Name Jenna Munguia UNIT PLAN UNIT TOPIC: La familia (the family)

Date

10/28/2013

1. UNIT CONTEXT Subject/Content Area: Spanish Course: Spanish 1, Period 4 th Grade Level: Grades 9-12 (90% 9 graders) Length of Unit: 2 weeks (8 days of instruction); regular six-period schedule on Monday, Thursday, Friday (47 min. periods on Mon., 56 min. periods on Th/Fr); block schedule on Tuesday and Wednesday (three two-hour periods per day) Where Unit Fits in Year Plan: Third unit in a two-semester course of nine total units Course Textbook: Descubre 1 2. FACTS ABOUT THE LEARNERS Whole Class Information (Class Profile Period 4) Number of students in class: 34 Demographic Information: o Ethnicity: 15 White; 10 Hispanic/Latino; 3 Asian; 1 African-American; 1 two or more races; 4 Other o Gender: 15 Female; 19 Male o Free and reduced lunch: 8 o ELL: 5 (all reclassified) o Bilingual: 8 with previous knowledge of Spanish o IEP, 504: 3 o Gifted: 4 Developmental Needs: o Readiness - Most students in the class have never studied Spanish before and have little exposure to Spanish-speaking cultures. Some students are re-taking the class and are already familiar with the content. I assume that they will be more challenged as the year progresses. There are several reclassified English Learners in the class whose native language is Spanish. While these students are not literate in their native language and are not orally proficient, they do have familiarity with the language and a higher readiness level than most of the students in the class, especially when it comes to reading comprehension and pronunciation. o Interests Most of the students are active in after-school activities, including sports, clubs, tutoring, and other community activities. Most of the students enjoy music and like using social media outlets like Facebook and Instagram. o Learning Profiles (learning styles/dispositions) Many students in the class are visual or kinesthetic learners. They benefit from having content that is delivered in multiple ways, such as orally with an accompanying graphic organizer. o Affective-Management Strategies Most of the students enjoy the school environment and are well-behaved in class. Those that struggle to stay on task or consistently distract other students need to be shown that the teacher is serious about her expectations. o Classroom Learning Environment The learning environment in the classroom is dynamic with many opportunities for group work and social interaction. Individual Student Information and Differentiation Strategies ELL #1

Elena th 10 grade, 15 years old, female

Anne Ren Elsbree

2013 EDSS 511

ELL #2

CELDT Early Intermediate overall score From Mexico; both parents are professionals; extended family includes aunts, uncles, cousins; connected to her culture and enjoys visiting her extended family and participating in cultural dances with traditional costumes; grandparents live in Mexico and she visits them over the summer; has been in the U.S. for one and a half years; literate in Spanish and often reads Spanish literature; report cards from Mexico indicate above average grades; shy socially but is well-liked and works well in small groups; seldom absent from school Individual educational goals achieve literacy in English; improve reading and writing skills; achieve reclassified status by improving CELDT score Developmental needs o Readiness proficient in Spanish, advanced reading, writing, and speaking skills in her native language; difficulty understanding academic vocabulary in English o Interests reading, dance, traveling, family o Learning profile visual & kinesthetic learner o Affect shy and often hesitant to speak in front of the whole class; more comfortable contributing in small groups; influenced by her family and cultural ties; motivated to succeed academically o Learning environment works best when seated near outgoing students she is comfortable with Differentiation o Content translate instructions in English into Spanish for her on quizzes and tests; assist with difficult vocabulary in English (based on readiness) o Process allow her to operate in Spanish as much as she likes; group activities where she can practice explaining concepts to her peers in English (based on readiness and learning profile) o Product stress importance of understanding how to talk about the grammatical structures of Spanish in English (based on readiness) o Affect positive encouragement (based on learning profile) o Learning environment have her sit next to weaker students as she will be a student expert in a Spanish class; challenge her to take a leadership role in group activities (based on readiness and learning profile) Progress monitoring assessment o portfolio of student work collected over the course of the year o Rationale demonstrate Elenas progress over time as she learns to talk about the grammatical structures of her native language in English Next steps continue to teach Elena how to describe her native language in English to her peers, provide opportunities to review academic vocabulary in English

Deanna V. th 10 grade, 15 years old, female th Redesignated in 2012 (9 grade) CELDT 2012 score: Early Advanced (4) overall; Advanced (5) in Reading and Writing; Early Advanced (4) in Listening and Speaking; historically low scores in Reading; typically scores in Basic range on STAR tests

CELDT Scores Overall Reading Writing Listening Speaking

K 2003 1 1 1

1st 2004 3 3 3

2nd 2005 3 2 3 3 3

3rd 2006 4 3 4 4 4

4th 2007 4 3 4 5 4

5th 2008 4 3 4 3 5

6th 2009 4 3 3 4 3

7th 2010 4 3 3 4 4

8th 2011 4 2 5 4 4

9th 2012 4 5 5 4 4

Anne Ren Elsbree

2013 EDSS 511

STAR (CST) Scores English/Language Arts Math Science History

2nd 2005 331 (3) 301 (3)

3rd 2006 341 (3) 383 (4)

4th 2007 316 (3) 330 (3)

5th 2008 308 (3) 282 (2) 267 (1)

6th 2009 292 (3) 294 (2)

7th 2010 302 (3) 343 (3)

8th 2011 344 (3) 346 (3) Alg. 328 (3) 282 (2)

9th 2012 358 (4) 61% 248 (2) 57% Geo. 339 (3) 60% Earth 282 (2) 40%

Hispanic; native language Spanish; stopped speaking Spanish at home after entering kindergarten; now exclusively speaks English in her daily interactions at home and with friends; both parents graduated high school and are native Spanish speakers; parents are supportive and attended Back to School night; extremely quiet and self-isolating, avoids social interaction in class; unsure of future ambitions beyond graduating high school and attending college Individual educational goals relearn her native language; continue to improve literacy in English; graduate high school and attend college Developmental needs o Readiness first time taking Spanish; more familiarity with spoken Spanish than most students in the class but lacks literacy in Spanish; difficulty understanding academic vocabulary in English; performs at high B range on tests but struggles to earn full credit for class work and participation o Interests music, reading, Twitter, family o Learning profile auditory & visual learner; prefers expressing herself through reading and writing rather than orally o Affect extremely quiet in class; self-isolating; avoids social interaction; demonstrates little enthusiasm for school/learning; passive demeanor o Learning environment does not like to be seated next to loud or distracting students; needs to be pushed to engage with classmates and encouraged to participate Differentiation o Content assist with academic vocabulary in English (words used to describe grammatical structures) (based on readiness); provide opportunities to sing in Spanish (based on interest) o Process provide opportunities to learn content in a variety of ways (reading, writing, speaking, listening) (based on learning profile); pair her with respectful classmates who she will feel more comfortable talking to (based on learning profile) o Product give Deanna options for oral presentations (present to teacher only instead of in front of whole class) (based on learning profile); preview examples of quiz/test prompts and review key vocabulary in English (based on readiness) o Affect encourage Deanna to interact more with her classmates by eliciting her help as a student expert who is more familiar with Spanish (based on readiness) o Learning environment have her sit next to outgoing (but respectful) students who she will feel comfortable speaking with during partner and group activities Progress monitoring assessment o Participation pesos collected over the course of the year o Rationale assess effectiveness of differentiation strategies to increase Deannas level of participation in class; demonstrate level of confidence in her knowledge of Spanish Next steps continue to promote engagement with classmates by pairing Deanna with partners and groups that is comfortable with; work individually with Deanna to review key academic vocabulary in English that describes grammatical structures in Spanish

Special Education #1 Alex 10th grade, 15 years old, male

Anne Ren Elsbree

2013 EDSS 511

Disability category specific learning disability (identified in second grade) Difficulty with development of early literacy skills, including acquisition of sound/symbol relationships and word identification in reading and writing; receives special education support primarily in a resource room for language arts while he is included in the general education th curriculum; reads independently at 7 grade level; struggles with decoding words; has asthma and takes daily medication and occasionally uses inhaler; self-isolating person; does not readily join into whole-class conversations or contribute to group learning situations; sits alone at lunch and is by himself during transitional time; no in-class support provided; cultural background, family information and SES unknown Individual educational goals achieve grade level literacy in reading in English; improve decoding skills in English; work on social skills; pass Spanish to fulfill university requirements Developmental needs o Readiness Alex has never taken Spanish before; his difficulty with decoding words is affecting his ability to learn vocabulary and be able to pronounce words that he reads in Spanish; Alex avoids social interaction in class and is missing out on opportunities to practice
speaking in Spanish

Interests unknown Learning profile visual & kinesthetic learning preferences Affect self-isolating; avoids social interaction Learning environment needs to be pushed to engage with classmates and encouraged to participate Differentiation o Content provide a graphic organizer with English translations of key vocabulary, can use during class work and on quizzes and tests (based on readiness and learning profile) o Process provide additional support during class (based on readiness); pair Alex with supportive classmates during partner and group work (based on learning profile / affect) o Product Alex can use vocabulary graphic organizer to assist him during assessments o o o o o o
(based on readiness); preview assessments with Alex (based on readiness) Affect pair Alex with supportive classmates during partner and group work (based on learning profile) Learning environment seat Alex next to classmates who will be able to assist him and treat him with respect (based on learning profile)

Progress monitoring assessment o Class work, including textbook activities and completion of graphic organizers o Rationale By monitoring Alex performance on class work, I will be able to see how well is
learning the material and whether the graphic organizer with key vocabulary is useful to him in supporting his acquisition of Spanish Next steps continue to encourage Alex to interact with other students during class; help hi m understand his strengths in relation to learning Spanish and let him know that I will provide him with additional support in the areas where he is struggling; continue to provide additional ways to learn the content (ie. accompany a lesson with visuals or a kinesthetic component)

Special Education #2 Alisha J. 11th grade, 17 years old, female Disability Category specific learning disability (Resource Specialist Program/Speech); auditory and language processing deficits African-American and Caucasian (mixed ethnicity); born in Georgia; changed schools multiple times
during elementary school; enjoys school and meeting new people; influenced by her father to learn to read;

difficulty with auditory processing and paying attention; struggles with oral expression, reading comprehension and reading fluency Individual educational goals pass two years of Spanish to fulfill university requirements; pass high school exit exam (CAHSEE); attend community college, attend tag program and transfer to a fouryear university upon completion of AA; geometry: determine adjacent angles to form a straight line using addition postulate, segment bisector, angle bisector and midpoint with 90% accuracy in 2 of 3 trials as

Anne Ren Elsbree

2013 EDSS 511

measured by teacher records; writing: complete two legible job applications, proofreading and indicating errors by circling capitalization, punctuation and spelling errors

Developmental needs o Readiness one of the weaker students in the class, struggles with pronunciation of words of
Spanish

o o o o

Interests fashion, basketball, dance, hanging out with friends Learning profile auditory and kinesthetic (multi-modal) learning preferences, likes to work in
groups, asks for help as needed; finds it difficult to learn when she is tired

Affect outgoing and social with peers; works hard and stays on task Learning environment needs to be seated near front of class; good at leading her peers and keeping her group on task during speaking activities Differentiation o Content provide additional handouts and graphic organizers to help Alisha understand new material (based on readiness); assign less complex prompts for oral presentations (based on
readiness)

o o o o

Process provide additional time on long assignments as needed (based on readiness); provide additional practice activities to help guide her studying for quizzes and tests (based on readiness) Product allow to test in alternative setting as needed (based on learning profile); emphasize pronunciation during speaking activities and oral presentations (based on readiness
and learning profile)

Affect have Alisha work with strong students in the class during partner and group work, she will not be hesitant to interact with them, will help her learn the material (based on
learning profile)

Learning environment preferential seating, close to front of class (based on learning profile) Progress monitoring assessment o Oral presentation o Rationale Alisha has difficulty learning how to pronounce words in Spanish. Her performance in the oral presentation will demonstrate her progress related to preparing a script
with a group based on a specific prompt, practicing how to say her lines, asking for instructor support as needed, and delivering the presentation in front of the class.

Next steps continue to check for student understanding during individual class work activities and provide additional resources to help Alisha understand material; model correct pronunciation as
often as possible; pair Alisha with strong classmates; focus on listening comprehension in Spanish

Student #5 Special Education Victor S. 12th grade, 17 years old, male Disability Category Autism; theory of mind and memory processing deficits Hispanic; hard worker; eager to please; great parent involvement; mother currently in police academy;

often keeps to himself in class; tends to work slowly but completes work with accuracy Individual educational goals continue to improve skills in Spanish; work on social skills; gain additional practice with speaking in Spanish

Developmental needs o Readiness has taken Spanish 1 before, knows basic grammar and performs well on quizzes
and tests; challenges include speaking and social skills

o o o o

Interests unknown Learning profile prefers to work independently, multi-sensory learner Affect quiet demeanor; keeps to himself; can be stubborn if he does not want to interact with
classmates; adamant about following instructions

Learning environment prefers to work independently; does not distract class mates
around him

Differentiation o Content have Victor practice saying his written answers aloud to the teacher when possible (based on readiness and learning profile)

Anne Ren Elsbree

2013 EDSS 511

o o o o

Process provide additional time on long assignments as needed (based on readiness and learning profile) Product allow to test in alternative setting as needed; provide extended time for tests as
needed (based on readiness and learning profile)

Affect encourage Victor to interact with his classmates; assign specific role during group
work (based on learning profile)

Learning environment preferential seating, close to front of class, seat next to outgoing and respectful students (based on learning profile) Progress monitoring assessment o Observation of performance during speaking activities with group or partner o Rationale Victor is doing well on written assessments and individual class work. Observing
his performance during speaking activities and in collaborative settings will provide a good measure of his progress toward the learning goals related to oral expression in Spanish. Next steps Victor currently has a good grade in the class but needs more encouragement to interact with his peers. I will continue to pair him with students who will support him and help him to feel comfortable speaking and interacting. I will also provide opportunities to speak with me one-on-one to gain additional practice with his oral skills in Spanish.

2. UNIT RATIONALE: ENDURING UNDERSTANDINGS & ESSENTIAL QUESTIONS This unit is important because it achieves the communicative goals of teaching students how to talk about their family and friends, describe people and things, and express possession. The unit fits into the overall scheme of the course because it expands upon the students practical language skills and allows them to talk about people that are important to them. Enduring Understandings (EU or Big Ideas) Students will understand that knowledge of the terms for family relationships, the names of various professions, descriptive adjectives, possessive adjectives, the present tense of common regular er and ir verbs, and the present tense of tener and venir allow them to communicate about their friends and family and participate in practical conversations related to their loved ones. Essential Questions

Why is family important? (explanation, perspective) How do we talk about our family and friends in Spanish? (explanation, application) What can we learn from creating our family tree? (self-knowledge)

3. UNIT CALENDAR (Standards, Objectives, Student Activity & Assessment) WEEK 1 DAY 1 Standards: Content: Content Stage I 1.1 Students address discrete elements of daily life, including: b. Family and friends Communication Stage I 1.2 Interpret written, spoken, or signed (ASL) conversations. Cultures Stage I 1.2 Recognize similarities and differences in the target cultures and between students own cultures. ELD: Part I: Interacting in Meaningful Ways 5. Listening actively (Emerging) Demonstrate comprehension of oral presentations and discussions on familiar social and academic topics by asking and answering questions with prompting and substantial support.

Anne Ren Elsbree

2013 EDSS 511

Objectives: After watching the Fotonovela, "Un domingo en familia," students will gain a general idea about the concept of family and friends in Hispanic culture and will be able to reflect upon the similarities and differences between the Mexican family in the video and their own culture by participating in a class discussion. Type: cognitive, affective, language Standards addressed: Content 1.1; Communication 1.2; Cultures 1.2 (Content); Interacting in Meaningful Ways 5 emerging (ELD) After watching the Fotonovela, "Un domingo en familia," SWBAT demonstrate their interpretation of the spoken conversation by completing activities 1 and 2 on page 84 of the textbook and missing no more than two questions on each activity. Type: cognitive, language Standards addressed: Content 1.1; Communication 1.2; Interacting in Meaningful Ways 5 emerging (ELD) Student Activity: preview chapter with teacher (p. 78-79); read Fotonovela script aloud with class (p. 8283); watch Fotonovela video and complete comprehension activities in textbook (p. 84 activities 1 and 2) Assessment: Students will complete the textbook activities and miss no more than two questions on each one. Type: Informal; Formative, Fill in Blank, Oral Discussion Prompts Purpose: Assess knowledge/concepts Implementation: Paper & Pencil, Verbal Feedback strategies: Who will provide feedback? Teacher How will the feedback be provided: Verbal Identify how assessment informs instruction: Review of key vocabulary would be useful for the students before they watch the video and as they complete the textbook activities. DAY 2 / DAY 3 (BLOCK) Standards: Content: Content Stage I 1.1 Students address discrete elements of daily life, including: b. Family and friends Structures Stage I 1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context. Structures Stage I 1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context. ELD: Part II: Learning About How English Works 4. Using nouns and noun phrases (Emerging) Expand noun phrases to create increasingly detailed sentences (e.g., adding adjectives for precision) about personal and familiar academic topics. Objectives: After listening to the lesson on descriptive adjectives and taking guided notes, SWBAT demonstrate their understanding of the concepts by completing the textbook activities, missing no more than two questions on each activity. Type: cognitive, language Standards addressed: Content 1.1; Structures 1.0, 1.1 (Content); Learning About How English Works 4 emerging (ELD) After practicing writing using descriptive adjectives by doing the textbook activities, SWBAT provide spoken descriptions of familiar people and characters by playing the Adivina qui n game with a partner. Type: cognitive, affective, language Standards addressed: Content 1.1; Structures 1.0, 1.1 (Content); Learning About How English Works 4 emerging (ELD) Student Activity: complete workbook crossword puzzle with a partner (p. 24); complete conjugation chart with -ER/-IR verbs; take guided notes during the descriptive adjectives lesson; complete textbook activities (Intntalo p. 90, p. 91 activity 1, 2, 3); play Adivina quin game with a partner

Anne Ren Elsbree

2013 EDSS 511

Assessments: Students will complete the textbook activities and miss no more than two questions on each activity. Type: Informal; Formative, Fill in Blank Purpose: Assess skills Implementation: Paper & Pencil Feedback strategies: Who will provide feedback? Teacher How will the feedback be provided: Verbal Identify how assessment informs instruction: Lesson on descriptive adjectives and guided notes taken by the students prepare students to complete the textbook activities. Students will describe familiar people and characters in Spanish while playing the Adivina quin game. Type: Informal; Formative, Open/Oral Purpose: Assess skills Implementation: Verbal; Partners Feedback strategies: Who will provide feedback? Peers and teacher How will the feedback be provided: Verbal Identify how assessment informs instruction: Lesson on descriptive adjectives and guided notes taken by the students prepare students to describe familiar people and characters in Spanish. DAY 4 Standard: Content: Content Stage I 1.1 Students address discrete elements of daily life, including: b. Family and friends Structures Stage I 1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context. Structures Stage I 1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context. ELD: Part II: Learning About How English Works 4. Using nouns and noun phrases (Emerging) Expand noun phrases to create increasingly detailed sentences (e.g., adding adjectives for precision) about personal and familiar academic topics. Part II: Learning About How English Works 3. Using verbs and verb phrases (Emerging) Use a variety of verbs in different tenses (e.g., past, present, future) and aspects (e.g., simple, progressive) appropriate for the text type and discipline to create short texts on familiar academic topics. Objectives: After the previous days lessons and activities involving descriptive adjectives , SWBAT describe themselves and correctly identify classmates based on descriptions in Spanish. Type: cognitive, language Standards addressed: Content 1.1; Structures 1.0, 1.1 (Content); Learning About How English Works 4 emerging (ELD) After reviewing how to conjugate ER/-IR verbs in the present tense by completing textbook activities, SWBAT play the verb pass conjugation game and demonstrate their learning by getting at least six points out of eight with their group. Type: cognitive, language Standards addressed: Structures 1.0, 1.1 (Content); Learning About How English Works 5 emerging (ELD) Student Activity: provide a description of themselves in Spanish and identify classmates based on their descriptions; complete Intntalo activity in textbook p. 97 and p. 101; play verb pass conjugation game Assessments: Students will identify their classmates based on oral descriptions in Spanish. Type: Informal; Formative, Open/Oral

Anne Ren Elsbree

2013 EDSS 511

Purpose: Assess skills Implementation: Verbal; Whole-class Feedback strategies: Who will provide feedback? Peers and teacher How will the feedback be provided: Verbal Identify how assessment informs instruction: Lesson on descriptive adjectives and guided notes taken by the students prepare students to identify their classmates based on oral descriptions in Spanish. Students work in groups of five to play eight rounds of the verb conjugation game. Type: Informal; Formative, Fill in Blank Purpose: Assess skills Implementation: Paper and pencil; group assessment Feedback strategies: Who will provide feedback? Peers and teacher How will the feedback be provided: Verbal Identify how assessment informs instruction: Lesson on ER/-IR verbs and guided notes taken by the students prepare students to correctly conjugate verbs during the verb pass conjugation game.

DAY 5 Standard: Content: Content Stage I 1.1 Students address discrete elements of daily life, including: b. Family and friends Communication Stage I 1.3 Present to an audience of listeners, readers, or ASL viewers. ELD: Part I: Interacting in Meaningful Ways 1. Exchanging Information/Ideas (Emerging) Engage in conversational exchanges and express ideas on familiar current events and academic topics by asking and answering yes-no questions and wh- questions and responding using phrases and short sentences. Part I: Interacting in Meaningful Ways 9. Presenting (Emerging) Plan and deliver brief oral presentations on grade-appropriate topics and present evidence and facts to support ideas. Objectives: After creating a family tree and reviewing the terms used to refer to specific relatives in Spanish, students will be able to ask and respond appropriately to at least five questions about their family members with a partner. Type: cognitive, affective, language Standards addressed: Content 1.1 (Content); Interacting in Meaningful Ways 1 emerging (ELD) After practicing talking about family members in Spanish, students will be able to work in pairs to prepare and present a short dialogue to the class that addresses each part of the prompt and uses relevant vocabulary. Type: cognitive, psychomotor, language Standards addressed: Content 1.1; Communication 1.3 (Content); Interacting in Meaningful Ways 9 emerging (ELD) Student Activity: answer warm-up questions about Modern Family tree; fill out family tree graphic organizer and listen to brief lesson on possessive adjectives; ask and respond to questions about their family trees in Spanish with a partner; prepare and present a short dialogue to the class; sing song in Spanish Assessments: Students will ask and respond appropriately to questions about their family members with a partner. Type: Informal; Formative, Open/Oral Purpose: Assess skills Implementation: Verbal; Partners Feedback strategies: Who will provide feedback? Peers and teacher How will the feedback be provided: Verbal

Anne Ren Elsbree

2013 EDSS 511

Identify how assessment informs instruction: Review of family tree vocabulary and guided notes taken by the students prepare students to ask and respond to questions about their family members in Spanish. Students will work in pairs to prepare and present a short dialogue to the class. Type: Informal; Formative, Performance Purpose: Assess knowledge/concepts Implementation: Paper & Pencil, Performance; Partners Feedback strategies: Who will provide feedback? Teacher How will the feedback be provided: Verbal, Written Identify how assessment informs instruction: Lessons on ER/-IR verbs, family vocabulary, and possessive adjectives and guided notes taken by the students prepare students to work with a partner to plan and write a script and deliver a brief oral presentation.

