spanish ii unit plan edss 511

5/28/2018 Spanish II Unit Plan Edss 511

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Anne Ren Elsbree 2013 EDSS 511 1

Name Preston R. Hill Date 10/27/2013

UNIT PLAN

UNIT TOPIC

Chapter 3 Talk about computers, e-mail, Internet, faxes, and telephones

Talk about past habitual and routine actions

Describe people and events in the past

Make and receive telephone calls in Spanish.

UNIT CONTEXT

Subject/Content Area: Spanish II for non-native speakers

Grade Level: High School (90% 10th

graders)

Length of Unit:Week 105 days-1

stweek of a 12 day lesson

Monday57 minutesTuesday/WednesdayBlock Day1 hour, 20 minutesThursday47 minutesFriday57 minutes

FACTS ABOUT THE LEARNERS

Whole Class Information (Class Profile)

Number of students in classPeriod 436 students

Demographic InformationRaceWhite22Hispanic or Latino - 4Vietnamese - 2Asian1American Indian or Alaska Native 1Filipino - 1Farsi (Persian)1Refused to Identify1Unknown3

Gender - 21 female, 14 maleELL - 1Bilingual - 2IEP, 504 - 1Gifted 1

Developmental Needs

Readiness Level-Most students in the class have taken Spanish I the prior year so they do have somesort of foundation for speaking a foreign language at the academic level. There is one special needs


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student and one English learner. I think the ELD student should probably be reclassified as Englishproficient. There is also one gifted student in my class that excels in many areas of academic content.

Interests-Many of the students are involved in after-school sports, clubs, tutoring, and many otheractivities.

Learning Profiles-Many of the students in the class are visual or kinesthetic learners. The studentsbenefit from having the material delivered in multiple ways such as orally, interactive games, andcollaborating with others in small groups.

Affective-Management Strategies-Most of my students are well behaved and the ones that talk when I amtalking need to be handled with firmness and respect. Each student has a Spanish partner and I switchthem every two weeks after an exam. I organize the seating chart and place the strongest with theweakest Spanish students.

Classroom Learning Environment-The learning environment is excellent. The walls have various postersof Spanish speaking countries along with some of the top projects in the class. The classroom is wellorganized with many opportunities for the students to interact with one another. The students need a lowstress classroom environment where they feel safe and confident to participate in Spanish.

Individual Student Information and Differentiation Strategies

1. Helen is a 15-year-old 10th grader and is a heritage speaker of the language that you are teaching. Both of herparents are professionals. Her extended family includes aunts, uncles, and cousins. Her grandparents live in theirnative country, and she and her family visit them in the summer. Helen was born in the United States. She isorally proficient but not literate in her native language, which is the target language of the class. Her report cardsindicate above average grades, and she is identified as G.A.T.E. Helen is somewhat shy socially but is well likedand works well in small groups. She is seldom absent from school.

Individual educational goals - Become fully literate in English and improve reading and writing skills.

Developmental needs

Readiness level - Proficient, Advanced Reading, Writing, and Oral skills in her native language Spanish.

Interests - Reading, Dancing, Traveling, and Family.

Learning profile - Visual and Kinesthetic learnerDifferentiation

Content - Helen is timid and this can hinder the development of both the English and Spanish language.Helen collaborates well with other students but needs to improve on her social skills and also needs tounderstand when she is making errors in her native Spanish language. Both positive verbal and writtenfeedback will help in this developmental area.

Process - I would use a flexible grouping strategy for Helen because this will force Helen to participateand initiate the conversation with her peers and gain confidence through the process of developing heracademic social skills as she is not fully literate in her native Spanish native language. There is a highcorrelation that she will receive positive verbal feedback from her peers in a Spanish II class. I would alsotry to pair Helen up with at least one of the bilingual or top students in the Spanish classroom becausethis will make her feel more comfortable with additional support.

Product - Helen will listen and record her colleagues Spanish ideas and contribute her insights whileparticipating in a series of Spanish activities. This adaptation is important and will be effective for Helenbecause she is orally proficient but not fully literate in Spanish. Helen is well liked among her classmatesand this will help re enforce the lesson goals to the students by recording and processing the Spanishcontent as a group and creating a pleasant learning environment.

Affect - I believe that Helen will gain confidence through the process of collaborating and a series ofwritten and oral activities because she is familiar with the Spanish language based on her heritage. It isimportant for Helen to have confidence in the Spanish classroom because she is typically shy in socialacademic settings. As her confidence continues to grow, she will become more comfortable in speaking


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both English and Spanish with other students throughout her classes and throughout the entire school.This is especially effective and important for Helen because she will continue to develop her academicsocial skills in Spanish at a school that consists of 49 % Hispanic/Latino population.

Learning environment - Provide a welcoming low stress environment. Complete a seating chart so Helenis with one of the weaker students since she is strong in Spanish.

Progress Monitoring Assessment

Formative - Circulate the classroom and monitor the progress of writing, listening, reading, and oral skills Evaluative - Collect a Spanish crossword puzzle on day 2, 3, an in-classroom work packet of various

textbook activities, a Spanish quiz and test at the end of the unit.Next Steps

Continue to work with Helens confidence so she can describe her Spanish native language to herclassmates.

2. Angel Garcia Avila is the only English learner that I have in my Spanish II foreign language class. Angel is shyand rarely participates during the Spanish class discussions. I need to get to know Angel better so I can try torelate my past experiences with him and help him learn to like education and know the importance of going tocollege.

