Lesson Plan 5 Acting Out Chapter 7

Name: Michael Slobodnjak

Topic: Peter va a Colombia Chapter 7

Standards Addressed
SI.3
The student will understand simple spoken and written Spanish presented through a variety of
media and based on familiar topics.
2. Comprehend simple, culturally authentic oral and written materials, such as
announcements, messages, and advertisements that use familiar vocabulary and formulaic
expressions with significant contextual support.
Us Ks
Students will understand that Students will know

U1. Engaging with vocabulary physically K1. Vocabulary that is related to Chapter 7 of
provides the information within a meaningful the book
context

Ds EQs
Students will be able to Students will explore these essential
questions
D1. Demonstrate learned vocabulary through
drawings EQ1. How can context clues and background
knowledge support the navigation of a foreign
D2. Construct simple, one-sentence summaries language?
of scenes

D3. Navigate a chapter using context clues to

understand the overall meaning of the text
Lesson
Stages of Lesson
Q1R: Introduction of Ch. 7 Vocab
Includes an activity that is emotionally
engaging; bringing students into the theme.
May require physical movement of student.
Emphasis is on INPUT. This activity serves as a
focus throughout the cycle.
Teacher/Student Roles
Teacher does:
Vocabulary from chapter 7 will be introduced
through TPR basics tiburn, muerde, etc.
Pictures and gestures will be provided by the
teacher
Students do:
Students will follow the actions of the teacher,
engaging in repetitive behavior to help the
vocabulary stick.

Q1L: Students Do TPR Students do:

Following the teachers modeling of the
vocabulary, students will show that they have
understood the vocabulary by responding to
Activity asks students to process input. Students
may be asked simple comprehension questions
(yes/no), for instance.
Q2R Writing
Activity asks students to show more
comprehension. Activity should revisit Input
and use nonverbal output to show
understanding.
Q2L Contextual Sentence Creation
Expand input. Original Input is revisited as
example of broader theme. May include explicit
instruction. Draws attention to patterns, form
focused information. Gives more models.
Q3L Group Reading
Activity moves to directed output. Guided
practice. Following input models for
development.
the teacher with the correct gesture when a
vocabulary word is called aloud
Teacher does:
The teacher will facilitate the physical
responses of the student. Either the teacher will
be satisfied with the correct responses of the
students, or the teacher will engage in physical
recasting to provide a visual example of the
correct response
Teacher does:
The teacher will now provide the students with
the written words that correspond to the
vocabulary that was just learned.
Students do:
The students will add the vocabulary for
chapter 7 to the list of vocab theyve been
accumulating since the beginning of the unit by
writing the words down.
Teacher does:
The teacher will model using the words in a
sentence and will then ask the students to do
the same in written form underneath each of
the words on their growing list of vocabulary
for the book
Students do:
Students will be responsible for the creation of
a sentence that includes each vocabulary word
in a meaningful context.
Teacher does:
The teacher will divide the class into 6 groups of
four students and each will be assigned a
scene from the chapter that they will need to
translate and circulate to provide assistance
while the students are doing so
The instructor will allow students to delegate
rolls themselves within their groups. This will
serve the purpose of supporting student
autonomy, as well as allowing students to
participate in the rolls that may best suit their
individuality. For example, a student that is
more confident speaking can choose to be the

Q3R Acting Out
Activity calls for me output. Output given in
different forms. Practicing variations of
formulaic dialogues, for instance. Acting out
scenes. Evaluate forms.
Q4L - Assessment (Formal, Formative)
Activity focuses on formative independent
work. For instance, students write and edit their
own stories.
Q4L Assessment (Informal, Formative)
Activity includes performance which
demonstrates students command of desired
skills and knowledge.
narrator, while less animated students may
prefer to take on the role of a secondary
character.
Students do:
The students will work within their small groups
to decipher their 4-5 sentence scene. They will
then assign one another particular roles to play
while they act out the scene for the class.
Teacher does:
The teacher will act as the narrator, guiding the
pace of the scene to ensure that all parts are
included and arent skipped over. The teacher
will also be responsible for ensuring quick and
smooth transitions after each of the scenes.
Students do:
Students will act out the scenes one at a time,
using props and the vocabulary specific to the
scene they were assigned.
The students will be responsible for individually
recording the action of each of the scenes in a
designated box. They will do this by drawing
what their classmates act out. At the end of the
six scenes, they should have a comprehensive
understanding of the chapter, illustrated by
their drawings.
Once the students have finished all of their
drawings, the teacher will ask for students to
produce oral, spontaneous summaries of one
sentence in length for each of the scenes in the
chapter. They will be able to use the excerpt
that includes the text from the book for each of
the scenes as well as their drawings to aid them
in summarizing. The instructor will give
immediate feedback, praising the construction
of great summaries and recasting summaries
that may need some grammatical reworking.