WEEK 2 DAY 1 Standard: Content: Structures Stage I 1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context. Structures Stage I 1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context. ELD: Part II: Learning About How English Works 3. Using verbs and verb phrases (Emerging) Use a variety of verbs in different tenses (e.g., past, present, future) and aspects (e.g., simple, progressive) appropriate for the text type and discipline to create short texts on familiar academic topics. Part II: Learning About How English Works 4. Using nouns and noun phrases (Emerging) Expand noun phrases to create increasingly detailed sentences (e.g., adding adjectives for precision) about personal and familiar academic topics. Objectives: After listening to the lesson on possessive adjectives and taking guided notes, SWBAT complete the textbook activities and miss no more than two questions per activity. Type: cognitive, language Standards addressed: Structures 1.0 and 1.1 (Content); Learning About How English Works 4 emerging (ELD) SWBAT demonstrate their knowledge of unit vocabulary and conjugation of -ER/-IR verbs by getting at least three points for their team during the "Escritores" game. Type: cognitive, language Standards addressed: Structures 1.0 and 1.1 (Content); Learning About How English Works 3 emerging (ELD) Student Activity: take guided notes during possessive adjectives lesson; complete textbook activities (Intntalo p. 93 and p. 94 activity 1); play Escritores vocabulary game Assessments: Students will complete the textbook activities and miss no more than two questions per activity. Type: Informal; Formative, Fill in Blank Purpose: Assess skills Implementation: Paper & Pencil Feedback strategies: Who will provide feedback? Teacher How will the feedback be provided: Verbal Identify how assessment informs instruction: Lesson on possessive adjectives and guided notes taken by the students prepare students to complete the textbook activities. Students will play "Escritores" and earn at least three points for their team. Type: Informal; Formative, Fill in blank Purpose: Assess skills

Anne Ren Elsbree

2013 EDSS 511

10

Implementation: White board & dry erase markers; team competition Feedback strategies: Who will provide feedback? Peers and teacher How will the feedback be provided: Verbal Identify how assessment informs instruction: Lessons and review of ER/-IR verbs will prepare students to answer prompts correctly as they compete for their team. DAY 2 / DAY 3 (BLOCK) Standard: Content: Structures Stage I 1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context. Structures Stage I 1.1 Use orthography, phonology, or ASL param eters to produce words or signs (ASL) and phrases in context. ELD: Part II: Learning About How English Works 3. Using verbs and verb phrases (Emerging) Use a variety of verbs in different tenses (e.g., past, present, future) and aspects (e.g., simple, progressive) appropriate for the text type and discipline to create short texts on familiar academic topics. Objectives: After being introduced to the unit topics and practicing related activities in the textbook, SWBAT complete the unit review with 80% accuracy. Type: cognitive, language Standards addressed: Structures 1.0 and 1.1 (Content); Learning About How English Works 4 emerging (ELD) SWBAT review the -ER/-IR verbs on their vocabulary list by playing charades. Type: cognitive, psychomotor, language Standards addressed: Structures 1.0 and 1.1 (Content); Learning About How English Works 4 emerging (ELD) Student Activity: complete Recapitulacin (unit review) in textbook p. 104-105; play charades using ER/-IR verbs; practice in computer lab (studyspanish.com and quizlet.com) Assessment: Students will complete the unit review in the textbook with 80% accuracy. Type: Informal; Formative, Closed tasks (fill in blank) and Open tasks (written sentences and paragraph) Purpose: Assess skills Implementation: Paper & Pencil Feedback strategies: Who will provide feedback? Self-assessment with answer key; Teacher How will the feedback be provided: Written and verbal Identify how assessment informs instruction: Previous lessons on ER/-IR verbs, descriptive adjectives, possessive adjectives, unit vocabulary and guided notes taken by the students prepare students to complete the textbook unit review activity. DAY 4 Standards: Content: Communication Stage I 1.2 Interpret written, spoken, or signed (ASL) conversations. Structures Stage I 1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context. Structures Stage I 1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context. ELD: Part I: Interacting in Meaningful Ways 5. Listening actively (Emerging) Demonstrate comprehension of oral presentations and discussions on familiar social and academic topics by asking and answering questions with prom pting and substantial support.

Anne Ren Elsbree

2013 EDSS 511

11

Objective: After listening to oral conversations on an audio recording, SWBAT demonstrate comprehension of the family-related narrative by completing the accompanying listening activities with 80% accuracy. Type: cognitive, language Standards addressed: Communication 1.2; Structures 1.0 and 1.1 (Content); Interacting in Meaningful Ways 5 emerging (ELD) Student Activity: complete listening activities; play matamoscas vocabulary game Assessment: Students will complete the listening activities with 80% accuracy. Type: Informal; Formative, Fill in blank and multiple choice Purpose: Assess knowledge/concepts Implementation: Paper & Pencil Feedback strategies: Who will provide feedback? Teacher How will the feedback be provided: Verbal Identify how assessment informs instruction: Review of key unit vocabulary will prepare students to successfully complete the listening comprehension activities. DAY 5 Standard: Content: Structures Stage I 1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context. Structures Stage I 1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context. ELD: Part II: Learning About How English Works 3. Using verbs and verb phrases (Emerging) Use a variety of verbs in different tenses (e.g., past, present, future) and aspects (e.g., simple, progressive) appropriate for the text type and discipline to create short texts on familiar academic topics. Part II: Learning About How English Works 4. Using nouns and noun phrases (Emerging) Expand noun phrases to create increasingly detailed sentences (e.g., adding adjectives for precision) about personal and familiar academic topics. Part II: Learning About How English Works 7. Condensing ideas (Emerging) Condense ideas in a few basic ways (e.g., by compounding verb or prepositional phrases) to create precise and detailed simple, compound, and complex sentences (e.g. The students asked survey questions and recorded the responses.). Objective: SWBAT demonstrate their learning of the Unit 3 content by taking the Unit 3 exam and scoring 80% or better. Type: cognitive, language Standards addressed: Structures 1.0 and 1.1 (Content); Learning About How English Works 3, 4, 7 emerging (ELD) Student Activity: take Unit 3 exam Assessment: Students will take the Unit 3 exam and score 80% or better. Type: Formal; Summative, Closed tasks (fill in blank and multiple choice) and Open tasks (written sentences and paragraph) Purpose: Assess skills Implementation: Paper & Pencil Feedback strategies: Who will provide feedback? Teacher How will the feedback be provided: Written Identify how assessment informs instruction: Previous lessons on ER/-IR verbs, descriptive adjectives, possessive adjectives, unit vocabulary, guided notes taken by the students, and individual/in-class review prepare students to take the unit exam. Explanation of Into, Through and Beyond of Unit: The Into (hook) of the unit takes place on Day 1 and includes the chapter preview activity followed by the read-aloud of the Fotonovela script, viewing of the Fotonovela video, and completion of the related comprehension activities in the textbook. The students

Anne Ren Elsbree

2013 EDSS 511

12

will gain a general idea for the upcoming content of the unit and watch an interesting video that demonstrates how expressions related to the family are used in a practical dialogue. The Through (main instruction) of the unit takes place during Days 2-5 when all of the lessons related to unit grammar and vocabulary are delivered and the students begin to practice using the knowledge in written and oral form. The Beyond (closure/transfer) of the unit takes place on Days 6-8 of the unit as the students are completing unit review activities, applying their knowledge using quiz websites in the computer lab, completing listening comprehension activities, and taking the unit exam. 4. WEEK OF LESSON PLANS
TITLE OF LESSON CURRICULUM AREA & GRADE LEVEL Spanish 1, mixed grades 9-12 (90% 9 graders) Unit 3 First lesson in 2-week unit, La familia
th

DATE OF LESSON Monday Week 1, Day 1

The Unit 3 Intro Lesson

CA CONTENT STANDARD(S) ADDRESSED From World Language Content Standards for CA Public Schools K-12 CA Department of Education (Posted 9/13/10) Content: 1.1 Students address discrete elements of daily life, including: b. Family and friends Communication: 1.2 Interpret written, spoken, or signed (ASL) conversations. Cultures: 1.2 Recognize similarities and differences in the target cultures and between students own cultures. BIG IDEA ADDRESSED Family is a meaningful part of daily life. It is important to be able to be able to understand conversations about family in Spanish.

CA ELD STANDARD(S) ADDRESSED From CA Department of Education ELD Standards for Grades 9-10 (Adopted 9/7/12) Part I Interacting in Meaningful Ways B. Interpretive 5. Listening actively (emerging) Demonstrate comprehension of oral presentations and discussions on familiar social and academic topics by asking and answering questions with prompting and substantial support.

ESSENTIAL QUESTIONS ADDRESSED What words are used to describe your relatives in Spanish? How do you ask other people about their family in Spanish? How do you use vocabulary related to the family in a conversation in Spanish?

OBJECTIVE(S) OR LEARNING GOAL(S) After watching the Fotonovela, "Un domingo en familia," students will gain a general idea about the concept of family and friends in Hispanic culture and will be able to reflect upon the similarities and differences between the Mexican family in the video and their own culture by participating in a class discussion. Type: cognitive, affective, language Standards addressed: Content 1.1; Communication 1.2; Cultures 1.2 (Content); Interacting in Meaningful Ways 5 emerging (ELD) After watching the Fotonovela, "Un domingo en familia,"

ASSESSMENT(S) Students will complete the textbook activities and miss no more than two questions on each one. Type: Informal; Formative, Fill in Blank, Oral Discussion Prompts Purpose: Assess knowledge/concepts Implementation: Paper & Pencil, Verbal Feedback strategies: Who will provide feedback? Teacher How will the feedback be provided: Verbal

Anne Ren Elsbree

2013 EDSS 511

13

SWBAT demonstrate their interpretation of the spoken conversation by completing activities 1 and 2 on page 84 of the textbook and missing no more than two questions on each activity. Type: cognitive, language Standards addressed: Content 1.1; Communication 1.2; Interacting in Meaningful Ways 5 emerging (ELD)

Identify how assessment informs instruction: Review of key vocabulary would be useful for the students before they watch the video and as they complete the textbook activities.

