Spanish II Unit. De vacaciones
|
|
- Jared Ford
- 7 years ago
- Views:
Transcription
1 Spanish II Unit De vacaciones Cana Trahan SECD 532 Summer 2011
2 Table of Contents Introduction Page 3 Curriculum Grid Page 4 Grading Rationale Page 5 Student Grade Tracker Page 6 Lesson 1 Pages 7-8 Qué lindas vacaciones! Pages 9-12 Vocabulario: En el aeropuerto Pages Lesson 2 Pages Vocabulario temático Pages Lesson 3 Pages Qué tiempo hace hoy? Pages Lesson 4 Pages Es hora de contar un cuento! Page 25 Lesson 5 Pages References Page 28 2
3 Introduction Buen viaje! This unit will take us on fun and exciting vacations without even leaving the classroom. There will be various activities that keep the lessons interesting and varied. Students will have the opportunity to work with partners, in groups, and individually throughout the unit. The lessons include role play, art, and other ways to be creative. There will also be many options for them when it comes to choosing topics. Students will begin this unit by reading a funny story about a vacation that is not exactly ideal. They will also create, design, and write postcards, and that is just the beginning. We will be covering situations including the airport, on the beach, in the mountains, and camping. The students will be able to choose words that will be in a TPR lesson for the airport vocabulary. Additionally, students will review weather expressions in order to create their own dialogues for a weather report. These reports will be videoed for the benefit and entertainment of the class. De vacaciones encompasses so much that the class will only touch on a portion of it during this unit. However, students will learn a great deal of information, not only in Spanish, but across the curriculum. They will be able to tell stories, research, work with PowerPoint, and teach the class about their ideal location to go on vacation. As Spanish II offers a wider vocabulary and more speaking opportunities, we will definitely be taking advantage of it during this five day unit. 3
4 Curriculum Grid Content Standard Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 2: Students understand and interpret written and spoken language on a variety of topics. 3: Students present information, concepts and ideas to an audience of listeners 6: Students reinforce and further their knowledge of other disciplines through the foreign language. 7: Students understand the nature of language through comparisons of the language studied and their own. 4
5 Grading Rationale Dear Students and Caregivers, As grades are important, it is my belief that students be made responsible in their own education. Therefore, a grade tracker is an excellent tool for students to have in the classroom. Not only does it allow them to monitor their grades, they are also able to fill in due dates, essentially count down their assignments, and make their own judgments as to which grades are necessary. I will, however, encourage the best of grades. I will follow a total point system gauging tests and assignments as I see fairly. Other than chapter tests and homework, each assignment will have a rubric for students to follow, as this is also part of their responsibility. I have come to believe that grades are not as important as the learning experiences that may touch the life of at least one student. Hence, I have chosen to grade the items that are most beneficial to the students. There will be grades for each chapter of the textbook. Students are to complete all assignments and then take a test on the materials. Also, students will receive a final homework grade that will depend upon the number of homework assignments. There will be an average of three homework assignments per week; some will be checked for completion, others for accuracy. Based on the chapter vocabulary and topics, there will be two role play scenarios per chapter. The students will act in groups of two or three. For each role play assignment, the students will have to submit a written dialogue for grading as well as perform. I also plan on having students learn about the various Spanish-speaking countries and their cultures. In doing so, students will complete passport journals for grading. Under each passport entry there will be a photograph taken from which the students create a backdrop of each country. There will be an additional grade in the last semester for the finished product. Each semester the students will choose their own cultural project to complete for a grade. It will include a paper, poster (PowerPoint, visual, etc.), and presentation. To add cultural depth, I will assign a book reading by a well-known Hispanic author. The students will have an opportunity to receive a grade based on verbal credit of issues in the book. Additionally, some extra credit opportunities will be given. Being responsible will also include organization. Students will also be required to keep their binders neat and in order as they will be turned in each 9-week for grading. As a semester assignment each student will choose a short lesson to teach to the class. It will add depth and knowledge as well as be a great experience for the individual and the class. I look forward to working with each and every one of you. Nos vemos pronto! Señorita Trahan 5
6 9-Week Period Student Grade Tracker Chapter 1 Test /100 Chapter 2 Test /100 Chapter 3 Test /100 Chapter 1 Flashcards /20 Chapter 2 Flashcards /20 Chapter 3 Flashcards /20 Homework /300* Role Play 1 /60** Role Play 2 /60 Role Play 3 /60 Role Play 4 /60 Role Play 5 /60 Role Play 6 /60 Cultural Project /200 Passport Entry 1 /40*** Passport Entry 2 /40 Passport Entry 3 /40 Passport Entry 4 /40 Passport Entry 5 /40 Binder /150**** Teaching Time /100***** Book /80 Extra Credit Total + EC/1750 *300 # of homework assignments **Includes combination of written dialogue (30 pts.) and enactment (30 pts.) ***# of Spanish-speaking countries 4 semesters = 5 countries per 9-week period ****Responsibility is a learning experience that lasts a lifetime. (reason for the high score) *****Teaching Time will only occur once per semester. Each student will teach a short section. 6
