Preston Hill SINGLE SUBJECT DAILY LESSON DESIGN FORMAT FOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE

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TITLE OF LESSON Preterit and Imperfect Past Tense Culture and History of Mexico and Spain

CURRICULUM AREA & GRADE LEVEL Spanish II-San Pasqual High School 4th Lesson of two week unit 47 minutes Textbook - Buen Viaje! Chapter 4

DATE OF LESSON 11/14/2013

CA CONTENT STANDARD(S) ADDRESSED Stage II Content 2.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines Clothing and fashion Cultures 2.1 Demonstrate understanding of the roles that products, practices, and perspectives play in the culture.

CA ELD STANDARD(S) ADDRESSED Section 2: Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts, Part II: Learning About How English Works Expanding & Enriching Ideas 3. Using verbs and verb phrases Use a variety of verbs in different tenses (e.g., past, present, future) and aspects (e.g., simple, progressive, perfect) appropriate for the text type and discipline to create a variety of texts that explain, describe, and summarize concrete and abstract thoughts and ideas.

BIG IDEA ADDRESSED (Enduring Understanding: WHY this material is important; how it fits in with the unit or theme) For students to understand the culture and historical events between Mexico and Spain through written activities that consist of Spanish verb conjugations and the meanings and situations for the preterit and imperfect paste tense while used at the same time.

ESSENTIAL QUESTIONS ADDRESSED Why is it important to talk about past habitual and routine actions in Spanish? Why is it important to describe people and events in the Spanish past tense? Whys is it important to talk about different types of past actions in Spanish? Why is it important to understand and talk about shopping practices in Spanish speaking countries? Why is it important to learn about the culture and history of Mexico and Spain?

OBJECTIVE(S) OR LEARNING GOAL(S)choose type(s) as appropriate Language Development-After reviewing the proper conjugations and the different meanings of Spanish verbs in the preterit and imperfect past tense, students will be able to distinguish the differences through collaboration and class work activities. Addresses the ELD standard. Cognitive-After reviewing phrases and images of the Spanish colonization, students will be able to identify and interpret key historical facts of the Spanish new world. Addresses the Culture Content Standard.

ASSESSMENT(S)choose type(s) as appropriate Formative (progress-monitoring) 1. 2. Assessing student understanding during instruction. Students will collaborate with their Spanish partner during two class activities from their textbook that deals with the preterit and imperfect past tense. I will provide positive feedback and constructive criticism to the students while I circulate the room.

3.

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions)
I believe the students will do well when it comes to the proper conjugations of the Spanish verbs in the preterit and imperfect past tense. Students have been working on the pronunciation, spelling, and the proper conjugation of the Spanish verbs for three weeks now, but they will struggle in distinguishing the different meaning and situations that the preterit and imperfect tense call for. I think the students will find the culture and history events of Mexico and Spain very interesting but may struggle while translating the English phrases to Spanish.

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

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONALES

Anticipatory Set (Into) 1. I will begin the class with an oral review of the Spanish verb endings in the preterit and imperfect past tense. After a review of many Spanish verbs in the past tense, I set the objective for the day and tell the students that we will be learning how to use these two different Spanish past tenses at the same time. (5 min.) 2. Second, I will go over a multicultural power point presentation that I created of 7 different Spanish phrases and each one consists of a blend of the preterit and imperfect past tense. The different Spanish phrases that I create will mainly consist of the Spanish vocabulary and verbs the students have covered in previous chapters and half of them will relate to historical events in Mexico. 1. Haca mi tarea de espaol cuando mi amigo me llam por celular. Siempre haca los viajes en avin pero una vez tom el AVE. Casi siempre pagaba con tarjeta de crdito pero anoche pagu con efectivo. Ayer fuimos a la playa pero antes comprbamos refrescos y aperitivos en el supermercado. Todos los das ellos coman carne y pollo pero el verano pasado comieron mariscos en Puerto Rico. Por muchos anos los soldados de Espaa peleaban

Cognitive Language Developme nt

1. Increased probability that students begin focusing on the learning at the same time as the teacher. It is important that content objectives are stated orally, and they are displayed for students and teachers alike to see. It is important for both native and non-native English speakers to hear the objectives explicitly and clearly. 2. This helps fulfill my culture objective by Demonstrating cultural perspectives.

