victoria evans methods instructional unit at school

7/28/2019 Victoria Evans Methods Instructional Unit at School

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Victoria Evans

Foreign Language: Spanish

Class/Level: Spanish 1

Theme: At School

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Topic Outline Page

Level : Spanish 1 Theme:At School in Spain Topic: AtSchool

Suggested Time Frame: Six 90 minute lessons

Mastery Objectives of the Unit of Instruction :( what students will be able to do in thelanguageby the end of the unit)

Students will understand school themed vocabulary.

Students will express what activities and materials are needed for varioussubjects.

Students will be able to discuss their daily school schedules.

Students will tell time. Students will know how to use and modify verbs similar to gustar.

Students will express their likes and dislikes and justify their reasoning verballyand in writing.

Students will understand the difference between educational systems in theUnited States and Spain.

Students will comprehend authentic texts concerning the educational systems inthe United States and Spain.

Students will transfer meaning from English to Spanish.

Students will practice listening, speaking, writing, and reading in Spanish.

Activities and assessments included in this topic: Day 1, Name: Lista de Vocabulario, Type: Vocabulary List,

Day 1, Name: Lista de control, Type: Pre-assessment,

Day 1, Name: Ol, Type: Vocabulary Practice,

Day 1, Name: Necesito Ayuda, Type: Vocabulary Introduction,

Day 1, Name: Puede ser mi compaero? Type: Vocabulary Practice,

Day 1, Name: Estudiar en la USAL Type: Vocabulary Practice

Day 2, Name Qu te gusta hacer? Type: Grammar Practice

Day 2, Name: Mi pgina de Facebook Type: Grammar Practice

Day 4, Name: Qu debe hacer en el future? Type: Formative Assessment, Listening Day 4, Name: Exploremos el sistema educativo en Espaa Type: Cultural Activity

Day 5, Name: Estudiar en el extranjero en Espaa Type: Summative Assessment

Day 5, Name: Estudiar en el extranjero en Espaa Rubrics Type:Summative Assesessment

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Resources (must include additional resources besides text books and workbooks

such as periodicals, websites, technology, etc.): Day 1, La Universidad de Salamanca Anuncio (http://www.youtube.com/watch?

v=zyzwEZNOw1Q),

Day 1, 5 razones para estudiar en la USAL,

(http://www.usal.es/webusal/node/1354&bcp=futuros_estudiantes)

Day 2, PowerPoint

Day 4, List of Universities http://en.wikipedia.org/wiki/Universities_in_Spain

Day 4, Information on Programs http://www.mecd.gob.es/educacion-mecd/areas-

educacion/estudiantes/ensenanzas.html

Day 4, Visuals http://www.mecd.gob.es/educacion-mecd/areas-

educacion/estudiantes/ensenanzas.html

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http://www.usal.es/webusal/node/1354&bcp=futuros_estudianteshttp://en.wikipedia.org/wiki/Universities_in_Spainhttp://www.mecd.gob.es/educacion-mecd/areas-educacion/estudiantes/ensenanzas.htmlhttp://www.mecd.gob.es/educacion-mecd/areas-educacion/estudiantes/ensenanzas.htmlhttp://www.mecd.gob.es/educacion-mecd/areas-educacion/estudiantes/ensenanzas.htmlhttp://www.mecd.gob.es/educacion-mecd/areas-educacion/estudiantes/ensenanzas.htmlhttp://www.usal.es/webusal/node/1354&bcp=futuros_estudianteshttp://en.wikipedia.org/wiki/Universities_in_Spainhttp://www.mecd.gob.es/educacion-mecd/areas-educacion/estudiantes/ensenanzas.htmlhttp://www.mecd.gob.es/educacion-mecd/areas-educacion/estudiantes/ensenanzas.htmlhttp://www.mecd.gob.es/educacion-mecd/areas-educacion/estudiantes/ensenanzas.htmlhttp://www.mecd.gob.es/educacion-mecd/areas-educacion/estudiantes/ensenanzas.html


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Curriculum & Instruction, School of Education, College of William & Mary

Daily Lesson Plan Template for Classical & Modern Languages

Teacher: Ms. Evans Subject: Spanish

Class/level:

Spanish 1

Period: TBD Date: Day 1. VA SOLs: SI. 1, SI.2, SI.7,

Mastery Objectives for the Unit:

Students will understand school themed vocabulary in and out of context.

Students will practice reading, listening, writing, and speaking in Spanish.

Students will practice telling time.

Daily lesson objectives

Students will practice reading, listening, writing, and speaking in Spanish with the school-

themed vocabulary through their completion of the following activities.

Students will learn about the Universidad de Salamanca through their viewing and

completion of the Universidad de Salamanca handout.

Students will write about and discuss their schedules through their completion of the

Warm-Up activity.Students will practice identifying school themed vocabulary in context through the

completion of the compaero de estudiar activity and the reading about the Universidad

de Salamanca.

Homework:

Study Vocabulary by writing 10 original sentences using newvocabulary with a total of 20 vocabulary words, 5 of which must befrom the words they did not know on the checklist.

Goals: include on lesson plan1. Communications

2. Culture

3. Connections

4. Comparisons5. Communities

Communicative Modes: include

1.1 Interpersonal

1.2 Interpretive

1.3 Presentational

Warm-up:Escribe su horario escolar y describe que hace en cada clase con dos oraciones por cadaclase.

Time: Activity: Materials: Goals/Modes

10 mins Warm-Up,Students will complete checklist todetermine how much of necessary old

and new vocabulary they know for 3minutes.Students will write out their schoolschedule and describe what they do ineach class with 2 sentences for eachclass.

Handout, VocabularySheet

Communication/Interpretive

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8-10

mins

Students fill out handout according tostudents class schedule in completesentences to determine if they would begood study buddies.Afterwards, pick up and check for errorsand completion.

Handout, VocabularySheet

Communication/Interpersonal

10 mins

Call and Response: Teacher will say the

vocabulary twice and have studentsrepeat twice

Vocabulary Sheet Communicati

on

5 minsVocabulary Practice: Students practicevocabulary with each other on flashcards,they will change who is quizzing eachother at the 2:30 minute mark

Student s vocabularyflashcards

Communications/Interpersonal

10 mins Ol: Have students choose vocabulary

and fill-out Ol board. The teacher willthen select a word from the vocabularysheet; if the student has the word ontheir card, they cover it. The first studentto have to have two rows horizontallywins.

