LESSON ONE. Stage 1-Desired Results

Transcription

1 LESSON ONE Date: April 29, 2013-May3, 2013 Subject : Spanish Grades: 8 P, 8 O, 8 R, 8 U, & 8 S Topic: Qué tiempo hace? Time: 1x60 minutes Stage 1-Desired Results Primary Benchmark: 1. Present information, concepts and ideas on weather in a way that is understood. 2. Students engage in conversations, provide and obtain information, express feelings and exchange opinions. 3. Students engage in conversations, provide and obtain information, express feelings and exchange opinions. Lesson Objectives 1. Identify orally or written different weather conditions 2. Describe the weather in Spanish 3. Interpret weather reports 4. Interpret gestures, intonation, and other visual and auditory cues. Established Goals 1. To recognize various ways of expressing a weather condition in Spanish. 2. To develop an appreciation for Spanish 3. Identify the basic facts and main ideas in a text and use them as basis for interpretation Essential Questions: 1. How do I express myself and share information with others in Spanish? (listening, speaking, reading, writing) 2. How can I develop my understanding and appreciation of the Hispanophone world? Essential Vocabulary: El tiempo -The Weather Hace buen tiempo.-. It's good weather. Hace mal tiempo. -It's bad weather. Hace calor. It is hot. Hace frío. It is cold. Hace sol. It is sunny. Hace viento. It is windy. Understanding: student will understand that Weather reports and forecasts are essential to everyday life Weather conditions vary in different parts of the world. Student will know that: the weather expressions to describe Jamaica and Argentina the conventions of the written and the spoken language key vocabulary terms Student will be able to.

2 Está nublado. It is cloudy. Está lloviendo. It is raining. Está nevando. It is snowing. Hace fresco. It is cool. Las estaciones- The seasons El verano- summer El Otoño- Autumn El invierno- Winter La Primavera- Spring Hay nieve- There is snow Hay viento- It is windy La estación de lluvias- rainy season La estación de seca- dry season Higher Order Questions: 1. What is the difference between the weather conditions experienced in Jamaica and that of Argentina? 2. Would you live in Argentina? Give reason for your answer. 3. Can you describe various weather conditions in Spanish? Predict weather in Spanish Read and respond to characters or situations Interpret weather forecast in Spanish Prepare a report about the weather in Jamaica and other Hispanic countries Apply personal and critical stances appropriately Keep a log of their reactions to Spanish customs STAGE 2- ASSESSMENT EVIDENCE PERFORMANCE Match the words relating to the weather to a visual. Write a short description about the seasons in Jamaica, Venezuela, Argentina OTHER EVIDENCE Oral or written response to essential question. Demonstrate achievement of desired results through participation, home learning, scrapbook and class assignment. Read and respond to characters or situations through role play. STAGE 3- LEARNING PLAN Opening Activity: Hook: The teacher will ask the class various prompting questions, such as: What's the weather like today? Students listen to the dialogue on pages of Español para La Vida. Introduce the lesson using the Spanish weather song. Teacher will point to the picture that depicts each weather

3 condition mentioned in the song. (5minutes) Activity/Lessons: Whole Group/ Core Instruction Daily Lesson: Textbooks: Viva Students Book 2 &Español para La Vida 2 Textbook Page (76-78): 1. With the aid of the multi-media projector depicting various types of weather conditions: a. lead students to discover that in order to find out what the weather is like ask: Qué tiempo hace? b. Introduce expressions in the essential Vocabulary. c. Model expressions for students. d. Discuss weather reports & passage using information on pages of Viva Students Book 2 (20 minutes) 2. Students listen to the dialogue on pages of Español para La Vida. Have them read the dialogue; boys assume the role of Pablo and girls that of la profesora. b. discuss dialogue making comparison of the Jamaican context. c. Sing the song featured in the introduction of the lesson. (15 minutes) Small Group: Proficient Assignment (s): Independent work ( 15 minutes) Student(s): Imagine you are the weather reporter for your local T.V. station. Make an Oral Report about the weather in your country. Use the vocabulary you have just learnt. 2.Now make a written report about your country s weather, as if you were writing for a newspaper. Small Group: Intensive Assignment (s): With a partner: ( 15 minutes) Student(s): Group 2 1. Write briefly about the seasons in each of these countries: Jamaica, Argentina, Puerto Rico, Santa Lucia. Ejemplo: En Venezuela hay dos estaciones: la estación seca y la estación de lluvias. 2. Read what you have written in the form of making a report. Closing Activity: (10 minutes) Actividad: Español para La Vida #4. Page 81 (see worksheet) Viva Students Book 2 page 23 Contesta en Español. Assessments/Progress Monitoring: Vocabulary quiz, Label Diagrams, Cloze tests, Scrap book, Oral Presentations Home Learning: Use appropriate pictures to create a weather chart for seven days. Be sure to include various weather expressions in Spanish.