7 Lesson One Teacher: Srta. Trahan Grade Level: Spanish II Lesson Title: De Vacaciones Intro Overview: In this lesson students will begin a unit on vacationing. They will read a story about a fictional vacation, answer questions about the story, identify new vocabulary words about the airport, and do TPR. Connection to the Curriculum: Reading, Geography, Speech, Art Connection to the Standards: 2, 3, 6, 7 Multiple Intelligences/Modalities: Linguistic, Bodily-Kinesthetic, Interpersonal, Intrapersonal Technology: N/A Time: 90 minutes Objectives: Students will be able to Summarize and explain sections of the story to peers Answer questions about the story Pronounce new vocabulary words Act out TPR movements for select words Suggested Procedure: Opening: Ask for students to name some vacation spots, and list them on the board. Give short introduction to lesson. Read story section by section. Development: After each section of the story, allow students to peer teach for clarification. Answer any questions about vocabulary. As a class, answer the questions that follow the story. Read the postcard to the class. Explain activity for the following class period: students will create and write their own postcards to the class about a vacation, true or made up. Be thinking about ideas. Teach airport vocabulary. Closing: In the last minutes of class, do TPR with vocabulary words selected by the students. Repeat with eyes closed. Student Assessment: Conversación A and B as homework. Due the next class period. Extending the Lesson: Make flashcards for the new vocabulary. Write about airport experiences. 7
8 Additional Resources: BBC is a website that offers Spanish resources, tv, radio, and much more. - Adaptations for Diverse Learners: Peer helpers will be available as well as myself. These students may also receive extra time for completion. 8
9 9
10 10
11 11
12 12
13 13
14 14
15 Lesson Two Teacher: Srta. Trahan Grade Level: Spanish II Lesson Title: Los destinos & La tarjeta postal Overview: In this lesson students will be introduced to additional vocabulary pertaining to vacation destinations. They will also write a postcard to the class about a vacation experience, fictional or nonfictional. They will also design the back of it. Connection to the Curriculum: Reading, Writing Connection to the Standards: 2, 3, 6, 7 Multiple Intelligences/Modalities: Linguistic, Bodily-Kinesthetic, Interpersonal, Intrapersonal Technology: N/A Time: 90 minutes Objectives: Students will be able to Write, draw and address a postcard Pronounce new vocabulary words Make and utilize flashcards Discuss their vacations with classmates Suggested Procedure: Opening: Begin by going over homework, Conversación A and B, and answering any questions students may have. Introduce new vocabulary that pertains to specific places for vacationing. Development: Have students make flashcards to accompany the new vocabulary (They can sit in groups or move around the room). Students will then write their postcard rough drafts, peer edit, write the final one, then design the back of the card to go with the note. (Can color, draw stamps, etc. to add to it) Closing: In teams, students will quiz each other with the flashcards they made. Student Assessment: Students will write their postcard notes to peer edit. As they work, I will walk around to make sure that they are on task and have completed the assignment. 15
16 Extending the Lesson: Students could act out scenarios on the beach, in the mountains, on a camping trip, etc. They could also make their own PowerPoint with pictures and narratives about their vacation. Additional Resources: BBC also offers additional vocabulary for specific topics, including sightseeing. It has videos and audio. - Adaptations for Diverse Learners: Peer helpers will be available as well as myself. These students may also receive extra time for completion. 16
17 17
18 18
19 Lesson Three Teacher: Srta. Trahan Grade Level: Spanish II Lesson Title: El tiempo Overview: In this lesson students will recall weather terms and expressions, create dialogues for weather reports for a chosen destination covered in previous vocabulary. They will also present their postcards to the class. Connection to the Curriculum: Reading, Writing, Speech, Science Connection to the Standards: 1, 3, 6, 7 Multiple Intelligences/Modalities: Linguistic, Bodily-Kinesthetic, Interpersonal, Intrapersonal Technology: Students will be able to use computers in the classroom and those in the computer lab. For this activity, students have the option to utilize any type of technology for their weather report. Time: 90 minutes Objectives: Students will be able to Recall weather terms and phrases Write dialogue for a weather report Draw images to correspond with expressions Present postcards to the class Suggested Procedure: Opening: Call upon students to present their postcards to the class using Popsicle sticks. After each student reads his or her postcard, they will tack it onto the Buen viaje! bulletin board. (I will grade them from there.) Development: As a class, students will recall weather expressions and terms. For those that they cannot remember, I will either scaffold or give them the remaining ones. After reviewing the vocabulary, introduce the weather report activity (5-7 minute dialogue). Students will begin writing their dialogues with partners. They will be allowed to use computers or any other resources to choose a destination, if necessary. I will encourage PowerPoints, props, and anything else that may make their weather report interesting. 19
