Vocabulario 3: Lugares en Contexto
Lesson PlanBrief Class Description (contextual information including number of students, subject, level, IEP/ELL/GT or other special considerations): Spanish 7, 1B. 29 students. IEP’s: -Harper, Jeremiah with ADD. -Flowers, Jamia with general behaviour, completion of work, and attention issues. Unit: Unit 1: Get involved! ¡Participen! (Big Idea: the ways in which we give back to a community are connected to who we are as people). Lesson Topic: Places Vocabulary and Stations connecting Activities to Places. Prior Knowledge (How do you know students are ready for this lesson?): On Tuesday (first day of Theme 2, Unit 1) they covered their first set of places and activities in their community vocabulary and basic question-answer sentence structure asking and answering where you can do what in the community. Because of this they will be familiar with this lesson because it will parallel Tuesday’s lessons in format and in type of vocabulary words. The only difference in today’s lesson is that it reviews a different set of places/activities vocabulary and it places them in real-world contexts. Alignment: 1. Standard (State {CCRS/Other} and Professional Organization Content Standard) Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. Objective: 1. SWBAT identify new vocabulary through watching and listening to various short clips in order to see the new vocabulary terms in real world, interesting contexts. Assessment: Students will complete a worksheet while the videos are playing. They will also verbally repeat when I ask them to. Activity(ies): Vocabulary en Contexto (Activity 1) 2. Standard (State {CCRS/Other} and Professional Organization Content Standard) Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. Objective: SWBAT conduct short, scripted conversations with their classmates in order to practice their new places/activities vocabulary. Assessment: Students will complete a worksheet filling out their conversation partners’ answers during their interpersonal conversation about places/activities to do on the weekend. Activity(ies): Interpersonal Activity (Activity 2) 3. Standard (State {CCRS/Other} and Professional Organization Content Standard) Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. Objective: SWBAT write a few sentences connecting their own personal interests in activities to places in the community. Assessment: Students will complete the “Actividad Final” part of their worksheet. Activity(ies): “Actividad Final” Materials Needed:-paper to print out their packets for the day. -students need to have their vocab sheet that they should have received the week prior. If they do not have one, I will provide extras. Technology Integration/Needs:-powerpoint Lesson Procedure: Opening Activity (describe your warm-up, engagement/hook/motivation): This is a four question drill with each question testing the students on their knowledge of vocabulary. It is fill in the blank and it should be done quickly and efficiently since this is vocabulary that they should already know. Time Allotted: 5-7 minutes. Adaptations (for IEP, ELL, culture, and other special needs): Make sure Jeremiah and Jamia are on task. Transition (explicitly linking concepts/activities/objectives): Once the volunteer student leads the class through today's date and the answers to the drill, they will read the day’s objective. I will thank the student and then ask them to sit down. Then I will say in Spanish: “Today will be a review day but at the end of this lesson you will take a short quiz so please pay attention to our first activity, which will be going through each of the vocabulary terms, watching short videos related to each, and the putting them in sentences. While I go through the power point you all will fill out the blanks in the worksheet entitled “Los lugares en contexto”. Any questions?”. Activity 1 (describe activity): After the drill the students will watch various videos linking their new vocabulary to real world Spanish contexts and they will have to fill out a worksheet while they watch. As we go through the slides on the powerpoint (each containing a new vocabulary word spoken/implied in the video, a question asking where can one do a certain activity related to the vocabulary word, and an answer sentence containing a blank space for the vocabulary word), the students will have to fill out the blank spaces on their worksheet. This will keep them accountable for paying attention to the power point and the videos. With each slide, I will ask them to try to think of what the word is while they watch the video. After they watch the video, I will ask for someone to read our question sentence and next I will ask for a volunteer to postulate as to what our vocabulary word is. Time Allotted: max 15 minutes Adaptations: Jamia and Jeremiah will be directly asked to answer some of the questions and name some of the places. Transition: Now that the students have seen real-world visualizations