Kelly Anne Stahl Backward Design Lesson Plan

Transcription

1 Kelly Anne Stahl Backward Design Lesson Plan Stage 1: Desired Results - Established Goals o What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address? ACTL Standards 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinons 1.2 Students understand and interpret spoken and written Spanish on a variety of topics 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics VA SOL Standards S1.1 The students will exchange simple spoken and written information in Spanish S1.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in Spanish, using familiar phrases and sentences S1.3 The student will understand simple spoken and written Spanish presented through a variety of media and based on familiar topics S1.5 The student will present information orally and in writing in Spanish, using a variety of familiar vocabulary, phrases, and structural patterns - Understandings: Students will understand that o What are the big ideas? Family members Daily routines o What specific understandings about them are desired? Students will understand the relationships between different family members and the vocabulary associated with that. Students will understand the differences in conjugating reflexive verbs as they are used in daily routines. Students will understand o What misunderstandings are predictable? Misunderstanding the relationship between people, depending on who is being referred to - Essential Questions o What provocative questions will foster inquiry, understanding, and transfer of learning? What is your family like? What is life in your family like? - Students will know/students will be able to o What key knowledge and skills will students acquire as a result of this unit?

2 o What should they eventually be able to do as a result of suck knowledge and skills? Student will be able to analyze basic elements of a story from a video Student will be able to create family trees, label family vocabulary, and express the relationship between these people Student will be able to conjugate reflexive verbs related to daily routines Student will be able to formulate and answer questions about daily routines Student will be able to compare and contrast different daily routines in different families Stage 2: Assessment Evidence - Performance Tasks o Through what authentic performance tasks will students demonstrate the desired understandings? Watch & interpret video about family Use real objects to learn vocabulary related to daily morning routines Conduct interviews about the daily morning routines of families Write articles about the daily morning routines of families o By what criteria will performances of understanding be judged? Pre-Post assessment about family IPA Rubrics - Other evidence o Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results? o How will students reflect upon and self-assess their learning? Students will receive continuous feedback from me as they are completing tasks to ensure that they have achieved the results. Stage 3: Learning Plan - Learning Activities o What learning experiences and instruction will enable students to achieve the desired results? How will the design W Help the students know where the unit is going and what is expected? Help the teacher know where the students are coming from (prior knowledge, interests)? H Hook all students and Hold their interest? E Equip students, help them experience the key ideas and explore the issues? R Provide opportunities to rethink and revise their understandings and work? E Allow studenrs to Evaluate their work and its implications? T Be tailored (personalized) to the different needs, interests, and abilities of learners?

3 O Be organized to maximize initial and sustained engagement as well as effective learning? - Pre-Assessment o On one side of your notecard, write 3 sentences about different members of your family, using vocabulary that you already know o On the other side of your notecard, please write at least 3 words that you would like to know or think you need to know in order to talk about your family - Presentation o Introduce Telenovela: Romeo y Julieta. Explain what a telenovela is, similarities and differences between telenovelas and similar programs in the United States. Also, help students contextualize story by seeing if students know the story of Romeo and Juliet. o Show the beginning of the video. (Interpretive) After watching the beginning, have students fill out story cube and additional information, including information about what the two main characters are like, what they think that these characters like to do and why, drawing on prior knowledge from previous unit. Share this information with a partner. Call on various groups of students to gage comprehension. - Attention o Replay video, this time drawing attention to the part when the characters introduce themselves and their families. Give students a list of main characters names and the script from that part of the video. On story cube sheet, have students construct a family tree based on that knowledge. - Co-Construct o Using the information from the video, co-construct a family tree with the students, using family vocabulary. Fill in blanks where family members do not exist. Use information that the students know (ages, etc.) to demonstrate the differences between the family members - Extension (For homework) o Have students create their own family trees, either using their own families or with celebrities. Using their trees, have students construct sentences that demonstrate their relationship with each of their relatives (Interpersonal). In groups, have students share their trees (following class period). - Post-Assessment o On another notecard, have students create sentences about family members to demonstrate understanding of family members and their relationship Ex. El padre de la madre de Julieta es su (abuelo). La madre del primo de Romeo es su (tía). - Daily Routines o Introduction reshow the video, focus attention on the part on them getting ready, looking at the mirror o Introduce bathroom object vocabulary with real objects Introduce the name, what it is used for, where it is used, etc. Use the video do you think he/she used this? Before or after this? o Hand out verb list and pictures of vocabulary