20 Closing: Students will finish the lesson by consulting me with their ideas and progress. I will check their grammar and make additional suggestions. They will be given until the end of the period to gather materials and ideas to present their weather reports in the next class period. Student Assessment: As partners, students will work together on the dialogue. They will proofread each other s section as it is written. They will be required to turn in their dialogue in the following class period before beginning their act. Extending the Lesson: Students could have a news reporter in the location while the action is going on. They could also dress accordingly. Additional Resources: Any weather website could be used as a guide. Those in Spanish would be preferable. - Adaptations for Diverse Learners: Peer helpers will be available as well as myself. These students may also receive extra time for completion. 20
21 Qué tiempo hace hoy? 21
22 22
23 Lesson Four Teacher: Srta. Trahan Grade Level: Spanish II Lesson Title: Mi vacación ideal Overview: In this lesson students will perform their weather reports, summarize what the other groups did, and begin writing a story about a vacation that they would like to go on using the future tense. They will also draw pictures to follow the story. Connection to the Curriculum: Reading, Geography, Speech, Writing, Art Connection to the Standards: 1, 3, 6, 7 Multiple Intelligences/Modalities: Linguistic, Bodily-Kinesthetic, Interpersonal, Intrapersonal Technology: Video camera for weather reports; any technology that the students use for their performance Time: 90 minutes Objectives: Students will be able to Dramatize a weather report Summarize what other classmates did in their weather reports Draw images that follow a story line Write about their ideal vacation in the future tense Suggested Procedure: Opening: Class will begin immediately with the volunteering or choosing of groups to perform their weather reports. Development: While classmates are not participating in the weather report, they will be taking notes about what they witnessed in other reports. It will be turned in for a completion grade. After all have been performed, we will briefly review the future tense. Students will, then, be given a handout Es hora de contar un cuento to begin drawing images and writing a story about a vacation that they would like to go on including what they would do there. Closing: Students will continue working on their stories using all the new vocabulary from the beginning of the unit. I will walk around to answer any questions and give help with vocabulary. Student Assessment: Students will finish the stories with the drawings to present in the next class period. It will be a homework assignment if it is not completed during class time. 23
24 Extending the Lesson: Students will be able to watch and review their videos using a handout. They will be required to note 3 things worth changing, 2 likes, and 1 addition. They could also make itineraries with times, locations, and dates. Additionally, students could actually do some research on their ideal vacation spot to make a PowerPoint to show the class. Additional Resources: N/A Adaptations for Diverse Learners: Peer helpers will be available as well as myself. These students may also receive extra time for completion. 24
25 Es hora de contar un cuento! 25
26 Lesson Five Teacher: Srta. Trahan Grade Level: Spanish II Lesson Title: El/la guía de turismo Overview: In this twist to being on vacation, students will write an essay from a tour guide s point of view. The audience will be tourists who spend their vacation in the ideal location chosen by the student. It will stem from their ideal vacation stories. Each student will be required to conduct research on their location so as to give accurate information to the tourists. This will take more than one class period. Connection to the Curriculum: Reading, Geography, Speech, Writing, Science Connection to the Standards: 1, 2, 3, 6, 7 Multiple Intelligences/Modalities: Linguistic, Bodily-Kinesthetic, Interpersonal, Intrapersonal Technology: Computers will be used for research. Time: 90 minutes Objectives: Students will be able to Conduct research and cite sources Write a summary about their progress and plans for the research project Brainstorm ideas Tell their ideal vacation stories to groups of classmates Suggested Procedure: Opening: Begin by introducing the twist to being on vacation-being the guide. Explain the research project (PowerPoint with bullets and/or direct information from sources) that students will be conducting and allow them to brainstorm some ideas and place. Walk around to see their progress and answer questions. Class discussion. Development: Students will get into groups of three to read their vacation stories to one another. Afterward, they will turn them in as a rough draft to be checked for completion (note major errors without taking away points). Students will, then, be allowed to begin research and write a summary about their plans. Closing: In the last minutes of class, I will allow some students to read their stories to the class. 26
27 Student Assessment: Students will turn in their summaries of some of the information they will have found as well as their plans for completing the project. Extending the Lesson: Students will present, to the class, a completed PowerPoint of their ideal vacation place from the viewpoint of a tour guide. They will also read it or make short voice clips to give the information. They will be required to include all references. Additional Resources: Any country s main website will be beneficial. Adaptations for Diverse Learners: Peer helpers will be available as well as myself. These students may also receive extra time for completion. 27
28 References Knorre, M., Dorwick, T., Pérez-Gironés, A. M., Glass, W. R., & Villarreal, H. (2009). Puntos de partido (8th ed.). New York, NY: McGraw-Hill. Microsoft Office Clip Art jpg Microsoft Office Clip Art wmf Microsoft Office Clip Art wmf Valette, J. P., Valette, R. M. & Carrera-Hanley, T. (1994). Situaciones: Intermediate Spanish (2 nd ed.). Lexington, MA: D.C. Health and Company. 28
Lesson Plan for Level 1 Spanish. Essential Question of year: What are my routines?
