Lesson Plan # 2: Process Writing - VUILLER

Transcription

1 STAGE 1: IDENTIFY DESIRED RESULTS: A. Topic: An Organized Author? Writing activities that deal with organizing events from a favorite book or movie using a graphic organizer learned from the previous class. This will help students learn to retell events from any specific story in an understandable order. B. Objectives: Students will be able to organize a series of events of a fairytale in Spanish using a graphic organizer 2. summarize a fairytale in Spanish through written narrative 3. analyze other students work, providing warm and cool feedback, through peer-editing C. Grammar/Vocabulary: Time-specific words Fairytale vocabulary D. Goal Areas/Standards: VA SOL ACTFL SFLL SIII.4.2 Use past, present, and future time frames, word order, and other levelappropriate language structures with increasing accuracy. #1, #2 SIII.9.2 Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English may differ from those of Spanish #2, #3 Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions in Spanish #3 Standard 1.3: Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics. #1, #2 E. Learners: Students are in Spanish 3 and have basic knowledge from past courses in how to order the past. There are no learning disabilities or students with special learning needs. Students have had prior studies with learning various words dealing with ordering events in Spanish. Now that students have the knowledge of more tenses (past and present), they can more easily order events in a variety of tenses and moods, including the preterit, imperfect, present indicative, present subjunctive, and the present perfect. F. Materials: Smartboard Graphic Organizers (handouts) Rubrics (handouts) Laptops STAGE 2: PLAN LEARNING EXPERIENCES: 1. Brainstorming: students will work in small groups to think of how the events of Red Riding Hood are sequenced and what phrases are useful for connecting the events. #1, 2. Graphic Organizer: students will use a graphic organizer to sort out the events of their favorite book or movie. #1 3. Writing Workshop: students will retell their favorite book or movie by writing, then share with another student. When editing, students will mark errors as well as write one warm and one cool feedback. Finally students will trade back and polish their work. #1, #2, #3

2 A. What will learners do? Activity 1: Brainstorming 10 minutes in groups, begin to think of how Red Riding Hood could be sequenced into 7-8 main events after sequencing the events (written on scrap paper to remember), think of how sequencing events can be applied to other stories (books or movies) as a class, go over the story using only 7-8 main events (on Smartboard) Activity 2: receive graphic organizer Graphic Organizer sequence the events of a fairytale (options on Smartboard, scaffolded 20 minutes vocabulary on Smartboard) Activity 3: Writing Workshop 25 minutes receive the rubric (handout) read over rubric and go over it as a class with the teacher (larger version on Smartboard) using the graphic organizer, write a retelling of their favorite book/movie once finished, review written work trade papers with another student and review for errors, as well as write one warm and one cool feedback (in Spanish), then review papers in Spanish (oral) trade back papers and begin to polish written work turn in final draft on Blackboard Transition read activity A (Antes de leer) on page 260 for the reading on Popol Vuh, which gives background information on the story as well as sets up the activities for sequencing the events in the upcoming short story B. What will I do? Activity 1: Brainstorming 10 minutes group students together in their 8 o clock groups allow students to think of how Red Riding Hood could be sequenced using only 7-8 main events (can be written on scrap paper to remember events) tell students that after they have organized the events of Red Riding Hood, think of how different books and movies can be easily organized and sequenced walk around (informal, formative assessment) lead students in discussion on Smartboard on how to sequence story using 7-8 events Activity 2: Graphic Organizer 20 minutes Activity 3: Writing Workshop 25 minutes hand out graphic organizer tell students to use the graphic organizer to sequence the events of one of the listed fairytales (on Smartboard, scaffolded vocab on Smartboard) walk around (informal, formative assessment) hand out the rubric and display it on Smartboard allow students to briefly read through it read rubric aloud to students, then ask for any questions tell students they are to write a summary of of a fairytale using the graphic organizer and rubric, then that they will edit another students work for errors and write one warm and one cool feedback. Finally, tell them that they will turn in the final copy on Blackboard

3 once two students are finished, group them together and have them trade papers for editing (every two students will be grouped when they are finished writing, unless both students have superior/weak abilities, then will be grouped with another student with opposite abilities) Walk around while students are editing (informal, formative assessment) When all finished, read over final drafts using the rubric (formal, formative assessment) Transition assign for homework to read activity A (Antes de leer) on page. 260 STAGE 3: DETERMINE ACCEPTABLE EVIDENCE: Walking around (informal, formative) Written Work (formal, formative) check for pronunciation, correct use of the new vocabulary words, and overall grammar construction. use attached rubric % 12-87% 8-73% 4-60% 15-97% 11-83% 7-70% 14-93% 10-80% 6-67% 13-90% 9-77% 5-63% Content 7-8 events in the 5-6 events in the 3-4 events in the Less than 3 events in the story Comprehensibility Work is easily understood Work is understood, with a few unclear spots Work is largely unclear with a few spots that are easily understood Work is not understood, does not make sense Accuracy Little, if any Work has a few Work has many Many errors that make it difficult to understand Organization organized using correct vocabulary and flows very well organized, but it may not flow well disorganized but it may flow well unorganized, do not flow well STAGE 4: REFLECT ON LESSON EFFECTIVENESS: A. Did I achieve my lesson objectives? How do I know? B. What worked especially well and why? C. What would I change if I were to teach this lesson again?

4 Attachment - Graphic Organizer Título Attachment - list of fairytales and scaffolded vocabulary (to be put on Smartboard)

5 el príncipe - prince la princesa - princess el torre - tower el dragón - dragon el/la antagonista - antagonist el/la protagonista - protagonist el hada - fairy la magia - magic la espada - sword el castillo - castle el lobo - wolf el bosque - forrest Blanca nieve y los 7 enancitos - Snow White and the 7 Dwarves La bella durmiente - Sleeping Beauty La bella y la bestia - Beauty and the Beast La cenicienta - Cinderella El principe rana - The Frog Prince