4 Submitted by: Audrey Blake LESSON TWO Date: May 6-10, 2013 Subject: Spanish Grades: 8 P, 8 O, 8 R, 8 U, & 8 S Topic: La Ropa Time: 1x 60 minutes Stage 1-Desired Results Primary Benchmark: Demonstrate an awareness of the conventions of the written and the spoken language. Lesson Objectives 1. Describe what people are wearing in Spanish 2. Explain the difference between the various forms of the present tense and when they should be used and not used. 3. Interpret gestures, intonation, and other visual and auditory cues. Established Goals 1. To recognize that regular verbs in Spanish follow the same pattern in forming the present 2 Write with a clear focus, coherent organization and sufficient detail Essential Question: 1. How do I use Spanish to communicate with others? (listening, speaking, reading, writing) 2. How do I name clothes in Spanish? Essential Vocabulary: las botas- boots los mitones - mittens los calcetines- socks los pantalones- pants los pantalones cortos - shorts la bufanda - scarf la chaqueta - jacket el traje de baño- bathing suit Understanding: student will understand that The verb llevar is a regular ar verb and is conjugated as a regular ar verb. Spanish consists of grammar rules relating to subject verb agreement as in the case of English grammar. Student will know. The conjugation of the verb llevar Key vocabulary terms Student will be able to. Identify (in Spanish) either orally or written of various articles of clothing. Express what they or others are wearing using the appropriate form of the verb llevar in written and oral communication.

5 el rebozo -shawl las sandalias- sandals las paraguas- umbrella los guantes - gloves el sombrero - hat la gorra - baseball cap el vestido- dress la falda -skirt la camisa- shirt (long sleeve) la camiseta- T-shirt la blusa -blouse el suéter - sweater llevar- to wear los zapatos - shoes las sandalias- sandals las botas de agua- water boots los tenis - sneakers llevar- to wear 0mUY-IJ94 Higher Order Questions: How do we conjugate regular ar verbs in Spanish? STAGE 2- ASSESSMENT EVIDENCE PERFORMANCE Label articles of clothing in Spanish. Express appropriate form of the verb llevar. Translate sentences in the target language or visa-versa. Complete a paper of descriptive clothing statements OTHER EVIDENCE Oral or written response to essential question. Demonstrate achievement of desired results through participation, home learning, scrapbook and class assignment. Role -play modeling exercise. Opening Activity: STAGE 3- LEARNING PLAN The teacher will do a role play with a resource person depicting a scene at home sorting clothes. N.B. While

6 sorting each article of clothing the teacher and the resource person will name them in Spanish. (5 minutes) Activity/Lessons: Whole Group/ Core Instruction Daily Lesson: Multimedia Projector Textbook : Español para La Vida 1. Review previous lesson Qué tiempo hace? using Activity Bag. (5 minutes) 2. Using Multimedia projector depicting pictures of each article of clothing listed on page 81 of the text teacher will model pronunciation of the words in the vocabulary list. (12 minutes) 3. Review the principles of conjugating of regular -ar verbs. Have students apply the principle in conjugating the verb llevar. For pronunciation practice have students read through the conjugation of llevar. Provide opportunities for them to ask and answer what each other is wearing in Spanish. (20 minutes) Small Group: Proficient Assignment (s): Independent work: ( 10 minutes) Student(s): Complete each sentence with the correct form of the verb llevar Eg. Hoy Sandra una blusa roja a la escuela. Share with class in oral presentation Small Group: Intensive Assignment (s): With a partner: ( 10 minutes) Student(s): Translate sentences to Spanish. Example: Estoy en la playa y yo llevo un traje de baño. Share with class in oral presentation. Closing Activity: (13 minutes) Complete each sentence with the most suitable term from the vocabulary list. (See worksheet) Assessments/Progress Monitoring: Formative: Quiz or Test Unprompted Evidence: observations dialogues Home Learning: 1. Collect pictures of persons wearing different kinds of clothing. Neatly paste each in your scrapbook. Write in complete sentences what each person is wearing. 2. Imagine you are performing

7 Submitted by: Audrey Blake alongside three top models describe what you are wearing and what the others are wearing. Be sure to use all the forms of the verb llevar in the present tense.

