Unit Lesson Plan - College of Education and Human ... 560... · Web viewStudents will be able to introduce people to one another using direct object pronouns Students will be able

Unit Lesson Plan

Melissa de Leon Clark

EDCI 560

Fall 2006

Melissa ClarkEDCI 560 – Methods of Teaching Foreign/World Languages

Lesson Plan

Teacher: Señora Clark School: St. James Catholic SchoolGrade: 6 Language: Spanish Level IDate: lunes 4 de diciembre Number of Students: 27 Time: 9:00 – 9:30am

PLANNING PHASEPerformance/Task-based Objectives1. Students will be able to properly greet each other.2. Students will be able to state where they and others are from using SER3. Students will be able to follow and identity classroom commands

Standards:National: Communication, Culture, Connections

State: Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

Standard 3.2: Students acquire information available through the foreign language and its cultures

Local: Diocese of Arlington Foreign Language Curriculum Guidelines: Teaches reading, writing, speaking, listening and culture with an emphasis on communication. Supports native language of the student and strengthens English grammar. Exposes students to the beauty and richness of other cultures and civilizations. Strengthens cognitive skills.

TEACHING PHASE(1) PreparationLesson Outline:Warm-up Activities:

1. Saluda a tu vecino usando los varios tiempos del día 2. Escribe de donde son varias gentes - imagina que son de diferentes países

hispano hablantes3. Lean página 14 en el libro y escriban dos frases útiles en sus cuadernos.

Theme or Topic: Greetings, Stating where one and others are from using SER and Spanish speaking countries, Classroom commandsVocabulary: Classroom commandsVerb(s): SERListening/Reading/Viewing selection(s): ¿De donde es? Song to salsa rhythm that describes where people are from..Page14 and look over “In the classroom” section

Three Modes and Practice:Interpersonal Activities: Students greet the person to their immediate right and left taking turns using “Hola”

“Buenos Dias” “Buenas Tardes”..etc.. Listen to the song ¿De donde es? and think about the Spanish countries discussed and

how to state where various people are from.Accommodations: Verbal, Kinesthetic and Musical Intelligences.

Presentational Activities: Students take turns coming up to the front of the classroom and pick out a classroom command to act out. Students raise hands and guess what the correct command is and then state what it means. If they answer correctly then they get to go to the front of the class.Accommodations: Kinesthetic and Visual Intelligences

Interpretive Activities: Students look at the world map on pages XXX-XXI in textbook and write where people are from using Spanish speaking countries and the formula: Subject + Ser + de... They can make up names or use people they know.Accommodations: Logical and Visual Intelligences

Methods/Approaches/Strategies:

Direct Method, Total Physical Response and Grammar-Translation Method

Evaluation: Collect the sheets from the interpretive mode activity and provide feedback to the students making any necessary comments or suggestions –if needed.

Expansion/Extension: The various greetings and being able to state where one is from will be used to build on tomorrow’s lesson of learning how to introduce people to one another.

Materials: Textbooks and music CD with Overhead to supplement. Homework: Draw and label 3 classroom commands in journals. Also do workbook page 7 – crossword on Frases Utiles.

Closure: Review classroom commands by having students follow a set of directions ex: cierren los libros, escuchen la tarea, y repitan. Explain homework assignment and model on the board. Ask for questions. Dismiss.

Follow-up: provide feedback on worksheets collected before beginning new lesson.


Lesson Plan

Teacher: Señora Clark School: St. James Catholic SchoolGrade: 6 Language: Spanish Level IDate: martes 5 de diciembre Number of Students: 27 Time: 9:00 – 9:30am

PLANNING PHASEPerformance/Task-based Objectives

1. Students will be able to distinguish between formal and informal greetings2. Students will be able to identify the various family members

Standards:National: Communication, Culture, Connections



Standard 3.2: Students acquire information available through the foreign language and its cultures


TEACHING PHASELesson Outline:Warm-up Activities: 1. Feedback from previous lesson2. Piensen de varias gentes (maestro, amiga, policia) y deciden si deben usar ¿Cómo esta usted? o ¿Como estas tu? en saludarlos.3. Miren al overhead transparency y escriban, con un otro alumno, cuantos miembros familiares pueden identificar eg: el abuelo, la prima etc…4. Lean “En Vivo” dialogo en pagina 30-31 y contesten las preguntas ¿Que Comprendistes? en pagina 31.