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL Since this is the first time that many of the students will be seeing the unit vocabulary in context, they may find it difficult to understand the Fotonovela script and video. The lesson is scaffolded to assist students by first previewing the vocabulary, reading the script as a class, and watching the video before the students are asked to complete the textbook activities on their own. (content, process) 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

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box REASONS/RATIONALESwith specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONA LES

Anticipatory Set (Into) 1. Instructor greets students and explains that they will be beginning a new unit today about family. Instructor explains that she is going to speak in Spanish and describe a pretend family using students in the class. Instructor begins to speak in Spanish using key vocabulary from the unit to describe family relationships while asking students to be volunteers at the front of the class in the pretend family. (10 minutes)

Anticipatory Set (Into) Begin lesson by involving the students in creating a physical family tree. Have fun describing pretend relationships between students in the class. Begin to model context and pronunciation of key unit vocabulary. 1. Students listen as instructor introduces activity. Students volunteer to represent members of the pretend family that the instructor is describing at the front of the class. (10 minutes)

Auditory, Visual, Bodilykinesthetic

Auditory, Visual, Bodilykinesthetic

Students are exposed to key unit vocabulary in context. By representing characters in the pretend family, students will be more likely to remember the vocabulary and associate it with a fun class activity.

Anne Ren Elsbree

2013 EDSS 511

14

Instruction (Through) 2. Instructor introduces chapter 3 in textbook by reviewing new vocabulary and family tree visual on p. 7879. Instructor models correct pronunciation of words and has students repeat vocabulary out loud. (7 minutes) Guided Practice (Through) 3. Instructor guides class through reading of Fotonovela script on p. 8283. Instructor has students volunteer to read the various roles in the script. Instructor clarifies and adds commentary to help students understand the storyline. (7 minutes) 4. Instructor plays video of Fotonovela. (5 minutes)

Visual, Auditory, Linguistic

Build background; introduce key vocabulary

Instruction (Through) 2. Students review new vocabulary and family tree on p. 78-79 as instructor introduces chapter. Students practice pronouncing words when prompted by instructor. (7 minutes)

Visual, Auditory, Linguistic

Follow anticipatory family tree activity with visual presentation of words and repetition of key vocabulary.

Guided Practice (Through) Auditory, Visual, Linguistic Procedural scaffolding, reading through script before watching actual video; instructor provides clarification of context and events in the script. 3. Students follow along as several volunteers read the Fotonovela script on p. 8283. (7 minutes) Auditory, Visual, Linguistic Opportunity to experience the Fotonovela by reading the script and clarifying comprehension.

Auditory, Visual

Opportunity for students to see how family members refer to each other and interact in a Spanishspeaking country.

4. Students watch Fotonovela video (5 minutes)

Auditory, Visual

Bring the dialogue to life. Listen to Spanish in an authentic context.

Anne Ren Elsbree

2013 EDSS 511

15

Independent Practice (Through) 5. Instructor directs students to begin Class Work #1 by completing activities 1 and 2 on p. 84 of the textbook (questions about what happened in the Fotonovela). Instructor floats around the room to offer support and answer questions as the students work. (12 minutes) Closure (summarize; Visual, Intrapersonal Assign listening comprehension assessment to check for student understanding of the Fotonovela.

Independent Practice (Through) 5. Students complete Class Work # 1 by doing activities 1 and 2 on p. 84 of the textbook. (12 minutes)

Visual, Intraperson al

Demonstrate listening comprehension.

Closure (summarize; Auditory Ensure that students are clear about what happened in the Fotonovela. Review meaning based on use of certain vocabulary.

make meaning of the lesson)

6. Instructor reviews textbook activities with the students, asking for volunteers to share their answers. (5 minutes) Transfer (Beyond) (opportunities to apply the learning) 7. Instructor concludes lesson by telling students that they will be learning how to talk about their families and friends in the coming days (1 minute).

make meaning of the lesson)

6. Students check their answers as instructor reviews textbook activities. (5 minutes)

Auditory

Clarify understanding.

Transfer (Beyond) (opportunities to apply the learning) 7. Auditory Preview coming attractions of unit. Students listen as instructor explains what they will learn in upcoming lessons. (1 minute) Auditory Students understand context for Fotonovela.

Anne Ren Elsbree

2013 EDSS 511

16

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group All EL students in the class have been redesignated. Period 4 Oscar L. (9) - Redesignated in 2009 (5th grade), CELDT 4, home language Spanish Victor S. (12) - Redesignated in 2005 (4th grade), CELDT 3, home language Spanish, also SpEd Ashley T. (9) - Redesignated in 2009 (5th grade), CELDT 5, home language Vietnamese Deanna V. (10) - Redesignated in 2012 (9th grade), CELDT 4, home language Spanish Mikaela V. (9) - Redesignated in 2008 (5th grade), CELDT 5, home language Filipino (Tagalog) This activity is designed for a Spanish class, so the same concepts that apply to ELs can be used to support the Spanish Learners in the class.

INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively Period 4 Alisha J. (11) - RSP/Speech o Readiness one of the weaker students in the class, struggles with pronunciation of words of Spanish, works hard and stays on task o Learning Profile auditory and kinesthetic learning preferences, likes to work in groups, outgoing and social o Interests fashion, basketball, dance, hanging out with friends Isaac R. (9) RSP (Autism) o Readiness typically performs just below class average o Learning Profile auditory and visual learner; puts forth good effort in class o Interests music, always wears ear buds during class Victor S. (12) - Special Day Class (Autism) o Readiness has taken Spanish 1 before, knows basic grammar and performs well on quizzes and tests; challenges include speaking and social skills o Learning Profile prefers to work independently, visual learner o Interests unknown DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above This lesson supports the readiness levels of these students because it provides repetition for the students as they learn the new words. Guidance and support from the teacher is built into the lesson. In terms of learning profile, the students are provided with multiple opportunities to understand the material (by listening, reading, writing). In terms of the students interests, students can choose their level of participation in the anticipatory family tree activity and the review of the textbook activities.

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERSchoose area(s) as necessary based on information above This lesson supports readiness levels for Spanish Learners that need help developing language by providing opportunities to listen, read, write and speak. Instructions and explanations are provided in the students native language, English. SDAIE strategies are incorporated throughout the lesson to make content comprehensible. In terms of learning profile, the students are provided with a variety of ways to experience the content of the lesson: auditory (teachers explanations and prompts, listening as peers read Fotonovela dialogue, listening to Fotonovela video), visual (reading script and watching Fotonovela), linguistic (saying vocabulary out loud, reading script), and intrapersonal (independent textbook activities). The students can also choose to take a more active or passive role in the lesson, depending on their preference and comfort level. In terms of the students interests, students can choose their level of participation in the anticipatory family tree activity and the review of the textbook activities.

This lesson would support students with special needs through: Content (what materialincluding key vocabulary is learned) family-related vocabulary with additional graphic organizer provided Process (how the material is learned) Extra preparation by previewing the activity; additional teacher support Product (how the learning is demonstrated) Teacher can provide students with alternate guides/visual organizers to use for remembering the terms used to describe family members in Spanish;

Anne Ren Elsbree

2013 EDSS 511

17

This lesson would support language development through: Content (what materialincluding key vocabularyis learned) family-related vocabulary Process (how the material is learned) scaffolding of introduction of new vocabulary (modeled during anticipatory set and then reviewed in textbook); scaffolding of Fotonovela by reading script first, watching the video, and then answering comprehension questions Product (how the learning is demonstrated) students can refer back to Fotonovela script as they complete the comprehension questions; instructor support provided during informal assessment

teacher can provide support as students work on textbook activities

REFLECTION (Questions to consider after the lesson: RESOURCES (Attach materials needed to implement the What went well? Why? What evidence do I have that shows the lessone.g., power point presentation, text, graphic extent to which the lesson was effective? What problems do organizer) students still have? How will I deal with the students whose 1. 2. 3. Descubre 1 textbook Fotonovela video on DVD Computer and projector screen
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?

TITLE OF LESSON

CURRICULUM AREA & GRADE LEVEL Spanish 1, mixed grades 9-12 (90% 9 graders) Unit 3 Second lesson in 2-week unit, La familia
th

DATE OF LESSON Tuesday/Wednesday BLOCK Week 1, Day 2/3

The Unit 3 Descriptive Adjectives Lesson

CA CONTENT STANDARD(S) ADDRESSED From World Language Content Standards for CA Public Schools K-12 CA Department of Education (Posted 9/13/10) Content: 1.1 Students address discrete elements of daily life, including: b. Family and friends Structures: 1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context. 1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context.

CA ELD STANDARD(S) ADDRESSED From CA Department of Education ELD Standards for Grades 9-10 (Adopted 9/7/12) Part II Learning About How English Works B. Expanding and Enriching Ideas 4. Using nouns and noun phrases (emerging) Expand noun phrases to create increasingly detailed sentences (e.g., adding adjectives for precision) about personal and familiar academic topics.

BIG IDEA ADDRESSED Family is a meaningful part of daily life. It is important to be able to be able to use descriptive adjectives to talk about people (including family members) and things in Spanish.

ESSENTIAL QUESTIONS ADDRESSED How can our conversations and writing become more detailed and colorful when we want to provide descriptions in Spanish? What words are used to describe people (including family) and things in Spanish?

Anne Ren Elsbree

2013 EDSS 511

18

OBJECTIVE(S) OR LEARNING GOAL(S) After listening to the lesson on descriptive adjectives and taking guided notes, SWBAT demonstrate their understanding of the concepts by completing the textbook activities, missing no more than two questions on each activity. Type: cognitive, language Standards addressed: Content 1.1; Structures 1.0, 1.1 (Content); Learning About How English Works 4 emerging (ELD) After practicing writing using descriptive adjectives by doing the textbook activities, SWBAT provide spoken descriptions of familiar people and characters by playing the Adivina quin game with a partner. Type: cognitive, affective, language Standards addressed: Content 1.1; Structures 1.0, 1.1 (Content); Learning About How English Works 4 emerging (ELD)

ASSESSMENT(S) Students will complete the textbook activities and miss no more than two questions on each activity. Type: Informal; Formative, Fill in Blank Purpose: Assess skills Implementation: Paper & Pencil Feedback strategies: Who will provide feedback? Teacher How will the feedback be provided: Verbal Identify how assessment informs instruction: Lesson on descriptive adjectives and guided notes taken by the students prepare students to complete the textbook activities. Students will describe familiar people and characters in Spanish while playing the Adivina quin game. Type: Informal; Formative, Open/Oral Purpose: Assess skills Implementation: Verbal; Partners Feedback strategies: Who will provide feedback? Peers and teacher How will the feedback be provided: Verbal Identify how assessment informs instruction: Lesson on descriptive adjectives and guided notes taken by the students prepare students to describe familiar people and characters in Spanish.

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL Descriptive adjectives agree in number and gender with the nouns they describe in Spanish. Because this is different from English, students may have a hard time grasping the grammatical rules required to successfully complete the textbook activities and describe familiar people and characters in Spanish. Additional clarification will need to be provided during lesson and students may need to refer to notes during class work and speaking game. (content, process) 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

STUDENT ACTIVITIES: What the students do

REASONS/RATIONA LES

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIO NALES

Anticipatory Set (Into) Open class with vocabulary review; engage students in social activity. 1. Students listen as instructor introduces activity. Students volunteer to represent members of the pretend family that the instructor Linguistic; Logicalmathematical; Interpersonal Students review key unit vocabulary in a social context.