Angels student profile is as follows:

CELDT 2012-2013 ResultsCELDT PL Overall TextEarly Advanced

CELDT PL Overall4

CELDT PL Listen 5

CELDT PL Speak 4

CELDT PL Read 5

CELDT PL Write4Race: Hispanic/LatinoPrimary Language: SpanishLanguage fluency: English LearnerGrade Level - 11

thgrade

2012-2013 CST - California Standardized Testing

Grade 10ELA3 BasicGeometry1 Far Below BasicCAHSEE OverallPass

Developmental needs

Readiness level - Proficient, Advanced Reading, Writing, and Oral skills in his native language Spanish.

Interests - Traveling, Friends, and Family.


Content - I think a great instructional strategy for Angel would be to create a lesson plan on the culture ofthe Spanish family heritage and the respect they within their. For example, I know that Mexican familieslike to get together at least once a week and have a nice dinner or party together.

Process - I could have the students participate in Spanish cultural reading ProductContinue to assess his writing skills

Affect I think if I mention some of my personal experiences of traveling in Spanish speaking countriesand some photos that this will motivate Angel to continue to learn and improve in his Spanish literacyskills

Learning environmentProvide a welcoming low stress environment. Complete a seating chart so Angelis with one of the stronger Spanish students in academic social skills since he is timid and doesntparticipate very much in class.



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Formative - Circulate the classroom and monitor the progress of writing, listening, reading, and oral skills Evaluative - Collect a Spanish crossword puzzle on day 2, 3, an in-classroom work packet of various textbook

activities, a Spanish quiz and test at the end of the unit.

Next Steps

Continue to work with Angels confidence and participation so he can describe his Spanish nativelanguage to his classmates.

3. Alex is a 15-year-old boy in the tenth grade stage two languageclass. He had difficulty with the developmentof his early literacy skills, including the acquisition of sound/symbol relationships and word identification,demonstrated in both his reading and writing. In the second grade, Alex was identified as a student with specificlearning disabilities. Since then, Alex has received special education support primarily in a resource room forlanguage arts, while he is included in the general education curriculum. He is able to independently read text at a7th grade level and continues to struggle with decoding words. Alex also has asthma for which he takes dailymedication and occasionally needs to use an inhaler. He is a self-isolating person who does not readily join intowhole-class conversations or contribute to group learning situations. His tendency is to sit alone at lunch and tobe by himself during transitional time. There is no in-class support for this student.

Developmental needs

Readiness level - Proficient, Advanced Reading, Writing, and Speaking skills in her native languageSpanish.

Interests - Reading, Dancing, Traveling, and Family.


Content - One instructional strategy or student activity that would be challenging for Alex is to participateand read Spanish vocabulary and linguistic structures in front of the class because Alex struggles withsentence frames. He has difficulty with sounds and symbol acquisition, decoding words, and only has aseventh grade reading level.

Process - I would use a document camera to the Spanish vocabulary and linguistic structures and reviewthe important Spanish cultural relationships with the entire class. This way I am addressing everyone andnot just Alex in front of all the students in the Spanish class. If I wanted to do something specific for theneeds of Alex, I could provide him a graphic organizer that has Spanish words defined, images, andexamples of the technology used in sentences.

Product-My adaptation would be effective for Alex in making progress toward achieving the learning goalsbecause through the document camera words would appear clearer. I could review and decodeexamples of various Spanish vocabularies, verbs, and cultural differences. The participation of the classwill help Alex re enforce strategies such as highlighting the important information so he could studySpanish more efficiently.

Affect - My adaptation would be effective for Alex in making progress toward achieving the learning goalsof this Spanish unit because I have provided a pleasant learning environment. Alex is able to participatein the class with his Spanish partner in a low stress environment and he is able to provide his insights andideas through his part of the Spanish activities. Alex is able to learn the Spanish content and continue tobuild on his academic social skills.

Learning environment - Low stress friendly environment.Progress Monitoring Assessment

Formative - Circulate the classroom and monitor the progress of writing, listening, reading, and oral skills

Evaluative - Collect a Spanish crossword puzzle on day 2, 3, an in-classroom work packet of varioustextbook activities, a Spanish quiz and test at the end of the unit.

Next Steps

Continue to work on Alexs classroom management, Spanish literacy skills, and his participation in theclassroom.


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4. Jose is a fifteen-year-old Hispanic male student in my period four Spanish II foreign language class at SanPasqual High School in Escondido, California. I selected Jose as a student because he is very timid in class butfrom time to time he opens up and expresses his ideas and insights in either English or Spanish. Jose interestsme because I want to know how I can adjust my Spanish lesson plans so he is always engaged and excited abouteducation. Jose is in the tenth grade and is considered a special education student because he has a specificlearning disability in the area of auditory memory. This is an instructional challenge because learning a foreign

language requires the memorization of vocabulary, verb conjugations, and various grammar rules that apply tothe Spanish language. Jose is fluent in his primary language English and he is considered proficient with a scoreof four in the English Language Arts area according to the California Standardized Testing (CST). However, Josehas failed the California Academic High School Exit Exam (CAHSEE) and this is a concern for me because it isnecessary for students to pass in order to graduate. Jose is in all general education classes and his six weekprogress report shows that he is doing well. Jose currently has a B- in World History, B in English 10, B inSpanish II, A in Avid II, and a B in Physical Education. Three of Joses teachers advise that he is a pleasure tohave in class. He currently has an 87% in my class which is a B+ and I agree with his educators that Jose is apleasure to have in class.

Joses student profile is as follows:

Race: Hispanic/LatinoPrimary Language: English

Language fluency: English OnlySpecial Education: YesGrade Level-10

thgrade

2012-2013 CST - California Standardized TestingGrade 9ELA4 ProficientGeometry3 BasicCAHSEE OverallFail

Developmental needs

Readiness level - Proficient in Reading, Writing, and Speaking. Basic in Geometry, Math

Interests - Video games, Designing, and Family.