Theme or Topic: Formal vs. Familiar Greetings, Family and Community Members, CognatesVerb(s): SerVocabulary: Family members and places in the community

Cultural perspectives: Showing respect by addressing someone formally or informally, Festival de Calle Ocho – Cuban HeritageListening/Reading/Viewing selection(s) – Family OHT, “En Vivo” page 30-31 and Conexiones page 34.

Three Modes and Practice:Interpersonal Activities: Students will think about the various ways to address people in the family and the

community using Tu vs Usted. Have students read pages 30-31 and pay close attention to any cognates to help them

understand meaning. Have students answer comprehension questions to be turned in and checked for feedback.

Accommodations: Logical Intelligence

Presentational Activities: Have a few students role play the En Vivo dialogue at the front of the class as other students read the dialogue aloud for them. Accommodations: Kinesthetic Intelligence.

Interpretive Activities: Students will work together in groups of 3-4 during the warm up activity to try and identify, in Spanish, as many of the family members and people of the community as they can that are shown on the overhead transparency. Have them search for cognates eg: el policia for policeman. Accommodations: Visual and Verbal intelligences


Total Physical Response

Evaluation – Collect the comprehension questions from the warm up activity and provide feedback.

Expansion/Extension – Do a quick verbal review of the colors, body parts and adjective rules already learned in order to learn how to make introductions and describe people in tomorrow’s lesson.Other Activities:Materials: Textbooks, Overhead transparency

Assessment: Do a comprehension check right before closure. Ask students to answer aloud as you ask them the preguntas personales on page 29. eg: ¿Tienes amigos?, ¿Eres maestro o estudiante? Etc...

Homework: Students are to read Conexiones on page 34 on Festival de Calle Ocho and think about the significance of this Cuban celebration. Write down 2 thoughts and be prepared to discuss in class. Also students will draw a picture of their neighborhood and label the various places found eg: la casa, la escuela, el apartamento and who’s found there eg: el amigo, el policia, la tia.

Accommodations: Visual and Verbal intelligences

Follow-up: Do a quick start review before next lesson and have students identify 3 family members and places found on the OHT from today’s lesson.


Lesson Plan

Teacher: Señora Clark School: St. James Catholic SchoolGrade: 6 Language: Spanish Level IDate: miércoles 6 de diciembre Number of Students: 27 Time: 9:00 – 9:30am


1. Students will be able to introduce people to one another using direct object pronouns

2. Students will be able to describe themselves and other’s physical characteristics

3. Students will be able to use the verb Tener in proper context.

Standards:National: Communication, Culture


Standard 1.3: Students present information, concepts, and ideas to an audience of listeners.


Local: Diocese of Arlington Foreign Language Curriculum Guidelines: Teaches reading, writing, speaking, listening and culture with an emphasis on communication. Supports native language of the student and strengthens English grammar. Exposes students to the beauty and richness of other cultures and civilizations. Strengthens cognitive skills.TEACHING PHASELesson Outline:Warm-up Activities:

1. Feedback from previous lesson2. Comparten su tarea con su vecino y revisen para gramática correcta3. Completa las frases worksheet.

Theme or Topic: Introductions, Describing PeopleVerb(s): TenerGrammatical Structures: Direct Object Pronouns, AdjectivesVocabulary: colors, body parts

Cultural perspectives: Learn how young people address each other in various Spanish speaking countries. Note how hand shakes and kisses on the cheek are also common when introductions happen in these countries.Listening/Reading/Viewing selection(s) – Tener power point, page 33 Tambien Se Dice, Page R13 Direct Object Pronouns

Three Modes and Practice:Interpersonal Activities: Students will complete the phrases on the worksheet provided in the warm up and

identify name of the people being described in the pictures. Students will view a power point presentation on the verb Tener and write down the

answers to the mini quiz at the end of the slideshow.Accommodations: Visual and logical Intelligences.