Anticipatory Set (Into) 1. Students will follow along with the instructor and repeat many of the Spanish verbs in the imperfect and preterit past tense. (5 min.)

Cognitive Language Developme nt

1. Increased probability that students begin focusing on the learning at the same time as the teacher. It is important that content objectives are stated orally, and they are displayed for students and teachers alike to see. It is important for both native and non-native English speakers to hear the objectives explicitly and clearly.

2. Students will observe, listen, and take notes of the teachers examples of the Spanish preterit and imperfect tense used at the same time.

2. The images related to the Spanish sentences helps the students visualize the situation.

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y finalmente Hernn Cortes destruy el imperio Azteca en 1521. Cada da Cristbal Coln navegaba y en 1492 encontr el mundo nuevo.

SDAIE strategy used is appropriate speech Instruction (Through) Teacher explains the directions of the 2 writing activities and the two handouts 1. First, I will give the students a handout for them to study and reference when they need help and guidance with different situations that call for either the preterit or imperfect past tense. 2. Second, I will display on the document camera five different phrases in the past tense that consist of Latin America historical events in English. The students are to translate and write these phrases into Spanish. I encourage the students to use their Spanish partner, dictionaries, technology, and myself while they complete the two classroom activities. 3. I will model the answer to the first Spanish question in front of the class on the whiteboard. (5 min) SDAIE Strategy used is clear expectations of academic tasks. Cognitive Language Developme nt Increased probability that students begin focusing on the learning at the same time as the teacher. 1. Students will be able to reference this study guide throughout the lesson and when they study on their own. 2. The practice writing in Spanish helps the students with using verbs and verb phrases. Instruction (Through) Cognitive Language Developme nt 1. Students will place the handout in their Spanish binder after they are done using it for the day. 1. Increase the success of student engagement.

2. Students observe and listen to the instructions of the first written activity and translate the questions as class work.

2. It is important for students to work on their writing and spelling skills in Spanish.

3. Students are able to correct approach on how to answer the question.

3. Students observe, listen, and write the correct answer to the first question of both writing activities. (5 min)

3. It is important for students to see the answer modeled for them so they understand clearly the directions of the assignment.

Guided Practice (Through) I review the Spanish written activities with the students. First, I ask for volunteers to share their answers because students receive points for participation. If no one participates, then I will

Cognitive Language Developme nt

Increased probability that students begin focusing on the learning at the same time as the teacher

Guided Practice (Through) Students volunteer or are selected randomly to answer the questions from the textbook and the questions on the document camera. Student correct, highlight, or underline the proper conjugation or use

Cognitive Language Developme nt

Increase the success of student engagement. Students identify the correct grammar of a Spanish sentence.

choose students randomly. Second, I will write all of the answers that the students share with me and underline on the whiteboard the correct usage and conjugation of the verbs in the preterit and imperfect paste tense in Spanish. I have the students correct and highlight or underline the information in their written texts. (15 min) SDAIE strategy used is learning higher-order questioning tasks. Independent Practice (Through) I circulate the room observe and asses students participation level, writing, and oral skills in Spanish. (15 min) Closure (summarize; Cognitive Language Developme nt Increased probability of success in the students academic social development

of the verbs in the preterit and imperfect paste tense in Spanish. (15 min)

Independent Practice (Through) Students collaborate with one another and use the proper academic resources to complete the two written activities. (15 min) Closure (summarize;

Cognitive Language Developme nt

Students collaborate with their Spanish partner to increase their academic social needs

Cognitive Language Developme nt

make meaning of the lesson)

I review the main concepts that I want the students to understand which is speaking Spanish in the past tense and when to uses the preterit and imperfect simultaneously and the important cultural and historical events between Mexico and Spain. (5 min.) Transfer (Beyond) (opportunities to apply the learning) I advise to the students to complete their homework and study the handouts for the quiz the next day. (2 min.)

Increased probability that students begin focusing on the learning at the same time as the teacher.

Cognitive Language Developme nt

make meaning of the lesson)

Students observe and listen to the teacher review the main ideas of the lesson. (5 min.)

Increased probability that students begin focusing on the learning at the same time as the teacher.

Cognitive Language Developme nt

Increased probability that students begin focusing on the learning at the same time as the teacher.

