salió en su ayuda y colocó a su alcance restos de juncos para fijar la tierra y detener las aguas. Kirimbatá dedicó todos sus esfuerzos a ampliar la isla, construyendo y agrandando su suelo; el río lo asistía trayendo a sus costas juncos que proliferaban, multiplicando el elemento tierra sobre el elemento agua. El suelo se iba afirmando. Sólo faltaba sombra para que fuera perfecto. Kirimbatá se durmió esa noche recordando al ceibo: “¡qué reconfortante sería ahora descansar bajo su protección!”. Cuando abrió los ojos descubrió que no estaba a la intemperie: su misterioso amigo vegetal lo resguardaba de los rayos del sol y de la fuerza del viento. Fascinado por el regalo de los dioses, se sintió reconciliado con todos los seres del cielo y la tierra, comprendió la misión que debía

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emprender para proteger a su pueblo. Bajo la asistencia de los poderes de la naturaleza, comenzó a sembrar las semillas del ceibo y fue construyendo así isla tras isla, ensanchando el espacio sobre la superficie de las aguas. El tiempo fluyó por años hasta que un día unos exploradores Timbúes dieron con las nuevas islas que surgían misteriosamente en el centro de la desembocadura del río. Con la secreta esperanza de encontrar allí a su hijo, el cacique partió hacia el lugar. Fue así que el anciano padre y su hijo volvieron a encontrarse, fundiéndose en un abrazo. El pueblo agradeció a Kirimbatá las nuevas tierras que había fundado y lo honró como cacique. Dejaron de dedicarse a la guerra para vivir en paz y, en alianza con las potencias de la naturaleza, con el esfuerzo conjunto de otras tribus, construyeron todas las islas del Delta del Paraná. Ése fue, según la leyenda, el origen de nuestras queridas islas.

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The legend of the origin of the Delta - Kirimbatá

Kirimbatá was the son of the chief of the village of Timbúes originating in the coastal areas of Paraná River. Legend has it that, while her father struggled to expand their territory and defend against incursions from other tribes, the young man passed his time away from the battlefield. He spent long hours on walks around the edges of the river. The Paraná exerted a powerful fascination over him; a deep affinity linking their emotional tides rising waters: it was the river-mother to him. But that evening the prince walked in dark emotional landscapes; there had plunged the decision of the chief of instruct him in the military arts to become the sovereign future. Inside the young man struggled with the paradoxical injunction father -Protect life acquiring techniques to death when he spotted a lush ceibo growing on the shore. Do not remember seeing another time. He approached noon shelter under its branches. The breeze freshened partially: it cleared the front but not the thoughts that clouded inside his skull. He leaned against the tree and, without much thought; he began to relate the words and ideas that came to mind. The speech flowed like the river. The young man asked the kapok questions as if to interrogate him to the whole spirit of nature. In a moment, like a sweet intoxication, the young thought he heard the tree began to answer his questions. The ceibo not only listened, but could talk: was so talked. They talked until sunset, spoke extensively on the family, the father, on the bitter situation of his people, and spoke about his secret desire to see her family settled in new lands, flourishing in peace and prosperity. The next day the young man returned to the same place. The kapok tree was gone, but the prince had defined his destiny: he refused to become a warrior, he bowed to the place of spectral kapok that had appeared the previous evening and decided to go into the river. He took his canoe. He was allowed to climb up the river by water. He was rapidly soaring spaces to unknown lands. Like a membrane traveling on another membrane. He had a nightmare: a raft carrying his body toward the border that separates us from death. At dawn, the boat ran aground on a small island in the middle of the river, such that the same course of the stream originates from the materials transported. Something led him to think he had found your site. He descended into the soil. A small plot threatened by floodwaters. When conditioning the territory, the biggest challenge was to stop the forces of power devouring the edges of the small island. It was so the river came to his aid and placed his remains scope of rushes to fix the land and stop the waters. Kirimbatá devoted all his efforts to expand the island, building and enlarging its soil; I attended river reeds bringing their coasts proliferated, multiplying the element earth on the water element. The ground was saying. All that remained was for it to be perfect shade. Kirimbatá ceibo recalling that night he slept: "how comforting it would now rest under his protection". When he opened his eyes discovered he was not outdoors: his mysterious friend guarded plant of the sun and the wind. Fascinated by the gift of the gods, he was reconciled with all beings of heaven and earth, understood the mission to be undertaken to protect its people. Under the assistance of the powers of nature, began to sow the seeds of kapok and was building island after island, widening the space above the surface of the water. Time flowed for years until one day a timbúes explorers gave to the new islands that emerged mysteriously in the middle of the river mouth. Secretly hoping to find there his son, the chief went to the place. It was so, the old Father and son met again, melting into a hug. The people thanked Kirimbatá for the new lands he had founded and honored him as chief. They ceased to engage in war to live in peace and in alliance with the powers of nature, with all other tribes’ effort, built all the islands of the Delta. That was, according to legend, the origin of our beloved islands.

