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Teacher
Halee Sytsema
Date
November 10, 2016
Subject/ Topic/ Theme
Grade _Spanish 2 ___
I. Objectives
How does this lesson connect to the unit plan?
This lesson is the second 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 two, La Espera.
cognitiveR U Ap An E C*
Answer T/F questions about chapter 2 using the information they read during the previous class period.
Create 6 small illustrations/cartoons which depict six events from chapters 1-2.
Successfully create a chronology of events from chapters 1 & 2. Physically place the events on a timeline and verbally
relate the events to the class.
Recognize (in a sentence) and give definitions to the 9 vocabulary words assigned for chapter three
Students will write a 100 word (min.) summary of chapter 2 without the aid of their books/notes. *(RUBRIC)
R, U, Ap,
An, E
R, U, Ap,
C
R, U, Ap,
E, C
R, U, Ap
R, U, Ap,
C
physical
development
socioemotional
*
*
*
Common Core standards (or GLCEs if not available in Common Core) addressed: Michigan World Language Standards
Communication: 1.1 (Interpersonal Communication: Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions) / 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.
Pre-assessment (for learning):
La Campanada (the bell-ringer warmup)
Students will be assessed on their knowledge of chapter two. They will answer a six (6) true or false questions
regarding chapter two. Takes place before the lesson begins.
Formative (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 2 (this lesson).
Formative (as learning):
Outline assessment
activities
(applicable to this lesson)
Students will be asked to create (ungraded) illustrations of the events of chapters 1 & 2.
Students will participate in a hands-on creation of a time line of the events of chapters 1 & 2 (to assess
their level of understanding).
Summative (of learning):
Quia- Students will be asked to complete an online vocabulary quiz (for homework) on the (9) vocab
words they are expected to know for lesson 3, chapter 3.
Students will be graded on their 100 word (minimum) summaries of chapter 2, La Espera. Students
will be graded on sentence structure (basic subject verb formation), their use of vocabulary (at least 3
words encorporated), and subject/verb agreement (i.e. yo corro, ella corre, nosotros corremos)
** see RUBRIC pdf
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
-Worksheets to use at tables.
-Story summary on the projector
-Book Esperanza may also be used
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Components
10
min
Motivation
(opening/
introduction/
engagement)
15
mins
9-15-14
Development
(the largest
component or
main body of
the lesson)
DIBUJOS
-students will illustrate each section of the story as
the teacher reads a chapter 1 and 2 summary.
-Students will have about 5 minutes for each
drawing.
- students can focus on one detail or depict the
overall point of each section
CRONOGRAMA
1. Students must work together as a table to arrange
all of the events/slips in chronological order
2. Books may be used.
3. Tables are working against each other to be the
first to complete the timeline.
4. Once a group of students believe they are done,
they must raise their hands so the teacher can check
their timelines.
5. If there is a mistake, teacher may say theres a
mistake but may not give specifics.
CH. 3 VOCAB
- students/volunteers read vocab words and
definitions (aloud) from the projector
-Ask them to write the definitions on their purple
vocab sheets (they already have these in their
folders)
5
mins
5 min
Closure
(conclusion,
culmination,
wrap-up)
HOMEWORK:
1.
Assign HW:
1. Quia. Students all have quia accounts
already. Tell them to complete the quia
vocab 3 assignment due by the next class
period. (SEE BELOW)
2. Summary: Tell students to write a 100word (min) (200-word max) summary of
chapter 2 to be handed in the following
day. They must use at least 3 vocab
words. Remind them about subject/verb
agreement.
*can be typed or hand-written
(SEE RUBRIC-resource section)
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 went well. I began with prayer (in Spanish) and then had the students discuss what I had said. This was new for them
and they struggled a bit at first, but I used circumlocution to rephrase what I had said using words they understood.
-The DIBUJOS activity was a hit! I had students volunteer to read each section of the story (on the overhead) and then I gave
students 2 minutes to illustrate that section-I had three students come up to me after class and tell me they liked the activity!
-I would go over vocabulary a bit differently in the future- in upcoming lessons I will make a game or small activity to engage the
students. If I just have them write the words on their papers, they get distracted. They need to be engaged in the future.
-Students worked together well during the chronology activity and stayed in Spanish mode the whole time- I was very pleased.
9-15-14
9-15-14
Fecha_______________
* These are the events of the chronology. As it states in the lesson plan, students (in table groups) will receive
packets of strips of paper. Each strip will have one of these lines printed on it. Students will put these events
in order. This copy is already in order and would be used as the teachers guide. Students may use their books to
assist them in this activity.
Cronograma
A las 11:00 de la maana, la narradora y sus hijos van a la tortilleria.
La narradora decide regresar a la casa porque su hija no est contenta y llora mucho.
Ricardito llora porque l quiere tortillas.
Lili vomita.
Ricardito llora porque quiere que su papa regrese. El vomita tambin.
La narradora quiere llamar a su esposo, pero no quiere causar problemas.
A las 6:00, Ricardito pregunta, <<Dnde est mi pap?>>
La narradora y su hijo Ricardito esperan (por Alberto) en el sof.
Despus de la narradora y su hijo esperan una hora, Alberto no regresa.
La narradora llama al trabajo de su esposo, pero nadie contesta el telfono.
Ricardito se duerme.
La narradora est muy fatigada y preocupada, pero tiene esperanza...
9-15-14
9-15-14