Viterbo University

Essential Element Lesson Plan

Name: Mary Kempen Date: 10/22 Materials and Resor!es:
"e#tboo$: Navegando 1%
&'apter ( )by *ames +,
+nston% EM& Paradi-m
Pblis'in- 200./
!ompter% pro0e!tor and
s!reen 1or Po2erpoint
presentation
!opies o1 t'e !onversation
a!tivity -ide
Lesson "itle: Usin- 3ir3 to tal$ abot
2'ere yo are -oin- and 2'at yo are
-oin- to do
4rade Level: 5i-' 6!'ool 7
+irst year 6panis' )mostly
8t' -rade stdents% may 'ave
some 10t' -raders/
"ime +rame: .. mintes
&rri!lm 6tandards
COMMUNICATION
A: INTERPERSONAL: CONVERSATION
Content Standard
Students in Wisconsin will engage in
conersations! "roide and o#tain in$or%ation!
e&"ress $eelings and e%otions! and e&c'ange
o"inions in a language ot'er t'an t'eir own(
)eginning
A(*( Conersations: Students will carr+ on a s'ort
conersation a#out "ersonal interests! including
w'at t'e+ 'ae done! are doing! and are "lanning
to do
+o!s 9estion/:i- ;dea/4oal
5o2 !an ; -et stdents to
en-a-e in !onversations
abot 2'at t'ey are plannin-
to do and 2'ere t'ey -o<
Rationale/"'eoreti!al
Reasonin-
6tdents mst $no2 'o2 to
se t'e lan-a-e e=e!tively
in order to e#!'an-e ideas
and in1ormation 2it' ot'er
people in a !ltrally
appropriate manner, "'is
standard
1o!ses on t'e -oal o1
learnin- to en-a-e in
!onversations,
)'ttp://standards,dpi,2i,-ov/>
les/standards/pd1/?,pd1/
; be-in t'e lesson 2it' models
; per1orm and !ontrolled
models be1ore t'e 2'ole !lass
be1ore movin- on to 2or$ in
pairs and small -rops to
-radally release
responsibility 1or learnin- to
t'e stdents, @!!ordin- to
Do-las +is'er )E=e!tive se
o1 t'e -radal release o1
responsibility model/% 3"'e
-radal release o1
responsibility model o1
instr!tion 'as been
do!mented as an e=e!tive
approa!' 1or improvin-
litera!y a!'ievement )+is'er
A +rey% 200B/% readin-
!ompre'ension
)Lloyd% 200C/% and litera!y
ot!omes 1or En-lis'
lan-a-e learners )Kon- A
Pearson% 200(/,3 My stdents
2ill probably not be ready yet
1or independent 2or$ on t'eir
o2n 2it' t'e lesson material
by t'e end o1 t'is dayDs
period,
Lesson Eb0e!tive: objectives must be measurable TWS will
(learning behavior from Blooms verbs, !" and #ulti$le source
s%nthesis&
4iven !on0-ations o1 t'e verb 3ir3% t'e stdent 2ill ne-otiate
2it' a partner and a lar-er -rop a pla!e to -o 1or a meetin-
and dis!ss 2'at 'e/s'e is -oin- to be doin- at !ertain times in
order to !'oose a time 1or t'e meetin-,
@!ademi! Lan-a-e: What is the 'e% language demanded( What
academic language will %ou teach or develo$( What is the 'e%
vocabular% and or s%mbols( What o$$ortunities will %ou $rovide
for student to $ractice content language) vocabular% and
develo$ *uenc%(
tellin- time )lesson 1rom a previos nit/
verb !on0-ation paradi-ms FF !on!ept o1 1st% 2nd% and (rd
persons )introd!ed in previos nits/
days o1 t'e 2ee$ )1rom a previos nit/