Transfer (Beyond) (opportunities to apply the learning) Students observe and listen to the instructions of their homework and realize that they have a Spanish quiz regarding the material they learned today the next time in class. (2 min.)

Cognitive Language Developme nt

Increased probability that students begin focusing on the learning at the same time as the teacher.

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group FACTS ABOUT THE LEARNERS Whole Class Information o Number of students in class Period 3: 36 students Period 4: 35 students Demographic Information: o Period 3: 36 students total Gender- I have 22 female students and 13 boys. ELL- 0 Bilingual- 1 student IEP, 504, Gifted- 0 students. o Period 4: 35 students total Gender- I have 19 female students and

INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively FACTS ABOUT THE LEARNERS Whole Class Information o Number of students in class Period 3: 36 students Period 4: 35 students Demographic Information: o Period 3: 36 students total Gender- I have 22 female students and 13 boys. ELL- 0 Bilingual- 1 student IEP, 504, Gifted- 0 students. o Period 4: 35 students total Gender- I have 19 female students and 17

17 male students. ELL- I have one English Language Learner. She Angel is at an Intermediate level. IEP, 504, Gifted- 1 student Jose has Special Learning Disability (SLD) in auditory memory Readiness Level:

male students. ELL- I have one English Language Learner. She Angel is at an Intermediate level. IEP, 504, Gifted- 1 student Jose has Special Learning Disability (SLD) in auditory memory

Readiness Level: Angel student profile is as follows: Race: Hispanic/Latino Primary Language: Spanish Language fluency: English Learner th Grade Level-11 grade 2012-2013 CST-California Standardized Testing Grade 10 ELA 3 Basic Geometry 1 Far Below Basic CAHSEE Overall Pass CELDT 2012-2013 Results CELDT PL Overall Text Early Advanced CELDT PL Overall 4 CELDT PL Listen 5 CELDT PL Speak 4 CELDT PL Read 5 CELDT PL Write 4 Learning Profile Angel Garcia Avila is the only English learner that I have in my Spanish II foreign language class. Angel is shy and rarely participates during the Spanish class discussions Interests: Angel Garcia Avila enjoys his friends and family. Joses student profile is as follows: Race: Primary Language: English Language fluency: English Only Special Education: Yes th Grade Level-10 grade 2012-2013 CST-California Standardized Testing Grade 9 ELA 4 Proficient Geometry 3 Basic CAHSEE Overall Fail Learning Profile: Jose Sarabia is a student in my Spanish II foreign language class and his specific learning disability is in the area of auditory memory. There are various ways that I accommodate Jose such as allow additional time for him to complete assignments (up to three days) without penalty to his grade. His IEP goal for the year is for Jose to research two colleges or universities that he would be interested in attending and what majors to those specific schools offer. Jose is in all general education classes. Interests: My experience with Jose has been a pleasure because he is always well behaved and prepared to learn everyday. However, I would like to see Jose develop his academic writing and social skills more. Jose has attended a total of three schools in his life. His early memories of learning how to read and write are from the dialect of a video game called the Legend of Zelda. Some other aspirations of Jose are to go to college and to be some sort of designer some day. Jose enjoys videos games, the history, and the science channel. Jose considers the best conditions for him to learn in are a low stress environment when and especially when the lesson is amusing or funny to him. Joses biggest influence in his life has been his grandfather. DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above Content All students will be learning the same material. Students will be working in pairs that I have assigned based on their readiness level. Process Presented a power point presentation with several images to help relate the past tense sentences in Spanish. Provided a study guide handout to help understand the different uses of the past tense in Spanish. Product Students are to collaborate with their Spanish partner and work through some cultural questions. REFLECTION (Questions to consider after the lesson: What went
with the students whose understanding of the material is weak? How will I remediate? What changes will I make to enhance learning the next time I teach this lesson? Why?) This is a lesson that seemed hard for students. The students have had prior experience in conjugating verbs in the imperfect and preterite past tense but this is the first time that they have been introduced to the uses and differences. Students were struggling with when was the appropriate

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS choose area(s) as necessary based on information above Content All students will be learning the same material. Students will be working in pairs that I have assigned based on their readiness level. Process Presented a power point presentation with several images to help relate the past tense sentences in Spanish. Provided a study guide handout to help understand the different uses of the past tense in Spanish. Product Students are to collaborate with their Spanish partner and work through some cultural questions.

