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La Fecha/Date: 2/14/16
Target Vocabulary:
Commands
Vocabulary words
Anticipatory Set: I will introduce a diagram of the water cycle and talk very briefly
about how water flows through a cycle.
Direct Instruction/Modeling/Demonstration:
1) I will give the cue/command, El ciclo de agua in a strong voicerepeating the
name 3 times and pointing to the diagram. I will make a circular motion with my
hands as well to aid in the understanding of ciclo.
2) Then I will introduce evaporation and show the gesture for water vapor rising. I
will repeat this until all students are following the action along with me (at least 3
times)
3) I will then point to the diagram where evaporation is repeating the vocab word. I
will also show the evaporation from the steaming thermos repeating the vocab
word at least a few more times.
4) Then I will introduce miren with a picture/flashcard. I will model miren
multiple times until the students understand.
5) Then I will combine the vocabulary by saying Miren a la evaporacin. I will
have them look at evaporation in different locations (boiling pot, diagram). Then I
will drop my gestures while the class demonstrates understanding correctly
without my help.
6) I will repeat steps 1-5, introducing condensacin, precipitacin, AND
escuchen in the same way, repeating each word multiple times and modeling
the gesture, watching that students imitate with and without providing support.
7) Once students seem to master the vocabulary, I will move on to individual
practice/assessment.
Checking for Understanding: (What will you watch for to make sure they understand?)
1. Students will be able to act out the vocabulary when I point to different parts of
the water cycle or to the actual example I have in class.
2. Students will close their eyes and respond to vocabulary with gestures.
3. Simon Says Game
4. Students will match pictures of the vocabulary with their corresponding words.
Evaluation: Since these can be more complex terms in science for new language
learners, its important that I clearly show what each vocabulary word is (helpful with the
use of realia and pictures). I need to make sure to show the actual vocabulary words as
well so that students can recognize the word(s) orally and visually. If students are mixing
things up, I can keep modeling until they do understand it.
Closure: The closure will be having students label their own simple water cycles.