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Teacher
Halee Sytsema
Date
November 14, 2016
Grade ____Spanish 2 ______
I. Objectives
How does this lesson connect to the unit plan?
This lesson is the third of five lessons. Throughout this unit, students will read, analyze, and respond to chapters two and three of the book Esperanzawritten
entirely in Spanishby Carol Gaab. This lesson deals with the second half of Chapter three, El Mensaje.
cognitiveR U Ap An E C*
Answer hypothetical questions based on chapter three of the reading. They will be able to express how they would feel
if they were in the narrators shoes.
Display understanding of the text by participating in a Readers Theater Activity.
Display understanding of the events of chapters 1-3 (cumulative review) both orally and in written form, successfully
using words from vocabulary sections 1-3 (Fan and Pick Activity).
R, U, Ap,
An, E
U, Ap, C
R, U, Ap
physical
development
socioemotional
*
*
Common Core standards (or GLCEs if not available in Common Core) addressed:
Communication: 1.1 Interpersonal Communication: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions/ 1.2 Interpretive Communication: Students understand and interpret written and
spoken language on a variety of topics. Connections: 3.1 Knowledge: Students reinforce and further their knowledge of other
disciplines through the world language. Communities: 5.2 Personal Enrichment: Students show evidence of becoming life-long
learners by using the language for personal enjoyment and enrichment.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Students have an understanding of basic level two sentence structures, both present and past tenses as
a result of their integration-style learning (similar to immersion, but for older learners).
Students know how to discern changes in time/speaker by using context clues and known vocabulary
as well as their experience reading other stories earlier in the semester. Students have knowledge of
the events of Chapters 1-2.
Pre-assessment (for learning):
Students will have access to their personal copies of the book, Esperanza which they will be permitted
to use for all activities presented in lesson 4 (this lesson).
Formative (as learning):
Summative (of learning):
Summary of chapter three assigned. Students will write 5-7 sentences summarizing what they have
read. Students will be graded on sentence structure, subject verb agreement, and vocabulary usage.
(THERE IS A RUBRIC)
What barriers might this
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lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
WL (World Language)
learning: Allow students to
communicate in their native
tongue when necessary but
encourage use of the target
language in the classroom
1.
2.
3.
4.
5.
6.
ChromeBooks
Desktop with internet access (google docs/slides)
Overhead projector
Esperanza Hard Copy (one for each student)
Fan and Pick Packets (I have 10 of these made: There are 4 extra copies)
Pens, Pencils
The classroom will be set up as normal: Five table clusters. There are 4-6 students at each cluster.
All students face the projector at the front of the room.
Components
10
mins
Motivation
(opening/
introduction/
engagement)
15
mins
Development
(the largest
component or
main body of
the lesson)
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DIRECTIONS:
Person 1: Picks a question from the deck. Person
1 DOES NOT look at the card (s)he has picked.
Person 2: Reads the question on the card to person
1 who then responds to said question.
Person 3: Scribe. Person 3 will write, word for
word, person 1s response in the appropriate boxes
on the worksheet (see below).
10
mins
5
mins
Closure
(conclusion,
culmination,
wrap-up)
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Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
-This lesson was a bit more challenging to teach.
-Fan n pick was a good activity to engage students and encourage them to speak, read, and write, but they struggled with having all
the words they wished to say. However, we made this a learning opportunity and I had them put any words they did not know how to
say on the white board and then I defined them for everyone to see.
-The vocab section went well in this lesson. I used the word in a sentence for the students to HEAR and then they wrote the
definitions on their papers. They remained engaged throughout.
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