MakingIntroductionswithTe,Le,Les

Author:ChristinaSantucciCzerny
Datecreated:11/20/20149:58AMEDTDatemodified:03/17/20155:47PMEDT

VITALINFORMATION
TotalNumberofStudents

27
14male
13female

Area(s)StudentsLiveIn

asuburbanSanRafaelneighborhood.

Free/ReducedLunch
EthnicityofStudents

1AfricanAmericanFemale
4Hispanicstudentsonethatiseld

EnglishLanguageLearners

1EnglishLanguageLearnerwhoisanativeSpanishspeaker.

StudentswithSpecialNeeds

2studentswithIEPsareintheclassandusuallyrequireextraassistanceandtimetocompleteactivities.

Subject(s)

ForeignLanguage

Grade/Level

Grade9,Grade10,Grade11,Grade12

Comments

ThisisageneralSpanish1highschoolclass.Studentsrangeingradelevelsbecuasemanychoosetoonlytake2years
ofF.L.andsometakeitsoonerorlaterthanothers.

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

HowdointroductionsdifferinSpanishthaninEnglish?HowarecontractionsdifferentinEnglishthaninSpanish?Howdo
weshowrespecttooureldersinadifferentlanguage?

LearningOutcome(s)

Studentswillbeabletodecipherdifferencesbetweentheusesofte,le,andlesinintroductionsandbeabletochoose
whichonetouseaccordingtothesituation.Moreovertheywillhavelearnedabouttheprepositions"a"and"de"and
howtheyareusedinintroductions.Specifically,theywillunderstandhowtheuseof"de"isusedtogivemore
informationaboutaperson.I.e:tepresentoaJuan,unamigodelaescuela.

Standards

CAWorldLanguageContentStandardsforCaliforniaPublicSchools(2011)
Area:Content
Stage:StageI
Standard:1.1Studentsaddressdiscreteelementsofdailylife,including:
Indicator:
a.Greetingsandintroductions
Area:Communication
Stage:StageI
Standard:1.0Studentsuseformulaiclanguage(learnedwords,signs[ASL],andphrases).
Standard:1.1Engageinoral,written,orsigned(ASL)conversations.
Standard:1.2Interpretwritten,spoken,orsigned(ASL)language.

Comments

ASSESSMENTS
Assessment/Rubrics

FormativeStudentsbeingabletoanswerthequestionsverballyaswegothroughthepowerpointandthehandout
willletmeknowiftheyareunderstandingthematerial.Oncewegettothetextbook,Iwouldlikestudentstoturnin
theirworkwithoutcorrectingasaclasssoIcanseewhostillneedshelp.
SummativeTherewillbeaquizonintroductionsattheendoftheweek.

Comments

MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

Thislessonbeginswiththepowerpointwhichclearlydetailsthegrammarpointsinthefirstfewslides.(Powerpoint)
WhenIpresentthis,Iwillgivestudentstimetotakenotes.(paperandpencils)

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Then,wewillcontinuewiththerestofthepowerpointwhichplayfullyappliesthelearningmaterialinastorylikeway.
Firsttheyareshownexampleofhowtousete,le,andlesandthenthereareblankssotheycanbegintostartapplying
theinformationthemselves.
Thenhandoutscomeafterthepowerpointtoapplywhattheyhavelearnedwithoutvisualsbutstillwithmultiplechoice.
(handouts)
(textbooks)
Attachments:
1. introductionshandout.docx
2. LespresentoaPedro.pptx