Anticipatory Set (Into) 1. Instructor greets students and introduces warmup activity: crossword puzzle with unit vocabulary. Instructor directs Linguistic; Logicalmathematic al; Interperson al

Anne Ren Elsbree

2013 EDSS 511

19

students to complete crossword on p. 24 of workbook with a partner, letting students know that first five teams to finish will earn participation pesos. Teacher floats around room to offer assistance as needed. (15 minutes) Instruction (Through) 2. Instructor directs students to complete section of verb conjugation chart with ER/-IR verbs as well as irregular verbs tener and venir. (15 minutes) 3. Instructor delivers lesson on descriptive adjectives, using document camera to explain guided notes to the class. (25 minutes) Visual, Linguistic, Intraperson al

is describing at the front of the class. (15 minutes)

Instruction (Through)

Complete
graphic organizer that will be useful to students during class work and as they do homework and prepare for the unit exam. Build background; clarify concepts; model effective note taking.

Auditory; Visual

2. Students complete verb conjugation chart by filling in ER/-IR verbs section as well as irregular verbs tener and venir. (15 minutes) 3. Students listen and watch as instructor delivers lesson on descriptive adjectives. Students copy down notes and ask questions as needed. (25 minutes)

Visual, Linguistic, Intrapersonal

Auditory; Visual

Repetition to reinforce conjugation rules; completion of own graphic organizer to use as study guide. Students learn how to take notes as instructor models on document camera.

Guided Practice (Through) 4. Instructor walks students through Intentalo activity on p. 90 of the textbook (questions related to using descriptive adjectives), explaining thought process and clarifying application of content presented in previous lesson. (10 minutes) Independent Practice (Through) 5. Instructor directs students to continue Class Work #1 by Visual, Intraperson al Allow students to practice Auditory, Visual, Linguistic Procedural scaffolding, practicing textbook activity with the students before they work independently ; instructor provides clarification of grammatical concepts.

Guided Practice (Through) 4. Students write down answers to Intentalo activity on p. 90 of the textbook as instructor walks class through the activity and clarifies content. (10 minutes) Auditory, Visual, Linguistic Opportunity to experience the Fotonovela by reading the script and clarifying comprehen sion.

Independent Practice (Through) 5. Students complete Class Work # 1 by doing Visual, Intrapersonal Demonstrat e ability to apply

Anne Ren Elsbree

2013 EDSS 511

20

completing activities 1, 2, and 3 on p. 91 of the textbook (questions related to using descriptive adjectives). Instructor floats around the room to offer support and answer questions as the students work. (20 minutes) 6. Instructor reviews textbook activities with the students, asking for volunteers to share their answers. (5 minutes) Closure (summarize;

newlylearned content on their own.

activities 1, 2, and 3 on p. 91 of the textbook. (20 minutes)

newlylearned content.

Auditory

Ensure that students are clear about how to use descriptive adjectives.

6. Students check their answers as instructor reviews textbook activities. (5 minutes)

Auditory

Clarify understandi ng.

Closure (summarize;

make meaning of the lesson)

7. Instructor introduces Adivina quien game to students: Students will work in partners to take turns describing a familiar person or character to each other in Spanish. Students can use vocabulary list to help describe the people and characters that the instructor will show on the projector screen (ie. Snoopy, Oprah, Hulk Hogan, Eeyore, etc.). The goal is to get your partner to guess the person or character. (2 minutes) 8. Instructor facilitates Adivina quien game by flashing PowerPoint slides with familiar people and characters. (27 minutes) Auditory Provide clear description of expectations.

make meaning of the lesson)

7. Students listen as instructor describes how Adivina quien game works: Students will work in partners to take turns describing a familiar person or character to each other in Spanish. Students can use vocabulary list to help describe the people and characters that the instructor will show on the projector screen (ie. Snoopy, Oprah, Hulk Hogan, Eeyore, etc.). The goal is to get your partner to guess the person or character. (2 minutes) 8. Students play Adivina quien game with their partner. (27 minutes) Auditory Students understand expectations for activity.

Auditory; Visual; Linguistic; Interperson al

Control pacing.

Auditory; Visual; Linguistic; Interpersonal

Practice using descriptive adjectives in practical context; learning as social activity

Anne Ren Elsbree

2013 EDSS 511

21

Transfer (Beyond) (opportunities to apply the learning) 9. Instructor concludes lesson by giving students positive feedback about their ability to get their partners to guess who they were describing in Spanish using descriptive adjectives (1 minute). Auditory Provide encourageme nt and reinforce students ability to use Spanish for practical purposes.

Transfer (Beyond) (opportunities to apply the learning) 9. Students listen as instructor offers positive feedback about their performance during the game. (1 minute) Auditory Students understand practical application of using descriptive adjectives in their daily lives.

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group All EL students in the class have been redesignated. Period 4 Oscar L. (9) - Redesignated in 2009 (5th grade), CELDT 4, home language Spanish Victor S. (12) - Redesignated in 2005 (4th grade), CELDT 3, home language Spanish, also SpEd Ashley T. (9) - Redesignated in 2009 (5th grade), CELDT 5, home language Vietnamese Deanna V. (10) - Redesignated in 2012 (9th grade), CELDT 4, home language Spanish Mikaela V. (9) - Redesignated in 2008 (5th grade), CELDT 5, home language Filipino (Tagalog) This activity is designed for a Spanish class, so the same concepts that apply to ELs can be used to support the Spanish Learners in the class.

INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively Period 4 Alisha J. (11) - RSP/Speech o Readiness one of the weaker students in the class, struggles with pronunciation of words of Spanish, works hard and stays on task o Learning Profile auditory and kinesthetic learning preferences, likes to work in groups, outgoing and social o Interests fashion, basketball, dance, hanging out with friends Isaac R. (9) RSP (Autism) o Readiness typically performs just below class average o Learning Profile auditory and visual learner; puts forth good effort in class o Interests music, always wears ear buds during class Victor S. (12) - Special Day Class (Autism) o Readiness has taken Spanish 1 before, knows basic grammar and performs well on quizzes and tests; challenges include speaking and social skills o Learning Profile prefers to work independently, visual learner o Interests unknown DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above This lesson supports the readiness levels of these students because it provides repetition for the students as they learn the new words. Guidance and support from the teacher is built into the lesson. In terms of learning profile, the students are provided with multiple opportunities to understand the material (by listening, reading,

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERSchoose area(s) as necessary based on information above This lesson supports readiness levels for Spanish Learners that need help developing language by providing opportunities to listen, read, write and speak. Instructions and explanations are provided in the students native language, English. SDAIE strategies are incorporated throughout the lesson to make content comprehensible.

Anne Ren Elsbree

2013 EDSS 511

22

In terms of learning profile, the students are provided with a variety of ways to experience the content of the lesson. The students can also choose to take a more active or passive role in the lesson, depending on their preference and comfort level. In terms of the students interests, students can choose their partners for the Adivina quien game.

writing, and speaking). In terms of the students interests, students can choose their partners for the Adivina quien game.

This lesson would support language development through: Content (what materialincluding key vocabularyis learned) descriptive adjectives and ER/-IR verb conjugations in the present tense Process (how the material is learned) scaffolding of introduction of new vocabulary (guided notes, activity completed as a class, activities completed independently, game to reinforce learning) Product (how the learning is demonstrated) students can refer back to their guided notes and vocabulary list as they complete the textbook activities and play the Adivina quien game; instructor support provided during informal assessment

This lesson would support students with special needs through: Content (what materialincluding key vocabularyis learned) guided notes on descriptive adjectives and completion of verb conjugation chart Process (how the material is learned) Extra preparation by previewing the activity; additional teacher support Product (how the learning is demonstrated) Teacher can provide students with alternate guides/visual organizers to use for remembering how to use descriptive adjectives in Spanish; teacher can provide support as students work on textbook activities and play the Adivina quien game

REFLECTION (Questions to consider after the lesson: RESOURCES (Attach materials needed to implement the What went well? Why? What evidence do I have that shows the lessone.g., power point presentation, text, graphic extent to which the lesson was effective? What problems do organizer) students still have? How will I deal with the students whose 1. 2. 3. 4. 5. Descubre 1 textbook Descubre 1 Unit 3 workbook packet Verb conjugation chart Document camera and projector PowerPoint with slides showing familiar people and characters
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?

TITLE OF LESSON

CURRICULUM AREA & GRADE LEVEL Spanish 1, mixed grades 9-12 (90% 9 graders) Unit 3 Third lesson in 2-week unit, La familia
th

DATE OF LESSON Thursday Week 1, Day 4

The Unit 3 ER/-IR Verbs Lesson

CA CONTENT STANDARD(S) ADDRESSED From World Language Content Standards for CA Public Schools K-12 CA Department of Education (Posted 9/13/10) Content: 1.1 Students address discrete elements of daily life, including: b. Family and friends Structures: 1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context. 1.1 Use orthography, phonology, or ASL parameters to

CA ELD STANDARD(S) ADDRESSED From CA Department of Education ELD Standards for Grades 9-10 (Adopted 9/7/12) Part II Learning About How English Works C. Expanding and Enriching Ideas 3. Using verbs and verb phrases (emerging) Use a variety of verbs in different tenses (e.g., past, present, future) and aspects (e.g., simple, progressive) appropriate for the text type and discipline to create short texts on familiar academic topics. 4. Using nouns and noun phrases (emerging) Expand noun phrases to create increasingly detailed sentences (e.g., adding adjectives for

Anne Ren Elsbree

2013 EDSS 511

23

produce words or signs (ASL) and phrases in context.

precision) about personal and familiar academic topics. ESSENTIAL QUESTIONS ADDRESSED How do you describe actions in Spanish? What are the most commonly used er and ir verbs in Spanish? How do you conjugate an er or ir verb based on whom or what is doing the action described by the verb? Which er and ir verb endings are used with specific pronouns? How do you describe actions in Spanish? ASSESSMENT(S) Students will identify their classmates based on oral descriptions in Spanish. Type: Informal; Formative, Open/Oral Purpose: Assess skills Implementation: Verbal; Whole-class Feedback strategies: Who will provide feedback? Peers and teacher How will the feedback be provided: Verbal Identify how assessment informs instruction: Lesson on descriptive adjectives and guided notes taken by the students prepare students to identify their classmates based on oral descriptions in Spanish. Students work in groups of five to play eight rounds of the verb conjugation game. Type: Informal; Formative, Fill in Blank Purpose: Assess skills Implementation: Paper and pencil; group assessment Feedback strategies: Who will provide feedback? Peers and teacher How will the feedback be provided: Verbal Identify how assessment informs instruction: Lesson on ER/-IR verbs and guided notes taken by the students prepare students to correctly conjugate verbs during the verb pass conjugation game.