Students vocabulary,

Ol handout

Communicati

on/Interpretive

20 mins Circumlocution Vocabulary Practice: Ingroups of 3-4, students will guess whatword a student has on their flashcardusing the useful phrases on their handout

CircumlocutionHandout

Interpretive/Interpersonal

10 mins La Universidad de Salamanca Reading-Students will read about the University ofSalamanca and answer questions onhandout

La Universidad deSalamanca Handout

Culture/Interpretive

10-12mins

La Universidad de Salamanca YouTubeVideo: Students view twice, the first timethey list what they see based on theirnew vocabulary. Collect this worksheetand grade for accuracy.

Video(http://www.youtube.com/watch?v=zyzwEZNOw1Q), LaUniversidad deSalamanca Handout

Culture/Interpretive

Closure: Students draw pictures representing their favorite school subject for the remaining classperiod.

Click here to enter text.

Differentiated Instruction / Adaptations: As far as content, the students are introduced to the content

first through a bilingual list, then they play a game, talk about themselves during the study buddy

activity which includes their interests. The students are presented with information verbally and

visually which accounts for multiple learning styles.

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Ongoing Informal Assessments:Collection of Warm-up to check forcompletion.

Formal Assessments:Collection of La Universidad de Salamanca activity tosee how they use the vocabulary in context.

Reflections (detailed reflections on this lesson):

What went well,

What didnt go well,

What would you do differently

Remarks on student engagement and student learning

See comments at the end.

Lesson planning guiding questions to ask yourself before writing a lesson plan:

1. What will students know and be able to do at the end of class that they cannot do at the

beginning?

2. What do the students need from me to be able to show they know and can do it?

3. How am I going to organize /present /manage the lesson?4. How will students practice what they need to know and do?

5. How will I know that they got it? (assessment)

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Lista de Vocabulario

Aprender

Estudiar

Saber

Ensear

Tomar un

Aprobar un

La nota

La clase

La leccin

El/la estudiante

El maestro/ la maestra

La materia

La lectura

La escritura

Las matemticas

La msica

La historia

La ciencia

La biologa

La qumica

La universidad

La informtica

La literatura

El ingls

El francs

El espaol

El examen

El ensayo

Primero

Segundo

Tercero

Cuarto

Gustar

Aburrir

Encantar

Odiar

Dar asco

Interesar

Disgustar

Preocupar

Importar

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Teacher Instruction Page Template for

Required Activities

Materials: Pen/Pencil, Handout,

Assessed Mastery Objectives (for the unit that will be assessed as a formative orsummative assessmentin this activity only, may not be for mastery)

Students will complete pre-assessment of new and old vocabulary.

Essential Structures (New and

review)

Previous vocabulary

Essential Vocabulary Topics

School Themed Vocabulary

Objectives for the activity: (Instructional focus for this activity which is more

specific than the mastery objectives for the unit/chapter: What do you want the

students to be able to do at the end of this activity?)

Students will determine how much they know of their old and newvocabulary.

Directions for the activity: (Use active verb commands: Distribute handouts,

Have students, Divide students into small groups) Independent Practice

1. Distribute handouts.2. Go over instructions and emphasize that they will only have 3 minutes

to complete the activity.3. After the 3 minutes, tell students to calculate how many words they

knew over the total.

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Spanish 1 Theme: At School

Activity Type: Pre-assessment of

Vocabulary

Topic: Pre-assessment of Vocabular

Activity Name: Lista de control! Time: 3 min


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4. Remind them that for their homework, they will haveto use at least 5 words that they didnt know fromthe checklist in their sentences.

Nombre___________________

Fecha___________________

Lista de Control

You will have 3 minutes to write the definition beside the word in Spanish of all of

the words you know on the list. At the end calculate how many you knew over the

total.

Ejemplo: * # of definitions known/total _______/_________

******# of definitions known should only include the words you know for a certainty

1. Encantar

2. Gustar

3. Escuela

4. Dar Asco

5. Hacer

6. Aprobar un

7. Ensear

8. La lectura

9. Cundo?

10.El maestro

11.Tomar un

12.Ensayo

13.Escribir

14.La Clase

15. lunes

16.jueves

17.El libro

18.Tener

19.La nota

20. A qu hora..?

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Ol

10

Espacio Gratis


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Required Activities

Materials: Pen/Pencil, Handout, 5 sets of Vocabulary Flashcards, Popsicle

Sticks,

Assessed Mastery Objectives (for the unit that will be assessed as a formative or

summative assessmentin this activity only, may not be for mastery)

Students will know school themed vocabulary beyond mere English-Spanish

translation.

Students will comprehend oral descriptions in Spanish.

Students will be able to write what they hear in Spanish.


review)

Present Tense

Placement of Adjectives






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Spanish 1 Theme: At School

Activity Type: Vocabulary Practice Topic: Describing Vocabulary

Activity Name: Necesito ayuda! Time: 20 min


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Students will describe and identify vocabulary words throughcircumlocution.

Students will understand Spanish description.

Students will accurately write what they hear in Spanish.

Directions for the activity: Guided Practice

1. Give students 5 minutes to study vocabulary individually or in pairs.2. Distribute handouts and popsicle sticks.3. Explain the instructions for the circumlocution activity and make sure

they understand.4. Emphasize that they students not only have to listen to the description

but write it down along with the word that the student is describing.5. Divide students into groups of 5 and tell them where they are to go in

the room, the first set of 5 students receive the teacher created

flashcards.6. Have students go to designated area in class to begin activity and tell

them that they have 20 min.7. Go around and monitor student output and participation.

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Puede ayudarme?

Estudiante Nuevo (a) dice: Hola! Me llamo______________. Soy estudiante

nuevo(a) y necesito ayuda. Lo que quiero decir.. Qu es?

Es un lugar dnde. Its a place where

Es algo que puede usar Its something you can use

Es alguien Its someone

Es algo. Its something

Es el mismo como Its the same as

Es el opuesto como Its the opposite as

La Palabra La Descripcin

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

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Required Activities

Materials: Pen or Pencil, Handouts



Students will understand school themed vocabulary in and out of context.