vo!ablary FF some verbs to e#press t'in-s to do and s!'ool
spplies )t'is nit and prior nits/
as$in- Gestions )previos lesson in t'is nit/
vo!ablary 1or some pla!es )previos lessons in t'is nit/
@ssessment /Evalation:
+ormative, -ow will student demonstrate understanding of
lesson objective(s&( -ow will %ou monitor and or give feedbac'(
-ow will feedbac' $romote student understanding(
; 2ill !ir!late t'ro-' t'e room and listen to pairs drin- pair
e#er!ises, ; 2ill o=er 1eedba!$ as t'ey 2or$, ; 2ill -lan!e at t'e
2ritten portion o1 t'eir a!tivity s'eets and mar$ a !'e!$list to
indi!ate t'ey 'ave !ompleted t'e s!'edle !orre!tly, Pairs 2ill
report to t'e !lass t'eir plans 1or t'eir meetin-s by 2ritin- 3ir3
senten!es on t'e board, 6tdents may t's -et 1eedba!$ 1rom
ot'er pairs as 2ell as 1rom me and modi1y t'eir responses as
ne!essary,
Summative, What evidence will %ou collect and how will it
document student learning)master% of lesson objective(s&(
"'e stdent 2ill 2rite statements sin- 3ir3 on t'e >nal poster
to e#press t'at 'e/s'e is -oin- to sele!ted sites and to e#press
2'at 'e/s'e is -oin- to do at t'ose sites,
;nstr!tion:
6et Motivation/@nti!ipatory 6et:
; as$ t'e stdents )in 6panis'/ 2'ere t'ey -o a1ter s!'ool, ;
display t'e Gestion 2it' t'e ne2 verb 1or 3-o3 nderlined on
t'e Po2erpoint s!reen, ; model t'e Gestion and ans2er
mysel1, ; pra!ti!e t'e Gestion and t'e ans2er a 1e2 times 2it'
individal stdents as a 2'ole !lass,
; t'en introd!e t'e ob0e!tives o1 t'e day: t'ey 2ill se t'e verb
3ir3 to !'oose a pla!e to -o 1or a meetin- to 2or$ on
5ome!omin- posters to-et'er and to dis!ss 2'at t'ey are
-oin- to be doin- at !ertain times in order to !'oose a time 1or
t'e meetin-,
;nstr!tional Pro!edres/Learnin- "as$s: Provide spe!i>! details
o1 lesson !ontent and delivery based on stdentHs prior
$no2led-e% stren-t's and 2ea$ness,
1, ; 2rite t'e names o1 stdents and t'eir ans2ers on t'e board
as ; as$ t'em 2'ere t'ey are -oin- a1ter s!'ool, ; t'en 1orm
senten!es 2it' t'e (rd person sin-lar !on0-ation o1 3ir3 )3va3/
2it' t'is in1ormation and 2rite t'ese on t'e board, Ne#t ;
!ombine any stdents 2'o are -oin- to t'e same pla!es and
ma$e senten!es 2it' t'e (rd person plral )3van3/, ;1 any
stdent is -oin- 2'ere ; am -oin-% ; ma$e a senten!e 2it' t'e
1st person plral )3vamos3/,
2, ; s'o2 t'e Po2erpoint slide 2it' t'e !'art 1or t'e presentF
tense !on0-ations 1or 3ir3, ; allo2 stdents time to !opy t'e
!'art as ; ma$e e#ample senten!es sin- t'e in1ormation t'e
!lass 'as provided,
(, ; s'o2 t'e Po2erpoint slide 1or t'e !onstr!tion sed to
e#press -oin- to a pla!e, @s a 2'ole !lass% 2e !omplete
e#er!ise 2I on p, 10C% !on0-atin- 3ir3 1or t'e -iven sb0e!ts,
C, ; s'o2 t'e Po2erpoint slide 2it' t'e t2o !ontra!tions t'at
e#ist in 6panis' and e#plain 2'en t'ey are sed,
., ; demonstrate t'e model 1or e#er!ise 28 on p, 10. in 2'i!'