Learning profile - Visual and Kinesthetic learner

Differentiation Content - There are various ways I can help Jose in the area of auditory memory through my instructional

planning such as create a graphic organizer or mention different mnemonics in Spanish. There arevarious ways I can adjust my instructional planning for Jose such as allowing him the opportunity to re-take Spanish quizzes if he does poorly.

Process - I think a great way to adjust my instructional strategies for Jose would be to create differentSpanish projects for the class to design. This will give Jose an opportunity to design and demonstrate hiscreativity in Spanish.

Product - I would like to use an informal assessment for Jose during this lesson so I could circulate theroom as I gather data on his writing, interest, and participation level as he collaborates with otherstudents. I would use a rubric to assess the students creativity, design, and organization of Spanishprojects. The administration of quizzes would be a summative assessment for Jose because I would beanalyzing his understanding of Spanish verbs or vocabulary at the end of the instruction.

Affect - The implementation of student grouping would be a beneficial assessment for Jose because Icould pair him with a student that excels at auditory memory.

Learning environment - Jose described the best conditions for him to learn are when the lesson isamusing, funny, and especially a low stress environment.




Next Steps


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Continue to work on ideas to help Jose with his auditory memory. Always give him positive feedback onhis progress toward writing, listening, reading and oral communication in Spanish as this will help himwith his confidence and academic social skills.

5. Nidia is extremely gifted in art, mathematics, and language development. She is currently bilingual and I think

she has what it takes to become trilingual. She is always organized, prepared, willing to assist others, andexceeds in creativity, reading, and writing in Spanish.

Nidias student profile is as follows:

Nghiem Nidia" H. NguyenRace: CambodianPrimary Language: VietnameseLanguage fluency: Initially Fluent English Proficient (I-FEP)Grade Level-10

thgrade

2012-2013 CST-California Standardized TestingGrade 9ELA5 AdvancedAlgebra II5 Advanced

Developmental needs

Readiness level - Proficient, Advanced Reading, Writing, and Speaking skills in her native languageSpanish.

Interests - Reading, Art, Math, and Languages.


Content - Continue to create curriculum that is creative and challenging for Nidia.

Process - I think a great way to adjust my instructional strategies for Nidia would be to create differentSpanish projects for the class to design. Nidia has a passion for art and this will give her an opportunityto design and demonstrate her creativity in Spanish.

Product - I would use a rubric to assess Nidias art creativity, design, and organization of Spanishprojects.

Affect - Provide positive feedback and constructive criticism so she has the confidence and knowledge toproceed with learning a third language.

Learning environment - Complete a class seating chart for Nidia and make sure she sits in front of theclass because she wears glasses and provided a document camera for enhancing visual aids.




Next Steps

Continue to challenge Nidias oral skills and to be thorough when explaining all the different types ofmeanings within Spanish vocabulary and grammar.

UNIT RATIONALE: ENDURING UNDERSTANDINGS & ESSENTIAL QUESTIONS

Big IdeaIt is essential to learn Spanish technological vocabulary in order to communicate efficiently on thephone or in a social network setting in Latin America countries. It is important to learn the imperfect tense if youwant to explain a Spanish story in the past.

Enduring Understandings (EU or Big Ideas)


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Unit ObjectiveAfter explaining and demonstrating the new vocabulary and the imperfect past tense in Spanish,Students will be able to connect and compare technology to their previous cultural experiences.

I would like my students to have a solid foundation of the new vocabulary and imperfect past tense in Spanish. Itis important for students to understand the imperfect past tense so they can express themselves in the past tensewhile telling a story.

Essential Questions

Why is academic vocabulary important?

What are the benefits of learning another language?

Why is it important to be able to identify the technological differences in the cultural experience of a Spanish orLatin country?

Why is it important to be able to explain in Spanish past events that have repeated over a period of time?

UNIT CALENDAR

DAY #1-5

DAY Standard Objective Student Activity Assessment1

CA CONTENTSTANDARD(S)

ADDRESSED

Stage IIStudentsacquireinformation,recognizedistinctiveviewpoints, andfurther theirknowledge of other

disciplines.2.1 Studentsaddress topicsrelated to self andthe immediateenvironment,including:

o. Technologicaladvances andinnovation

CA ELDSTANDARD(S)

ADDRESSEDSection 2:Elaboration onCritical Principlesfor DevelopingLanguage &Cognition in

AcademicContexts, Part I:Interacting in

Students will beable to state andidentify patterns ofthe newtechnologicalSpanishvocabulary byparticipating indifferent oralactivities.

Every studentparticipates in theoral pronunciationof the newtechnologicalSpanishvocabulary oncewith the text bookCD and again withthe teacher

Students listen tothe similarities ofthe correctpronunciation ofthe newtechnologicalSpanishvocabulary words,accents, and thesimilarrelationships to theEnglish language.

FormativeProgress Monitoring

SpanishPronunciation andstudentsaccentuation of thenew technologicalvocabulary.


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Meaningful Ways,

Bridging

5. Listeningactively

Demonstrate

comprehension oforal presentationsand discussions ona variety of socialand academictopics by askingand answeringdetailed andcomplex questionsthat showthoughtfulconsideration ofthe ideas orarguments withlight support.

2 CA CONTENTSTANDARD(S)

ADDRESSED

Stage IIStudentsacquireinformation,recognizedistinctiveviewpoints, andfurther theirknowledge of otherdisciplines 2.1Students addresstopics related toself and theimmediateenvironment,including:


CA ELDSTANDARD(S)

ADDRESSED

Section 2:Elaboration onCritical Principlesfor DevelopingLanguage &Cognition in

AcademicContexts, Part I:Interacting inMeaningful Ways,

Bridging

Students will beable to arrange andconstruct Spanishvocabulary relatedto technologythrough reading,writing, andanswering relatedquestions to aseries of activitieswith their Spanishpartner.