Students will practice reading, listening, writing, and speaking in Spanish.

Students will practice telling time.


review)

Present Tense


Numbers

Interrogatives






Students will learn about the Universidad de Salamanca.

Students will write about and discuss their schedules.

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Spanish I Theme:At School

Activity Type: Vocabulary Practice Topic: Study Buddy

Activity Name: Puede ser mi

compaero de studio?

Time: 8-10 minutes


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Students will practice reading, listening, writing, and speaking in Spanish with the

school-themed vocabulary.

Students will write about their preferences.

Directions for the activity: Independent practice

1. Pass out handouts and go over directions for students to complete forwarm-up activity by the end of 10 minutes.2. Review directions for Seccin B, tell students that they will each have

5 minutes to interview each other and remind them to write incomplete sentences.

3. As they complete activity, go around class to help students and monitortheir progress.

4. After the ten minutes, tell them they have 5 minutes to write downwhether or not their partner will make a good study buddy and why.

5. Collect activity to check for understanding and accuracy.

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Nombre:________________________________

Fecha:__________________________________

Puede ser mi compaero de estudio?

Las instrucciones

Imagine that you are a student interested in finding a studybuddy to help you with exams. In order to find someone compatible, you must first fill out you

daily schedule and answer the following questions about it in Seccin A. In Seccin B, you will

speak to your partner and ask them about their schedule based on the questions. Based on thisinformation, you will write if the person would be a good study buddy in 4 sentences.

RECUERDA ESCRIBE EN FRASES COMPLETAS.

lunes martes mircoles jueves viernes

BLOQUE 1

BLOQUE 2BLOQUE 3

BLOQUE 4

1. Cul es tu materia favorita? Porqu?

2. Cul es tu materia favorita menos (least)? Porqu?

3. Cul materia quiere estudiar ms en el futuro?

4. Dnde quiere estudiar?

5. A qu hora quiere estudiar?

Seccin B

1. Cul es tu materia favorita? Porqu?

2. Cul es tu materia favorita menos (least)? Porqu?

3. Cul materia quiere estudiar ms en el futuro?

4. Dnde quiere estudiar?

5. A qu hora quiere estudiar?

Decisin:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

____________________________________________________

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Nombre______________

Fecha__________________

5 razones para estudiar en la USAL

Porque con la juventud (youth) que nos proporcionan (provide) 800 aos de historia. La USALes juventud y experiencia, historia y vanguardia (forefront).

Porque cada ao en nuestras aulas hay estudiantes de setenta nacionalidades diferentes. La

USAL es multilinge y pluricultural.

Porque la oferta acadmica, cultural y deportiva de nuestra Universidad hace que la vida

universitaria de la USAL sea internacionalmente conocida (known). La USAL se vive y se

disfruta.

Porque puedes elegir (choose) de entre una amplsima oferta de titulaciones (degre?es) de grado,de mster y de doctorado en todas las ramas de conocimiento. La USAL es formacin, esenseanza y aprendizaje, es futuro.

Porque LA USAL ES TU UNIVERSIDAD.

A. Preguntas:

1. Qu son las 2 razones para estudiar en la USAL?

2. Qu tipos de titulaciones ofrece la universidad?

3. Cuntos aos tiene la universidad?

4. Tiene estudiantes de cuntos naciones?

Vocabulario Que Veo

1. 5. 9.

2. 6. 10.

3. 7. 11.

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4. 8. 12.

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Class/level:

Spanish 1

Period:TBD Date: Day 2 VA SOLs: SI.1 ,SI.3, SI.5


Students will know how to use and modify verbs similar to gustar.Students will express their likes and dislikes verbally and in writing.Students will practice listening, speaking, writing, and reading inSpanish.


Students will understand how to conjugate gustar through note taking during the Gustar

Powerpoint and their completion of the Living Poll Activity.

Students will practice questioning and answering using the verb gustar during the

question and answer portion of the lesson.

Homework:

Students will write or type out a list of preferences (6) that relate to a

career choice, that will be revised and then turned in to the teacher for

home work .

Goals: include on lesson plan6. Communications

7. Culture

8. Connections

9. Comparisons

10. Communities

Communicative Modes: include

1.3 Interpersonal

1.4 Interpretive

1.3 Presentational

Warm-up:Haces esto? Students will have to write whether or not they do what is on the PowerPoint in

complete sentences

Time: Activity: Materials: Goals/Modes D

10 mins

Warm-Up: Haces esto? Students will have

to write whether or not they do what is on

the PowerPoint in complete sentences

Powerpoint, Student

Paper, Pen/Pencil

Communicati

ons/

Connections

10 mins

Group Activity: Students will get in groups

of 3-4 and fill out venn diagram using the

information that they written for theirwarm-up

Big Paper, Markers Communicati

ons/Interpers

onal/

8-10

mins

Each group is called on to report what they

found out about their groups similarities and

differences ,warm-up activity is collected and

collected for completion

Big Paper, completed

warm- up activity

Commuciatio

ns/

Presentation

al

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30 mins

Grammar Introduction: GustarPresent PowerPoint to the students, ask

questions to check for understanding

PowerPoint, Handout Communications/Comparisons/Interpersonal

10 -12

mins

Living Poll Activity, students go to the sign

that expresses whether or not they likesomething on PowerPoint at a corner in theroom

Me gusta

Me gustan

No me gustaNo me gustan

Signs, Handout,

PowerPoint

Communicati

ons/

10-12mins

Question and Answer, students ask eachother whether or not they like theactivity/item on the board

Handout, PowerPoint Communications/Interpersonal

Closure:

The students will write 2 sentences using verbs like gustar and any questions they still have to turn

in to me.Click here to enter text.

Differentiated Instruction / Adaptations:

As far as the process, students work in a variety of groupings, the information is presented to appeal

to both auditory and visual learners. The lesson appeals to those who are kinesthetic learners since

they can walk around. As far as content, important information is highlighted on the PowerPoint

which helps those who are not great note takers. Further, the students have choice during theWarm-up activity and the homework assignment.

Click here to enter text.

Ongoing Informal Assessments:Homework and Next day warm-up,and continuation by using verbssimilar to gustar..

Formal Assessments: In 2 days, activity related to gustar

and verbs similar to gustar.