Presentational Activities: As a way to review the previous day’s lesson, a few students will present their

homework drawings to the class and ask the class to name the various places and people that are drawn in their pictures as the student hides the words labeled.

As a student stands at the front of the class the teacher will point to various physical characteristics and students are to state what they are. Ex: point to brown hair – answer: el/ella tiene el pelo castaño.

Accommodations: Visual and Kinesthetic Intelligences.

Interpretive Activities: Students will share homework with each other and correct each other’s work. Students will be called on to answer some of the questions out loud found in the

power point. Students will use the correct direct object pronouns to introduce one another in

groups of 3-4.Accommodations: Visual, Verbal and Logical intelligences.Methods/Approaches/Strategies:

Direct Method, Natural Approach, Contiguity Principle

Evaluation – Collect the completa las frases worksheet and provide feedback.

Expansion/Extension – Students will practice these key components to build on tomorrow’s lesson and will then apply all concepts learned to project that will be assigned on Friday.

Other Activities:Materials: Textbooks, Worksheet and Power Point

Assessment: After recap do activity “Los ojos y el pelo” on page 69 orally and call on students to describe the people shown in the four pictures using as many descriptive adjectives as possible. Then ask a few students to introduce another student to the class.

Homework: Students are to write short dialogue, minimum 10 sentences where they are to include the following key points: a greeting, an introduction, and a description of someone. This will be collected and some will be shared with the class. Make sure to use proper punctuation and spelling.

Follow-up: Do a quick start review before next lesson and have students describe three features of the people pictured on the OHT from today’s lesson using Tener.


Lesson Plan

Teacher: Señora Clark School: St. James Catholic SchoolGrade: 6 Language: Spanish Level IDate: jueves 7 de diciembre Number of Students: 27 Time: 9:00 – 9:30am


1. Students will be able to state likes and dislikes2. Students will be bale to identify various common activities3. Students will be able to use the direct object pronouns to say what activities

people like to do

Standards:National: Communication, Culture, Comparisons



Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.


TEACHING PHASELesson Outline:Warm-up Activities:

1. ¿Que actividades haces después de la escuela?2. Pregunta a tus vecinos que les gusta hacer el weekend.

Theme or Topic: Likes and Dislikes, ActivitiesVerb(s): Gustar and the InfinitiveVocabulary: Names of various activitiesGrammatical structure(s) Direct Object PronounsCultural perspectives - Short video on how students enjoy popular after school activities.Listening/Reading/Viewing selection(s) page 43 – Using Verbs to Talk About What You Like To Do, Video of students in different Spanish speaking counties and their interests.

Three Modes and Practice:Interpersonal Activities: Students are to watch the short video on activities enjoyed by students in Spanish speaking countries. Have students listen to the various intonations and dialects found. Then have students write down three similarities/differences between those countries and the U.S. Students are then to draw three activities they like and write down how to state what they drew (can be finished for homework if not enough time).Accommodations: Visual, Rhythmic, Logical, Verbal Intelligences.

Presentational Activities: Have a few students come to the front of the class and pick an activity out of a bag. They are to act out that activity as students guess what it is.Accommodations: Kinesthetic and Visual Intelligences.

Interpretive Activities: Have students take turns asking each other their likes and dislikes. Have them vary their answers by asking and answering in different persons using the direct object pronouns ex: me gusta, te gusta etc…Accommodations: Verbal and Logical Intelligences


Direct Method, Frequency Principle

Evaluation – Collect sheets from interpersonal activities and provide feedback to students.

Expansion/Extension – Students will use all of the concepts learned this week to incorporate all lessons into a project that will be assigned in tomorrow’s class.

Other Activities:Materials: Textbooks, Video

Assessment: After recap hold up a few pictures of activities and have students name the activity and then state whether they like to do it or not.