Comments

IMPLEMENTATION
SequenceofActivities

Hook:IasktheclasstogivemeanexampleofhowyouintroduceafriendinEnglish?Iexplainhowinformalweare
EnglishI.E:"JohnCarolCarolJohn".InSpanishitismuchmoreformal...Ipresenttoyou....TePresentoa
Agenda:
LearningGoals:HowwemakeintroductionsusingTe,Le,Lesandtheprepositionsaandde.Howwecontractawithel
anddeandeltomakethewordsalanddel.
1.Goovertheagenda
2.HookIntroducingintroductions
3.Powerpoint/classnotes
4.Handouts
5.Textbookactivities
ProgressMonitoring:Iwillbedoingaverbalcheckaswegothroughthepowerpoint.Onthefirsttwopagesofthe
handoutwewillbeworkingtogetherasaclassoneachitem.Thentheywillbegiventimetoworkonthelastpage
themselvesandIwillcallonthemforanswers.Theywillbepostingtheanswersofthetextbookactivityontheboard.
Collecting/Disseminatingmaterials:Iwillcollectallthehandoutsandbookactivityonseparatepieceofpaperto
assessunderstanding.
Closure(WHERETO)
WherewearegoingStudentswillbetoldtheagendaandwillalsobeabletoseeitontheboard.
HookStudentswillbeaskedtoconsidertheirstyleofintroducingpeoplewhichIwillthencomparetheformalitiesofthe
Spanishway.
EquipStudentswillhaveseenandtakenspecificnotesonthewaysthatintroductionsaremade.Wewillgooverthe
handoutstogethersotheywillalsohavethesewithcorrectionstouselaterwhentheystudy.
Rethink,Reflect,ReviseStudentswillbeabletorethinkthepowerpointwhendoingthehandoutsandrevisetheir
understandingwhentheyaredoingthetextbookworkontheirown.
EvaluateWhenstudentswritetheiranswersontheboard,theywillbeabletoevaluatetheirunderstandingofthe
material.
TailoredStudentswillhavetheopportunitytocheckfortheirunderstandingduringthepowerpoint,whichisalso
veryvisual.Oncewebeginworkingonthehandoutsandthevisualsarenolongerthere,wewillgothroughmostof
thehandoutasaclass.ThelastpageofthehandoutIwillaskthemtoworkontheirowncreatingascaffolded
approachtothelesson.
Organized Byorganizingthelessoninascaffoldedmanner,studentsshouldbepreparedtoapplywhattheyhave
learnedbythetimetheygettothetextbook.

DifferentiatedInstruction

TheELDstudentisanativespeakerandwillthereforebefamiliarwiththematerial.However,hestruggleswithspelling
andgrammarpointsandwillcoldcallonhimtoseeifheunderstandshowtousethecontractions.
InregardstotheSpecialneedsstudents,Iwillbecirculatingduringthetextbookactivityanddoublecheckthattheyare
understandingthemainpoints.Iwillalsoallowthemmoretimetocompletetheassignment.
Ihavealsoprovidedvisualstofacilitateunderstandingthematerial.Whenwegooverthefirsthandoutasaclass,I
ensurethatstudentsunderstandwhatthelearninggoalisbycoldcallingonthem.Whentheybegintoworkontheir
own,IcheckinwithSaharatoseehowsheisdoing.Ialsoprovideherwithextratimetocompletetheactivity.

Comments

REFLECTIONS
PriortoLesson

IfeelveryconfidentaboutthislessonbecauseIhavespenttimemakingagreatpowerpoint.Ialsodon'tfeelas
nervousasIdidduringthefirstlessonbecausethisclassseemslikeitwillbeeasiertotakeover.
IwillknowthelearningoutcomeshavebeenmetwhenIchecktheirtextbookandalsowhentheyhavewrittentheir
answersontheboardwithouthavingtheanswersgiventotheminadvance(asperthehandoutactivity).
IanticipatethedifferencebetweendeanddelandaandalwillbechallengingforthemwhichiswhyIwillspendextra
timeonthesewords.

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PostLesson

Becausetheteacheroftheclassassignedthislessononashortdayandonewhereshewasalsodoinginstruction,I
hadtobreakupmylessoninto2dayswithadayofnoinstructioninbetween.Whilethefirstdaywentsmoothand
studentswereshowingunderstandingofthematerial,2dayslatertheywereatsquareoneagain.Ididn'tanticipate
this.Alsobecausetheteachergavemelesstimethefirstday,IfeltrushedtogetthroughthematerialwhichIshouldn't
haverushedthrough.
Also,studentswhomissedthepowerpowerpointandwereabsentfeltalittlelost.Thegoodnewsisthatthestudents
withlearningdisabilitiesseemedtounderstandthematerial.Theyfoundthepowerpointentertaininganditturnedout
tobeagreatresourceasIhadsuspected.
InowknowthatifIhavetobreakupinstructioninto2days,Ishoulddoareviewofthemainpointsbeforearrivingat
whereIleftoffthedaybefore.

Comments

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