Lesson Plan for Level 1 Spanish Essential Question of year: What are my routines? Unit: Greetings - how and where might we greet someone using Spanish? Learning Outcomes: Students will review the word
More informationSupporting English Language Learners Through Technology
Supporting English Language Learners Through Technology SUMMARY English language learners benefit from the reinforcement of vocabulary and concepts through pictures, graphics and video. They also benefit
More informationVAK Learning Styles Self-Assessment Questionnaire
Student Services Study Skills Student Development and Counselling VAK Learning Styles Self-Assessment Questionnaire Circle or tick the answer that most represents how you generally behave. (It s best to
More informationSPANISH III CP STUDENTS WILL BE ABLE TO:
Masconomet Regional High School Curriculum Guide Course Title: Spanish III CP Course Number: 4321 Department: Foreign Language Grade Level and Phase: 10 College Prep Length of Course: Year See also Spanish
More informationTools to Use in Assessment
Tools to Use in Assessment II. Observations and Checklists Teachers have always watched and observed students in the classroom and they have made instructional decisions based on these observations. Too
More informationCOMPUTER TECHNOLOGY IN TEACHING READING
Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn
More informationSystems of Transportation and Communication Grade Three
1 Ohio Standards Connection: Geography Benchmark D Analyze ways that transportation and communication relate to patterns of settlement and economic activity. Indicator 8 Identify systems of transportation
More informationCreative Ideas: Enhanced to Meet Special Needs of Students
Creative Ideas: Enhanced to Meet Special Needs of Students INTRODUCTION The Curriculum Center for Family and Consumer Sciences has produced instructional guides for all Family and Consumer Sciences courses.
More informationPrentice Hall Realidades, Level 2 2008
Grades 9-12 Prentice Hall Realidades, Level 2 2008 C O R R E L A T E D T O Colorado Model Content Standards for Foreign Language, Advanced Level Grades 9-12 Colorado Model Content Standards for Foreign
More informationTransportation: Week 2 of 2
The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Beginning Level (CASAS reading scores of 181-200)
More informationReduce. Reuse. Recycle.
Reduce. Reuse. Recycle. Grade Level: 5 Subject Area: Science, English, Technology and Art Short Description: In this lesson, students will be presented with the idea of reduce, reuse, recycle and formulate
More informationForm: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist
Lesson Plan English First Additional Language Grade 5 Content in context: Text from other Learning Area - Whether Los and ASs Learning Activities Details of Assessment Barriers to Learning LO 1 Listening
More informationPlan for: Preliminary Lessons Spanish Señora Franco
Plan for: Preliminary Lessons Spanish Señora Franco Pass Communication Standard 1.1: Interpersonal, 1.2: Interpretive, 1.3: Presentational Culture Standard 2.1, 2.2 Connection Standard 3.1, 3.2 Comparison
More informationCOMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS. STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century
COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century Language and communication are at the heart of the human experience. The
More informationSenior Phase Grade 7 Today Planning Pack ENGLISH
M780636100077 Senior Phase Today Planning Pack ENGLISH Contents: Work Schedule: Page 2 Lesson Plans: 3 Rubrics: Rubric 1 11 Rubric 2 12 Rubric 3 13 1 Work schedule for Term Week LO and AS Chapter Assessment
More informationShopping: Week 1 of 2
The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Beginning Level (CASAS reading scores of 181-200)
More informationLearning Style Inventory
Learning Style Inventory To better understand how you prefer to learn and process information, place a check in the appropriate space after each statement below, then use the scoring directions at the
More informationQ E U S E T S I T ON O S N
Dear Parents: For this quarter in FLES class, we will cover the theme of Sports and Hobbies (los deportes y pasatiempos). Your child will learn about: (1) names of sports, (2) name of hobbies, (3) and
More informationScenario 2: Assessment Practices. Subject Matter: Interactive Communication. Acquiring and Presenting Cultural Information.
Task 1: Principles of Content-Specific and Developmentally Appropriate Pedagogy for Single Subject In Task 1: Principles of Content-Specific and Developmentally Appropriate Pedagogy includes four scenarios.
More informationRequirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure
Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure Prepared for the New Mexico Public Education Department Educator Quality Division http://www.ped.state.nm.us/
More informationLesson Plan. Course Title: Digital and Interactive Media Session Title: College and Career Poster
Lesson Plan Course Title: Digital and Interactive Media Session Title: College and Career Poster Lesson Duration: 3 Hours Performance Objective: Upon completion of this assignment, the student will have
More informationLesson Plan for Media Literacy
Constructions Beliefs & Values Audience Intent Form Lesson Plan for Media Literacy Text Production Audience Lesson Focus: What is the focus of the lesson? How will I teach it? The focus of this shared
More informationIntroduction To The Writing Process Animate And Publish Your Stories With The Zimmer Twins.