BIG IDEA ADDRESSED Knowledge of the most commonly used verbs that end in er and ir is essential for basic communication in Spanish. It is important to know the infinitive form of each verb and also how to conjugate the verbs appropriately depending on the noun, proper noun or pronoun that is doing the action. Having a rich vocabulary of er and ir verbs and knowing how to conjugate them will allow students to participate in successful dialogues with each other and other Spanish speakers that they might encounter in their daily lives. OBJECTIVE(S) OR LEARNING GOAL(S) After the previous days lessons and activities involving descriptive adjectives, SWBAT describe themselves and correctly identify classmates based on descriptions in Spanish. Type: cognitive, language Standards addressed: Content 1.1; Structures 1.0, 1.1 (Content); Learning About How English Works 4 emerging (ELD) After reviewing how to conjugate ER/-IR verbs in the present tense by completing textbook activities, SWBAT play the verb pass conjugation game and demonstrate their learning by getting at least six points out of eight with their group. Type: cognitive, language Standards addressed: Structures 1.0, 1.1 (Content); Learning About How English Works 5 emerging (ELD)

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL Some students might dominate the verb conjugation game and prevent their teammates from getting an equal amount of practice with conjugating er and ir verbs. (process) Some students may not have finished filling out their vocabulary list and will need extra time to find definitions (varying levels of preparation in the class). (content, process)

Anne Ren Elsbree

2013 EDSS 511

24

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

STUDENT ACTIVITIES: What the students do

REASONS/RATIONA LES

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIO NALES

Anticipatory Set (Into) Grab students attention by passing out post-it notes; clear explanation of expectations for activity 1. Students fill out their post-it notes describing themselves with four descriptive adjectives according to the instructions and example from instructor. (6 minutes) Auditory; Visual Practical application of learning: describing themselves; fun to write on post-it notes for a change

Anticipatory Set (Into) 1. Instructor greets class and passes out a post-it note to each student, asking them to fill it out describing themselves using four descriptive adjectives. Instructor has provided an example on the white board of how she would describe herself on the post-it note. Instructor explains that the students classmates will be trying to guess who they are based on the description. Instructor floats around the room and offers support to the students as they fill out their post-it notes. (6 minutes) Instruction (Through) 2. Instructor explains how the activity using the post-it notes will work: instructor will collect post-it notes and have students stand up in rows; instructor will pick one post-it note to read from each row and students will sit down as the adjectives no longer describe them; the class will guess who the words are describing. (5 minutes) Auditory Auditory; Visual

Instruction (Through)

Clear explanation of expectations for activity.

2. Students listen as instructor describes how activity with the post-it notes will work: instructor will collect post-it notes and have students stand up in rows; instructor will pick one post-it note to read from each row and students will sit down as the adjectives no longer describe them; the class will guess who the words are describing. (5 minutes)

Auditory

Expectation s for activity are clarified.

Anne Ren Elsbree

2013 EDSS 511

25

Guided Practice (Through) 3. Instructor facilitates activity by collecting post-it notes, having students stand up in rows and reading descriptive adjectives on one post-it note as the rest of the class guesses who is being described. Instructor clarifies meaning of adjectives as needed. (15 minutes) 4. Instructor directs students to complete Intentalo textbook activities on p. 97 and p. 101 of the textbook (require students to conjugate verbs in the present tense). Instructor floats around room and offers support as needed. (10 minutes) Independent Practice (Through) 5. Instructor gives the verb conjugation game handout to the first student in each row of 5 and tells them to take a close look at it and pass it back to the students behind them who will be their teammates for the game. Instructor explains the rules of the verb conjugation game: (2 minutes) a. Students will work with their team (row of 5) to complete the empty boxes (verbo, significado, yo, t, etc.) on the verb conjugation Auditory; Visual Outline how the game will be played and clarify rules. Auditory, Visual, Linguistic, Interperson al, BodilyKinesthetic Promote learning of vocabulary by having students connect the words to themselves and their classmates and using the words in a practical context.

Guided Practice (Through) 3. Students give their completed post-it notes to the instructor and stand up in rows as prompted. Students try to guess which of their classmates is being described. (15 minutes) 4. Students complete Intentalo textbook activities on p. 97 and p. 101 of the textbook. (10 minutes) Auditory, Visual, Linguistic, Interpersonal, BodilyKinesthetic Students make visual connection to meaning of vocabulary words.

Visual, Linguistic

Visual, Linguistic

Repetition to reinforce verb conjugation skills.

Refresh verb conjugation knowledge before next activity.

Independent Practice (Through) 5. Students pass the verb conjugation handout along their rows of 5, taking a close look at it. Students listen to the rules of the verb conjugation game: (2 minutes) a. Students will work with their team (row of 5) to complete the empty boxes (verbo, significado, yo, t, etc.) on the verb conjugation handout. b. Instructor will call out an er or ir verb from the vocabulary list in English Auditory; Visual Understan d how the game will be played and learn the rules.

Anne Ren Elsbree

2013 EDSS 511

26

handout. b. Instructor will call out an er or ir verb from the vocabulary list in English or Spanish. c. The student at the end of the row starts by filling in the verb and then passes the handout up to the next student, who will fill in one to two more boxes. d. Each team can work together and help each other with the conjugation, but every team member must write on the handout at least once per round. e. Students may not use any resources besides their memory to play the game. f. Once all 7 empty boxes have been completed correctly and the handout has made its way to the person at the front of each row, the instructor checks for accuracy and gives the team a point. If there are any errors, the team will not receive a point. g. Students will switch seats every two rounds. h. After 8 rounds, the team with

or Spanish. c. The student at the end of the row starts by filling in the verb and then passes the handout up to the next student, who will fill in one to two more boxes. d. Each team can work together and help each other with the conjugation, but every team member must write on the handout at least once per round. e. Students may not use any resources besides their memory to play the game. f. Once all 7 empty boxes have been completed correctly and the handout has made its way to the person at the front of each row, the instructor checks for accuracy and gives the team a point. If there are any errors, the team will not receive a point. g. After 8 rounds, the team with the most points will receive participation points that will count toward their grade.

Anne Ren Elsbree

2013 EDSS 511

27

the most points will receive participation points that will count toward their grade. 6. Instructor starts game and leads students through 8 rounds, using 8 different er or ir verbs from the vocabulary list, sometimes giving the verbs meaning in English and sometimes giving the verb in Spanish. Instructor checks for accuracy and awards points. (20 minutes) Closure/Transfer (Beyond) (summarize; make

Auditory; Visual; BodilyKinesthetic; Interperson al

Instructor controls pacing of game and can tailor the level of difficulty to the students readiness level.

6.

Students play the verb conjugation game as instructor leads the class through eight rounds, providing an er or ir verb for each round. Students work together to test their knowledge of the vocabulary. (20 minutes)

Auditory; Visual; BodilyKinesthetic; Interpersonal

Additional practice conjugating er and ir verbs. Collaborativ e nature of game allows for strong students to help weaker students. Reinforce learning through social interaction.

meaning of the lesson / opportunities to apply the learning)

7. Instructor concludes the er and ir verbs vocabulary lesson by explaining that students will have a chance to use their knowledge of er and ir verbs and their conjugations in a practical dialogue that they will present with a partner in front of the class. (1 minute) Auditory Explain how student learning will apply to an upcoming activity that has practical implications.

Closure/Transfer (Beyond) (summarize; make

meaning of the lesson / opportunities to apply the learning)

7. Students listen to instructor explain how they will have the opportunity to use their knowledge of er and ir verbs and their conjugations in a practical dialogue. (1 minute) Auditory Students understand how the activity helped them be better prepared to do a practical dialogue.

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group All EL students in the class have been redesignated. Period 4 Oscar L. (9) - Redesignated in 2009 (5th grade), CELDT 4, home language Spanish Victor S. (12) - Redesignated in 2005 (4th grade), CELDT 3, home language Spanish, also SpEd Ashley T. (9) - Redesignated in 2009 (5th grade), CELDT 5, home language Vietnamese

INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively Period 4 Alisha J. (11) - RSP/Speech o Readiness one of the weaker students in the class, struggles with pronunciation of words of Spanish, works hard and stays on task o Learning Profile auditory and kinesthetic learning preferences, likes to work in groups, outgoing and social

Anne Ren Elsbree

2013 EDSS 511

28

Deanna V. (10) - Redesignated in 2012 (9th grade), CELDT 4, home language Spanish Mikaela V. (9) - Redesignated in 2008 (5th grade), CELDT 5, home language Filipino (Tagalog)

This activity is designed for a Spanish class, so the same concepts that apply to ELs can be used to support the Spanish Learners in the class.

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERSchoose area(s) as necessary based on information above This lesson supports readiness levels for Spanish Learners that need help developing language by providing opportunities to listen, read, write and speak. Instructions and explanations are provided in the students native language, English. SDAIE strategies are incorporated throughout the lesson to make content comprehensible. In terms of learning profile, the students are provided with a variety of ways to experience the content of the lesson. The students can also choose to take a more active or passive role in the lesson, depending on their preference and comfort level. In terms of the students interests, students can decide how to describe themselves on their postit notes.

Interests fashion, basketball, dance, hanging out with friends Isaac R. (9) RSP (Autism) o Readiness typically performs just below class average o Learning Profile auditory and visual learner; puts forth good effort in class o Interests music, always wears ear buds during class Victor S. (12) - Special Day Class (Autism) o Readiness has taken Spanish 1 before, knows basic grammar and performs well on quizzes and tests; challenges include speaking and social skills o Learning Profile prefers to work independently, visual learner o Interests unknown DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above o This lesson supports the readiness levels of these students because it provides repetition for the students as they learn the new words. Guidance and support from the teacher is built into the lesson. In terms of learning profile, the students are provided with multiple opportunities to understand the material (by listening, reading, writing, and speaking). In terms of the students interests, students can decide how to describe themselves on their post-it notes.

This lesson would support language development through: Content (what materialincluding key vocabularyis learned) descriptive adjectives and ER/-IR verb conjugations in the present tense Process (how the material is learned) scaffolding of review of verb conjugations (textbook activities with instructor support, verb conjugation game with peer support) Product (how the learning is demonstrated) students can refer back to their guided notes and vocabulary list as they complete the textbook activities

This lesson would support students with special needs through: Content (what materialincluding key vocabularyis learned) descriptive adjectives activity to continue reinforcing new vocabulary; additional opportunity to practice conjugating ER/IR verbs with support from teacher and peers Process (how the material is learned) Extra preparation by previewing the activity; additional teacher support Product (how the learning is demonstrated) Teacher can provide students with alternate guides/visual organizers to use for remembering how to use descriptive adjectives in Spanish; teacher can provide support as students work on textbook activities and play the verb conjugation game

REFLECTION (Questions to consider after the lesson: RESOURCES (Attach materials needed to implement the What went well? Why? What evidence do I have that shows the lessone.g., power point presentation, text, graphic extent to which the lesson was effective? What problems do organizer) students still have? How will I deal with the students whose 1. 2. 3. Post-It notes White board and dry erase markers Descubre 1 textbook
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?

Anne Ren Elsbree

2013 EDSS 511

29

4.

Verb conjugation game play card

TITLE OF LESSON

CURRICULUM AREA & GRADE LEVEL Spanish 1, mixed grades 9-12 (90% 9 graders) Unit 3 Fourth lesson in 2-week unit, La familia
th

DATE OF LESSON Friday Week 1, Day 5

The Unit 3 Family Tree Lesson

CA CONTENT STANDARD(S) ADDRESSED From World Language Content Standards for CA Public Schools K-12 CA Department of Education (Posted 9/13/10) Content: 1.1 Students address discrete elements of daily life, including: b. Family and friends Communication: 1.3 Present to an audience of listeners, readers, or ASL viewers.