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KeyAL- active listeningGC- general commentDP- defending pointWA- wondering aroundST- summarizes textAP- active participation

Evaluation map with key coding for recording students’ participation

Seminar Plan

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Teacher”s desk

Student StudentStudent

Student Student Student

Student Project Work

Objective:Students will be able to investigate in the web the life of an important Hispanic persona and present it to the class in Spanish with 80% accuracy.

Rationale:The students will be able to use the vocabulary and grammar cover during the cycle of study to investigate the life of a famous Hispanic persona and present it to the class fully in the target language. This is an individual project where each student will search the web and find fact and important event about that persona. They will also write a 850 words essay about that persona to be turn in the day of the presentation. This project is worth 100 points. 50 points the oral presentation and 50 points essay.

Needs of the adolescent:Physical activity, growth, self concept, peer solidarity, creativity, critical thinking seek real world experience and energy.

Ohio Standards and Indicators:1.02 comprehends and interprets written and oral language on a variety of topic.1.0209 use age-appropriate greetings, gestures and instructions to exchange essential information.

Procedure:Students will be present the most important aspect of that persona, they should focus on facts and event that makes that persona important in the Latino community. They can write a power point, use index cards but cannot fully read from the paper. Grammar and pronunciation will be the key point in this presentation. They can also use the power point to present photos and pictures to the class. There is not limitation for this presentation, if someone is presenting and artist he/she is free of interpreting a fragment of one of his song..This project will be given with enough time; it is intended to be presented the last week of the cycle.

Assessment:An oral rubric will be used to measure each student performance during presentation. (See rubric)

Materials and Aids:A variety of materials might be used by the students to achieve the project demands.

Management Strategies:Arrange the classroom in semi-circle; distribute the rubric presentation to each student, so they will know how the teacher will be grading during the presentation.

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Español 4

Proyecto

Investigación de un personaje celebre hispano. Cada estudiante escogerá uno de los siguientes personajes los cuales forman parte de la cultura y la historia hispana.

1. Antonio Gaudí

2. Augusto Pinochet

3. Benito Juárez

4. Celia Cruz

5. Diego Rivera

6. Diego Velázquez

7. El Greco

8. Emiliano Zapata.

9. Ernesto Guevara

10. Evita Perón

11. Federico García Lorca

12. Fidel Castro

13. Francisco Franco

14. Francisco Pizarro

15. Frida Kahlo

16. Gabriel García Marques

17. Juan Bosh

18. Hernán Cortez

19. Isabel Allende

20. Joaquín Balaguer

21. Joaquín Sorolla

22. José Orozco

23. Manuel de Falla

24. Mario Vargas llosa

25. Miguel de Cervantes

26. Moctezuma

27. Oscar de la Renta

28. Oscar Romero

29. Pablo Neruda

30. Pablo Picasso

31. Rafael Leónidas Trujillo Molina

32. Salvador Dalí

33. Simón Bolívar

34. Sor Juana Inés de la Cruz

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1. Biografía

Escribirás una biografía acerca del personaje escogido.