The Introduction To The Writing Process Animate And Publish Your Stories With The Zimmer Twins. Grades: 4-6 Subjects: English, English As A Second Language Overview of Lesson Plan: Help students develop
More informationVirginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
More informationTKT: YL (Young Learners) Part 3: Using practice activities Trainer s notes
TKT: YL (Young Learners) Part 3: Using practice activities Trainer s notes Description This session covers the area of knowledge using practice activities to consolidate children s language learning. Participants
More informationMILWAUKEE AREA TECHNICAL COLLEGE Course Syllabus Fall 2005
MILWAUKEE AREA TECHNICAL COLLEGE Course Syllabus Fall 2005 Course: Communication Skills English 801-151-504 Credits: 3 Class Meets: Mondays in M 677 5:00 to 7:55pm Writing Lab is in C 281 Instructor: Office:
More informationCourse Overview Name of Course: Child Care I Name of Department: Family and Consumer Science
Course Overview Name of Course: Child Care I Name of Department: Family and Consumer Science The Child Care Career Program This is a three year program designed to give students interested in a career
More informationLearning Styles. The VARK Categories. What is a Learning Style?
Learning Styles What is a Learning Style? Learning styles focus on how your brain receives information. No one else learns or processes information exactly the way you do! If you discover how you process
More informationUrbanization Grade Nine
Ohio Standards Connection: Geography Benchmark B Analyze geographic changes brought about by human activity using appropriate maps and other geographical data. Indicator 4 Explain the causes and consequences
More informationAnimation Overview of the Industry Arts, AV, Technology, and Communication. Lesson Plan
Animation Overview of the Industry Arts, AV, Technology, and Communication Lesson Plan Performance Objective Upon completion of this assignment, the student will have a better understanding of career and
More informationComparing Primary and Secondary Sources Lesson Plan
Comparing Primary and Secondary Sources Lesson Plan Description Students learn to differentiate between primary and secondary sources. Working in groups, students will evaluate an example of both source
More informationA. What is a play? B. What are basic elements of a play script? 1. 2. 3. 4. 5. C. What kind of character does your group wish to write about?
WRITE A ONE ACT PLAY I. PREWRITE A. What is a play? B. What are basic elements of a play script? 1. 2. 3. 4. 5. C. What kind of character does your group wish to write about? D. As a result of reading/seeing
More informationElements of a Novel and Narrative Writing Grade 10
Ohio Standards Connection Literary Text Benchmark B Explain and analyze how the context of setting and the author s choice of point of view impact a literary text. Indicator 2 Analyze the features of setting
More informationxxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process
xxx Lesson 11 The Writing Process Overview: This lesson will focus on the writing process and how it relates to communication. Learners will be taught what the writing process is, its parts, and how they
More informationCreating a Jeopardy Review Game using PowerPoint software.
DKeane MSMC ED 5700 ICP - Lesson Plan Using Technology in the K-8 Science Curriculum Creating a Jeopardy Review Game using PowerPoint software. (Sample Performance objectives and questions are based on
More informationRome Lesson Plan 1: When in Rome.
Rome Lesson Plan 1: When in Rome. Introduction: The focus of this lesson is to help students gain an understanding of the Roman lifestyle what did they wear, eat, and do for fun? Where did they live, work,
More informationAPPENDIX A: ACTFL GUIDELINES. APPENDIX C: Methodology for Innovative Instruction in K-12 World Language Programs
APPENDIX A: ACTFL GUIDELINES APPENDIX C: Methodology for Innovative Instruction in K-12 World Language Programs 261 APPENDIX A: C: METHODOLOGY ACTFL GUIDELINES FOR INNOVATIVE INSTRUCTION IN K-12 Figure
More informationADVANCED COMMUNICATION SERIES STORYTELLING. Assignment #1: THE FOLK TALE
Assignment #1: THE FOLK TALE To tell a folk tale that is entertaining and enjoyable for a specific age group. To use vivid imagery and voice to enhance the tale. TIME : 7 to 9 minutes : The purpose of
More informationAbstract The purpose of this paper is to present the results of my action research which was conducted in several 7 th /8 th grade language arts
Abstract The purpose of this paper is to present the results of my action research which was conducted in several 7 th /8 th grade language arts class periods in a Spanish immersion program over a two
More informationHow to Plan and Guide In Class Peer Review Sessions
How to Plan and Guide In Class Peer Review Sessions Incorporating peer review into your course can help your students become better writers, readers, and collaborators. However, peer review must be planned
More informationCalifornia Mission Research Project Guidelines
! California Mission Research Project Guidelines Dear Students and Parents, The following packet contains all the information you will need to complete your California Mission Research Project. Use this
More informationGrade 4 Writing Curriculum Map
Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me
More informationPORTFOLIO PLANNING AND IMPLEMENTATION
PORTFOLIO PLANNING AND IMPLEMENTATION Learning for LIFE: An ESL Literacy Curriculum Framework outlines a process for curriculum development in five stages: Stage 1: Understand Needs Stage 2: Determine
More informationLesson Plan Careers in Financial Management and Investment Planning
Lesson Plan Careers in Financial Management and Investment Planning Course Title: Money Matters Lesson Title: Careers in Financial Management and and Investment Planning Specific Objective: Research and
More informationGlencoe/McGraw-Hill. Bon voyage! 2002 Level 2 ISBN# 0-07-821257-X. correlated to
Glencoe/McGraw-Hill Bon voyage! 2002 Level 2 ISBN# 0-07-821257-X Tennessee Foreign Language Goals and Objectives for Emerging Modern Languages Glencoe/McGraw-Hill Bon voyage! Level 2 2002 Tennessee Standards
More informationSample student packet: Animal adaptations infographic
Sample student packet: Animal adaptations infographic Lesson objectives: Learn about different types of adaptations in animals Understand how adaptations help an organism survive Learn how animals have
More informationBuild a Bridge. Based on the book
Fifth Grade English Design Brief Build a Bridge Based on the book Bridge to Terabithia by Katherine Paterson Background: You have just completed reading the book Bridge to Terabithia. Jess has asked for
More informationTeacher notes and activities
Teacher notes and activities This resource provides teachers in the early years with a versatile classroom resource that can be used on the Internet or printed out and presented as a booklet or worksheets.