8 LESSON THREE Date: May13-17, 2013 Subject: Spanish Grades: 8 P, 8 O, 8 R, 8 U, & 8 S Topic: La Ropa y Las Estaciones Time: 1x 60 minutes Primary Benchmark: 1. Demonstrate an awareness of the conventions of the written and the spoken language. 2. Integrate information and perspectives gained from the target language and culture into various aspects of learning. Lesson Objectives 1. Explain why different types of clothes are worn during different seasons. 2. Interpret images of persons suffering in the cold and show empathy and developing perspective. 3. Interpret gestures, intonation, and other visual and auditory cues. Established Goals 1. Recognize and respond appropriately to questions statement and commands in Spanish. 2. Write with a clear focus, coherent organization and sufficient detail 3. Develop an appreciation for Hispanic culture. Essential Question: 1. How do I express myself with confidence in sharing information with others in Spanish? (listening, speaking, reading, writing) 3. How can I develop my understanding and appreciation of the Hispanic world? 3. What is the weather like in Argentina and what clothes are worn? 4. What is the weather like in Jamaica and what clothes are worn? Essential Vocabulary: las botas -boots los mitones - mittens los calcetines- socks los pantalones- pants los pantalones cortos - shorts la bufanda - scarf Understanding: student will understand that Weather differences determine what type of clothing is worn. Understand climatic conditions vary in some Hispanic countries. Student will know: Key factual information about weather conditions in Jamaica and Argentina that persons dress according to the weather condition they are experiencing key vocabulary Student will be able to. Classify clothing ( warm clothing vs cold clothing) Compare and contrast weather conditions in Jamaica and a Hispanic country. Discuss the impact of language and dress on culture in selected Hispanic countries. Keep a log of their reactions to Spanish customs

9 la chaqueta - jacket el traje de baño- bathing suit el rebozo -shawl las sandalias- sandals las paraguas- umbrella los guantes - gloves el sombrero - hat el vestido- dress la falda -skirt la camisa- shirt (long sleeve) la camiseta- T-shirt la blusa -blouse el suéter - sweate las botas de agua- water boots los tenis sneakers la estacion seca Higher Order Questions: 1 What are the similarities and differences in weather and clothing in Jamaica and Argentina? 4. How do I use my understanding of culture to communicate and function appropriately in another culture? STAGE 2- ASSESSMENT EVIDENCE PERFORMANCE Oral or written response to essential questions and other questions Read aloud Write and tell about practices of their own culture to peers in Spanish OTHER EVIDENCE Oral presentations in Spanish relating to weather conditions in Jamaica and Hispanic countries. Research project on aspects of culture of a selected Hispanic country

10 STAGE 3- LEARNING PLAN Opening Activity: (5minutes) Hook: The teacher will begin the lesson by asking the class various prompting questions, such as: What's the weather like today? What are you (your friend, your teacher) wearing? Have students watch scenes depicting various weather conditions and what kind of clothes each person is wearing. Whole Group/ Core Instruction Daily Lesson: Textbook Correlations and/or Supplemental Activities Español para La Vida Pages 76-81: Activity/Lessons: 1. Initiate discussion based on students responses in order to reinforce the idea that sometimes weather determines what we wear. Have students do role-play of the dialogue on pages Lead a discussion into what type of clothing would be worn during each season of the year. Review vocabulary relating to clothing and weather conditions. (20 minutes) 2. Lead students into a discussion on culture in terms of dressing and sporting activities and how do these relate to the weather conditions of a particular country. (15 minutes) Student(s): Group Small Group: Proficient Independent work: ( 15 minutes) Pretend you are in a Hispanic country that experiences the four seasons of the year. Write a short essay in Spanish about the activities associated with each season and the type of clothes worn. Make a comparison of the similarities and differences between that country and Jamaica. Student(s): Group 2 Small Group: Intensive With a partner: ( 15 minutes) Design a chart with Jamaica and a Hispanic country as the headings. In complete sentences list five similarities and five differences. Make reference to clothing worn and sporting activities associated with each weather condition. Closing Activity: Page 81 #3. a-j of Español para La Vida (2) See Worksheet Submitted by: Audrey Blake Assessments/Progress Monitoring: Vocabulary Quiz, Tests, Oral presentation, Word search. Home Learning: Do a research project on a Hispanic country featuring dress, language, music and food. Include pictures and recipes.