INSTRUCTIONAL STRATEGY (direct instruction, cooperative groups, individual practice, whole-class discussion)

Transcription

1 Unit: Spanish cultural knowledge Grade/Class 9 th Academic Content Standard(s) Spanish DIRECTIONS: Summarize your plans for the standard/focus, instructional strategies, and assessments. STANDARD(S)/ CONCEPTS/ FOCUS/TOPIC Learning about different Latino cultures, creating interest in the individual students to learn the language INSTRUCTIONAL STRATEGY (direct instruction, cooperative groups, individual practice, whole-class discussion) Individual projects students will find images on the web that they think best represent a countries culture. ASSESSMENT (entry-level, progress monitoring, summative) Students will upload images to an imagehosting website, such as flickr or photobucket and will provide titles and captions for each individual image. LESSON PLAN

2 DIRECTIONS: Identify the critical understandings and skills for the selected content standard(s) which you would expect students to have prior to the lesson series you are planning. Identify prior experiences students may have had with the standard(s). What prerequisite skills, concepts and knowledge will students need in order to meet the standard(s)? Information sources include classroom assessment, district assessment, and CAT6 (grades 3,7,10), STAR (grades 2-11), and CELDT. Know various Latino countries, internet searching skills, image finding ability, general research skills needed to provide captions and titles English learners: MODIFICATIONS/ACCOMODATIONS: Internet skills Image researching skills Geography knowledge building Creative caption-writing skills Resources you might use: Academic Content Standards/Framework Teacher Resources teacher s guides, other instructional/support materials including Specially Designed Academic Instruction in English (SDAIE) materials. Student Resources student texts, charts, rubrics, activity cards, exemplars, technology applications District Curriculum Guides/ Course of Study Observations and discussions with colleagues with subject-matter expertise and//or SDAIE experience and expertise

3 DIRECTIONS: Complete one instructional plan for each lesson on Form A. If you use a district lesson plan, copy and attach. INSTRUCTION PLAN K-12 Academic Content Standard(s): Spanish What is the academic learning goal(s)? Learning about different Latino cultures via image research, finding important people and locations that represent a country. Learning titles, names and places in the Spanish language. Students will also learn how to research specific topics, so that they can provide an eye-catching headline. MODIFICATIONS/ACCOMODATIONS: Geography skills Caption-writing skills

4 INSTRUCTION PLAN What instructional strategies and activities will you use for this lesson? Whole class activity attempting to put a map of Latino countries back together. - Each student will be given a blank map of Latino countries, as well as a pair of scissors. - Students will have a very minimal amount of time to study the map, so that they do no memorize the placement of the countries. - Students will then cut the map, detaching each country from its neighbor at the border. - Brief teacher instructions include flipping the countries over and scrambling them around. - Students will then be provided with a blank map, that does not show outlines and borders, and they will attempt to place the countries where they belong. - Using a Powerpoint presentation, I will then reveal the geographical location of each country, one-by-one. English Language Learner modifications: Special Education Student modifications: Having a partner help them with the cutting of the map In what ways are your instructional strategies and activities effective in measuring the learning goals for this lesson? Students will learn locations of the countries, giving them a different understanding during future lessons on how places have similar characteristics, including accents by region and physical and climate characteristics

5 INSTRUCTIONAL PLAN PROGRESS MONITORING ASSESSMENT What evidence (student work) will you collect during this lesson that will show the extent to which students have achieved the learning goal(s)? Copies of their maps put back together. English Language Learner modifications: In what ways are your assessment strategies effective in measuring the learning goals for this lesson? Students will have to decide which country interested them the most and they will do their next project based on this country. Familiarity with a specific country will give them an understanding of what they should learn about different places throughout the year. Special Education Student modifications: How might you modify assessment of the academic content standard(s)? Students will be allowed to use their group mates as a point of reference for putting the maps back together. They will be allowed to use an atlas later on, if they are unable to finish.

6 INSTRUCTIONAL PLAN How will you group students for instruction during this lesson? (based on reading level, English learner level, etc.)? Will work with people sitting near them In what ways are these grouping(s) appropriate for your students? Will provide them the opportunity to work with someone that they have hopefully already shared interaction with. How did you choose the group for English Language Learner? How did you choose the group for Special Education Student? What instructional materials and technology will you use? Computer, printed maps, atlas, scissors, glue/tape English Language Learner modifications: Special Education Student modifications: Support of students in their groups In what ways are the materials and technology effective? Effective in keeping student entertained, as well as resources that they may not use very often in other classes.