More informationStudent Profile Template
Step 1 Profile your student Student Teacher Year Level Date Student Profile Template Multiple Intelligence Strengths Tick top 2 identifiable Verbal Linguistic Interpersonal Logical/Mathematical Naturalist
More informationMe, Myself, and I. Subject: Language Arts: Writing. Level: Grade 3
Grade 3 Lesson Plan Subject: Language Arts: Writing Level: Grade 3 Me, Myself, and I Abstract: In this lesson, students will write their life story. Reflecting on a series of key questions, students will
More informationObjective (s): TSWBAT explain how Ruby Bridges fight for equality affects us today aeb writing.
Ruby Bridges Lesson Plan Name: Emily Freese Grade level of lesson: 2 nd grade Subject/Concept: Social Studies/Ruby Bridges Duration of lesson: 1 hour Objective (s): TSWBAT explain how Ruby Bridges fight
More informationLearning and Memory Adult Development. Lifespan Development Applied Psychology. Multi-Cultural Psychology Child Development
GENERAL PSYCHOLOGY 201 FALL 2010 Instructor: Eric Kim MWF: 9:00-9:50 / DTC 302 Office Hours: TuTh 12:00-12:50 (main campus) TuTh 1:00-2:20 / CEN 402 MWF 10:00-10:50 (Downtown Center) TuTh 3:00-4:20 / DTC
More informationBAA Yearbook 11. Coquitlam. District Name: District Number: SD #43. Developed by: Aryn Gunn. Date Developed: April 2004. Gleneagle Secondary
BAA Yearbook 11 District Name: Coquitlam District Number: SD #43 Developed by: Aryn Gunn Date Developed: April 2004 School Name: PrincipaPsName: Gleneagle Secondary Dave Matheson Board/Authority Approval
More informationSPANISH ESSENTIAL CURRICULUM
UNIT 1 UNIT OVERVIEW: Students will meet the curricular goals and objectives by: Responding to and initiating greetings and farewells Spelling and providing names Describing people and their personalities
More informationSecondary English Language Arts
Teacher Performance Assessment (TPA) Secondary English Language Arts Assessment Handbook October 2011 This handbook is intended for use only by participants in the TPA Field Test. This Field Test TPA Handbook
More informationRubrics for Assessing Student Writing, Listening, and Speaking High School
Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein
More informationStudents will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate
Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
More informationCOURSE SYLLABUS SPANISH IA
COURSE SYLLABUS SPANISH IA COURSE DESCRIPTION Spanish 1A (first-year Spanish, first semester) is a communicative beginning-level Spanish course. Students will begin to develop their Spanish proficiency
More informationAccommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego
Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego Courtney O Donovan Class: Algebra 1 Day #: 6-7 Grade: 8th Number of Students: 25 Date: May 12-13, 2011 Goal: Students will
More informationAnimals that move slowly, animals that move quickly
Unit Three Time 74 Animals that move slowly, animals that move quickly Unit 3: Time Image courtesy of: Microsoft clipart Focus: Animals that move slowly and quickly linked with time Whole class activity
More informationLiteracy Policy. Status: Advisory. Member of Staff responsible: Principal. Associated Policies and documentation: SEND, Teaching of English
Literacy Policy Status: Advisory Member of Staff responsible: Principal Associated Policies and documentation: SEND, Teaching of English Implementation Date: September 2014 Review Date: September 2015
More informationJEFFERSON TOWNSHIP PUBLIC SCHOOLS COURSE OF STUDY BUSINESS DIGITAL WEB DESIGN
JEFFERSON TOWNSHIP PUBLIC SCHOOLS COURSE OF STUDY BUSINESS DIGITAL WEB DESIGN 2011 TABLE OF CONTENTS Course Overview... 1 Units of Study... 3 Sample Student Learning Activities... 8 Suggested Teaching
More informationLesson Effective Communication Skills
Lesson Effective Communication Skills Lesson Overview In this lesson, participants will learn about various types of communication and how important effective communication is in the workplace. Lesson
More informationCivil Disobedience During the Civil Rights Movement Grade 10
Ohio Standards Connection: Citizenship Rights and Responsibilities Benchmark A Analyze ways people achieve governmental change, including political action, social protest and revolution. Indicator 2 Explain
More informationTop Ten Tips for an Effective Fieldtrip! Effective Fieldtrip Guide. Introduction. Maximizing the impact of out-ofclassroom. learning: PREPARATION
DC Arts & Humanities Education Collaborative Introduction Effective Fieldtrip Guide 1001 G Street, NW Suite 1000W Washington, DC 20001 (p) 202.879.9327 (f) 202.393.5705 www.dccollaborative.org info@dccollaborative.org
More informationExploring the Use of Slow Motion Animation (Slowmation) as a Teaching Strategy to Develop Year 4 Students' Understandings of Equivalent Fractions.
