MIDDLE SCHOOL LESSON PLAN IMPACT STUDY Level: Spanish I Authentic Text: La historia de Shakira Authentic Video: Waka Waka

Transcription

1 MIDDLE SCHOOL LESSON PLAN IMPACT STUDY Level: Spanish I Authentic Text: La historia de Shakira Authentic Video: Waka Waka STAGE 1: IDENTIFY DESIRED RESULTS: What will learners know and be able to do by the end of the lesson? A. Context/Theme/Topic/ Big Idea : In this lesson, students are going to talk, read, listen, and write about the story of the Colombian artist Shakira. Also, students will watch and hear her authentic official 2010 World Cup music video Waka Waka. B. Objectives: Learners will be able to... Learners will be able to o read and comprehend an authentic text, o complete a Pre-test about La historia de Shakira, o identify the main ideas from an authentic text, o organize the main ideas from an authentic text in five categories, using a Concept Map, o write a summary of La historia de Shakira using the information in the complete Concept Map, o complete a Post-test about La historia de Shakira, o hear an authentic song, o complete and apply present and near future tenses to the authentic song s lyric verb blanks. C. Grammar/Vocabulary: Grammatical: Learners will be able to recognize present and near future verb tenses and practice possessive adjectives. Vocabulary: Learners will be able to recognize nouns needed to comprehend La historia de Shakira authentic text and Waka Waka authentic song. D. Goal Areas/Standards: Standards for Foreign Language Learning COMMUNICATION Communicate in Languages Other Than English 1

2 Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CULTURES Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied Foreign Language Standards of Learning for Virginia Public Schools Person-to-Person Communication SII.1 The student will exchange spoken and written information and ideas in Spanish. 1. Give and follow basic instructions. Listening and Reading for Understanding SII.3 The student will understand basic spoken and written Spanish presented through a variety of media and based on new topics in familiar contexts. 1. Understand main ideas and identify essential details when listening and reading. 2. Understand culturally authentic materials, such as announcements, messages, and advertisements that present new and familiar information. 3. Understand and respond appropriately to simple instructions presented in informational materials, such as instructions for following recipes or applying technology. Oral and Written Presentation SII.5 The student will present information orally and in writing in Spanish, combining learned and original language in simple sentences and paragraphs. 1. Relate in some detail the main ideas from level-appropriate print or nonprint materials. 2. Present information, using structures that reflect present, past, and future time. 3. Demonstrate attention to accurate intonation and pronunciation when speaking. E. Learners: What do I need to know about the learners in order to plan instruction? What background knowledge do they need? What experiences, if any, have they had with 2

3 this content? What special needs of my students need to be addressed in instruction? What adaptations will I need to make to differentiate instruction in order to meet the diverse needs of my students? Motivation: (Building Background) Students should be able to identify verbs in the present and near future tense form before the lesson from previous classes. In order to enhance building background knowledge and introduce lesson discussion about La historia de Shakira, students will watch Shakira s authentic official 2010 World Cup music video Waka Waka in Spanish (for 1 minute). Then, students will answer the following question in a complete sentence: Cuál es el tema de la clase de hoy? Differentiated Instruction: The instructor will review all IEP plans before making any accommodations for the diverse learners. This lesson is entirely class group work. This should accommodate the students with learning disabilities and those who have a short attention span with other students who can help them to understand the material and complete the lesson work. In order to provide an effective input and selecting content, the instructor will incorporate a maximum use of the target language, meaningful teacher feedback, integration of oral and printed authentic materials, and identification of interesting and pertinent content. The teacher plan to incorporate IRF and interpersonal communication into her teaching using the Bloom s Taxonomy of Thinking Process model in order to promote students higher-order thinking responses and create effective assisting questions depending on students prior knowledge, understanding of the material and other needs. All of the students are English native speakers. There are no Spanish native speakers. F. Materials: Paper, pencil, color markers, online stopwatch, lesson activities handout copies (See Appendix A), Pre & Post Test copies (See Appendix A), La historia de la Shakira authentic text copies (See Appendix A), Identification of Main Ideas activity instructions (See Appendix B), Map Concept materials (See Appendix C), Waka Waka song music video, Waka Waka song lyric handout copies (Appendix D). 3

4 STAGE 2: DETERMINE ACCEPTABLE EVIDENCE: What evidence will show that learners have produced desired results? Students are going to do the following activities: read and comprehend an authentic text, complete a Pre-test about La historia de Shakira, identify the main ideas from an authentic text, organize the main ideas from an authentic text in five categories, using a Concept Map, write a summary of La historia de Shakira using the information in the complete Concept Map, complete a Post-test about La historia de Shakira, hear an authentic song, and complete and apply present and near future tenses to the authentic song s lyric verb blanks. Students will complete a Pre & Post test in order to assess the impact of the lesson on students learning achievement. The purpose of this activity is to show how my instruction affects the learning experience of my students. STAGE 3: PLAN LEARNING EXPERIENCES: What instructional activities are part of this lesson? A. What will learners do? Students will watch Shakira s authentic official 2010 World Cup music video Waka Waka in Spanish (for 1 minute). Then, students will answer the following question in a complete sentence: Cuál es el tema de la clase de hoy? (Individual Work) (See Appendix A) (2 min.) Students will complete a Pre-test about the story of Shakira (See Appendix A). (1 min.) Students are going to read La historia oficial de Shakira and identify the main ideas following the five instructional steps (See Appendix C). (Group work of four students) (1 min.) Students will create a concept map with five categories using La historia de Shakira authentic text information and activity number 2. (whole class work) (See Appendix A, B, & C). (5 min.) Students will write a summary about La historia de Shakira authentic text, using the information on the Concept Map (See Appendix A). (5 min.) Students will complete a Pre-test about the story of Shakira (See Appendix A). (3 min.) Students will complete the Waka Waka song lyric handout (See Appendix A). The instructor will write the song s lyric words in the classroom board (not in order). First, students will hear the song and try to fill out the blanks as they can. Then, students will hear the song and try to fill out the blanks as they can for second time. Using the Smart- Board, students (whole group) will fill in the song lyric blanks handout following teacher s questions. (7-10 min.) For a conclusion activity, students will dance Waka Waka song following the instructor s instructions in the target language (whole group). (5-7 min.) 4

5 B. What will I do? The instructor will act as an instructional facilitator of the target language learning using assisting questions and activities (e.g., See Appendix C), which will encourage learners to think, push learners to perform at higher levels, and integrate content and topics (Tharp & Gallimore, 1991). STAGE 4: REFLECT ON LESSON EFFECTIVENESS: How effective was this lesson? Introduction: Impact Study As a requirement from my Student Teaching course, I implemented an Impact Study in one of my lessons in order to show how my instruction has affected the learning experiences of my students. I have five groups of Spanish I. All of the students are English native speakers. There are no Spanish native speakers. I choose the last group for this study after practicing my lesson four times before. In general, I think my lesson planning and my instructional strategies were effective and appropriate for my students learning achievement. From this study, the reader will have the opportunity to notice how well my students reacted to my work. Analysis & Reporting the Data from Post-Test and Post-Test: Whole Group Results Students Pre-Test Score Post-Test Score

6 /230 = 27% 208 /230 = 90 % It is obvious from the graphic table above that students increment substantially their post-test results after the lesson implementation. During the lesson, students demonstrated engagement; work well in groups and individually during the lesson activities: e.g., identification of the main ideas from authentic text in Spanish La historia de Shakira (The story of Shakira), Concept Map construction in Spanish on the classroom board, and writing summary of the authentic text in Spanish using the information from the Concept Map. Sub-Group Results Group 4 Group 5 Students Pre-Test Post-Test Pre-Test Post-Test /50 = 12% 40/50 = 80% 12/50 = 24% 42/50 = 84% Form this results we can see again how students increment their pre-test scores after the implementation of my lesson. From the graphic table above we can notice how the groups were arranged. Each group was design to accommodate lower-performance with higher performancestudents. Students working together help individuals to accomplish learning achievement. Students helping each other resulted in an amazing scaffolding strategy with which post-test results reflect a balance of knowledge. In general, every student was benefit from the lesson activities and group arrangements. Individual Results Students Pre-Test /20 = 20% Post-Test 16/20 = 80% 6

7 The students chosen for individual data analysis represent different levels of performance: lower (first) and higher (second). Both students were in the same work group. The graphic above demonstrate the diverse performance levels of both students in my class. The second student in the chart, who has higher-performance level, always does his homework, demonstrates engagement in the classroom, and has extraordinary results in class informal and formal assessment. However, in general, the first student in the chart, who has lower-performance level, works well in the class, demonstrates an acceptable engagement and activity in classroom tasks, often does her homework, and has acceptable results in informal and formal assessment, but does not work at her maximum effort, as is demonstrated in this impact study. Reflecting on the Data In general, I think my instruction worked successfully. Students were able to identify the main ideas of the authentic text, construct a Concept Map, summarize the authentic text, and obtain positive results in the post-test, all in Spanish. Also, students were able to enjoy and demonstrate engagement during all the lesson implementation. In conclusion, I can say that I am pleased with my lesson and instructional strategies implemented. As a student teacher, I incredibly enjoyed this lesson. We discussed the story of a famous and talented Colombian artist, students learned how to identified main ideas from an authentic text in Spanish, construct a Map Concept with those main ideas, and summarize the authentic text in Spanish too. It is important to take in consideration their level of Spanish I. Also, it is necessarily to indicate the ability of this student to understand an almost entirely class in Spanish (from two teachers with different countries accents: Venezuela and Puerto Rico). My students are successfully achieving a Spanish higher performance level. I accomplished my lesson objectives and goals. 7