Each Studentparticipates in thewritten activitiesand is responsiblefor all of the workalong with turningthe Spanishvocabularycrossword puzzleassignment

Studentsparticipate inanswering thequestions from thereading with theteacher in front ofthe whiteboard.Students assesstheir answers tothe Spanishvocabularycrossword puzzleafter the teacherdisplays theanswers throughthe documentcamera.

Formative(ProgressMonitoring)

Think-pair-sharetechnique

Sharing partnerstechnique

Summative -(evaluative)

Classroom workactivity


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7. Evaluatinglanguage choices

Explain howsuccessfully writersand speakersstructure texts anduse language topersuade thereader providingwell-wordedevidence tosupport claims orconnecting pointsin or create otherspecific effects,with light support.

3 Same as Day 2-Block Day

Same as Day 2-Black Day

Same as Day 2-Block Day

Same as Day 2-Block Day

4CA CONTENTSTANDARD(S)

ADDRESSED

Stage IIStudentsacquireinformation,recognizedistinctiveviewpoints, andfurther theirknowledge of otherdisciplines

2.1 Studentsaddress topicsrelated to self andthe immediate

environment,including:


CA ELDSTANDARD(S)

ADDRESSED

Section 2:Elaboration onCritical Principlesfor Developing

Language &Cognition in

AcademicContexts, Part I:Interacting inMeaningful Ways,

Bridging

7. Evaluatinglanguage choices

Students will beable to identifySpanishvocabulary relatedto technologythrough reading,writing, andanswering relatedquestions to thematerial with theirSpanish partner.

Studentscollaborate withtheir Spanish

partner while theyindividuallycomplete thedifferent activitiesfrom the textbook.

Studentsparticipate inanswering thequestions from thereading while theteacher reviewsthe answers infront of thewhiteboard.

Formative(progress-monitoring)

Think-pair-sharetechnique

Sharing partnerstechnique


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Explain howsuccessfully writersand speakersstructure texts anduse language topersuade thereader providing

well-wordedevidence tosupport claims orconnecting pointsin or create otherspecific effects,with light support.

5CA CONTENTSTANDARD(S)

ADDRESSED

Stage IIStudentsacquireinformation,recognize

distinctiveviewpoints, andfurther theirknowledge of otherdisciplines

2.1 Studentsaddress topicsrelated to self andthe immediateenvironment,including:

o. Technologicaladvances and

innovation

CA ELDSTANDARD(S)

ADDRESSED

Section 2:Elaboration onCritical Principlesfor DevelopingLanguage &Cognition in

AcademicContexts, Part I:Interacting in

Meaningful Ways,

Bridging

3. Using verbs andverb phrases

Using a variety ofverbs in differenttenses, aspects,and moodappropriate for the

Students will beable to list andseparate thedifferent endings tothe imperfect tenseSpanish verbs.

.

Students listen andtake notes on thedifference betweenthe imperfect tenseand the endings ofthe Spanish ar andir/er verbs in frontof the class

through documentcamera.

Students listen,take notes, andrepeat manyexamples of thenew endings forthe imperfect tenseSpanish ar andir/er verbs

Formative(progress-monitoring)

SpanishPronunciation and

accent of theimperfect pasttense.

Spanish spellingand grammar skills.


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text type anddiscipline to createa variety of textsthat describeconcrete andabstract ideas,explain procedures

and sequences,summarize textsand ideas, andpresent andcritique points ofview

4. WEEK OF LESSON PLANS

Day #1SINGLE SUBJECT DAILY LESSON DESIGN FORMAT

FOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE https://sites.google.com/site/lessondesignresources/home

TITLE OF LESSON

Introduction to Spanish TechnologicalVocabulary

CURRICULUM AREA & GRADE LEVEL

Spanish II-San Pasqual High School

1st Lesson of two week unit-Regular Day-57 minutes

Textbook - Buen Viaje! Chapter 3

DATE OF LESS

10/21/2013

CA CONTENT STANDARD(S) ADDRESSED

Stage II

2.1 Students address topics related to self and the immediateenvironment, including:

o. Technological advances and innovation

CA ELD STANDARD(S) ADDRESSED

Section 2: Elaboration on Critical Principles for DevLanguage & Cognition in Academic Contexts, Part Iin Meaningful Ways,

Bridging

5. Listening actively

Demonstrate comprehension of oral presentations a

discussions on a variety of social and academic topasking and answering detailed and complex questioshow thoughtful consideration of the ideas or argumlight support.

BIG IDEA ADDRESSED

Producing academic Spanish vocabulary is essential forlearning Spanish.

ESSENTIAL QUESTIONS ADDRESSED



Why is it important to identify the technological diffewhile experiencing the culture of a Spanish or Latin

OBJECTIVE(S) OR LEARNING GOAL(S)

After a ser ies of l is tening act iv i t ies, Students wi l l be able to

state and ident i fy p at terns by repeat ing th e new technolog ical

Spanish voc abulary through dif ferent oral act iv i t ies.

Language Development

ASSESSMENT(S)

Formative (progress-monitoring)

1. Spanish Pronunciation and students accenthe new technological vocabulary.

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL

I predict students wi l l struggle in certa in areas such as pronu nciat ion of new Spanish technological vocabulary and part ic ipat ion w it
https://sites.google.com/site/lessondesignresources/homehttps://sites.google.com/site/lessondesignresources/homehttps://sites.google.com/site/lessondesignresources/home


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students m ay be an issue because most o f them are non-nat ive speakers and lack the co nf idence.