Kervin, K. (2007). Exploring the use of slow motion animation (slowmation) as a teaching strategy to develop year 4 students' understandings of equivalent fractions. Contemporary Issues in Technology and
More informationCheck My Writing Kindergarten
Ohio Standards Connection Writing Processes Benchmark F Apply tools to judge the quality of writing. Benchmark D Use revision strategies and resources to improve ideas and content, organization, word choice
More informationUNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES
UNIVERSIDAD ABIERTA PARA ADULTOS UAPA VICERRECTORIA ACADEMICA SCHOOL OF LANGUAGES SUBJECT S PROGRAM INTERMEDIATE ENGLISH II/LAB. CAREERS IN WHICH THIS SUBJECT IS TAUGHT MODERN LANGUAGES, MINOR ON TOURISM.
More informationCOURSE CATALOG 2014-2015
COURSE CATALOG 2014-2015 CONTENTS ABOUT3 & 4 ADULT LEARNING COURSES6 EDUCATOR PROFESSIONAL DEVELOPMENT11 YOUTH PROGRAMS13 SUMMER & SPRING BREAK CAMPS 15 OTHER INFO 17 INTRO ABOUT Learn to tell stories
More informationAlignment of the National Standards for Learning Languages with the Common Core State Standards
Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,
More informationGlencoe/McGraw-Hill. Bon voyage! 2002 Level 3 ISBN# 0-07-821258-8. correlated to
Glencoe/McGraw-Hill Bon voyage! 2002 Level 3 ISBN# 0-07-821258-8 Tennessee Foreign Language Goals and Objectives for Expanding Modern Languages Glencoe/McGraw-Hill Bon voyage! Level 3 2002 Tennessee Standards
More informationLesson Plan. Preparation
Portfolio Information Practicum in Interior Design Lesson Plan Performance Objective Upon completion of this assignment, the student will be able to create a portfolio to document personal knowledge and
More informationA Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant
Structure of a Workshop: A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant For the last four years, writing and reading workshops have been the foundation of my classroom practice.
More informationK-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White
K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White Session Objectives Review expectations in Common Core Writing Gain ideas for teaching opinion writing Collaborate and articulate
More informationCOURSE TITLE: Spanish III/IV Honors GRADE LEVELS: 11-12
COURSE TITLE: Spanish III/IV Honors GRADE LEVELS: 11-12 COURSE DESCRIPTION: Honors Spanish III/IV is the third and fourth course in the sequence in preparing students for the Advanced Placement Test in
More informationGrade 5. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand
Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teachers Resource Bundle 1 The Arts 1.1
More informationThe Climate of College: Planning for Your Future
TCCRI College Readiness Assignments The Climate of College: Planning for Your Future Overview Description This activity challenges students to think about life after high school: Where do they hope to
More informationAdlai E. Stevenson High School Course Description
Adlai E. Stevenson High School Course Description Division: World Languages Course Number: SPA201, SPA202 Course Title: Spanish 2 Course Description: Students continue to develop listening, speaking, reading,
More informationGrade 4: Module 3B: Unit 3: Lesson 2 Reading Opinion Pieces, Part II: How Authors Support Their Opinions with Reasons and Evidence
Grade 4: Module 3B: Unit 3: Lesson 2 How Authors Support Their Opinions with Reasons and Evidence This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
More informationLesson Plan. Fashion Design Fashion Illustration Arts, AV, Technology, and Communication
Fashion Design Fashion Illustration Arts, AV, Technology, and Communication Lesson Plan Performance Objective Upon completion of this lesson, the student will develop an understanding of fashion illustration
More informationMaterials: Children s literature written in Spanish, videos, games, and pictures comprise the list of materials.