La biografía tendrá una extensión de 800 a 820 palabras.

Su trabajo deberá contener al menos 7 imágenes del personaje investigado.

Debes usar cuatro referencias o fuentes de donde sacaste la información.

Entregarás la biografía el día __18 de noviembre del 2014_______________

Harás una presentación oral de la biografía el día ____18 de noviembre del 2014

2. Exposición

La exposición del trabajo tendrá una duración de 8 minutos. Durante la exposición el estudiante no

podrá leer ningún documento.

3. Puntuación del proyecto

Elaboración del proyecto: 50 puntos

Presentación oral: 50 puntos

PS. Por favor no usen Wikipedia en su investigación.

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RúbricaLa presentación de su trabajo escrito será evaluada de acuerdo a esta rúbrica.50 puntos

Excelente(33-50) Bueno(21-32) Aceptable(10-20)La presentación del trabajo es limpia y bien presentada.La biografía tiene 320 o más palabras.La presentación del trabajo es organizada y sin faltas ortográficas.El trabajo tiene 7 o más imágenes del personaje.El trabajo tiene 4 o más referencias o fuentes.

La presentación del trabajo es limpia pero no bien presentadoLa biografía tiene de 300 a 310 palabras.La presentación del trabajo es organizada y con algunas faltas ortográficas.El trabajo tiene 5 o menos imágenes del personaje.El trabajo tienne solo 3 referencias o fuentes.

La presentación del trabajo es pobre y no muy limpia.La biografía tiene menos de 300 palabras.La presentación del trabajo es desorganizada y con muchas faltas ortográficas.El trabajo tiene 4 o menos imágenes del personaje.El trabajo tiene solo 2 referencias o fuentes.

RúbricaLa presentación oral será evaluada de acuerdo a esta rúbrica.50 puntos

Excelente(33-50) Bueno(21-32) Aceptable(10-20)El estudiante duró 8 minutos o más durante su presentación.Tiene dominio total del lenguaje.Usa de forma organizada el tiempo de los verbos.La información presentada tiene mucha coherencia.No usa ningún tipo de material escrito durante la exposición.Muestra dominio total del material investigado.

El estudiante duró 5 minutos o menos durante su presentación.Tiene cierto dominio del lenguaje.Usa de forma organizada el tiempo de los verbos.La información presentada tiene cierta coherenciaUsa cierto material escrito durante la exposición.Muestra cierto dominio del material investigado

El estudiante duró 4 minutos o menos durante su presentación.No tiene dominio del lenguaje.Usa de forma no organizada el tiempo de los verbos.La información presentada no tiene coherencia.Usa material escrito durante la exposición.No muestra dominio del material investigado.

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BEFORE: SELF-DIRECTION RUBRIC

Self-Directed

Characteristic

Emerging-1

Developing-2

Proficient-3

Exemplary-4

Before

“What

will I be

doing?”

SETTING GOALS

Does not participate in goal setting. Teacher sets goals for student.

Participates simply in goal setting.

Capable of setting goals but seeks guidance from teacher.

Independently sets goals.

PLANNINGNo evidence of planning strategies.

Teacher guides student through the establishment of plan.

Uses planning strategies with occasional assistance from teacher.

Independently chooses a planning strategy.

CONFIDENCE

in ABILITIES

Student may believe that he/she is not capable of completing a task due to lack of ability.

Student needs a great deal of encouragement and support to bolster confidence.

Student believes in his/her ability to complete a task.

Student approaches learning activity with confidence and seeks challenging tasks.

MOTIVATION

The student isn’t motivated to complete the task.

The student’s motivation to complete tasks comes with guidance.