RESOURCES (Attach materials needed to implement the well? Why? What evidence do I have that shows the extent to which the lessone.g., power point presentation, text, graphic organizer) lesson was effective? What problems do students still have? How will I deal Power Point graphic presentation I found 10 different phrases about the Spanish colonization from the website shmoop.com and translated them into Spanish. This website helps teachers with free learning guides, online courses, college readiness prep and test prep.

http://www.shmoop.com/spanish-colonization/religion.html I used 10 different Spanish colonization pictures from the website schmoop.com as well. http://www.shmoop.com/spanish-colonization/photos.html www.poetryfoundation.org This website offers many poems on culturally relevant topics from authors all around the world. Study handout for the preterit and imperfect past tense, White board, dry-erase markers

time to use the imperfect and preterite past tense at the same time. The students did enjoy the cultural power point presentation on the Spanish New World.

Preston R. Hill EDSS 555 Please see bold font for my self evaluation of the rubric Single Subject SDAIE / Multicultural Lesson Plan Rubric
Design Component & Criteria Title, Curriculum Area & Grade Level 1 point Student Information 2 points Approaching Meets (includes the criteria for Approaching) & addresses the unit it belongs to and in what curriculum area and grade & describe each of the students readiness level, learning profile, interests and ELD proficiency level(s) & addresses how the instructional strategies and the student activities are suited to meet the standard and objective of the lesson and how all students have access to equitable instruction & each objective is labeled by the type (cognitive, affective, psychomotor or language) and the number of the standard it addresses and the ELD standard is based on student information (i+1) & clearly communicates to students about the expectations (rubric), are aligned to the content and ELD standards, and are accurate (equitable) for English learners (i+1) & labels the strategy (lesson content, process or product) and the way it addresses the students identity and developmental needs (readiness, interest or learning profile) & describes how the vocabulary (optional grammatical Exceeds (includes the criteria for Approaching & Meets) & describes where it fits within a unit plan. & includes prior successful differentiation strategies for each student. & explains how the assessment is a valid and reliable way to assess student learning.

Provides a title that is related to the lesson activity Identify the names of the students that need differentiation (both EL & Students w/ Sp Ed needs) Describes the rationale for teaching this lesson (big ideas, enduring understandings, essential questions)

Rationale 2 points

Standards and Objectives 3 points

Both CA Content and ELD Standards are identified and each is addressed in an objective that contains a condition, verb, and criteria

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

Assessment 3 points

Provides an assessment for each objective and articulates if it is diagnostic, entry-level, formative or summative assessment

& provides a sample of student work.

Differentiation 1 point

Describes the students differentiation strategy for the individual students

& provides how the strategy will be assessed for effectiveness and altered if needed.

Vocabulary (Grammatical Structures

Provides vocabulary (optional grammatical

& provides description of how vocabulary (optional

 optional) 2 points Instructional Strategies 3 points

structures) covered in the lesson Provides an into, through and a beyond activity for lesson

structures) will be taught and/or reviewed & describes in detail the steps the teacher will take to implement the lesson and any need materials (i.e. graphic organizer, ppt, model, rubric), and how ELs have access to academic language & each activity is student centered with multiple opportunities for the instructor to check for understanding All instructional materials that are needed to implement the lesson are provided, such as power point, graphic organizer, sample student work, assignment rubric, quiz... & a 1-2 sentence brief description of each multicultural resource is provided AND at least one resource is clearly incorporated into the SDAIE lesson plan & highlights or circles the evaluated criteria for each lesson component

grammatical structures) connects to prior and future lessons & provides script for teacher and times for each activity.

Student Activities 2 points

Resources 1 point

Describes what the students will do during the into, through and beyond activity of the lesson All instructional materials needed to implement the lesson are listed / described.

& provides times for each activity.

& all materials listed for the unit are listed and/or provided.

Multicultural Resources 5 points

Self-Evaluation (1 point will be deducted if not included)

An APA-formatted reference is provided for each of the three multicultural resources chosen that are appropriate for the content area and English learners Provides a copy of the rubric with the lesson plan

& the lesson delineates how the resources are used for equitable and socially just teaching

& provides evidence for each criteria marked.