Lesson Plan 1 Thematic Unit: Buen Viaje! Una Visita al Perú Spanish Level II

Transcription

1 Lesson Plan 1 Thematic Unit: Buen Viaje! Una Visita al Perú Spanish Level II *This lesson is the first lesson in a thematic unit about Peru designed for Spanish Level II students. It begins as an unknown travel destination and develops into a trip that the students will research, document, and explore!* I. CONTENT A. Context/Theme/Topic: Buen Viaje! Una Visita al Perú B. Objectives: - SWBAT list items that they will pack to bring on a trip and use the present progressive tense in sentences - SWBAT learn vocabulary about geography specific to Peru but also general geography forms - SWBAT ask questions about a location - SWBAT integrate what they learned (including basic travel vocabulary and present progressive tense) and post it to the class wiki, Wiki-Mundo C. Grammar/Vocabulary Addressed: - Present Progressive Tense: I am + verb+ing (Estar + el verbo + -ando/-iendo) - Geography & Climate: mountain, desert, jungle, ocean, the seasons (las montañas, el desierto, la selva, el mar/el oceano, las estaciones) - Basic Travel: travel, to pack, to take (viajar, hacer las maletas, traer) D. Goal Areas/Standards Addressed: - Goal: Students will learn vocabulary pertaining to geography, climates, and travel and they will learn the present progressive test. They will be able to effectively ask questions about a location they haven t been to. - NJ Standards Addressed: 7.1, 7.2 Communicative interpretive and interpersonal modes addressed II. LEARNERS - Have students traveled before? Have students been to other regions where climates and geography is different or do they only know their local region? Have they traveled outside of their town? - Do students know how to ask questions that will provide them with detailed and informative answers? Will they only ask yes or no questions? Will they have trouble formulating questions? - Special needs that need to be addressed are speaking comprehensibly, slowly at times, gesturing and creating images (on the board) to guide students on their note taking. - I will also help students with special needs by providing written notes of the lesson (ie regarding the oral portion of the lesson) as well as help provide vocabulary that the student requires to complete the assignment. I will provide examples of the present progressive tense, and model how to do all of the assignments for all of the students.

2 III. MATERIALS - Worksheet for notes from the lesson and worksheet with a blank backpack for students to write and draw what they will be taking with them - Chalkboard/Whiteboard with chalk or markers - I will bring my own backpack with a passport, sneakers, sunglasses, a camera, a brochure, a flag, a map, a travel book of Peru, etc. to share with the class at the end of the lesson and surprise them with where we are going IV. ACTIVITIES A. Setting the Stage (5 minutes): The lesson will begin with a warm up about traveling. I will ask students the following questions: a. Have you ever taken a vacation or trip outside of your hometown? Of your state? Out of the country? Where have you gone? Does anyone in your family travel? b. Do you like to travel? Where would you like to travel? B. Providing Input/Engaging Learners (15 minutes): The input students will receive is in three parts. During all parts students should take brief notes on their worksheet. a. First, I will provide a narration to the students about the unknown destination. This will include a description of the high mountain range, the arid, windy desert, the wet dense jungle, the coastline and rocky beaches, and describe how there are very ancient and old places and very modern places. Old rituals and heritages are embraced in the present day. Multiple languages are spoken here, including Spanish and typical dishes vary depending on the region (corn, potatoes and beef in the mountains, and seafood along the coast), etc. b. Second, I will have a section called Pregúntame! which means, ask me questions. I will write on the board Ádonde vamos? which means where are we going. Students will ask me questions (and I will guide them) about where we are going. c. Thirdly, I will present students with the grammar formation of the present progressive tense so that they can learn how to say I am taking/bringing I am packing. This is also illustrated on their worksheet. C. Guided Participation (5 minutes): Students will write down the things they will take on the trip with them, taking into consideration the information I provided them. D. Extension (5 minutes): Students will share with a partner what they are bringing and fill in gaps of missing items that they feel are necessary to bring on a vacation to the described location. E. Informal or Formal Assessment (5 minutes): Using the present progressive format provided, students will create and share a sentence with the item(s) they are bringing on our trip and post on class wiki at home or if there is time left during class. (All students will share).

3 F. Closure (5 minutes): I will bring out my backpack that I packed with the items necessary to travel with. (Passport, sneakers, camera, brochure, travel book, map and flag of Peru). Before I show the brochure, travel book and flag, I will ask the students to guess where we are going. With the anecdote and answers provided earlier students can take educated guesses. I will then reveal the items that detail where we are going! a. Homework: Students will write 5 sentences in the present progressive form about what they are packing for their trip to Peru (now that they know the final destination, are the items going to change?). V. ADAPTATIONS TO LESSON: It is possible that I might have to adapt the anecdotal story based on what the students comprehend. It also might be helpful to write the key points on the board as I narrate as well as stop multiple times and ask if the students understand or have any questions. Another adaptation may be to alter the activity for students to write about a place that they want to go to and describe it and what they would bring, but it depends on the level within the level II students. VI. SELF REFLECTION ON LESSON EFFECTIVENESS: If students are able to write their homework sentences well, then I introduced the present progressive tense effectively. If they show an interest the next day in learning more about Peru, or if they asked innovative questions and brought interesting in their backpack, then maybe they enjoyed the lesson and understood what was expected of them. I might change my introduction to the unit and lesson 1 about Perú to include a youtube.com video of a Pachamanca and ask students questions about what they are observing, but I might save that for a future lesson.

4 Adonde vamos? Vamos al Perú! Nombre: La Fecha: Instrucciones: Escribe 5 frases acerca de que está trayendo en el viaje al Perú usando el presente progresivo que aprendía en clase.. También, escribe dos frases de cosas que quiere hacer y ver en el Perú Qué quiere hacer y ver? 1. 2.

5 Nombre: La Fecha: Apuntes de la lección: En la caja escribe o dibuja las cosas importantes sobre la región que vamos a viajar. Recuerda la información del presente progresivo y escríbalo! Adónde vamos? Escribe las cosas que van a traer en el viaje al destino desconocido! Si quiere, puede dibujar las cosas tambien, pero tiene que escribir todo! Estoy trayendo Estoy hiciendo las maletas con