Lesson Plan

Unit Theme: Clothing in the Mediterranean Spain. Title: The catalog for the next collection. Lesson Plan Grade: Middle & High School Lesson: Writing descriptions. Time: Two class periods of 90 minutes. Strategy Employed: Graduated Difficult State Standards: MLII.CU1.A: Participate in real or simulated cultural events, such as family activities and holiday celebrations. MLII.CU1.C: Examine the influence of the geography of the countries studied on cultural elements such as food, clothing, dwellings, transportation, language and art. MLII.IP1.A: Express needs and preferences. MLII.IP2.A: Initiate, participate in, and close and oral and written exchange. APS Gifted Standards: Advanced Communication Skills. ACS 6: Communicates effectively in writing by taking into consideration purpose and audience to persuade or defense an argument. ACS 7: Communicates through visual products and performances which are creative and innovative and engage the audience with consideration to aesthetics and persuade. Creative Thinking & Problem Solving (CPS) Elements CPS 9: Posses the ability to synthesize ideas with the ability to enhance preexisting ideas and concepts by rearranging, revising, and reconstructing.

Higher Order and Critical Thinking Skills HOTS 3: Identifies, creates, and engages in learning- linked to prior knowledge or experiencewhich extends lower order skills- discriminations, application, and analysis. HOTS 5: Refines decisions, performances, and products within the context of available knowledge and experience. Essential Question: How would you accurately give a description in Spanish? Objectives: Knowledge: What will students know as a result of their engagement with this lesson? Clothing, prices, colors, sizes in Spanish Know how to write sentences. Know how to write a paragraph. Skills: What will students be able to do as a result of their engagement with this lesson? List the clothing items and their characteristics. Write the description in complete sentences.

Write the description in a paragraph format, incorporating the details necessary to complete the highest level of readiness. Select and complete tasks that are most appropriate for their level of readiness Chart goals for improvement and achievement Evaluate tasks Materials: Lesson Framework: -Clothing magazines Hook: Students will play the role of a fashion magazine reporter and create a pictures. page for a catalog of a famous store. They will select their own style - Scissors. according to their preferences. Students will research for famous clothing - Glue. stores in Spain. - Construction paper. - Teachers prompt. Graduate Difficulty: Class will begin with a presentation of the activity. - Rubrics. Students will receive instruction on what to do to complete the assignment and will help them to adjust to their roles and responsibilities in the graduated difficulty process. Explain to students that they will be working independently to review the literature concepts that have been discussed over the last few days. Let them know that this activity will allow the opportunities to grow their confidence and become successful in working with literary themes.

Pre-Task Questions: Teacher will distribute review readings. Allow students to look over all three levels of work. (do not provide level 4 at this time) Before students choose the level they will complete provide time for them to answer the pre-task questions in their journal. D- Ask students to determine what they know and understand about the three different tasks. E- Allow students to examine the levels of difficulty carefully and choose the level that is best for them. Each student will evaluate and complete the tasks on the chosen level. ***Note: Ensure that answer keys are easily accessible to students by posting them at the front of the room C- Once they have completed the activity in their level, encourage students to check their work, if each part is correct, and encourage students to move to the next level. If students check their work and three or more are incorrect encourage students to go back one level. If student completes the highest level of the task packet, provide them with level 4 activity; encourage students to create an alternate product of the fashion magazine page. Alternate ending should support the theme identified as most powerful in task level 3. I- Once students have completed their various tasks ask them to identify the

criteria they used to make their initial choice and communicate this on their post-task reflection. D- Through reflection students will determine whether or not they made a good choice and decide what they need to know in order to move to the next level E- Once students have completed their post-task reflection. Students will complete a goal form and establish a goal for improvement.

Writing Focus Assessment Plan Before: Whole group discussion Modifications Nonverbal Underachieving Overachieving

Reflect: Allow students to discuss post-task reflection questions Reflection Questions: What did you do well? What gave you trouble? What criteria did you use to make your initial choice? How would you evaluate your performance? Did you make the correct initial choice? Would you make the same choice again? What do you need to know in order to complete the next level? Reading Focus
Interpretative.

Informative / explanatory

During: As students work teacher will engage in observations.

After: Reflection and ticket out the door

Students will get pictures from magazines, internet or draw their models. Underachieving students may choose to work along with a partner Encourage students to begin at level three