INSTRUCTIONAL STRATEGIES: What the teacher does to helpstudents cope with the difficulties in order to succeed

STEPS (Fill in each box withspecific information)

LEARNINGSTYLE(S)

ADDRESSED

REASONS/RATIONALES

Anticipatory Set

Cooperating Teacher(CT) introduces the newunit and sets theobjective by introducingthe new vocabularythrough listening andspeaking activities. (5min.)

LanguageDevelopment

Increase thesuccess of studentengagement

Instruction (Through)

CT explains the listeningactivities for the newtechnological Spanish

vocabulary. Studentswill simply listen to arecording of the newtechnological vocabularyprovided by the book andrepeat them in Spanishonce with the recordingand again with the CT. (5min.)

LanguageDevelopment

Increasedprobability thatstudents beginfocusing on the

learning at thesame time as theteacher

Guided Practice

CT reviews all of thecorrect pronunciation,accent marks, and therelationships betweenEnglish and the newtechnological Spanishvocabulary. (19 min.)

LanguageDevelopment

Increasedprobability thatstudents beginfocusing on thelearning at the

same time as theteacher.

Independent Practice

Teacher is able to assessthe studentspronunciation and theirSpanish accent while thestudents repeat the newtechnologicalvocabulary. (18 min.)

LanguageDevelopment

Increasedprobability ofsuccess in thestudents academicsocialdevelopment.

Closure

CT reviews some of themain ideas from the newSpanish vocabularywords such as certainspelling and theplacement of variousaccent marks. (5 min.)

LanguageDevelopment

Increasedprobability thatstudents beginfocusing on thelearning at thesame time as theteacher.

STUDENT ACTIVITIES: What the students do


LEARNINGSTYLE(S)

ADDRESSED

REASONS/

Anticipatory Set

Students observe andlisten to the teacher setthe objective. (5 min.)

LanguageDevelopment

Studentspressurevery obs

Instruction

Students listen to theinstructions by the

teacher. (5 min.)

LanguageDevelopment


Guided Practice

Students listen to thesimilarities of the correctpronunciation of the newtechnological Spanish

vocabulary words,accents, and the similarrelationships to theEnglish language. (19min.)

LanguageDevelopment

Studentslisten to Spanishvocabulato have t

confidenpractice Spanish


Every studentparticipates in the oralpronunciation of the newtechnological Spanishvocabulary once with thetext book CD and againwith the teacher. (18min.)

LanguageDevelopment

Studentsorally theSpanishvocabulaimprove academineeds.

Closure

Students listen to someof the key ideas of thenew Spanishtelecommunicationsvocabulary words. (5minutes)

LanguageDevelopment

Increasesuccess engagem


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Transfer

Teacher reminds thestudents that there is alot of quality informationfrom the newtechnological vocabulary

that they may implementwhen their Spanishpartner conversationsand compositions beginin another week. (5 min.)

LanguageDevelopment


Transfer

Students think aboutpossible ideas to use fortheir future Spanishpartner conversationsand compositions that

they are graded in towardthe end of each unit. (5minutes)

Cognitive Increasesuccess engagem

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS

Provided a Document Camera for enhancing visualaids.

Was not present to monitor progress.

DIFFERENTIATION FOR STUDENTS WITH SPECIAL

Provided a Document Camera for enhancinaids.

Was not present to monitor progress.

RESOURCES

White Board, Dry erase markers, Document Camera,

REFLECTION

My cooperating teacher led in this lesson but I create

would have taught it.

Day #2 & #3SINGLE SUBJECT DAILY LESSON DESIGN FORMAT


TITLE OF LESSON

Spanish Technological Vocabulary



2st

Lesson of two week unit-Block Day-80 minutes


DATE OF LESS

10/22/2013 & 10


Stage II





Bridging

7. Evaluating language choices


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Explain how successfully writers and speakers struand use language to persuade the reader providing worded evidence to support claims or connecting pcreate other specific effects, with light support.

BIG IDEA ADDRESSED



Why is academic vocabulary important?What are the benefits of learning another language?



Students wi l l be able to arrange and con struct Spanish

vocabulary related to technolo gy throu gh reading, wri t ing, and

answer ing related quest ions to a ser ies of act iv i t ies whi le

col laborat ing with their Spanish partner.

Cognitive

Psychomotor


Visual

ASSESSMENT(S)


2. Think-pair-share technique

3. Sharing partners technique

Summative (evaluative)

1. Classroom work activity


I predict students wi l l struggle in certa in areas such as pronu nciat ion of new Spanish technological vocabulary and part ic ipat ion w it

students m ay be an issue because mo st of them are non-nat ive speakers and lack the conf idence. I also think stud ents wi l l struggle

spel l ing and gramm ar of the new Spanish mater ia l.



LEARNINGSTYLE(S)

ADDRESSED

REASONS/RATIONALES

Anticipatory Set

As the teacher greets thestudents, he talks aboutsome of the up to datetechnology in the worldand relates it to some ofthe new technologySpanish vocabulary thestudents are going to beintroduced to in the unit.

Teacher sets theobjective by explainingto the class that we willcontinue to learn newSpanish technologicalvocabulary through aseries of writing,listening, and oralactivities. Aftercompleting theclassroom workactivities from the book,students will complete a

Visual

Psychomotor

LanguageDevelopment

Increase thesuccess of studentengagement



LEARNINGSTYLE(S)

ADDRESSED

REASONS/

Anticipatory Set


Visual

Psychomotor

LanguageDevelopment



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Spanish crosswordpuzzle and turn in theassignment by the end ofthe class. (5 min.)