Pre-Kindergarten The primary focus of the Spanish program in Pre-Kindergarten is the exposure to a foreign language. Since students are introduced to a language and culture that may not be familiar, an
More informationNorth Carolina Standards Correlated to Glencoe Así se dice! Level 1B 2009. Correlations for North Carolina Así se dice! Level 1B Page 1 of 11
North Carolina Standards Correlated to Glencoe Así se dice! Level 1B 2009 Competency and Objective Statements Competency INTERPERSONAL COMMUNICATION - The Goal 1 learner will engage in conversation and
More informationWhat is your name? Do you think it reveals something about your identity and where you come from? If so, what does it reveal?
Red Dog Identity Regardless of who we are, or where we come from, we all have our own identity. Your name, the school you go to, the suburb you live in, the country in which you were raised in are just
More informationDel Mar College Child Development / Early Childhood. Course Syllabus TECA 1354 (online)
Del Mar College Child Development / Early Childhood Course Syllabus TECA 1354 (online) Course Title: Child Growth and Development Course Description: A study of the physical, emotional, social and cognitive
More informationThe Vacation of a Lifetime
1.15.6 The Vacation of a Lifetime Grade Level 10-12 Take Charge of Your Finances Materials provided by: Deani Goyette, Forsyth High School, Forsyth, Montana Time to complete: 180 minutes (dependent upon
More informationTO WRITING AND GIVING A GREAT SPEECH. A Reference Guide for Teachers by Elaine C. Shook Leon County 4-H
EIGHTSTEPS TO WRITING AND GIVING A GREAT SPEECH A Reference Guide for Teachers by Elaine C. Shook Leon County 4-H Introduction Good oral communication skills are important in our day to day activities.
More informationREADING THE NEWSPAPER
READING THE NEWSPAPER Outcome (lesson objective) Students will comprehend and critically evaluate text as they read to find the main idea. They will construct meaning as they analyze news articles and
More informationLocal Government and Leaders Grade Three
Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments
More informationFrench Language and Culture. Curriculum Framework 2011 2012
AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement
More informationLearn How to Revise 1
Learn How to Revise 1 SCHOOL EXAM DATES 2016 END OF YEAR EXAMS FOR YEARS 7-9 BEGIN ON MONDAY 6 TH JUNE THEY WILL TAKE PLACE IN LESSONS DURING THIS WEEK AND IF NECESSARY THE WEEK AFTER. Some subjects are
More informationCommunication Process
Welcome and Introductions Lesson 7 Communication Process Overview: This lesson teaches learners to define the elements of effective communication and its process. It will focus on communication as the
More informationWhat are the Different Types of Landforms?
What are the Different Types of Landforms? Social Studies 1 st Grade 5 Lessons, approx. 25 minutes each Miss Emily Schreiner November 2013 P a g e 2 Table of Contents Rationale page 3 Stage 1 page 4 Stage
More informationWriting an Outstanding College Admissions Essay. The Write Stuff
Writing an Outstanding College Admissions Essay The Write Stuff Colleges Want Students With Proven academic abilities in challenging classes Involvement in school activities and community service Leadership
More information7 th Grade STAAR Writing Camp
7 th Grade STAAR Writing Camp The objective for this writing camp is for students to determine whether the prompt is a narrative or expository prompt. Students will analyze and compose essays based on
More informationMental Health Role Plays
Mental Health Role Plays Goals: To discuss various mental health issues and mental illnesses. To discuss stigma, support and treatment options surrounding mental health issues and mental illnesses. Requirements:
More informationSpanish for Native Speakers Level I
Spanish for Native Speakers Level I Course Description Designed for heritage learners of Spanish, this course can accommodate students from a wide range of backgrounds, from those who are minimally functional
More informationClassroom Management Plan Nicole Short EDUC 360
Classroom Management Plan Nicole Short EDUC 360 The purpose of this classroom management plan is to address my philosophy and beliefs about discipline, state classroom procedures, and the implementation
More informationBlogging in the Language Classroom
Blogging in the Language Classroom Thea Pallut Teacher of French Grantown Grammar School Background Computers are now a one stop shop for students, which they use for shopping, talking to friends, creating
More informationHAVERHILL PUBLIC SCHOOLS Spanish I College Prep Curriculum Map. AR Verbs Present Regular Tense
AR Verbs Present Regular Tense Translate the following verbs 1. hablar- 2. bailar- 3. cantar- 4. mirar- 5. andar- 6. pintar- 7. llegar- 8. practicar- How do you conjugate AR verbs in the given forms 1.
More informationMasconomet Regional High School Curriculum Guide
Masconomet Regional High School Curriculum Guide Course Title: Spanish II CP Course Number: 4311 Department: Foreign Languages Grade Level and Phase: 9 College Prep Length of Course: Year Course Description:
More information