4 In groups, have students try and match objects with the verbs that they think they correspond to. o Co-construction & Extension Using objects, co-construct with the students sentences that connect the bathroom objects with the verbs they correspond to. Change the subjects so that the students can see how to conjugate reflexive verbs with different subjects. In partners, have students talk about their routines and record differences between them. This gives them the opportunity to practice for their IPA assignment. - IPA o Congratulations! You have been selected to write an article for a famous magazine! Your editor wants you to investigate the different morning routines of family members. In order to do this, you will need to conduct an interview of a classmate to find out what their family members morning routines are. You will then write an article that exposes the different routines of members of that family. Interview Your interview will be recorded and be the primary source of data Article for your article. You will need to prepare questions that will enable your interviewee to provide you with the information you want to cover in your article. o Remember that part of this process requires being the interviewer and the interviewee, so make sure that you can answer your own questions, as it will provide good practice for answering the questions of others! Prepare, in advance, which family members you are going to talk about and how to do so. o Try and answer the questions with as much detail as possible. PE: Te duchas en la mañana? Si, me ducho todas las mañanas. Me gusta mucho ducharse porque me encanta el agua. Using the information that you found in your interview, write an article that o Describes the morning routines of the people described in your interview o Compares those morning routines with the morning routines of your family PE: Porque mi familia tiene seis personas, todos no podemos ducharse en la mañana. Pero, la familia de Carmen tiene 4 baños y 4 personas. Entonces, todos pueden ducharse en la mana.

5 Interpretive (Story Cubes & Trees) Literal Interpretive Interpersonal (Interview) Exceeds Expectations Meets Expectations Does Not Meet Expectations Complete description of scene; Complete family tree Meaningful, fullysupported inferences made about characters Description of scene almost complete; Mostly complete family tree Inferences made but with little support Description of scene incomplete; Incomplete family tree No inferences or no support Exceeds Expectations Meets Expectations Does not meet Expectations Language Function Text type Communication Strategies Comprehensibility Language Control Creates with language, able to express own meaning in basic way Simples sentences and some strings of sentences Maintains simple conversation: asks and answers basic questions Clarifies by asking and answering questions Generally understood by those accustomed to interacting with Most accurate when producing simple sentences in present time Mostly memorized language with some attempts to create Simple sentences and memorized phrases Responds to basic questions Clarifies meaning by selecting substitute words Understood with occasional difficulty by those accustomed to interacting with Most accurate with memorized language, including phrases. Accuracy decreases when trying to express own meaning Memorized language only, familiar language Words, phrases, chunks of language, and lists Responds minimally to questions Clarifies meanings by repeating words and/or using English Understood primary by those very accustomed to interacting with Most accurate with memorized language only. Accuracy decreases when attempting to communicate beyond the word level

6 Presentational Article Language Function Text type IMPACT Comprehensability Language Control Exceeds Expectations Meets Expectations Does Not Meet Expectations Creates with Mostly memorized language, able to language with some express own meaning attempts to create in basic way Simple sentences, with attempts at connectors; varied sentence structure Organized, clear presentation; Several attempts to add meaningful details, content, description to writing; Uses variety of vocabulary Generally understood by those accustomed to the writing of Most accurate when producing simple sentences; accuracy decreases as language becomes more complex Simple sentences and memorized phrases Mostly organized format; Focuses on successful task completion; Some attempt to capture attention with detail; Vocabulary provides basic information Understood with occasional straining by those accustomed to the writing of Most accurate with memorized, predictable language; accuracy decrease when creating or trying to express own meaning Memorized, familiar language only Sentences follow predictable, generic format Presented in unclear, unorganized manner; No effort made to capture audiences attention through meaningful details; Vocabulary limited and repetitive Understood primarily by those very accustomed to the writing of language learners Most accurate with memorized language only; accuracy decreases when attempting to elaborate beyond simple word level

7 El cubo del cuento Titulo: Dónde? Cuándo? Qué? Quién? Cómo son Romeo y Julieta? Qué le gustan a ellos y por qué? Romeo: Julieta:

8 Las familias de Romeo y Julieta Esté soy yo, Romeo Montero. Está es mi familia. Mi mama Elena está casada con mi padre Bruno Montero. Entre los dos manejan la empresa que me trajo a Verona a realizar una campana publicitaria. Él es Mariano, mi primo. Su papa era el hermano de mi madre pero murió hace tiempo en un accidente y entonces vive con nosotros. Es un hermano del alma. Está es mi familia lo Montero. Y está soy yo, Julieta Caporale, hija de Victorio y Isabel Caporale. Él es mi hermano mayor, Leonardo, y esté es mi abuelo Natalio. Vine a Verona de vacaciones, la tierra donde nació mi abuela Nina. Y está es mi familia lo Caporale.

9 Vocabulario La familia La madre El padre Los padres La esposa El esposo La hija El hijo La hermana (mayor, menor) El hermano (mayor, menor) La tía El tío La prima El primo La sobrina El sobrino La abuela El abuelo La nieta El nieto Otros La suegra El suegro La nuera El yerno La cuñada El cuñado La madrastra El padrastro La hermanastra El hermanastro La media hermana El medio hermano Los objetos del baño El cepillo El cepillo de dientes El champú El desodorante El jabón El maquillaje La máquina de afeitar La pasta de dientes El peine La rasuradota La toalla Verbos Acostarse Afeitarse Bañarse Cepillarse el pelo Despertarse Dormirse Ducharse Lavarse Lavarse el pelo Lavarse los dientes Levantarse Maquillarse Peinarse Ponerse (la ropa) Prepararse Quitarse (la ropa) Secarse el pelo Vestirse