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TITLE OF LESSON Spanish Family Compositions

CURRICULUM AREA & GRADE LEVEL Spanish I-La Costa Canyon High School Days 9-10 Class Session 4-Block Day-120 minutes Textbook - Realidades! Chapter 5

DATE OF LESSON 03/10/2014-03/11/2014

CA CONTENT STANDARD(S) ADDRESSED Stage I 1.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines. 1.1 Students address discrete elements of daily life, including: b. Family and friends

CA ELD STANDARD(S) ADDRESSED Section 2: Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts, Part I: Interacting in Meaningful Ways Emerging 10. Writing a) Write short literacy and informational texts collaboratively and independently.

BIG IDEA ADDRESSED (Enduring Understanding: WHY this material is important; how it fits in with the unit or theme) Writing academic sentences in Spanish will increase the development of the language.

ESSENTIAL QUESTIONS ADDRESSED Why is writing Spanish important? Why is student grouping a good idea?

OBJECTIVE(S) OR LEARNING GOAL(S)choose type(s) as appropriate Students will construct and create 6-8 academic sentences in an essay format by connecting the Spanish vocabulary and using two verbs at the same time. Cognitive Auditory Kinesthetic Language Development Visual

ASSESSMENT(S)choose type(s) as appropriate Formative (progress-monitoring) Students will write Spanish sentences using two verbs at the same time along. Students will write Spanish sentences using two verbs at the same time along. Students will collaborate in groups of 3-4 and correct any mistakes they the students may have made on their essays. Summative (evaluative) Students will turn in their 6-8 sentences in an essay format for evaluation

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions) I predict students will struggle with correct conjugation of many of the Spanish verbs. I also think the students will struggle with the spelling and accent marks of the Spanish vocabulary.

INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONALES

Anticipatory Set (Into) 1. Teacher begins with an oral presentation about his brother using 2 verbs at the same time along with connecting the vocabulary in Spanish.

Visual Language Developme nt

1.

It is important for students to hear examples of well constructed Spanish sentences because they will be working on these for the family essays. They are also more confident and have a better understandi ng of how to format their essays.

Anticipatory Set (Into) 1. Students listen to the teacher present examples of well constructed academic sentences using 2 verbs at the same time and connecting the key vocabulary in Spanish.

Visual Language Developme nt

1.

It is important for students to hear examples of well constructed Spanish sentences so they have a good idea of to construct their 6-8 sentences while they work on their family essays.

2.

Teacher sets the objective for the day and explains it in written form in both English and Spanish on the whiteboard.

2.

It is important for the students to see and listen to the objective for the day because they will have a clear understandi ng of what is expected of them.

2.

Students listen and observe the teacher explain the objective for the day in both English and Spanish.

2.

The students will understand what is expected of them by seeing and listening to the objective of the day explained to them in both English and Spanish. The students like to get out of their desks and write their answers on the whiteboard because they are usually in their seats for a long period of

Instruction (Through) 1. Teacher chooses 4 random students to come to the whiteboard and write their examples of a Spanish sentence using 2 verbs together.

Kinesthetic Language Developme nt Visual

1.

It is important to choose random students because if I asked for volunteers, I typically get the same every time. Furthermor e, students dont feel

Instruction (Through) 1. Students listen to the teacher choose 4 different students to come to the whiteboard and write their Spanish sentence using 2 verbs together.

Kinesthetic Language Developme nt Visual

1.

picked on if I go through a random process of choosing. 2. Teacher chooses 4 random students to come to the whiteboard and write their examples of a Spanish sentence using the connecting vocabulary. 2. It is important to do activities that make the students get out of their seats from time to time and empower them as the lead instructor. 2. Students listen to the teacher choose 4 different students to come to the whiteboard and write their Spanish sentence using the connected vocabulary. 2.

time.

The students like to get out of their desks and write their answers on the whiteboard because they are usually in their seats for a long period of time and it is a good demonstrati on of leadership. Students learn from each others mistakes and having them correct each others work in small groups gives them the opportunity to be the teacher for a brief moment.

3.

Teacher explains the directions of the group project. Students will need to exchange essays and correct each others essay in pencil. After the corrections, the students will return the paper to the owner and discuss any questions or concerns that they may have. After discussing their corrections, the students will continue on to paragraph 3 with another family member.

3.

This is great way of using the common cores standards to promote critical thinking through collaboratio n on difficult concepts.

3.

Students listen to the teacher explain the directions of their small group assignments.

3.

Guided Practice (Through) 1. Teacher reviews the 4 different Spanish sentences on the whiteboard of the students using 2 verbs together in the same

Visual Language Developme nt

1.

The students are able to learn from their work after the teacher corrects the work in front of the

Guided Practice (Through) 1. Students correct any mistakes they may have made to their work.

Visual Language Developme nt

1.