CA ELD STANDARD(S) ADDRESSED From CA Department of Education ELD Standards for Grades 9-10 (Adopted 9/7/12) Part I Interacting in Meaningful Ways D. Collaborative 1. Exchanging Information/Ideas (emerging) Engage in conversational exchanges and express ideas on familiar current events and academic topics by asking and answering yesno questions and wh- questions and responding using phrases and short sentences. C. Productive 9. Presenting (emerging) Plan and deliver brief oral presentations and reports on grade appropriate topics that present evidence and facts to support ideas.

BIG IDEA ADDRESSED Family is a meaningful part of daily life. It is important to be able to name and refer to our relatives in writing and conversation using specific terms for family relationships and possessive adjectives.

ESSENTIAL QUESTIONS ADDRESSED What can we learn about our family by making a family tree? Why is it important to be able to refer to our relatives using specific vocabulary in Spanish? What words are used to describe your relatives in Spanish? How do you ask other people about their family in Spanish? How do you use vocabulary related to the family in a conversation in Spanish?

OBJECTIVE(S) OR LEARNING GOAL(S) After creating a family tree and reviewing the terms used to refer to specific relatives in Spanish, students will be able to ask and respond appropriately to at least five questions about their family members with a partner. After practicing talking about family members in Spanish, students will be able to work in pairs to prepare and present a short dialogue to the class that addresses each part of the prompt and uses relevant vocabulary. Objective type: cognitive, language Standards addressed: Content 1.1 and Communication 1.3 (Content); Interacting in Meaningful Ways A.1 and

ASSESSMENT(S) Formative: Students will ask and respond appropriately to questions about their family members with a partner. Summative: Students will work in pairs to prepare and present a short dialogue to the class.

Anne Ren Elsbree

2013 EDSS 511

30

C.9 emerging (ELD) PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL Some students may be less prepared than others to quickly answer questions about their family members using the correct terms in Spanish. This may cause some groups to take longer than others as they discuss their family trees. Instructor will be available to provide additional support to these students. (content, process) As they plan their dialogues, it might be challenging for some students to recall the previously learned vocabulary and phrases that are required to address the prompt. Instructor will remind students to use their resources (textbook, vocabulary list, etc.) and will be available to provide feedback. (content, process) 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/RATION ALES

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIO NALES

Anticipatory Set (Into) Begin lesson with a fun activity (hook) that relates to content, has relevance outside the classroom, and appeals to student interests (relates to popular media). Use of a nonstandard family tree showing divorce, adoption, and gay marriage promotes inclusion and acceptance of diversity. Engage students and get them speaking Spanish with each other at the beginning of class. Provide context for upcoming activity. 1. Students listen as instructor introduces activity. Students then use the projected image of Modern Family tree to answer the provided questions with a partner. (5 minutes) Auditory, Visual, Linguistic, Interperson al Warm-up activity provides an opportunity for students to practice the vocabulary they are learning to describe family relationships. Partner conversation allows learning to take place in a social context.

Anticipatory Set (Into) 1. Instructor greets students and turns on projector to display image of Modern Family tree and related questions. Instructor asks students if they are familiar with the TV show Modern Family and the characters. Instructor directs students to use the family tree to answer the provided questions with a partner. (5 minutes) 2. Instructor reviews answers to the questions and emphasizes key vocabulary used to describe the family members. (2 minutes)

Auditory, Visual, Linguistic, Interperson al

Auditory, Visual

2. Students listen and watch as instructor reviews the answers to the questions. (2 minutes)

Auditory, Visual

Allow students to self-assess as answers are provided; reinforce vocabulary.

Anne Ren Elsbree

2013 EDSS 511

31

Instruction (Through) 3. Instructor distributes family tree graphic organizer and displays handout using document camera. (1 minute) 4. Instructor introduces activity and models filling in the tree with the names of family members. Instructor directs students to fill in their trees with the names of their family members. (4 minutes) 5. Instructor explains the possessive adjectives box on the graphic organizer, adding notes for the students to copy and describing how the different forms are used in relation to the nouns they modify. (3 minutes) Guided Practice (Through) 6. Instructor explains box with example dialogues on graphic organizer, modeling how to ask and respond to questions about specific people on the family tree. (1 minute) 7. Instructor explains conversation activity: students will exchange family trees with a partner and

Instruction (Through) Visual Graphic organizer provides an opportunity for students to organize content in an understandable manner. Provide clear explanation of activity; share about your family with the students. 3. Students receive family tree graphic organizer and direct their attention to the projected image at the front of the class (1 minute) 4. Students watch as instructor models how to fill in the family tree. Students fill in their trees with the names of their family members. (4 minutes) Visual Prepare materials for the lesson.

Auditory, Visual, Intraperson al

Auditory, Visual, Intraperson al

Appeal to student interests; make the activity relevant / personal.

Auditory, Visual

Provide minigrammar lesson that will provide students with the vocabulary they need to express possession; establish background knowledge.

5. Students add notes to the possessive adjectives box on the graphic organizer and listen as instructor explains how the different forms are used in relation to the nouns they modify. (3 minutes)

Auditory, Visual

Reinforce learning by adding additional notes to the graphic organizer.

Guided Practice (Through) Auditory, Visual Procedural scaffolding, modeling of questionanswer dialogue. 6. Students listen as instructor explains and models how to ask and respond to questions about specific people on the family tree. (1 minute) 7. Students listen as instructor explains conversation activity: students will exchange family trees with a partner and take turns asking each other who specific people are on the tree (use provided format in dialogue Auditory, Visual Reference example provided for students on their graphic organizer. Students understand procedure and goals for activity.

Auditory, Visual

Auditory, Visual

Provide clear instructions for activity; model how to format conversation; model pronunciation.

Anne Ren Elsbree

2013 EDSS 511

32

take turns asking each other who specific people are on the tree (use provided format in dialogue box on graphic organizer); students must speak in Spanish and use correct terms to describe their family members; students may use their textbook or vocabulary list as needed; goal is to ask each other about at least 5 people on the tree and use as many different family-related vocabulary words as possible. Instructor models an example of an exchange with co-teacher. (1 minute) 8. Instructor directs students to move to sit with their partner and start asking each other about their family trees. Instructor floats around room to provide support and observe student conversations. (6 minutes)

box on graphic organizer); students must speak in Spanish and use correct terms to describe their family members; students may use their textbook or vocabulary list as needed; goal is to ask each other about at least 5 people on the tree and use as many different familyrelated vocabulary words as possible. Students watch as instructor and coteacher model an example of an exchange. (1 minute)

Auditory, Visual, Linguistic, Interperson al

Opportunity for students to learn about each other and build community; provide feedback, informal assessment.

8. Students choose a partner, move to sit with them, and begin asking each other about their family trees using the provided dialogue format. (6 minutes)

Auditory, Visual, Linguistic, Interperson al

Learn vocabulary words in social context; practice correct pronunciation; learn about each others families.

Anne Ren Elsbree

2013 EDSS 511

33

Independent Practice (Through) 9. Instructor introduces and explains dialogue activity: students will work with a partner to prepare a short dialogue based on the provided prompt; students can use textbook, vocabulary list or other resources to write script; pairs will present to the class to earn their seats back; both students in each group must speak and use their best acting skills (may use written script). Instructor distributes dialogue prompts (6 different versions) to pairs. (2 minutes) 10. Instructor sets students free to prepare their dialogues, floating around the class to offer assistance as needed. Instructor reminds students how much time remains for preparation. (12 minutes) Auditory Provide clear instructions for activity; assign dialogue prompts according to student readiness levels; challenge students to use higher-order thought processes as they respond to the prompts; integration of language skills (writing, speaking).

Independent Practice (Through) 9. Students listen as instructor explains dialogue activity: students will work with a partner to prepare a short dialogue based on the provided prompt; students can use textbook, vocabulary list or other resources to write script; pairs will present to the class to earn their seats back; both students in each group must speak and use their best acting skills (may use written script). Students receive dialogue prompts. (2 minutes) Auditory Establish clear understanding of activity.

Linguistic, Interperson al, Kinesthetic

Provide feedback, monitor student progress; control pacing.

10. Students prepare dialogues, writing scripts and practicing for presentation. (12 minutes)

Linguistic, Interperson al, Kinesthetic

Reinforce student learning through use of learned vocabulary in practical dialogues; higher-order and creative thinking required as students determine how to respond to prompt.

Closure (summarize; make

Closure (summarize; Create incentive for presenting (earn seat back); make sure all students present; promote supportive classroom environment;

meaning of the lesson)

11. Instructor directs students to stand up at the edges of the room with their partners and facilitates student presentations by asking for

make meaning of the lesson)

11. Students stand at edges of the room with their partners, watching their peers presentations and volunteering to present when ready. Students

Auditory, Visual, Interperson al, Kinesthetic

Auditory, Visual, Interperson al, Kinesthetic

Students can present when ready, based on their comfort level.

Anne Ren Elsbree

2013 EDSS 511

34

volunteers, making sure audience is respectful (quiet and attentive) and supportive (claps for presenters) during presentations, and taking notes using clipboard. (12 minutes) Transfer (Beyond) (opportunities to apply the learning) 12. Instructor provides general positive feedback to class about presentations. (1 minute) Auditory

use notes to assist with assessment of dialogues.

return to their seats after they finish presenting. (12 minutes)

Transfer (Beyond) (opportunities to apply the learning) Encourage students in their ability to engage in a practical dialogue using learned vocabulary and expressions. 12. Students listen to instructor provide feedback about presentations. (1 minute) 13. Students listen and sing along to song by Juanes, following along on their lyrics handouts. (3 minutes) Auditory Encourage students in their progress in speaking Spanish; remind them that they can use these skills outside the classroom in their daily lives. Opportunity to sing in Spanish.

13. Instructor plays song by Juanes if time permits and directs students to follow along on their lyrics handouts. (3 minutes)

Auditory, Visual, Musical

Auditory, Visual, Musical

End class with a fun and lighthearted activity.

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group All EL students in the class have been redesignated. Period 4 Oscar L. (9) - Redesignated in 2009 (5th grade), CELDT 4, home language Spanish Victor S. (12) - Redesignated in 2005 (4th grade), CELDT 3, home language Spanish, also SpEd Ashley T. (9) - Redesignated in 2009 (5th grade), CELDT 5, home language Vietnamese Deanna V. (10) - Redesignated in 2012 (9th grade), CELDT 4, home language Spanish Mikaela V. (9) - Redesignated in 2008 (5th grade), CELDT 5, home language Filipino (Tagalog) This activity is designed for a Spanish class, so the same concepts that apply to ELs can be used to support the Spanish Learners in the class.

INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively Period 4 Alisha J. (11) - RSP/Speech o Readiness one of the weaker students in the class, struggles with pronunciation of words of Spanish, works hard and stays on task o Learning Profile auditory and kinesthetic learning preferences, likes to work in groups, outgoing and social o Interests fashion, basketball, dance, hanging out with friends Isaac R. (9) RSP (Autism) o Readiness typically performs just below class average o Learning Profile auditory and visual learner; puts forth good effort in class o Interests music, always wears ear buds during class Victor S. (12) - Special Day Class (Autism) o Readiness has taken Spanish 1 before, knows basic grammar and

Anne Ren Elsbree

2013 EDSS 511

35

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERSchoose area(s) as necessary based on information above This lesson supports readiness levels for Spanish Learners that need help developing language by providing opportunities to listen, read, write and speak. Instructions and explanations are provided in the students native language, English. SDAIE strategies are incorporated throughout the lesson to make content comprehensible. In terms of learning profile, the students are provided with a variety of ways to experience the content of the lesson: auditory (teachers explanations and prompts, listening to peers), visual (use of document camera, graphic organizer with additional notes), linguistic (conversations with peers); interpersonal (collaboration with peers) and kinesthetic (presentation). The students can also choose to take a more active or passive role in the lesson, depending on their preference and comfort level. In terms of the students interests, students are completing the family tree using the names of their own relatives, they can choose their own partners for the speaking activities, and they can choose how to respond to the dialogue prompt.

performs well on quizzes and tests; challenges include speaking and social skills o Learning Profile prefers to work independently, visual learner o Interests unknown DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above This lesson supports the readiness levels of these students because it provides repetition for the students as they learn the new words and grammar concepts. Guidance from the teacher is built into the first part of the lesson and peer support is available during the speaking activities. In terms of learning profile, the students are provided with multiple opportunities to understand the material. The initial instruction is primarily auditory and visual and the presentations add a kinesthetic component. In terms of the students interests, the students can choose their partners. The teacher can provide additional support.

This lesson would support language development through: Content (what materialincluding key vocabularyis learned) family tree graphic organizer with additional guided notes from instructor Process (how the material is learned) specific conversation frameworks provided; independent practice to reinforce learning; application of content and language knowledge by discussion and doing, learning in a social/cooperative context (partner work); instructor available to provide support Product (how the learning is demonstrated) formulaic conversations about family members (informal assessment with instructor providing support as needed); students can use scripts during presentations

This lesson would support students with special needs through: Content (what materialincluding key vocabularyis learned) family tree graphic organizer with additional guided notes from instructor Process (how the material is learned) Extra preparation by previewing the activity; additional teacher support Product (how the learning is demonstrated) Teacher can provide students with alternate guides/visual organizers to use for remembering the terms used to describe family members in Spanish; teacher can provide support during partner activities and presentations

REFLECTION (Questions to consider after the lesson: RESOURCES (Attach materials needed to implement the What went well? Why? What evidence do I have that shows the lessone.g., power point presentation, text, graphic extent to which the lesson was effective? What problems do organizer) students still have? How will I deal with the students whose 1. 2. 3. Animated PowerPoint slide with Modern Family tree What changes will I make to enhance learning the next time I and questions teach this lesson? Why? Family tree graphic organizer Dialogue prompt cards
understanding of the material is weak? How will I remediate?

Anne Ren Elsbree

2013 EDSS 511

36

4. 5. 6. 7.

Lesson 3 vocabulary list CD Player or digital music player (iPod, computer, etc.) CD or digital file with Fotografia song by Juanes Fotografia song lyrics handout

5. MATERIALS/RESOURCES Week 1: Day 1: 1. Descubre 1 textbook 2. Fotonovela video on DVD 3. Computer and projector screen Day 2/3 BLOCK: 1. 2. 3. 4. 5. Descubre 1 textbook Descubre 1 Unit 3 workbook packet Verb conjugation chart Document camera and projector PowerPoint with slides showing familiar people and characters

Day 4: 1. 2. 3. 4. Post-It notes White board and dry erase markers Descubre 1 textbook Verb conjugation game play card

Day 5: 1. 2. 3. 4. 5. 6. 7. Animated PowerPoint slide with Modern Family tree and questions Family tree graphic organizer Dialogue prompt cards Lesson 3 vocabulary list CD Player or digital music player (iPod, computer, etc.) CD or digital file with Fotografia song by Juanes Fotografia song lyrics handout

Assessment Rubric to be used on Day 5 for grading oral presentations

Dialogue Presentation Rubric

Organization 1 Dialogue is hard to follow and doesnt flow like a natural conversation. There are 7 or more pronunciation errors. Appropriate expression is 2 Dialogue is slightly confusing and somewhat flows like a natural conversation. There are 5-6 pronunciation errors. Dialogue is recited with somewhat 3 Dialogue is fairly well organized and mostly flows like a natural conversation. There are 3-4 errors in pronunciation. Dialogue is recited with mostly 4 Dialogue is well organized and flows like a natural conversation. Score/Level

Pronunciation/Expression

No more than 2 pronunciation errors are noted. Dialogue is recited with

Anne Ren Elsbree

2013 EDSS 511

37

not used. Creativity Contains little or no creativity or detail. Little effort is shown by the group members.

appropriate expression. Contains a few creative details or details that do little to support the dialogue.

Presenting (ELD Standard)

Brief oral presentation (1 line per student) with use of less than 5 key vocabulary words to support ideas. (not in the ELD standards)

Brief oral presentation (2 lines per student) with use of 5-10 key vocabulary words to support ideas. (emerging)

appropriate expression. Contains several creative details that add to the audiences enjoyment and show the effort of the group members. Oral presentation (3 lines per student) with use of 10-15 key vocabulary words to support ideas using growing understanding of register. (expanding)

appropriate expression. Contains many creative details that add to the audiences enjoyment and show the effort of the group members. Oral presentation (4 or more lines per student) with use of more than 15 key vocabulary words to express complex and abstract ideas, delivered using an appropriate level of formality and understanding of register. (bridging)

Week 2: Day 1: 1. Descubre 1 textbook 2. White board and dry erase markers 3. Word search handout Day 2/3 BLOCK: 1. Descubre 1 textbook 2. Charades prompt cards 3. Computer lab Day 4: 1. Descubre 1 listening prompts on audio CD 2. Computer or CD player 3. Matamoscas game handout Day 5: 8. Unit 3 Exam (class set) 9. Exam answer sheet 6. REFLECTION In what ways have you differentiated instruction to meet the varying needs of your students including your high achievers? This unit provides differentiated instruction by presenting the content in a variety of ways so that it will be comprehensible to as many students as possible based on their learning preferences. As the

Anne Ren Elsbree

2013 EDSS 511

38

students are presented with new vocabulary and grammatical concepts they have opportunities to listen, read, write, and speak both independently and in a social context. Accommodations are provided for English Learners and special needs students. Examples include additional graphic organizers, one-on-one support from the instructor, and strategic partnering or grouping. High achievers will have opportunities to go above and beyond participation wise and will have the opportunity to act as student experts during partner and group work. What strengths and possible limitations do you see in your plan? I think that a strength of this plan is that the content is presented in a variety of ways and the students are given multiple opportunities to apply their learning by completing individual activities and working with partners or groups to practice speaking or playing vocabulary review games. A possible limitation is that all of the activities are vocabulary-dependent and many students will come to class without spending time at home working on learning the unit vocabulary and completing their unit vocabulary list, which may decrease the effectiveness of the activities. What forms of data/evidence might you collect from this unit to measure its effectiveness - gauged by actual student learning? Completed class work, oral presentation rubrics, and the unit exams are forms of evidence that I might collect to measure the effectiveness of this unit as a reflection of actual student learning. These artifacts will indicate how students progressed as they learned the material in class (class work), worked with a partner to use the vocabulary and grammatical structures when giving a presentation in Spanish (rubrics), and demonstrated their comprehensive learning in the final unit exam. What have you learned about yourself, students, your unit plan topic, and/or planning in general as a result of designing this unit plan? I have learned that there is A LOT of detail that goes into designing a unit plan. While I noticed that this is a very lengthy process, I was able to learn more about planning with a purpose in mind, both in terms of presenting content and making it accessible to all of my students (including those who are ELs or have special needs). What do you know now that you didnt know at the start of this u nit or program? I now have a much better understanding of all of the details that must be considered when designing a unit plan. Providing more detailed information for five students was very helpful to me to plan ways to differentiate for them based on their readiness, learning profile, and interests. Also, building the unit calendar and including all of the standards, objectives, student activities, and assessments allowed me to consider what role each strategy and activity that I was planning fit into the goals of the unit as whole.

Anne Ren Elsbree

2013 EDSS 511

39

7. RUBRIC WITH SELF-ASSESSMENT UNIT RUBRIC

Design Component & Criteria Unit Context 1 point Student Facts 2 points Approaching

20 POINTS
Exceeds (Including the criteria for Approaching, Meets & Exceeds) & describe where it fits within the year plan. & include information about students affects and needs for their learning environment.

Meets (Including the criteria for Approaching & Meets) & describes the length of unit, number of class periods and lengths of periods. & describe 5 individual students (2 ELL, 2 Special Ed and another student of your choice). Include the students name, label, grade level, culture, language, SES, family, affect, individual ed goals, readiness (reading, writing and subject area level), interests, & learning profile & label the strategy (lesson content, process or product) and the way it addresses the students identity and developmental needs (readiness, interest or learning profile) & articulate what essential questions you will use to frame the unit

Describes the subject/content area, curse, grade level & Provide information the whole class (demographics, readiness, interests, learning profile)

Differentiation 3 points

Describe the differentiation strategy(ies) for the 5 individual students

& provide how the strategy will be assessed for effectiveness and altered if needed. & label the questions based on the Six Facets of Understanding.

Unit Rationale 1 point

Standards and Objectives 1 point

Assessment 2 points

Explain the importance of unit in the students big picture of learning & describes the enduring understandings what students will know and be able to do at the end of the unit Both CA Content and ELD Standards are identified and each is addressed in an objective that contains a condition, verb, and criteria Provide an assessment for each objective and articulates

& each objective is labeled by the type (cognitive, affective, psychomotor or language) and number of the standard it addresses

& identify which of the six facets of understanding it is designed to address.

& identify the formality, purpose, implementation method and evaluation criteria.

Into 1 point

Provide an into, activity for unit

Through 2 points

Beyond 1 point

Provide a unit calendar outlining what is addressed each day (objectives, standards, student activity and assessment) Provide a beyond activity for unit

& describe in detail the steps the teacher will take to implement the into lesson and any needed materials (i.e. graphic organizer, ppt, model, rubric) & each activity is student centered with multiple opportunities for the instructor to check for understanding

& provide description of how you will communicate of expectations, selfassessment process and provide a sample of student work. & provide script for teacher and times for each activity. & provide instructional materials for each lesson plan.

Lesson Plans 4 points Materials & Resources 1 point Reflection 1 point

3-5 lesson plans are provided Describe all the materials needed to implement the lesson/unit Address all the reflection prompts about differentiation, strengths and limits of the lesson, & effectiveness of lesson Provide a copy of the rubric with the unit plan

& describe in detail the steps the teacher will take to implement the beyond activities and any needed materials (i.e. graphic organizer, ppt, model, rubric) & each lesson meets all the requirements specified in their perspective rubrics including all the instructional materials & the materials address a range of student needs and variety of interests and learning profiles & describe what you learned about yourself and your students

& provide script for teacher and times for each activity. & A full scripted Lesson is provided for each day of the week. & the materials display the candidates imagination and creativity. & identify what you would keep in mind for the next lesson.

SelfEvaluation
5 points will be deducted if not included

& highlight the criteria for each component

& provide hand written evidence for each criteria marked and identify what page for each item.

Anne Ren Elsbree

2013 EDSS 511

40

Anne Ren Elsbree

2013 EDSS 511

41