The student’s effort is focused primarily on completion of goals.

The student is focused in all activities to accomplish goals and possibly extend investigations.

ENGAGEMENT

The student is disintereste.

The student expresses some interest in the topic with guidance.

The student develops interest in the topic.

The student develops a deep interest in the topic and possibly extends investigations.

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DURING: SELF-DIRECTION RUBRIC

Self-DirectedCharacteristic

Emerging -1

Developing -2

Proficient -3

Exemplary -4 Teache

r

During

“How am I

doing?”

FOCUSING/

ON TASK

Student is distracted and not on task even with supervision.

Student relies on frequent redirection to focus.

Student infrequently needs redirection to focus.

The student is independently focused during the learning task.

PROBLEM-SOLVING STRATEGI

ES

Student lacks problem-solving strategies and relies totally on teacher intervention.

Student relies heavily on teacher intervention for problem solving strategies.

Student and teacher discuss and choose suitable problem solving strategies together.

Student independently chooses appropriate problem solving strategies.

PROGRESS

CHECKING

Student is not able to check his/her efforts during learning.

Student’s self-monitoring strategies, during learning, involve supervision.

Student is able to monitor his/her efforts with occasional supervision.

Student automatically and independently monitors performance during the learning activity and self-corrects as needed.

EFFECTIVE USE of

RESOURCES

Student does not request help. He/She prefers to discard the task.

Student occasionally seeks help, but often from inappropriate resources.

Student occasionally identifies and usually chooses the appropriate resources.

Student accurately identifies the most efficient and effective resources.

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AFTER: SELF-DIRECTION RUBRIC

Self-DirectedCharacteristic

Emerging -1 Developing –2

Proficient -3

Exemplary -4

Student

Teacher

After“How did I do?”

REFLECTION

Student is not capable to self reflect.

Student has trouble reflecting without on-going guidance.

Student begins reflection process with assistance.

Student independently reflects and recognizes what he/she has learned.

PERSONAL BEST

Student is incapable to understand factor which will guide to success.

Student may understand, with the help of a teacher that effort, competence, and perseverance will lead to success.

Student occasionally understands that effort, competence, and determination will guide to achievement.

Student understands that effort, competence, and perseverance will lead to success.

LEARNING from

MISTAKES

Student is unable to recognize mistakes.

Student, with the help of a teacher, may discover mistakes.

Student occasionally identifies mistakes, and sometimes uses the learning in the future.

Student is proficient to identify mistakes, and uses what has been learned in the future.

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Resources

Bibliography for Students

Books

Kendris, C. (1996). 501 Spanish Verbs. Fourth Edition. USA: Barron’s Educational Series.

De Velarde, M. C., and De Olivardía, M. B. (2006). Ejercitación Fonética del Lenguaje. Panamá: Susaeta

Denison, T.S. (2002). Spanish Reading Comprehension 1. Michigan: Mc Graw Hill Children’s Publishing.

Denison, T.S. (2002). Spanish Reading Comprehension 2. Michigan: Mc Graw Hill Children’s Publishing.

Denison, T.S. (2002). Spanish Reading Comprehension 4. Michigan: Mc Graw Hill Children’s Publishing.

Schaffer, F., (2006). Skills for Scholars. Spanish 2. Michigan: School Specialty Publishing.

Schaffer, F., (2006). Skills for Scholars. Spanish 3. Michigan: School Specialty Publishing.

Schaffer, F., (2006). Skills for Scholars. Spanish 4. Michigan: School Specialty Publishing.

VOX (2004). First Spanish Picture Dictionary. 500 Brightly Illustrated Words to Start Speaking Spanish. New York, USA: McGraw-Hill.

http://www.publisurf.com/directorio/formacion_empleo/educacion_infantil/lengua/

http://www.auladiez.com/curso-elemental/index.html

http://www.bilingualplanet.com/

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Bibliography for Teachers

Nonfiction/Fiction Books

Montessori, M. (2007). From Childhood to Adolescence. Amsterdam, The Netherlands. Montessori-Pierson Publishing Company

Kessler, R. (2000). “The Soul of Education” USA ASCD

Wolf, A. D. (1996). Nurturing the Spirit. USA. Parent Child Press.

