Vocabulario 2: El Medio Ambiente
Lesson Plan
Brief Class Description (contextual information including number of students, subject, level, IEP/ELL/GT or other special considerations):
Spanish 3. Unit: Unit 2: El Medio Ambiente Lesson Topic: Vocabulary 2: El Medio Ambiente Prior Knowledge (How do you know students are ready for this lesson?): Students have been learning and practicing the subjunctive tense and conditional sentences so they will know how to use their new vocabulary words in the context and sentence structure that they are meant to be used in: recommendations, suggestions, cause and prediction sentences. Alignment 1. Standard (State {CCRS/Other} and Professional Organization Content Standard) Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.listeners, readers, or viewers. Objective: SWBAT complete their daily conjugating verb worksheets in order to practice conjugating new verbs related to the vocabulary. Assessment: Students will later be graded on their completion of their Verb worksheets; Activity(ies): Daily Conjugating Verb Exercise. 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 interpersonally communicate with at least 2 people, answering and asking the question “¿Sobre qué quieres educar a la gente?” Assessment: I will walk around and monitor who is participating and who is not. Activity(ies): Daily Interpersonal Activity Question 3. 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: SWBAT understand and see the vocabulary in various real-life contexts by means of infographics, a native made video, and the online research about invasive species in order to solidify vocabulary and the ability to eventually speak about the environment and its problems. Assessment: Successful completion of the related worksheets. Activity(ies): Stations with Infographics, video interpretation, and a personal investigation on one invasive species. Materials Needed: -infographics printed out -use of Elmo for the drill, verb exercise, and interpersonal activity. -use of Elmo for explaining all activities and modeling them. Technology Integration/Needs: -ELMO -student phones/devices Lesson Procedure: Opening Activity (describe your warm-up, engagement/hook/motivation): There will be a drill on the first slide of the power point regarding filling in sentences with the correct conjugated form of vocabulary words using the conditional statement formula. After, students have to create two of their own conditional statements regarding the environment. I will play music while the students work and when the music's over we will spend a minute calling on volunteers to give me correct answers and sample sentences. Time Allotted: 5 minutes into class time. Transition (explicitly linking concepts/activities/objectives): “Ok clase. Now can the verb person come up here please? Thank you.” Activity 1 (describe activity): After the drill, the student who was chosen to do the verb activity will come up to the ELMO and go over the conjugations for “denunciar” as well as use it in a sentence. Time Allotted: max 2 minutes Transition: “Muchas gracias ____(student) now we will do an interpersonal activity. This is question: “¿Sobre qué quieres educar a la gente?”. Activity 2 describe activity): Students will conduct a small, daily interpersonal activity responding to the question ¿Sobre qué quieres educar a la gente? Students will walk around the room and freely ask and answer this question with at least two people. Students are meant to talk until I tell them to stop after two minutes. Time Allotted: max 2 minutes Transition: Entonces, what do you want to educate people about? (I will take a couple of answers). Today we will be learning about new vocabulary so that is what I will educate you all about. First we will go over all of the vocabulary terms that are all related to more serious problems with the environment, no? Ok empezamos. Activity 3 (describe activity): I will go through slides on the power point, each of which includes the choral repetition of a vocabulary word and comments/questions to relate each one to the students personal lives/curiosities. Time Allotted: 20-25 minutes Transition: Ok, now that you know/are more familiar with the material, we are going to have four stations around the room, each exemplifying a different threat that the environment poses, each have a lot of the vocabulary terms so you can keep your vocabulary papers with you if you want. Activity 4 (describe activity): There will be four stations around the room with infographics and students have to walk around the room, interpret the infographics and complete a worksheet. Time Allotted: 20 minutes Transition: “Ok clase, now that you understand various problems that are related to the environment, we will focus on one of them. Invasive species specifically. First, we will watch a video on it made by a guy from México talking about invasive species from mexico” Activity 5 (describe activity): Students will watch a video two times (unless they understand it the first time) introducing the idea of invasive species. Students will fill out a worksheet associated with the video. Time Allotted: 7 minutes Transition: “The problem of the invasive species is pretty big right? In the video they talked about the lirio acuático but there are many, many invasive species in México. What you will pretend now is that you have been traveling through México, visiting various zoos and you notice that the guides at the zoo always talk about different invasive species! What you will do now is follow this link here, take out your phones/devices, and I will walk you through how to pick your own invasive species and fill out the worksheet on your invasive species.” Activity 6 (describe activity): Students will conduct their own investigation regarding invasive species. They will follow a link to a database of México’s invasive species and they will pick one species and fill out a worksheet with information about the invasive species. Time Allotted: 10-15 minutes Transition: Ok, ok, which invasive species did we pick? (I will ask for a few examples of what they chose) Very good, very interesting. Now what you will do is apply your new knowledge of your own Mexican invasive species and make condition statements and emotional statements! We have to tell those zoo guides how we feel about what happening to the local Mexican environment! Closing Activity: (summarize learning and/or revisit objective) Students will complete an exit ticket regarding creating sentences in the conditional format and creating emotional statements all of which should use the vocabulary from their notes, grammar concepts they have been learning, and they should be about the invasive species in Mexico that they chose. Extension/Follow-up (homework, etc. – optional): Finish the exit ticket if they did not finish it in class. |
MaterialsStudent worksheets
Power Point
Reflection
Infographics:
Artifact ReflectionThis artifact is a lesson for a Spanish 3 class for the second day of exposure to vocabulary surrounding the environment. The class is composed of 9th and 10th graders who have already taken Spanish 1 and 2. I developed this lesson through my exploration of the internet and Mexico's extensive and user friendly invasive species website. This artifact is able to demonstrate my understanding of InTASC 2 because I was able to incorporate multiple points of differentiation throughout the lesson. The first is through the station activity in which the students can choose how they would like to go about filling out their worksheet and interpreting the infographics. They could conduct the activity in a pair, in a group, or individually. Students were happy to be able to choose how they wanted to work. The second point of differentiation was when students had the options of either navigating Mexico's invasive species website or using the packet that I provide for them about el Rano Toro. I was able to walk around the room and monitor the students progress in order to ensure that the lesson was able to provide the new vocabulary words in an interesting and informative context. This lesson demonstrated the differentiation aspect of learning.
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