What went well,

What didnt go well,




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beginning?


8. How am I going to organize /present /manage the lesson?

9. How will students practice what they need to know and do?


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Required Activities

Qu te gusta?

Materials: Pen or Pencil, Handouts , Projector, PowerPoint, Signs



SI.1 The student will exchange simple spoken and written information in Spanish.

2. Express likes and dislikes, requests, descriptions, and directions.

3. Ask questions and provide responses about self and other familiar topics, such as

family members, personal belongings, school and leisure activities, time, and

weather.

SI.5 The student will present information orally and in writing in Spanish, using a

variety of familiar vocabulary, phrases, and structural patterns.

2. Describe basic information about such topics as self, family members and others,

events, interests, school, recreational activities, and personal belongings with

emphasis on control of the present tense.


review)

Present Tense

How to conjugate gustar,encantar


Previous vocabulary, and newchapter vocabulary related tofood

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Spanish I Theme: What do you like?

Activity Type: Grammar Practice Topic: Expressing interests

Activity Name: Time: 25- 30 minutes


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specific than the mastery objectives for the unit/chapter: What do you want thestudents to be able to do at the end of this activity?)

Students will write whether or not they like something using gustaror encantar.

Students will question and answer each other in Spanish about whatthey like using gustar and encantar.

Directions for the activity: Guided practice

1. Load PowerPoint and post signs around the classroom before classstarts.

2. Distribute handouts.3. Explain directions of what they will do by reading them out loud and

emphasizing to them that they must write in complete sentences. Goover example.

4. Go through the PowerPoint, taking about 45 seconds, for them to writedown their sentences.

5. While they are writing, walk around and monitor students progress

and understanding.6. Afterwards, explain the directions for them moving around the

classroom according to what item is on the PowerPoint.7. Have students move around for the first seven items on the

PowerPoint.8. Have students go back to their seats.9. For the remaining 4 items on the PowerPoint, ask for volunteers and

those volunteers can pick whomever they want to answer theirquestion.

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Nombre_______________________________

Fecha_________________________________

Las Instrucciones:

You will see a numbered picture on a slide, and you will

write whether or not you like what is pictured on the slide using the verb gustar in

complete sentences.

Ejemplo: la clase de ciencia => Me gusta la clase de ciencia.

No me gusta la clase de ciencia.

Cuidado! You have to change the form of gustar if the object is singular or

plural.

Despus, you will ask a classmate if they like what is on the picture as we go over

the answers.

Ejemplo: Te gusta la clase de ciencia?

1.____________________________________________________________________________

2.___________________________________________________________________________

3.____________________________________________________________________________

4. ___________________________________________________________________________

5.____________________________________________________________________________

6.____________________________________________________________________________

7.____________________________________________________________________________

8.____________________________________________________________________________

9.____________________________________________________________________________

10.___________________________________________________________________________

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11.__________________________________________________________________________

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Teacher: Ms. Evanss Subject: Spanish

Class/level:

Spanish 1

Period:TBD Date:Day 3 VA SOLs: SI.1,SI.3


Students will know how to use and modify verbs similar to gustar.Students will express their likes and dislikes and justify their reasoning verbally

and in writing.

Students will practice listening, speaking, writing, and reading in Spanish.


Students will learn how to conjugate verbs similar to gustar through their

note taking during the grammar PowerPoint and through the Facebook

activity.

Students will practice questioning and answering using verbs similar togustar during grammar PowerPoint.

Students will understand oral and written Spanish through note taking

during the PowerPoint, and completion of the Facebook activity.

Homework:1. Go tohttp://en.wikipedia.org/wiki/Universities_in_Spain

and select 2 universities, and fill out the information on thehandout for both in complete sentences. Found in lesson

plan for summative assessment.

Goals: include on lesson pla

11. Communications

12. Culture

13. Connections

14. Comparisons

15. Communities

Communicative Modes: inc

below1.5 Interpersonal

1.6 Interpretive1.3 Presentational

Warm-up:

PowerPoint with worksheet, Tienen que saber como Students will have to write 2 complete

sentences describing what each profession needs to know how to do.

Time: Activity: Materials: Goals/Modes D

10 mins

Warm-Up: Tienen que saber como

Students will have to write 2 complete

sentences describing what each profession

needs to know how to do. Distributeprevious nights homework for them to use

for the Que debe hacer Activity.

Powerpoint, Student

Paper, Pen/Pencil

Communicati

ons/

Connections

8 mins

Group Activity: Students will get in groups

of 3-4 and fill out chart using the

information that they written for their

warm-up

Big Paper, Markers Communicati

ons/Interpers

onal/

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http://en.wikipedia.org/wiki/Universities_in_Spainhttp://en.wikipedia.org/wiki/Universities_in_Spain


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8-10

mins

Each group is called on to report what they

have written for a particular profession,

warm-up activity is collected and collected

for completion

Big Paper, completed

warm- up activity

Commuciatio

ns/

Presentation

al

15-20mins

Grammar Introduction: Verbs similar to

Gustar, present PowerPoint asking questionsto check for understanding

PowerPoint, Communicati

ons/Comparisons

/

Interpersonal

40 mins Facebook Activity: Students create Facebook

profile discussing their likes and dislikes.Make sure to go over the requirements over

which verbs to use before they start.

Handout, crayons,

markers

Communicati

ons/

Interpersonal

5 mins

Closure Previous Nights

Homework/Pencil, Board

Interpretive

Closure:

The students will write add 2 sentences using verbs similar to gustar and add to their previous night

s homework about career preference and the teacher will take up.

Differentiated Instruction / Adaptations:

Information is presented to benefit both visual and auditory learners. Multiple groupings are used

throughout the class, such as individual, pair, and group work. Students can demonstrate theirmastery of the content through various facets such as speaking, listening, reading, and writing. As

far as the mastery of the content, student can demonstrate their mastery of how to conjugate the

verbs in a creative way by creating their own Facebook profile page.

Ongoing Informal Assessments:

In class practice as the PowerPoint ispresented.

Formal Assessments:

Facebook activity collected and graded on accuracy.


What went well,

What didnt go well,




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Nombre____________________

Fecha______________________

Mi Pgina de Facebook

Imagine that you are new student at the

Universidad de Salamanca for 4 weeks. Your

friend wants you to post what you do during a

typical day at the Universidad de Salamanca on

your Facebook page.

