Vocabulario: El arte y la Música
Lesson Plan
Brief Class Description (contextual information including number of students, subject, level, IEP/ELL/GT or other special considerations):
Spanish 3. Unit: Unit 3: El Arte y La Música Lesson Topic: Vocabulary 2: El Arte y La Música Prior Knowledge (How do you know students are ready for this lesson?): Students have been already been exposed to a previous set of vocabulary in this Unit and are therefore familiar with the general concepts being dealt with. The lesson includes grammatical structures that have been touched upon and practiced in previous lesson (present perfect, past, present). 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 real websites for festivals that took place in the native Spanish countries in 2018. Assessment: Successful completion of the worksheets related to the QR codes. . Activity(ies): Stations with QR codes. 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 review of other students' festivals using vocabulary and the present perfect tense. Assessment: Successful completion of the worksheet. Activity(ies): Reseña Materials Needed: -QR codes printed out -use of Elmo for the drill, verb exercise, and interpersonal activity. -use of Elmo for explaining all activities and modeling them. -power point to organize the lesson and for instructions. Technology Integration/Needs: -ELMO -powerpoint -student phones/devices -access to the internet -QR codes Lesson Procedure: Opening Activity (describe your warm-up, engagement/hook/motivation): There will be a drill on the first slide of the powerpoint answering the question "What have you done in art class this year?". 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 answers. 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 “dibujar” 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: “How have you contributed to the world of art?”. Activity 2 describe activity): Students will conduct a small, daily interpersonal activity responding to the question above. 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, how have you contributed to the world of art? (I will take a couple of answers). Well today you will make a significant contribution by helping out Eastern Tech. The art teachers have asked Spanish 3 classes to organize an arts festival for the school. But, before we start brainstorming we have to make sure we are able to talk about art and what goes into an art festival. First, we will review a bit of vocabulary. Activity 3 (describe activity): Students will play a vocabulary game to review the vocabulary words related to talking about art. I will say the definition of a vocabulary word and students (already placed into teams) will run to the board and write the correct vocabulary word that I was describing. Teams get a point if they write the correct answer. Time Allotted: 15 minutes Transition: Vale, so now that we have practiced our vocabulary, we are ready to start thinking about our art festivals that we will plan and later make reviews of. But in order to create a festival we should see some examples of festivals first, right? Activity 4 (describe activity): Students will walk around the room with their phones and scan QR codes that link to various art festivals that took place in Spanish speaking countries in 2018. Students answer questions about the festivals on a worksheet. Time Allotted: 15 minutes Transition: Ok, so now that we have seen examples of festivals, I think we are ready to create our own festival! Activity 5 (describe activity): Students will create their own festivals, making sure to include the name of the festival and its dates, what type of audience the festival is for, three different types of arts, and to explain the main show of their festival. Time Allotted: 25 minutes Transition: Now that we have our festivals, the Eastern Tech art teachers have told me to just send one festival from the whole class to be considered for the official art festival at Eastern Tech. We must now walk around the room and write a review for the festival that we think is the best! Activity 6 (describe activity): Students will individually walk around the classroom and interpret various festivals and decide which one they would like to write a review on. Once they have chosen, they will go back to their seat and write the review. Time Allotted: 10 minutes Extension/Follow-up (homework, etc. – optional): No homework. All work should be handed in to me before class ends. |
Materials
Artifact Reflection Using the QR codes in this lesson I feel greatly enhanced the lesson. It gave the students a chance to take ownership over their learning and to personalize it to them while also allowing for me, their teacher, to guide them to the vocabulary and grammar structures that they needed to learn. Students enjoyed being able to use their own phones. They would open up the camera app or snapchat and conducted themselves well. Very few students were off task and only needed a reminder to get back to work but in a different classroom environment or perhaps a younger age group I can see where using the QR codes could be a problem.
I am generally reluctant to use technology in the classroom where paper and a pencil can be used instead, but this specific lesson was more readily achievable because of the existence of QR codes, access to the internet, and the use of smartphones being as popular and widespread as it is. It would have been harder for me to create the festivals and instead the students were able to access real Spanish art/music festivals that they could have feasibly gone to had they known about them. The websites that they were looking at on their phones (that they had access to because of the QR codes) were engaging, real, native, and interesting. I would recommend the use of QR codes to any teacher (so long as the phone policies in a given school permit it). It took seconds to make and had a positive impact on students. |