Montessori, M. (2007). Education and Peace. Amsterdam, The Netherlands. Montessori-Pierson Publishing Company

Skaife, L. & Rodriguez, V. (1977). “Creative Communicative Activities for the Spanish Class”. Illinois, USA: NTC Publishing Group

Sherman, J. G., McCarthy, P. J. (1995). Exploring Spanish. (2nd Ed.). Minnesota, USA: EMC Publisher. (Illus. by Jackie Urbanovic)

Foresman, S. (1989) Pasos y Fuentes. Communicative Activities for Self-Directed Pair And Group Practice. Illinois, USA: Scott, Foreman & Company

De Roslev, R. (2001). Vocabulary Builder. Mastering the Most Common Spanish Words And Phrases. USA: Barron’s.

Ramírez, L. (2003) Español 5. Santo Domingo, DR: Distribuidora Escolar, S. A.

Silverstein, R. J., Wald, H., and Pomerantz, A. (2003). Spanish the Easy Way. (4th Ed.). New York: Barron’s Educational Series, Inc.

Teacher Editions

Funston, J. F., Bonilla, A. V. (2009). Aventura I. Teacher’s Edition. USA: EMC Publishing LLC

Gahala, E., Hamilton, P., Heining-Boynton, A. L., Othegy, R., Rupert, B. (2000). En Español Dos: Teacher’s edición. Illinois: McDougal Littell.

Vallecillos, R. A. (2007). Spanish grammar drills. (3rd ed.) New York, McGraw-Hill

Silberstein, R. J., Wald, H., & Pomerantz, A. (2003). Spanish the Easy Way. (4th ed.) New York, Barron’s

Bunke, D. (2006). “Slangman”. Learn Spanish Through Fairy Tales. CA: Slangman

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Publishing.

Berlitz Kids (1998). 1000 Spanish Words. USA: Berlitz Publishing Company, Inc.

DK Publishing, Inc. (2005). First Spanish Picture Dictionary. First Edition. USA.

Kenny, C. L. & Hendry, L. (1999). The Kids Can Press Spanish & English Phrase Book.

Canada: Kids and Press LtdElija, S. M. (1997) Say Hola to Spanish, Otra Vez. New York: Lee & Low Books Inc

Sheeran, J. G., McCarthy, P. J. (1995). Exploring Spanish. (2nd Edit.). Minnesota:

EMC Publisher.

http://www.softschools.com/spanish/http://www.bilingualplanet.com/http://spanishprograms.com/spanish_teacher/

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Rationale

It has been a long journey since I started to learn about the Montessori Method, to be honest; I will say that it has been a role coaster with ups and downs. Ups that have made me realized I have accomplished a lot from the first day I started to this point where I am now. And downs that constantly remind me that I still need to move forward and keep reading and learning more and more about Maria Montessori and how to implement her methods and ideas in my classroom.

Having the opportunity to go camping, doing community service and going away for Spring intersession have made me appreciated all the work Maria did for the sake of education. I am not in the point or position I want to be; I recognize I am not the perfect Montessori teacher but I can say that I am in my way.

During my cycle of study I have included a group initiative, the purpose of it is to meet one of the basic need of the adolescent; ‘to build community’ and create a belonging atmosphere. “But community is not only about sharing weakness. Community breeds helpfulness, strength, intimacy and a special kind of shared laugher that comes from knowing each other well and looking at situations from the same perspective” (from Nurturing the Spirit page 51)

One of my content lessons is about the Fourth Great Lesson; the “History of Writing” this lesson meets Maria Montessori’s philosophy to educate the adolescent in a foreign language.

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