Las instrucciones:

1. You will write 8 complete sentences using your new vocabulary, gustar, and verbs

similar to gustar.

2. Of the eight sentences, 4 have to use gustar or verbs similar to gustar.

3. Afterwards, you can draw your profile picture and add the other information in Spanish.

Suggestions:

Think of what class you would be in at a particular time of day and write what you would do in

that class, whether or not you like that.

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Informacin

Biogrfica

Mis Amigos:


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beginning?


13. How am I going to organize /present /manage the lesson?14. How will students practice what they need to know and do?


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Class/level:

Spanish 1Period:TBD Date: Day 4. VA SOLs: SI.1, SI.5, SI.3,

SI.10,


Students will understand the difference between educational

systems in the United States and Spain.

Students will comprehend authentic texts concerning the educational



Students will practice listening, speaking, writing, and reading inSpanish.

Students will know how to use and modify verbs similar to gustar.

Students will express their likes and dislikes and justify their reasoning verbally

and in writing.


Students will understand the differences between educational systems in the United

States and Spain through their completion of the Exploremos activity.

Students will comprehend authentic texts concerning the educational systems in the

United States and Spain through their completion of the Exploremos activity.

Students will learn how to conjugate verbs similar to gustar by completing the

Qu debe hacer en el futuro? activity.

Students will practice questioning and answering using verbs similar to gustar

by completing the Qu debe hacer en el futuro? activity.

Students will practice providing justifications for their decisions in Spanish bycompleting the Qu debe hacer en el futuro? Activity and .

Students will understand oral and written Spanish through their completion of

the Qu debe hacer en el futuro? and Exploremos activity.

Goals: include on less

1. Communicat

2. Culture

3. Connections

4. Comparisons

5. Communities

Communicative Modes

1.1Interpersonal

1.2Interpretive

1.3 Presentational

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Homework:

Go tohttp://en.wikipedia.org/wiki/Universities_in_Spainandselect 2 universities, and fill out the information on the handoutfor both in complete sentences. Found in lesson plan forsummative assessment.

Have students prepare for oral exam based on information foundon instructional page. Found in lesson plan for summativeassessment.

Warm-up:Students will revise student created preference sheet with errors circled

Time: Activity: Materials: Goals/M

5 mins Revision: Students will revise studentcreated preference sheet with errors

circled that have been passed out by theteacher

Student CreatedProfession Preference

Sheet

Communions/

Interpret

30-35

mins

Qu debe hacer en el futuro?, Go over

directions clearly, asking if there are anyquestions. Notify that this will be taken up as a

grade for accuracy and the profiles will be

stapled to each interview handout at the end.

Student created profiles,

Interview Handout,Pen/Pencil

Communions/Inteetive/Intersonal.

40-45

mins

Exploremos: El Sistema Educativo enEspaa Brainstorming:Teacher will post

diagram on the board and ask questionsof the students about what they think itis and the definition of the names. Goover directions of activity and as theywork, go around and check for progress

Handouts, Communions/Cult

/Interpre/Interperal.

Closure: Have students write one sentence about what they have learned about the educational

system in Spain and tell me as they go out the door.

Differentiated Instruction / Adaptations: As far as the process, students work on tiered independe

activities and at a varied pace. As far as the product, their mastery of the content is assessed throu

their completion of role-play activities.

Ongoing Informal Assessments:Revision of student createdpreference sheet.

Formal Assessments:Handouts collected from the role playing activitie

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Teacher Instruction Page Template for Required Activities

Materials: Student created profiles, Interview Handout, Pen/Pencil

Assessed Mastery Objectives (for the unit that will be assessed as a formative or summativeassessmentin this activity only, may not be for mastery)

SI.1 The student will exchange simple spoken and written information in Spanish.

1. Use basic greetings, farewells, and expressions of courtesy both orally and inwriting.

2. Express likes and dislikes, requests, descriptions, and directions.

3. Ask questions and provide responses about self and other familiar topics, such as

family members, personal belongings, school and leisure activities, time, and

weather.

SI.3 The student will understand simple spoken and written Spanish presented through a variety

of media and based on familiar topics.

1. Identify main ideas and some details when listening and reading.

Essential Structures (New and review)

Present Tense


Verbs Like Gustar



Professions

Verbs like Gustar

37

Spanish 1 Theme:At School

Activity Type:Formative Assessment,

Listening with interpretive,

presentational, an interpersonalcommunication modes

Topic: Role Play while using verbs like

Gustar

Activity Name: Qu debe hacer en el

futuro?

Time: 30-35 mins


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Objectives for the activity: (Instructional focus for this activity which is more specific than the

mastery objectives for the unit/chapter: What do you want the students to be able to do at the

end of this activity?)

Students will properly conjugate verbs similar to gustar.

Students will connect likes and dislikes to appropriate career choice and justify

their reasoning in writing.

Students will understand oral and written Spanish.


1. Students will write or type out a list of preferences (6) that relate to a career choice, that

will be revised and then turned in to the teacher for homework that includes the name

of the student and the age.

2. Have students get in pairs.

3. Distribute handout and a preference sheet to each student.

4. Explain directions of activity, students will have 10 minutes each to conduct the survey,

after that students likes/dislikes handout will be taken up. The students will then have

5-7 minutes to choose a career and justify their reasoning on their career handout.

5. Call on students to describe either their career choice or the career choice of their

partner and why.

6. Staple preference sheets to handouts and grade on accuracy and logic of written

response based on preference sheet that was read.

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Nombre_______________________________

Fecha_________________________________

El Propsito

For this activity, you will imagine that you are a student seeking career counseling while the

other plays the role of the guidance counselor.

Las instruciones:

1. Decide which of you will be the student and the guidance counselor.

2. As the guidance counselor, ask for and write the necessary information from the studenton the hoja de encuesta. Afterwards, choose the career best suited for the student.3. As the student, answer the questions of the guidance counselor according to the

information on your sheet.

4. Spend no more than 5 minute interviewing each other, then switch.5. After 10 minutes, the sheet with the preferences will be taken up.

6. You will have 5-7 minutes to write down what career you selected for the student and

why using the information that you wrote down on the hoja de encuesta .7. Be prepared to present if called on.