The students learn from their mistakes and increase their skills in the area of sentence

sentence.

entire class.

structure and punctuation by correcting their errors. 2. Students correct any mistakes they may have made to their work. 2. The students learn from their mistakes and increase their language developme nt by correcting their errors. I want students to get out of their desks from to time so they can get the blood flowing through their bodies and display their work in front of the class. I want students to get out of their desks from to time so they can get the blood flowing through their bodies and display their work in front of the class. Students need to learn to work well with others because this is necessary in college and in the workforce. The closure helps the students

2.

Teacher reviews the 4 different Spanish sentences on the whiteboard of the students using the connected vocabulary.

2.

The students are able to learn from their work after the teacher corrects the work in front of the entire class. This is a good opportunity to see how well the students have learned the conjugation and the infinitive form of Spanish verbs.

Independent Practice (Through) 1. Teacher assesses the 4 different sentences as the students write their answers on the whiteboard using 2 Spanish verbs together.

Kinesthetic Cognitive Language Developme nt Visual

1.

Independent Practice (Through) 1. 4 random students come to the whiteboard and write their answers using 2 Spanish verbs together.

Kinesthetic Cognitive Language Developme nt Visual

1.

2.

Teacher assesses the 4 different sentences as the students write their answers on the whiteboard using the connected vocabulary.

2.

This is a good opportunity to monitor the students progress of creating a smooth sentence using the Spanish vocabulary.

2.

4 random students come to the whiteboard and write their answers using the connected vocabulary.

2.

3.

Students collaborate with others in their small groups of 34 and correct each others mistakes.

3.

This is a good opportunity to monitor the students working well with others.

. 3. Students collaborate with others in their small groups of 34 and correct each others mistakes. 3.

Closure (summarize; make

Auditory

1.

meaning of the lesson)

It is important to close the

Closure (summarize; make

Auditory

1.

meaning of the lesson)

1.

Teacher summarizes the main points of the lesson and what he wants the students to come away with from this experience. I want the students to understand how to use two verbs in a sentence and connect the key Spanish vocabulary. Auditory 1.

lesson with a summary of the key concepts they have learned as this will help with reflect and learn the material.

1.

Students listen to the teacher close the lesson and explain the key concepts to understand in order to communicate Spanish efficiently.

revisit and summarize the information of the key concepts and ideas in their heads as the teacher makes meaning of the lesson.

Transfer (Beyond) (opportunities to apply the learning) 1. Teacher wants the students to share their Spanish family essays to their families because they will enjoy their descriptions and their development in Spanish.

It is important for students to share with their parents or guardians what they are learning in school. Parents appreciate this form of communica tion.

Transfer (Beyond) (opportunities to apply the learning) 1. Students listen to the teacher apply other opportunities to learn Spanish by sharing their Spanish essays with their family.

Auditory

1.

If the students share their Spanish essays with their families, they will increase their language developme nt.

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group There are no English language learners in my Spanish I class for non-native speakers.

INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively Name: Allison Level: 9th grade student with ADHD Identity: Allison speaks English as her first language and is Caucasian. Middle class. Developmental Needs Readiness: ADHD negatively impacts her ability to be successful in the classroom due to poor working memory, slow processing, and poor executive functioning. Her ability to sustain attention is a challenge. Allisons auditory comprehension is significantly weak which impacts her ability to comprehend lectures and oral information without the use of visual supports. With ADHD Allie may appear lazy, unmotivated or not interested however she may become mentally confused with oral directions and checks for understanding will be helpful. Learning Profile: Alison is a visual learner and prefers to work with a partner. She likes writing activities because she needs to be able to see the information. Alison is creative, energetic, and works well with others. She asks questions and participates in group activities. Alison is polite, homework is neat, follows directions, very focused and driven. Alison completes work and does a good job on it. She is very positive and resilient. Interests: Her favorite subject is leadership and has 2 sisters. She is part of the water polo team at the high school. She has had 4 knee surgeries on her knee and is preparing for another one. DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above Allison is a visual learner and is able to see the written objective on the whiteboard along with the corrections to 8 different Spanish sentences using the 2 verbs together and

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS choose area(s) as necessary based on information above There are no English language learners in my Spanish I class for non-native speakers.

RESOURCES (Attach materials needed to implement the lesson e.g., power point presentation, text, graphic organizer) Textbook, whiteboard, dry-erase makers, document camera, constructed examples on a piece of paper projected through the document camera.

the connected vocabulary. Allison prefers to work with a partner and having the groups with in teams of 3-4 allows Allison to collaborate with others and learn from each others mistakes. Allison with turn in her 6-8 Spanish sentences in an essay format using 2 verbs together and the connected vocabulary for evaluation. REFLECTION (Questions to consider after the lesson: What went well?
Why? What evidence do I have that shows the extent to which the lesson was effective? What problems do students still have? How will I deal with the students whose understanding of the material is weak? How will I remediate? What changes will I make to enhance learning the next time I teach this lesson? Why?)

I will be teaching this lesson 03/11/2014