Teacher explains the

directions of the threeSpanish vocabularywriting assignments fromthe textbook anddemonstrates how to dothe first question of eachactivity with the class.

Teacher explains thedirections of the Spanishvocabulary crosswordand advises that theycant use their text bookbut may collaborate withothers while completingthe assignment. (5 min.)

Visual

Language

Development

Increasedprobability thatstudents beginfocusing on thelearning at thesame time as theteacher

Guided Practice

After finishing the threedifferent writtenactivities, I review all ofthe questions andanswers orally inSpanish with thestudents together on thewhiteboard in front of theclassroom.

After students do theirbest to complete theSpanish vocabulary

cross word puzzle,teacher provides theanswers on thedocument camera. (30min.)

Visual

LanguageDevelopment



Teacher walks aroundthe room and monitorsthe students while theyparticipate in the writtenvocabulary activities inSpanish. (30 min.)

Cognitive

LanguageDevelopment


Closure

Teacher reviews some ofthe main ideas from thenew Spanish vocabularywords. (5 min.)

LanguageDevelopment


Instruction

Students listen to the

instructions by theteacher. (5 min.)

Visual

Language

Development


Guided Practice

Students participate inanswering the questionsfrom the reading with theteacher in front of thewhiteboard.

Students assess theiranswers to the Spanishvocabulary crosswordpuzzle after the teacherdisplays the answersthrough the documentcamera. (30 min.)

Visual

LanguageDevelopment

Studentsbe organorder to classroo


Each Studentparticipates in the writtenactivities and isresponsible for all of thework along with turningthe Spanish vocabularycrossword puzzleassignment. (30 min.)

Cognitive

LanguageDevelopment

Studentscollaboratheir Spapartner ttheir acasocial ne

Closure

Students listen to someof the key ideas andvocabulary words theteacher addresses whilesummarizing the Spanishreading. (5 min.)

LanguageDevelopment



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Transfer

Teacher reminds thestudents that there is alot of quality informationfrom the technologicalvocabulary that they may

implement when theirSpanish partnerconversations andcompositions begin inanother week. (5minutes)

Cognitive Increasedprobability thatstudents beginfocusing on thelearning at thesame time as theteacher.

Transfer

Students think aboutpossible ideas to use fortheir future Spanishpartner conversationsand compositions thatthey are graded in towardthe end of each unit. (5minutes)



Angel followed this lesson very well but hisparticipation is never at a high.

Provided a Document Camera for enhancing visualaids


Jose did well in these series of activities. lconsistently checked in on him and gave hiadditional time to complete the activities.

Provided a Document Camera for enhancinaids

RESOURCES

White Board, Dry erase markers, Document Camera, Spanishcrossword puzzle

REFLECTION

Day 1 of Block Day

I lead in this lesson and at times I thought I did a greaas introducing and getting the class excited for the dlike I spent too much time going through the written aSpanish with the students. I look forward to improvinlesson next time as I will present to a period 4 Spanistomorrow on block day as well.

Day 2 of Block Day

The second time on the same lesson I delivered yeste

always seems to go better than the first. My transitioflow better and I feel more confident in front of the clable to observe the students more and work on my clmanagement.

Day #4SINGLE SUBJECT DAILY LESSON DESIGN FORMAT



17/25


TITLE OF LESSON

Spanish Technological Vocabulary



3rd Lesson of two week unit-Short Day-47 minutes


DATE OF LESS

10/24/2013


Stage II





Bridging

8. Evaluating language choices

Explain how successfully writers and speakers struand use language to persuade the reader providing worded evidence to support claims or connecting pcreate other specific effects, with light support.

BIG IDEA ADDRESSED







Students wi l l be able to ident i fy Spanish vocabulary related to

technology th rough reading, wri t ing, and answer ing related

quest ions to the mater ial with their Spanish partner.

Cognitive

Psychomotor


Visual

ASSESSMENT(S)


4. Think-pair-share technique

5. Sharing partners technique


I predict students wi l l struggle in certa in areas such as the pronunc iat ion of the new Spanish technological vocabulary and part ic ipa

som e students may be an issue because most of them are non-native speakers and lack the conf idence to express them selves freely

th ink students w i l l struggle with the spel l ing and gramm ar of the new Spanish mater ia l.


18/25




LEARNINGSTYLE(S)

ADDRESSED

REASONS/RATIONALES

Anticipatory Set

As the teacher greets thestudents, his cellularphone alarm purposelygoes off and he reviewssome of the Spanishvocabulary they learnedthe prior lesson as itrelates to technology.

Teacher sets theobjective by explainingto the class that they wewill continue to learn newSpanish technologyvocabulary through a

series of writingactivities. (5 min.)

Visual Increase the

success of studentengagement


Teacher explains thedirections of the threeSpanish vocabularywriting assignments fromthe textbook and modelshow to do the firstquestion of each activitywith the class on thewhiteboard. (5 min.)

LanguageDevelopment

Increasedprobability thatstudents beginfocusing on thelearning at thesame time as theteacher

Guided Practice

After finishing the threedifferent writtenactivities, I review all ofthe questions andanswers orally inSpanish with thestudents together on thewhiteboard in front of theclassroom.

Teacher providesdifferent color dry erasemarkers to distinguishbetween new vocabularyand grammar on the

white board in Spanish.(15 min.)

Visual

LanguageDevelopment

Increased

probability thatstudents beginfocusing on thelearning at thesame time as theteacher.



LEARNINGSTYLE(S)

ADDRESSED

REASONS/

Anticipatory Set


Visual

Psychomotor

LanguageDevelopment

Students

pressurevery obs

Instruction

Students listen to theinstructions by theteacher. (5 min.)