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Hoja de Encuesta

Nombre del estudiante:__________________________

Edad:_____

Las Preferencias:

1.

2.

3.

4.

5.

6.

La Selecin:

Las Profesiones:

A. Maestro (a)

B. Doctor (a)

C. Abogado (a)

D. Peridodista

E. Cientfico (a)

F. Escritor (a)

G. Historiador (a)

H. Matemtico (a)

I. Artista

J. Msico(a)

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Su Razn:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

______________________

Nombre de Consejero (a)___________________________________________

TEACHER INSTRUCTION PAGE FOR REQUIREDACTIVITIES

College of William & Mary - World Language Education


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Nombre:_Amelia Alvarez_______

Edad:___16 aos

Las Preferencias:

1. (Aburrir) la clase de matemticas.

2. (Gustar) ir al museo los sbados con mis amigos.

3. (Interesar) la historia del arte.

4. Las notas en la clase de arte no (molestar).

5. (Encantar) dibujar cuando no tengo que estudiar.

6. (Disgustar) la reduccin de las clases de arte en la escuela.

Nombre: Juan Carlos

Edad: 17 aos

Las Preferencias:

1. La clase de biologa (interesar).2. No (encantar) escribir ensayos.

3. No (dar asco) la sangre.

TEACHER INSTRUCTION PAGE FOR REQUIREDACTIVITIES

College of William & Mary - World Language Education


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4. (Importar) la salud.

5. La clase de historia (aburrir).

6. Una visita a la oficina del doctor no (preocupar).

Nombre: Alicia y Maria Hernandez (Hermanas Gemelas)

Edad: 16 aos

Las Preferencias:

1. (Encantar) escribir papeles de investigacin.

2. Los derechos de la gente (importar).

3. Las notas en la clase de qumica (Preocupar) mucho.

4. El aumento de los delitos en la ciudad (molestar).5. (Fascinar) el estudio de las leyes y los casos judiciales.

6. La poltica nacional (interesar) casi siempre.

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Teacher Instruction Page Template for RequiredActivities

Materials: Pen or Pencil, Handouts for Student A and Student B, Projector, Venn

Diagrams, Access to Internet (optional), PowerPoint

Assessed Mastery Objectives (for the unit that will be assessed as a formative or summativeassessmentin this activity only, may not be for mastery)

SI.10 The student will demonstrate understanding of the significance of culture through comparisons between Spanish-

speaking cultures and the cultures of the United States.

1. Compare patterns of behavior and interaction found in the United States with those ofSpanish-speaking societies.

2. SI.3 The student will understand simple spoken and written Spanish presented through a variety of media and

based on familiar topics.

1. Identify main ideas and some details when listening and reading.


review)

Present Tense



44

Spanish I Theme:At School

Activity Type: Grammar Practice Topic: Educational System in Spain,

Similarities and Differences

Activity Name: Exploremos: El

sistema educativo en Espaa

Time: 40-45 minutes


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Numbers

Interrogatives


mastery objectives for the unit/chapter: What do you want the students to be able to do atthe end of this activity?)

Students will compare and contrast between the bachillerato and theeducacin secundaria obligataria in writing and verbally in Spanish.

Students will compare and contrast the educational system in the UnitedStates and Spain.

Students will question and answer each other in Spanish.


1. Show diagram and have students brainstorm, ask questions about it, and brieflyexplain the educational system in Spain.

2. Divide students into pairs.3. Explain directions of Actividad A, they will interview each other and write down the

information on their handout. They will switch places after 7 minutes.4. Students will discuss differences and similarities and write them down in their own

venn diagram for 5-7 minutes.5. Teacher will ask students about what they have written and post information on

Venn Diagram on the projector.6. For Actividad B, students will then spend the next 10-12 minutes discussing the

differences between the two educational systems in their pair groups.7. Teacher will then ask each pair to give one similarity and one difference to post on

the Venn Diagram for the class.8. Teacher will then collect the studentswork.

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Estudiante A

Educacin Secundaria Obligatoria (ESO)

La Educacin Secundaria Obligatoria (ESO) es una etapa educativa obligatoria y

gratuita (free) que completa la educacin bsica. Consta de cuatro cursos acadmicos que

se realizarn ordinariamente entre los 12 y los 16 aos de edad.

Tiene como finalidad (el propsito):

Lograr (to achieve) que todos adquieran (to acquire) los elementos bsicos de la

cultura: humansticos, artsticos, cientficos y tecnolgicos.

Estudiante B

Nombre______________________

Fecha_______________________

Preguntas:

1. Cuntos aos tienen los estudiantes de la escuela secundaria obligataria?

2. Los estudiantes tienen que asistir (they have to attend) a la escuela secudnaria

obligataria?

3. Cuntos curso acadmicos hay?

4. Qu es el propsito del programa?

5. Qu clases toman los estudiantes?

6. Tienen una libre eleccin? Qu son?

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Estudiante B

Bachillerato

El bachilleratoforma parte de la educacin secundaria postobligatoriay, por lo tanto,

tiene carcter voluntario. Consta de dos cursos acadmicos que se realizan

ordinariamente entre los 16 y 18 aos de edad. Se desarrolla en modalidades diferentes, se

organiza de modo flexible y, en su caso, en distintas vas.

Tiene como finalidad:

Los Objetivos:

Ofrecer a los alumnos una preparacin especializada, acorde con sus perspectivas eintereses de formacin, que les permita acceder a la educacin superior.