Technology: Video

Homework: Students are to look over the week’s assignments and notes and review all key concepts.

Follow-up: Begin tomorrow’s class with a quick power point slide show that requires students to identify or name relevant information pertaining to week’s lessons.


Lesson Plan

Teacher: Señora Clark School: St. James Catholic SchoolGrade: 6 Language: Spanish Level IDate: viernes 8 de diciembre Number of Students: 27 Time: 9:00 – 9:30am


1. Students will be able to properly greet each other.2. Students will be able to state where they and others are from using SER3. Students will be able to distinguish between formal and informal greetings4. Students will be able to identify the various family members5. Students will be able to introduce people to one another6. Students will be able to introduce people to one another using direct object

pronouns7. Students will be able to describe themselves and other’s physical

characteristics8. Students will be able to use the verb Tener in proper context9. Students will be able to state likes and dislikes10. Students will be bale to identify various common activities11. Students will be able to use the direct object pronouns to say what activities

people like to do

Standards:National: Communication, Culture, Connections, Communities


Standard 1.2: Students understand and interpret written and spoken language on a variety of topics

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

Standard 5.1: Students use the language both within and beyond the school setting


TEACHING PHASELesson Outline:Warm-up Activities:

1. Miren al power point y escriben tres conceptos que aprendiste esta semana y compártanlos con sus vecinos. Den ejemplos.

2. Piensa de una persona hispanohablante que conoces. Escribe su nombre en un papel.

Theme or Topic: La Entrevista – Students will conduct an interview of a native Spanish speaker using the specific criteria set by the teacher and the rubrics with the clear expectationsVerb(s): Ser, Tener, Gustar and the InfinitiveVocabulary: family and people in the community, places in the community, colors, physical traits, activitiesGrammatical structure(s) Adjectives, Direct Object Pronouns, and PunctuationCultural perspectives – Interview a native Spanish speaker and learn more about them and their heritageListening/Reading/Viewing selection(s) – En Vivo video

Three Modes and Practice:Interpersonal Activities: Students are to watch the En Vivo video viewed at the beginning of the week. They are to pay close attention to the questions and topics addressed during the introductions and conversations. Students are to list as many questions and other points that they recognize and would be pertinent to interviewing someone.Accommodations: Visual, Logical, Verbal Intelligences.

Presentational Activities: Teacher will show exemplars of previous projects and will point out specific key elements that are to be included as she reviews the directions and rubric for the project.Accommodations: Kinesthetic Verbal, Logical and Visual Intelligences.

Interpretive Activities: In groups of 2-3 have students conduct a mock interview with the list of questions and topics provided by the teacher. Each student is to have an active role in the interview.Accommodations: Verbal and Logical Intelligences


Direct Method, Frequency Principle, Total Physical Response

Evaluation – Students will conduct an interview of a native Spanish speaker and will include the key points addressed in the rubric. Students are to include a greeting, introduction, where one is from, likes/dislikes. Other elements suggested would be to include a description, information about the family and community in which they live. Students will then either video or audio record the interview and transcribe it to be turned in. The written transcription will then be put onto a poster board where students will illustrate, either by drawing or cutting out pictures, the key points addressed during the interview. The posters will then be presented to the class.Accommodations: Visual, Verbal, Kinesthetic

Expansion/Extension – Students will use all of the concepts learned this week to conduct an interview in the target language and the final product will be presented to the class and collected for grading.

Other Activities:Materials: Video, Exemplars, Rubrics, Checklist and Instructions sheet

Assessment: Final Projects will be collected for grading based on the criteria set in the rubrics.

Technology: Video, Power Point

Homework: Assigned projects due in two weeks.

Follow-up: Have check points throughout the next two weeks to make sure that students are working on projects. Provide checklists to ensure that key elements are being covered.

Documents

Unit Lesson Plan - College of Education and Human ... 560... · Web viewStudents will be able to introduce people to one another using direct object pronouns Students will be able