LanguageDevelopment


Guided Practice

Students participate inanswering the questionsfrom the reading whilethe teacher reviews theanswers in front of thewhiteboard. Studentsare required to use theirhi-lighters to distinguishbetween new vocabularyand grammar on thewhite board in Spanish.(15 min.)

Visual

LanguageDevelopment

Students

be organorder to classroo


Students collaborate withtheir Spanish partnerwhile they individuallycomplete the differentactivities from thetextbook. (15 min.)

Cognitive

LanguageDevelopment



19/25



Teacher walks aroundthe room and monitorsthe students while theyparticipate in the writtenvocabulary activities in

Spanish. (15 min.)

Cognitive

LanguageDevelopment


Closure


Cognitive

LanguageDevelopment


Transfer

Teacher reminds thestudents that there is a

lot of quality informationfrom the technologicalvocabulary that they mayimplement when theirSpanish partnerconversations andcompositions begin inanother week. (3 min.)

Cognitive Increasedprobability thatstudents beginfocusing on thelearning at thesame time as theteacher.

Closure

Students listen to someof the key ideas andvocabulary words theteacher addresses whilesummarizing the Spanish

activities. (4 min.)

Cognitive

LanguageDevelopment


Transfer

Students think aboutpossible ideas to use fortheir future Spanishpartner conversationsand compositions thatthey are graded in towardthe end of each unit. (3min.)




Provided different color dry erase markers to

distinguish between new vocabulary and verbs inSpanish.


Jose did well in these series of activities. Iconsistently checked in on him and gave hiadditional time to complete the activities.

Provided different color dry erase markers tdistinguish between new vocabulary and veSpanish.

RESOURCES

White Board, Dry erase markers, Cellular phone

REFLECTION

I lead in this lesson and at times I thought I did a greaas introducing and getting the class excited for the dlike I spent too much time going through the reading in Spanish with the students. I look forward to improlesson next time as I will present to a period 4 Spanison block day.

Day #5

SINGLE SUBJECT DAILY LESSON DESIGN FORMATFOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE https://sites.google.com/site/lessondesignresources/home

TITLE OF LESSON

Introduction to Spanish Verbs in theImperfect Past Tense



4th Lesson of a two week unit-Regular Day-57 minutes


DATE OF LESS

10/25/2013


20/25



Stage II





Bridging

3. Using verbs and verb phrases

Using a variety of verbs in different tenses, aspects,appropriate for the text type and discipline to createtexts that describe concrete and abstract ideas, expprocedures and sequences, summarize texts and idpresent and critique points of view

BIG IDEA ADDRESSED

Understanding when and how to conjugate imperfect verbs isessential to telling a Spanish story in the past tense.


Why are academic verbs important?


Why is it important to be able to explain in Spanish that have repeated over time?


After the students recal l the last classroom act iv i ty f rom the

pr ior lesson , Students w i l l be able to l is t and separate the

dif ferent ending s of al l Spanish verbs the imperfect past tense

by taking no tes and repeated the conjugated verbs oral ly with

the teacher.

Cognitive


Visual

ASSESSMENT(S)


6. Spanish Pronunciation and accent of the impast tense.

7. Spanish spelling and grammar skills.


I predict students wi l l strugg le in certa in areas such as pronunciat ion of the new imperfect Spanish verb. The lack of conf id ence and

part ic ipat ion with som e students may be an issue because most of them are non-nat ive speakers.


21/25




LEARNINGSTYLE(S)

ADDRESSED

REASONS/RATIONALES

Anticipatory Set

Teacher has the studentsrecall the very lastclassroom activity fromthe prior lesson and setsthe objective byexplaining to thestudents they will belearning and taking noteson the imperfect pasttense in Spanish andpractice speaking themorally. (5 min.)

Visual

LanguageDevelopment

Increase the

success of studentengagement


Teacher explains thedifference between theimperfect tense and theendings of the Spanishar and ir/er verbs. (5min.)

LanguageDevelopm

ent

Increasedprobability that

students beginfocusing on thelearning at thesame time as theteacher

Guided Practice

Teacher explains thedifference between theimperfect tense and theendings of the Spanishar and ir/er verbs in frontof the class throughdocument camera. (19

min.)

LanguageDevelopment



Teacher states a Spanishar or er/ir verb in theimperfect past tense andthe students repeat itwith the correctpronunciation andaccentuation. (18 min.)

Cognitive

LanguageDevelopment


Closure


LanguageDevelopm

ent

Increasedprobability that

students beginfocusing on thelearning at thesame time as theteacher.

Transfer

Teacher reminds thestudents that there is alot of quality informationfrom the technological

Cognitive Increasedprobability thatstudents beginfocusing on thelearning at the



LEARNINGSTYLE(S)

ADDRESSED

REASONS/

Anticipatory Set


Visual

LanguageDevelopment

Students

pressurevery obs

Instruction

Students listen to theinstructions by the

teacher. (5 min.)

LanguageDevelopment


Guided Practice

Students listen and takenotes on the differencebetween the imperfecttense and the endings ofthe Spanish ar and ir/erverbs in front of the classthrough documentcamera. (19 min.)

LanguageDevelopment

Studentsbe organorder to classroo


Students listen, takenotes, and repeat manyexamples of the newendings for the imperfecttense Spanish ar andir/er verbs. (18 min.)

Cognitive

LanguageDevelopment


Closure

Students listen to someof the key ideas and

vocabulary words theteacher addresses whilesummarizing the Spanishreading. (5 min.)