Estudiante A

Nombre_____________________

Fecha_______________________

Preguntas:

1. Cuntos aos tienen los estudiantes?

2. Los estudiantes tiene que asistir a la escuela?

3. Qu es el objetivo del programa?

4. Cuntos cursos hay?

5. Qu clases toman los estudiantes?

6. Qu son algunas clases comunes?

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Organizacin del Bachillerato

MATERIAS

Comunes

Ciencias para el mundo contemporneo

Educacin fsica

Filosofa y ciudadana

Historia de la filosofa

Historia de Espaa

Lengua castellana y literatura y, si la hubiese, lengua cooficial y literatura

Lengua Extranjera

De

Modalidad

Modalidad de Artes:

Va de Artes plsticas, imagen y diseo

Cultura audiovisual

Dibujo artstico I y II

Dibujo tcnico I y II

Diseo

Historia del arte

Tcnicas de expresin grafico-plstica

Volumen

Modalidad de Artes:

Va de Artes escnicas, msica y danza

Anlisis musical I y II

Anatoma aplicada

Artes escnicas

Cultura audiovisual

Historia de la msica y de la danza

Literatura universal

Lenguaje y prctica musical

Modalidad de Ciencias y Tecnologa:

Biologa

Biologa y geologa

Ciencias de la tierra y medioambientales

Dibujo tcnico I y II

Electrotecnia

Fsica

Fsica y qumica

Matemticas I y II

Qumica

Tecnologa industrial I y II

Modalidad de Humanidades y Ciencias

Sociales:

Economa

Economa de la empresa

Geografa

Griego I y II

Historia del arte

Historia del mundo contemporneo

Latn I y II

Literatura universal

Matemticas aplicadas a las ciencias

sociales I y II

OptativasSe podrn cursar una o ms materias optativas, de acuerdo con lo que establezcan las

Administraciones educativas.

Libre

eleccin Religin

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Actividad B

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Teacher: Ms. Evans Subject: Spanish 1

Class/level:Spanish 1

Period: TBD Date: Day5 VA SOLs:SI.5,SI.1, SI. 2, SI. 12,SI.7,SI. 6,


Students will know how to use and modify verbs similar to gustar.

Students will express their likes and dislikes and justify their

reasoning verbally and in writing.

Students will understand the difference between educational


Students will comprehend authentic texts concerning the educational



Students will practice listening, speaking, writing, and reading in

Spanish.


Students will gain more understanding of twouniversities in Spain through their completion ofhandouts and summative assessment.

Students will express their likes and dislikes of the twouniversities in Spain in Spanish their completion ofhandouts and summative assessment.

Students will transfer meaning from English to Spanishin their writing their completion of handouts andsummative assessment.

Students will justify their reasoning and be persuasivein Spanish in writing and in speech their completion ofhandouts and summative assessment.

Students will practice simulated conversation throughtheir completion of their oral exam.

Homework:

Fill out vocabulary sheet for next chapter.

Goals: include on lesson plan

6. Communications

7. Culture

8. Connections

9. Comparisons

10. Communities

Communicative Modes: include belo

1.7 Interpersonal

1.8 Interpretive

1.3 Presentational

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Warm-up:Students study for 5 minutes.

Time: Activity: Materials: Goals/Modes Don

50 mins Study Abroad Written Proposal, Go overdirections of assignment and ask if thereare any questions. Have students

separate desks .

Chart Handout,Laptops, Access tointernet

Communication/Culture/Interpretive/

Presentational

10 mins Students prepare for oral exam, Tellstudents they have 10 minutes to reviewfor the oral exam based on theinformation included in their writtenproposal.

Instruction sheet, andtheir written proposal

Communications/Culture

30 minsOral Exam Role Play, Have students puteverything away and form a large circle.Using flashcards, pick 2 students one willbe the guidance counselor and the otherthe student, have them switch. Do thisfor all students.

N/A Communications/Culture/Interpersonal

Closure:

Give students vocabulary list for next chapter and have them fill-it out for homework.

Differentiated Instruction / Adaptations: In regards to content, even though it is a summative

assessment, students have the opportunity to research information online 2 days in advance to

alleviate any stress and they could determine which two universities to research. As far as the

product, students are allowed to be creative in their written proposal as long as they address the

requirements. They also have time to prepare for their oral exam in class. The students are given

the rubric and instruction page, so they will know exactly what I am looking for.

Ongoing Informal Assessments:Handouts on two universities thatstudents were required to completewill be taken up today.

Formal Assessments:Study Abroad and Written Proposal SummativeAssessment Today

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Spanish 1

Theme: At School

Name: Estudiar en el Extranjero en Espaa

Activity Type: Cultural Activity

Topic: Study Abroad

Time: 45minutes

Teacher Instruction Page Template for Required

Activities

Materials: Computers, Microsoft Word, Pen/Pencil, Handouts, Rubrics, Website with

list of Universities in Spain (http://en.wikipedia.org/wiki/Universities_in_Spain (forhomework)

Assessed Mastery Objectives (for the unit that will be assessed as a formative or summative

assessmentin this activity only, may not be for mastery)

SI.5 The student will present information orally and in writing in Spanish, using a variety of familiar vocabulary, phrases,

and structural patterns.

1. Present information gathered from informal conversations, class presentations, interviews, readings, and/or

a variety of media sources.

2. Describe basic information about such topics as self, family members and others, events,

interests, school, recreational activities, and personal belongings with emphasis on control of the

present tense.


review)


Present Tense

Verbs similar to gustar



53


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mastery objectives for the unit/chapter: What do you want the students to be able to do at

the end of this activity?)

Students will gain more understanding of two universities in Spain.

Students will express their likes and dislikes of the two universities in Spain inSpanish.

Students will transfer meaning from English to Spanish in their writing. Students will justify their reasoning and be persuasive in Spanish.

Directions for the activity: Independent Practice/ Summative Assessment

1. Distribute handouts to students and explain directions for activity first part ofactivity on day 3 which they are to do for homework, tell them they are tocomplete the assignment without help from classmates.

2. For the summative assessment, distribute the instruction page and rubric.

3. Tell students for 50 minutes students will work on creating their on a worddocument (no more than 2 pages). Students will have only 10 minutes to findpictures and paste in their word document at the beginning.

4. For the next 40 minutes, students will type, print, and save their proposal.5. While they are completing the activity, go around to make sure that students are

not cheating.6. For oral portion, go over directions.7. Give students 10 minutes to prepare.8. Tell students to leave everything at their desks and bring their chairs to form a

circle.9. With flash cards, select 2 students , one being the guidance counselor the other

the student and have them take turns marking errors on the rubric for the oral

exam.10. Continue this until everyone has spoken.

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Nombre____________________________

Fecha______________________________

Estudiar en el Extranjero en Espaa

You are interested in completing a 4 week study abroadtrip at a Spanish university.

However, your guidance counselor requires you to research two universities to make sure you

are aware of your options. You will have to identify which one you prefer and why in a written

proposal with pictures of the university you have picked. Afterwards, be prepared to present

orally why you chose your university.