of what they can do on the weekends in spanish-speaking countries, they will conduct an interpersonal activity in which they pretend that they are traveling in hostels throughout Spain. In order for them to get to know a city, they must ask their hostel friends about activities and places to go. I will say in Spanish: “Now most of the videos that we watched have something to do with Spain. The aquarium was a video I took in Sevilla, Spain, the museum was the Picasso museum in Malaga, Spain, the theatre was in Madrid, Spain, the zoo video was one I took in Madrid’s zoo, the botanical gardens can also be found in Madrid, the young man talking about the soccer stadium he found in Fortnite was from Spain, and the tourist information office was in Toledo, Spain. You are now going to pretend that you are traveling through Spain staying in hostels, going to some of the cities like the ones I did. You will now conduct an interpersonal activity, asking your “hostel mates” (classmates) what activities they do on the weekends and where to do them.” Activity 2 describe activity): Students will conduct an interpersonal activity in which they walk around the room and ask at least 6 classmates what they like to do on the weekends/what is there to do on the weekends and then asking where those activities can take place. They can use their vocabulary sheets if they want to. They will fill out a worksheet to ensure that they are asking/answering the way that the two models (written on the worksheet) suggest. The students will return to their seats either before the 25 minutes are up or I see that almost all students have finished. There should be a timer on the board and I will be reminding them of how much time is left periodically. Time Allotted: max 25 minutes Adaptations: Jeremiah will have to be reminded to stay on task and Jamia will be encouraged to do her work individually. Transition: After the students return to their seats I will say in Spanish: “Now that you guys have all of your hostel mates suggestions on what to do this weekend in Spain, you will complete the Actividad Final at the bottom of your paper. This question asks you to write, in Spanish, two activities that you have decided to do this weekend and where you can do those activities using your new vocabulary. Remember that this will be collected when you are done so you must finish it. You cannot finish it for homework.” Closing Activity: (summarize learning and/or revisit objective) They will complete the final part of their worksheet entitled “Actividad Final” in which they think of their own interests/activities and connect it to something they could do someplace using their vocabulary words. This should take maybe 7 minutes. Extension/Follow-up (homework, etc. – optional): They must finish their closing activity in the time allotted because they will be having a quiz immediately after they finish. |
MaterialsStudent worksheets
powerpoint
lesson reflection
Artifact ReflectionThis artifact is a lesson along with resources for a 7th grade Spanish 2 class in which students were to interpret various videos placing their new vocabulary in real-life Spanish contexts. Included is the lesson procedure itself (to the left) and above this artifact reflection are the downloadable materials used to enact this lesson as well as my own reflection after I had used this lesson. I developed this lesson with guidance from my mentor teacher but using my own creativity, objectives, and resources. This article is able to demonstrate my ability to apply my content ina way that is fun, engaging, interesting, and ultimately successful in its ability to encourage retention of Spanish vocabulary. Application of content essentially describes a teachers ability to take content knowledge and use it in the classroom for the benefit of the students. The resources used in the powerpoint and for the first activity in the lesson were various videos that were either taken my by me while I was traveling abroad or they were videos I had found made by native speakers from Youtube. All videos fit perfectly into the situation of the students hypothetically traveling through Spain since all videos and all speakers during this specific lesson were from Spain. In addition, the videos were catered directly to the class that it was made for. For example, this class had shown consistent and strong interest in Fortnite and I was able to find a native speaker of Spanish doing a voice over of his character in Fortnite finding a soccer stadium inside the game. The vocabulary word for that video was "estadio de fútbol" so everything fit quite nicely and the kids had a wonderful time seeing Fortnite in the Spanish classroom. This lesson demonstrates the contents of inTASC 5 (Application of Content) by exemplifying my ability to use my own personal knowledge and experience of the Spanish community and applying it directly to the students in front of me.
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