LanguageDevelopment


Transfer

Students think aboutpossible ideas to use fortheir future Spanishpartner conversationsand compositions that



22/25


vocabulary that they mayimplement when theirSpanish partnerconversations andcompositions begin inanother week. (5 min.)

same time as theteacher.

they are graded in towardthe end of each unit. (5min.)



Provided a Document Camera for enhancing visualaids


Jose did well in these series of activities. lconsistently checked in on him and gave hiadditional time to complete the activities.

Provided a Document Camera for enhancinaids

RESOURCES

White Board, Dry erase markers, and Document Camera

REFLECTION

I lead in this lesson and at times I thought I did a greaas introducing and getting the class excited for the dlike I struggled from time to time with the pronunciatiSpanish imperfect tense. I look forward to improvingpronunciation of the imperfect tense the next time I dsimilar lesson.

5. MATERIALS/RESOURCES

Computer, Stereo, Document Camera, Whiteboard, Dry Eraser Markers, 40 Copies of a Spanish VocabularyCrossword puzzle

6. REFLECTIONI have done several things to help differentiate my instructional strategies such as create a Spanishcrossword puzzle for all the students.

The strengths of my unit plan are my lesson plans and it is well organized. Some of the limitations in the unitplan is that this is just the first week of a two week lesson so I have not had the opportunity to administer aquiz or an exam as this would be the best form of an evaluative assessment.


23/25


I did collect the Spanish crossword puzzle and the students receive a separate grade for this classroom workassignment. The students also turn in all of their textbook class work at the end of the unit and this is a majorpart of their in classroom work grade.

I learned a lot about me as an educator such as it is hard to explain and demonstrate the correct accentuation

of the imperfect past tense in Spanish. I also learned that it is important not to give students too muchinformation until they are comfortable and understand the basic rules, vocabulary, and grammar in Spanish. Ialso have a better understanding of backward planning after organizing the first week of a two week unit planon Spanish technology. I now have a better understanding of instructional strategies, assessments, and mytransitions as I deliver each lesson in a unit. I also learned more Spanish technological vocabulary from thetext book Buen Viaje!

7. RUBRIC WITH SELF-ASSESSMENT

I have highlighted my self assessment in bold font. Thank you.


24/25


UNIT RUBRIC 20 points

DesignComponent& Criteria

Approaching Meets(Including the criteria for Approaching &

Meets)

Exceeds(Including the criteria forApproaching, Meets &

Exceeds)

Unit Context1 point

Describes the subject/contentarea, curse, grade level &

& describes the length of unit, number ofclass periods and lengths of periods.

& describe where it fitswithin the year plan.

StudentFacts

2 points

Provide information the wholeclass (demographics,readiness, interests, learningprofile)

& describe 5 individual students (2 ELL, 2Special Ed and another student of yourchoice). Include the students name, label,grade level, culture, language, SES,family, affect, individual ed goals,readiness (reading, writing and subjectarea level), interests, & learning profile

& include informationabout students affectsand needs for theirlearning environment.

Different-iation

3 points

Describe the differentiationstrategy(ies) for the 5individual students

& label the strategy (lesson content,process or product) and the way itaddresses the students identity anddevelopmental needs (readiness, interestor learning profile)

& provide how thestrategy will beassessed foreffectiveness andaltered if needed.

UnitRationale

1 point

Explain the importance of unitin the students big picture oflearning & describes theenduring understandings-

what students will know andbe able to do at the end ofthe unit

& articulate what essent ia l quest ionsyou will use to frame the unit

& label the questionsbased on the Six Facetsof Understanding.

Standardsand

Objectives1 point

Both CA Content and ELDStandards are identified andeach is addressed in anobjective that contains acondition, verb, and criteria

& each objective is labeled by the type(cognitive, affective, psychomotor orlanguage) and number of the standard itaddresses

& identify which of thesix facets ofunderstanding it isdesigned to address.

Assessment2 points

Provide an assessment foreach objective and articulates

& identify the formality, purpose,implementation method and evaluationcriteria.

& provide description ofhow you willcommunicate ofexpectations, self-assessment processand provide a sample ofstudent work.

Into1 point Provide an into, activity forunit & describe in detail the steps the teacherwill take to implement the into lesson andany needed materials (i.e. graphicorganizer, ppt, model, rubric)

& provide script forteacher and times foreach activity.

Through2 points

Provide a unit calendaroutlining what is addressedeach day (objectives,standards, student activityand assessment)

& each activity is student centered withmultiple opportunities for the instructor tocheck for understanding

& provide instructionalmaterials for eachlesson plan.

Beyond1 point

Provide a beyondactivity forunit

& describe in detail the steps the teacherwill take to implement the beyond activitiesand any needed materials (i.e. graphicorganizer, ppt, model, rubric)

& provide script forteacher and times foreach activity.

LessonPlans

4 points

3-5 lesson plans are provided

& each lesson meets all the requirementsspecified in their perspective rubricsincluding all the instructional materials

& A full scripted Lessonis provided for each dayof the week.

Materials &

Resources1 point

Describe all the materials

needed to implement thelesson/unit

& the materials address a range of student

needs and variety of interests and learningprofiles

& the materials display

the candidatesimagination and creativity.

Reflection1 point

Address all the reflectionprompts about differentiation,strengths and limits of thelesson, & effectiveness oflesson

& describe what you learned aboutyourself and your students

& identify what youwould keep in mind forthe next lesson.

Self-Evaluation

5 points will bededucted if not

included

Provide a copy of the rubricwith the unit plan

& highlight the criteria for eachcomponent

& provide hand writtenevidence for each criteriamarked and identify whatpage for each item.


25/25


spanish ii unit plan edss 511

Documents

theweakest spanish students

spanish partner

unit plan edss

special needs5282018

gifted student

thgraderslength of unit

individual student information

native language