Las instrucciones

Begin working on your written proposal that includes the information researched and yourlikes and dislikes, why you chose it, with pictures in a word document no longer than 2 pageswith pictures.

Suggestions:Make sure you are careful about subject-verb agreement and how to conjugate

verbs and verbs similar to gustar.

El Examen Oral

You will have to present your decision to you guidance counselor. I will select twostudents and both students will role play. One will be the guidance counselor and theother will be the student.

Requirements for Guidance Counselor:GreetingAsk student what university he/she likesAsk student why he/she likes their universityFarewell

Requirements for the student:

Greeting

The university you like and its locationWhy you like that university (2 likes)Farewell

You will have 10 minutes to prepare.

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Nombre___________________

Fecha_____________________

Universidad 1

Nombre Ubicacin Cuntos

estudiante

s?

Cul

programa

le

interesa?

Otros

programas

(3)

Qu le

gusta? (2)

Qu no le

gusta? (2)

Use gustar

once and

givereasoning.

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Universidad 2

Nombre Ubicacin Cuntosestudiante

s?

Culprograma

le

interesa?

Otrosprogramas

(3)

Qu legusta? (2)

Qu no le

gusta? (2)

Use gustar

once and

give

reasoning.

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Nombre_______________________________

Rubric for Written Proposal

Score Levels Grammar Vocabulary Task

Completion

Persuasiveness

4 Exceeds

Expectation

s

Zero to very few

grammar errors

and/or uses more

complex

grammar

structures

Appropriate and

rich use of

vocabulary and/or

using words that

have not yet been

learned in class

frequently

The task is

completed with

elaboration,

addressing all

of the areas in

the chart

Very persuasive,

elaborates on

likes and dislikes

of the university

and/or has more

than 2 dislikes

or 2 likes to

justify decision

3 Meets

Expectation

s

Good control of

grammar with

few errors and/

or systematicerrors

Appropriate and

adequate use of

vocabulary that

has been used inclass

The task is

completed

addressing all

of the areas inthe chart

Justifies decision

based on their 2

likes and 2

dislikes andgives sufficient

reasoning

2

Developing

Limited control of

grammar errors

Some

inappropriate or

incorrect use of

vocabulary

The task is

partially

completed, no

more than 2

areas have not

been

addressed

Includes 2

dislikes and 2

likes but does

not elaborate

1 Needs

Improvemen

t

Frequent errors

without any

pattern of errors

Mostly incorrect

use of vocabulary

The task is

minimally

completed,

more than 2

areas have not

been

addressed

Does not include

2 likes and

dislikes, nor is

there any

elaboration

Score: 1 1 2 2 3 3 4 1 1 2 2 3 3 4 1 1 2 2 3 3 41 1 2 2 3 3 4

Total: ___________ /16 Score converted using roobrix _________________

Comments:____________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

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_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________

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Rubric for Speaking Portion

Score

Levels

Grammar Vocabulary Task

Completion

Persuasivenes

s

Pronunciation/Fl

uency

4 Exceeds

Expectatio

ns

Zero to very

few grammar

errors and/oruses more

complex

grammar

structures

Appropriate

and rich use of

vocabularyand/or using

words that

have not yet

been learned

in class

frequently

The task is

completed

withelaboration,

addressing

all of the

required

areas

Very

persuasive,

elaborates onlikes and/or

has more than

or 2 likes to

justify

decision

Little to no

hesitation

and/orpronunciation

has little to no

impact on

comprehensibilit

y.

3 Meets

Expectatio

ns

Good control

of grammar

with few

errors and/ or

systematicerrors

Appropriate

and adequate

use of

vocabulary

that has beenused in class

The task is

completed

addressing

all of the

requiredareas

Justifies

decision

based on 2

likes and

givessufficient

reasoning

Some instances

of hesitation

and/or

pronunciation

has a smallimpact on

comprehensibilit

y.

2

Developing

Limited

control of

grammar

errors

Some

inappropriate

or incorrect

use of

vocabulary

The task is

partially

completed,

no more

than 2 areas

have not

been

addressed

Includes 2

likes but does

not elaborate

Some instances

of hesitation

and/or

pronunciation

has a significant

impact on

comprehensibilit

y.

1 Needs

Improveme

nt

Frequent

errors

without any

pattern of

errors

Mostly

incorrect use

of vocabulary

The task is

minimally

completed,

more than 2

areas have

not been

addressed

Does not

include 2

likes, nor is

there any

elaboration

Frequent

instances of

hesitation

and/or

pronunciation

interferes

greatly with

comprehensibilit

y.

Score: 1 1 2 2 3 3 4 1 1 2 2 3 3 4 1 1 2 2 3 3 4 11 2 2 3 3 4 1 1 2 2 3 3 4

Total: ___________ /20 Score converted using roobrix _________________60


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Comments:____________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________

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Reflections:

I can only speak hypothetically, as I have only taught one of these activities. I do think students will

gain a good understanding of the culture with this unit as I did try to incorporate cultural aspects with what I

would teach them. Also, I do think the activities will be enjoyable for the students because they arent simple

fill-in the blank exercises. Instead, students get write their Facebook profile, find out who in the class would be

a good study buddy, which university in Spain they would like to go to, and what profession they are best suited

for. I also think there is plenty of differentiation, as the students are grouped differently depending on the task,

they have the chance to be creative with the summative assessment, the lessons appeal to both auditory and

visual learners, and there are instruction pages to help avoid confusion and to particularly help students with

special needs. Further, for the summative assessment, student have the chance to do the research a necessary

and practice for the oral exam 2 days in advance to assess how they use the information they find to present an

argument.

Depending on the school and their resources, some of these activities such as the summative assessment

could possibly pose a challenge, but I could easily have students just write out their proposal and include

pictures later. I do think the subject of verbs that are similar to gustar may be a challenge, but I do think they

can understand it since they follow the same pattern as gustar. I wanted to include it in this unit to provide them

with more depth of expression. Further, I think if I were to teach this I would probably make this 5 day unit

into a 6 day unit to incorporate more speaking practice and a vocabulary assessment.

I do think the unit will be an effective unit of instruction as it provides students with a purpose to use the

vocabulary and grammar structures to complete authentic tasks.

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victoria evans methods instructional unit at school

Documents