stdents mst 1orm Gestions abot 2'ere t'e people -iven are
-oin- and ans2er t'e Gestions 2it' t'e in1ormation -iven,
6tdents t'en !omplete t'e e#er!ise 2it' partners% and as a
2'ole !lass 2e -o over t'eir ans2ers 2'en t'ey >nis',
J, ; s'o2 a 1e2 Po2erpoint slides 2it' ima-es o1 sites 1rom t'e
previos dayDs readin- assi-nment and t'e Gestion 3K'ere are
yo -oin-<3, "'e 2'ole !lass responds to ans2er t'e Gestion
sin- t'e vo!ablary t'ey learned 1rom t'e readin- and
previos lessons in t'e nit, );n my e#perien!e% stdents need
t'is $ind o1 additional -ided pra!ti!e interpretin- 'o2 t'ey
s'old respond to GestionsL t'ey 1or-et t'at a Gestion t'at
as$s 2'at 3yo3 are doin- s'old be ans2ered 2it' a verb t'at
states 2'at 3;3 am doin-,/
B, ; s'o2 a slide t'at as$s stdents 2'at t'ey are -oin- to do
and provides a 1e2 sample ans2ers, Volnteers !'oose t'e
ans2er t'at most !orresponds to t'eir pre1eren!es and respond,
I, ; s'o2 a slide t'at presents t'e str!tre 1or sayin- 2'at
yo are -oin- to do,
8, ; distribte t'e a!tivity s'eet 1or t'e dis!ssion abot
arran-in- a meetin-, ; model senten!es 1or t'e s!'edle and
Gestions t'e stdents mst as$, 6tdents !omplete t'e
s!'edle 2it' senten!es t'at de!lare 2'at t'ey are -oin- to do
at t'e indi!ated times, ;n pairs ea!' stdent as$s a partner
Gestions abot 2'at 'e/s'e is -oin- to do at t'e indi!ated
times and ans2ers 'is/'er partnerDs Gestions abot t'e same,
"'e pairs a-ree on a time and pla!e to meet to 2or$ on
5ome!omin- posters and 2rite t'eir sele!tions on t'e board,
@s a 2'ole !lass% 2e t'en dis!ss 2'i!' pairs !old 2or$
to-et'er in -rops o1 1or based on t'eir 2ritten plans on t'e
board, ;n t'e sele!ted -rops o1 1or% t'e stdents ne-otiate
2'at spplies ea!' is -oin- to brin- and 2rite a list o1 2'o is
-oin- to brin- 2'at,
9estions and/or a!tivities 1or 'i-'er order t'in$in-: These
cannot be answered b% %es or no.
1, K'at steps mst ; ta$e to s!'edle a meetin- 2it' ot'er
people<
2,
(,
&losre: /erbali0e or demonstrate learning or s'ill one more
time. #a% state future learning.
4rops state alod be1ore t'e 2'ole !lass 2'ere and 2'en t'ey
are -oin- to meet and 2'at ea!' individal member is -oin- to
brin-, ; 2rite some o1 t'e ans2ers on t'e board to !omplete a
verb !on0-ation !'art, ; t'en in1orm stdents 2'at 2e are
-oin- to do tomorro2 in !lass, "'is time t'e annon!ement is
in 6panis',
@daptations to meet individal needs: 5o2 2ill yo adapt t'e
instr!tion to meet t'e needs o1 individal stdents<
"'e stdent 2it' no 'earin- in 'is le1t ear 2ill be seated near
t'e 1ront o1 t'e room on t'e ri-'tFside o1 t'e room, "'e stdent
2it' poor vision 2ill be pla!ed near t'e 1ront o1 t'e room, 5er
!opies o1 t'e assi-nments 2ill be prod!ed in lar-e print,
:e!ase s'e also 'as a 'ard time 2or$in- in -rops o1 'er
peers% ; 2ill sele!t a patient partner 1or 'er, @ll pairs 2ill be
assi-ned so no stdent 1eels sin-led ot,
Mana-ement/6a1ety ;sses: @re t'ere any mana-ement and/or
sa1ety isses t'at need to be !onsidered 2'en tea!'in- t'is
lesson<

; need to ma$e t'e !opies o1 t'e !onversation a!tivity -ide
be1ore !lass and 1old t'em so only t'e >rst se!tion is s'o2in-
2'en ; 'and t'em ot, 6tdents 2ill n1old t'eir pa-es a1ter
t'ey 'ave !ompleted t'e >rst se!tionL t'is 2ay% t'ey 2ill not -et
distra!ted or !on1sed by t'e se!ond and t'ird p'ases o1 t'e
a!tivity be1ore t'ey !omplete t'e >rst sta-e,

Re?e!tion/+tre Modi>!ations: "o 2'at e#tent did t'e !lass
learn 2'at yo intended t'em to learn< K'at 2ill be yor ne#t
steps instr!tionally< K'at did yo learn abot yor stdent as
learners< K'at 'ave yo learned abot yorsel1 as a tea!'er<