Lesson plan: Spanish 2 Ryan Dickison Date: 3/19-20/14 Strengths of the class: 2A They work hard and seem

m to understand more than 3B. 3B They like to work together and often help each other. Unique needs of the class: 2A They have more students who openly disrupt the class. 3B Doesnt have as many Latinos to help other students Curriculum Standards: Goal 2: Cultures - Gain knowledge and understanding of other cultures Standard 4: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. a. Identify significant cultural practices and behaviors in the target culture. b. Identify similarities and differences for everyday life in the United States and the target culture. Standard 5: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. d. Study the geography and history of the target culture. Lesson topic: Language fair project and used clothes in Bolivia Homework form previous day: None Content objectives for the lesson: - SWBAT describe certain aspects of Latin American countries - SWBAT identify problems with the importation of used clothes into Bolivia. Learning objectives for the students: - SWBAT describe certain aspects of Latin American countries by creating a presentation of their country in groups of 4-5 for the language fair. - SWBAT identify problems with the importation of used clothes into Bolivia by filling out a KWL

chart, participating in a class discussion, presenting solutions to the problem in groups. Language Objectives for Students: - SWBAT describe certain aspects of Latin American countries by creating a written or oral presentation of their country in groups of 4-5 for the language fair. - SWBAT describe their last weekend by writing down the events in the preterite tense with partners. Materials: - Oral presentation rubric (project presentation rubric.docx) - Computer, projector, smartboard - Peer and self-evaluation (peer_selfevaluation.doc) - Youtube video - (The Bolivian Battle Over Used Clothes) https://www.youtube.com/watch?v=yHmWrzSGIws Starter: - Grab the self/peer evaluation sheet from the counter and fill in your group member names at the top. You will finish evaluating each other when you have finished presenting. Prepare to present your country to the class. Class Procedures: - Students will come in and do the starter. - One group at a time will present their country. - Students will take notes on their own piece of paper according to the guidelines written on the board. Class Work (Questions or Activities): - Language fair project presentations - Students will present their projects to the class one group at a time. If they have a PowerPoint presentation I will control it for them. If they have a poster they will present it to the class. Students are expected to elaborate on the information that they put on their slides, poster, or brochure. I will grade their presentation according to the oral presentation rubric. When students are done presenting they will complete a self/peer evaluation and hand it in to me. - While groups are presenting the other students will take notes on the following items: Country, 3 items of general information, name one historical/cultural site, name one entertainment site, weather, name 2 cities in the country - After the remaining groups are done presenting, students will vote on those projects in

comparison to the one they voted on as the winner from last time. If the winner remains then they get 10% extra credit and 100 pesos each. If the class votes on a different presentation as the winner then they get 10% extra credit and 100 pesos each. - After the voting students will make a KWL chart on their own piece of paper. Under the K section they will write about what they know about clothes in Bolivia (what they look like, where they get clothes, how much they cost, etc.) Under the W section they will write down what they already know about clothes in Bolivia (what they look like, where they get clothes, how much they cost, etc.). Students will then watch the video The Bolivian Battle Over Used Clothes. and while they watch they will write down what they learned from the video (basically take notes) under the L section. Afterwards the teacher will ask students what they wrote under the L section and write their responses on the board. The teacher will then guide a discussion with the class about the dilemma that the used clothes have created in Bolivia. The teacher will ask questions like: who thinks importing used clothes to Bolivia is a bad thing?, why is it or why is it not a problem?, what is the problem with importing used clothes?, who does it affect?, how does it affect them?, how does it affect the rich?, how does it affect the poor?, what can be done to help?, what would you do in their situation (either a cloth shop owner, or buyer)?, why? - Problem solving and critical thinking - Divide the class into groups of 4 to 5. Have each discuss the topic of the video and what they think should happen to improve the situation (in the US and in Bolivia). Each group will write their solution or suggestions and present them to the class. The class will vote on the best or most appropriate solution and the winners will get 20 pesos each. - Preterite tense practice - Students will write down what they did over the weekend using the preterite tense. Students will then find a partner and tell them what they did using the preterite tense based on what they wrote down. Plan for Assessments: - Oral presentations - Project PowerPoints, posters, or brochures. - KWL chart responses - Individual/Group discussions and presentations to the used clothes dilemma. Homework: none Plans for Enrichment: - Students who present their presentations at the beginning wont have to worry about presenting them later. Plans for Remediation: - Students can ask group members to repeat information so that they can take good notes. Plans for English Language Learners:

- Let ELLs sit close to the front to see the information the groups are presenting. - Put ELLs in supportive groups. Reflections: