Spanish II Unit De vacaciones Cana Trahan SECD 532 Summer 2011
Table of Contents Introduction Page 3 Curriculum Grid Page 4 Grading Rationale Page 5 Student Grade Tracker Page 6 Lesson 1 Pages 7-8 Qué lindas vacaciones! Pages 9-12 Vocabulario: En el aeropuerto Pages 13-14 Lesson 2 Pages 15-16 Vocabulario temático Pages 17-18 Lesson 3 Pages 19-20 Qué tiempo hace hoy? Pages 21-22 Lesson 4 Pages 23-24 Es hora de contar un cuento! Page 25 Lesson 5 Pages 26-27 References Page 28 2
Introduction Buen viaje! This unit will take us on fun and exciting vacations without even leaving the classroom. There will be various activities that keep the lessons interesting and varied. Students will have the opportunity to work with partners, in groups, and individually throughout the unit. The lessons include role play, art, and other ways to be creative. There will also be many options for them when it comes to choosing topics. Students will begin this unit by reading a funny story about a vacation that is not exactly ideal. They will also create, design, and write postcards, and that is just the beginning. We will be covering situations including the airport, on the beach, in the mountains, and camping. The students will be able to choose words that will be in a TPR lesson for the airport vocabulary. Additionally, students will review weather expressions in order to create their own dialogues for a weather report. These reports will be videoed for the benefit and entertainment of the class. De vacaciones encompasses so much that the class will only touch on a portion of it during this unit. However, students will learn a great deal of information, not only in Spanish, but across the curriculum. They will be able to tell stories, research, work with PowerPoint, and teach the class about their ideal location to go on vacation. As Spanish II offers a wider vocabulary and more speaking opportunities, we will definitely be taking advantage of it during this five day unit. 3
Curriculum Grid Content Standard Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 2: Students understand and interpret written and spoken language on a variety of topics. 3: Students present information, concepts and ideas to an audience of listeners 6: Students reinforce and further their knowledge of other disciplines through the foreign language. 7: Students understand the nature of language through comparisons of the language studied and their own. 4
Grading Rationale Dear Students and Caregivers, As grades are important, it is my belief that students be made responsible in their own education. Therefore, a grade tracker is an excellent tool for students to have in the classroom. Not only does it allow them to monitor their grades, they are also able to fill in due dates, essentially count down their assignments, and make their own judgments as to which grades are necessary. I will, however, encourage the best of grades. I will follow a total point system gauging tests and assignments as I see fairly. Other than chapter tests and homework, each assignment will have a rubric for students to follow, as this is also part of their responsibility. I have come to believe that grades are not as important as the learning experiences that may touch the life of at least one student. Hence, I have chosen to grade the items that are most beneficial to the students. There will be grades for each chapter of the textbook. Students are to complete all assignments and then take a test on the materials. Also, students will receive a final homework grade that will depend upon the number of homework assignments. There will be an average of three homework assignments per week; some will be checked for completion, others for accuracy. Based on the chapter vocabulary and topics, there will be two role play scenarios per chapter. The students will act in groups of two or three. For each role play assignment, the students will have to submit a written dialogue for grading as well as perform. I also plan on having students learn about the various Spanish-speaking countries and their cultures. In doing so, students will complete passport journals for grading. Under each passport entry there will be a photograph taken from which the students create a backdrop of each country. There will be an additional grade in the last semester for the finished product. Each semester the students will choose their own cultural project to complete for a grade. It will include a paper, poster (PowerPoint, visual, etc.), and presentation. To add cultural depth, I will assign a book reading by a well-known Hispanic author. The students will have an opportunity to receive a grade based on verbal credit of issues in the book. Additionally, some extra credit opportunities will be given. Being responsible will also include organization. Students will also be required to keep their binders neat and in order as they will be turned in each 9-week for grading. As a semester assignment each student will choose a short lesson to teach to the class. It will add depth and knowledge as well as be a great experience for the individual and the class. I look forward to working with each and every one of you. Nos vemos pronto! Señorita Trahan 5
9-Week Period Student Grade Tracker Chapter 1 Test /100 Chapter 2 Test /100 Chapter 3 Test /100 Chapter 1 Flashcards /20 Chapter 2 Flashcards /20 Chapter 3 Flashcards /20 Homework /300* Role Play 1 /60** Role Play 2 /60 Role Play 3 /60 Role Play 4 /60 Role Play 5 /60 Role Play 6 /60 Cultural Project /200 Passport Entry 1 /40*** Passport Entry 2 /40 Passport Entry 3 /40 Passport Entry 4 /40 Passport Entry 5 /40 Binder /150**** Teaching Time /100***** Book /80 Extra Credit Total + EC/1750 *300 # of homework assignments **Includes combination of written dialogue (30 pts.) and enactment (30 pts.) ***# of Spanish-speaking countries 4 semesters = 5 countries per 9-week period ****Responsibility is a learning experience that lasts a lifetime. (reason for the high score) *****Teaching Time will only occur once per semester. Each student will teach a short section. 6
Lesson One Teacher: Srta. Trahan Grade Level: Spanish II Lesson Title: De Vacaciones Intro Overview: In this lesson students will begin a unit on vacationing. They will read a story about a fictional vacation, answer questions about the story, identify new vocabulary words about the airport, and do TPR. Connection to the Curriculum: Reading, Geography, Speech, Art Connection to the Standards: 2, 3, 6, 7 Multiple Intelligences/Modalities: Linguistic, Bodily-Kinesthetic, Interpersonal, Intrapersonal Technology: N/A Time: 90 minutes Objectives: Students will be able to Summarize and explain sections of the story to peers Answer questions about the story Pronounce new vocabulary words Act out TPR movements for select words Suggested Procedure: Opening: Ask for students to name some vacation spots, and list them on the board. Give short introduction to lesson. Read story section by section. Development: After each section of the story, allow students to peer teach for clarification. Answer any questions about vocabulary. As a class, answer the questions that follow the story. Read the postcard to the class. Explain activity for the following class period: students will create and write their own postcards to the class about a vacation, true or made up. Be thinking about ideas. Teach airport vocabulary. Closing: In the last 10-15 minutes of class, do TPR with vocabulary words selected by the students. Repeat with eyes closed. Student Assessment: Conversación A and B as homework. Due the next class period. Extending the Lesson: Make flashcards for the new vocabulary. Write about airport experiences. 7
Additional Resources: BBC is a website that offers Spanish resources, tv, radio, and much more. -http://www.bbc.co.uk/languages/spanish Adaptations for Diverse Learners: Peer helpers will be available as well as myself. These students may also receive extra time for completion. 8
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Lesson Two Teacher: Srta. Trahan Grade Level: Spanish II Lesson Title: Los destinos & La tarjeta postal Overview: In this lesson students will be introduced to additional vocabulary pertaining to vacation destinations. They will also write a postcard to the class about a vacation experience, fictional or nonfictional. They will also design the back of it. Connection to the Curriculum: Reading, Writing Connection to the Standards: 2, 3, 6, 7 Multiple Intelligences/Modalities: Linguistic, Bodily-Kinesthetic, Interpersonal, Intrapersonal Technology: N/A Time: 90 minutes Objectives: Students will be able to Write, draw and address a postcard Pronounce new vocabulary words Make and utilize flashcards Discuss their vacations with classmates Suggested Procedure: Opening: Begin by going over homework, Conversación A and B, and answering any questions students may have. Introduce new vocabulary that pertains to specific places for vacationing. Development: Have students make flashcards to accompany the new vocabulary (They can sit in groups or move around the room). Students will then write their postcard rough drafts, peer edit, write the final one, then design the back of the card to go with the note. (Can color, draw stamps, etc. to add to it) Closing: In teams, students will quiz each other with the flashcards they made. Student Assessment: Students will write their postcard notes to peer edit. As they work, I will walk around to make sure that they are on task and have completed the assignment. 15
Extending the Lesson: Students could act out scenarios on the beach, in the mountains, on a camping trip, etc. They could also make their own PowerPoint with pictures and narratives about their vacation. Additional Resources: BBC also offers additional vocabulary for specific topics, including sightseeing. It has videos and audio. -http://www.bbc.co.uk/languages/spanish/suenos Adaptations for Diverse Learners: Peer helpers will be available as well as myself. These students may also receive extra time for completion. 16
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Lesson Three Teacher: Srta. Trahan Grade Level: Spanish II Lesson Title: El tiempo Overview: In this lesson students will recall weather terms and expressions, create dialogues for weather reports for a chosen destination covered in previous vocabulary. They will also present their postcards to the class. Connection to the Curriculum: Reading, Writing, Speech, Science Connection to the Standards: 1, 3, 6, 7 Multiple Intelligences/Modalities: Linguistic, Bodily-Kinesthetic, Interpersonal, Intrapersonal Technology: Students will be able to use computers in the classroom and those in the computer lab. For this activity, students have the option to utilize any type of technology for their weather report. Time: 90 minutes Objectives: Students will be able to Recall weather terms and phrases Write dialogue for a weather report Draw images to correspond with expressions Present postcards to the class Suggested Procedure: Opening: Call upon students to present their postcards to the class using Popsicle sticks. After each student reads his or her postcard, they will tack it onto the Buen viaje! bulletin board. (I will grade them from there.) Development: As a class, students will recall weather expressions and terms. For those that they cannot remember, I will either scaffold or give them the remaining ones. After reviewing the vocabulary, introduce the weather report activity (5-7 minute dialogue). Students will begin writing their dialogues with partners. They will be allowed to use computers or any other resources to choose a destination, if necessary. I will encourage PowerPoints, props, and anything else that may make their weather report interesting. 19
Closing: Students will finish the lesson by consulting me with their ideas and progress. I will check their grammar and make additional suggestions. They will be given until the end of the period to gather materials and ideas to present their weather reports in the next class period. Student Assessment: As partners, students will work together on the dialogue. They will proofread each other s section as it is written. They will be required to turn in their dialogue in the following class period before beginning their act. Extending the Lesson: Students could have a news reporter in the location while the action is going on. They could also dress accordingly. Additional Resources: Any weather website could be used as a guide. Those in Spanish would be preferable. -www.theweatherchannel.com Adaptations for Diverse Learners: Peer helpers will be available as well as myself. These students may also receive extra time for completion. 20
Qué tiempo hace hoy? 21
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Lesson Four Teacher: Srta. Trahan Grade Level: Spanish II Lesson Title: Mi vacación ideal Overview: In this lesson students will perform their weather reports, summarize what the other groups did, and begin writing a story about a vacation that they would like to go on using the future tense. They will also draw pictures to follow the story. Connection to the Curriculum: Reading, Geography, Speech, Writing, Art Connection to the Standards: 1, 3, 6, 7 Multiple Intelligences/Modalities: Linguistic, Bodily-Kinesthetic, Interpersonal, Intrapersonal Technology: Video camera for weather reports; any technology that the students use for their performance Time: 90 minutes Objectives: Students will be able to Dramatize a weather report Summarize what other classmates did in their weather reports Draw images that follow a story line Write about their ideal vacation in the future tense Suggested Procedure: Opening: Class will begin immediately with the volunteering or choosing of groups to perform their weather reports. Development: While classmates are not participating in the weather report, they will be taking notes about what they witnessed in other reports. It will be turned in for a completion grade. After all have been performed, we will briefly review the future tense. Students will, then, be given a handout Es hora de contar un cuento to begin drawing images and writing a story about a vacation that they would like to go on including what they would do there. Closing: Students will continue working on their stories using all the new vocabulary from the beginning of the unit. I will walk around to answer any questions and give help with vocabulary. Student Assessment: Students will finish the stories with the drawings to present in the next class period. It will be a homework assignment if it is not completed during class time. 23
Extending the Lesson: Students will be able to watch and review their videos using a 3-2-1 handout. They will be required to note 3 things worth changing, 2 likes, and 1 addition. They could also make itineraries with times, locations, and dates. Additionally, students could actually do some research on their ideal vacation spot to make a PowerPoint to show the class. Additional Resources: N/A Adaptations for Diverse Learners: Peer helpers will be available as well as myself. These students may also receive extra time for completion. 24
Es hora de contar un cuento! 25
Lesson Five Teacher: Srta. Trahan Grade Level: Spanish II Lesson Title: El/la guía de turismo Overview: In this twist to being on vacation, students will write an essay from a tour guide s point of view. The audience will be tourists who spend their vacation in the ideal location chosen by the student. It will stem from their ideal vacation stories. Each student will be required to conduct research on their location so as to give accurate information to the tourists. This will take more than one class period. Connection to the Curriculum: Reading, Geography, Speech, Writing, Science Connection to the Standards: 1, 2, 3, 6, 7 Multiple Intelligences/Modalities: Linguistic, Bodily-Kinesthetic, Interpersonal, Intrapersonal Technology: Computers will be used for research. Time: 90 minutes Objectives: Students will be able to Conduct research and cite sources Write a summary about their progress and plans for the research project Brainstorm ideas Tell their ideal vacation stories to groups of classmates Suggested Procedure: Opening: Begin by introducing the twist to being on vacation-being the guide. Explain the research project (PowerPoint with bullets and/or direct information from sources) that students will be conducting and allow them to brainstorm some ideas and place. Walk around to see their progress and answer questions. Class discussion. Development: Students will get into groups of three to read their vacation stories to one another. Afterward, they will turn them in as a rough draft to be checked for completion (note major errors without taking away points). Students will, then, be allowed to begin research and write a summary about their plans. Closing: In the last 10-15 minutes of class, I will allow some students to read their stories to the class. 26
Student Assessment: Students will turn in their summaries of some of the information they will have found as well as their plans for completing the project. Extending the Lesson: Students will present, to the class, a completed PowerPoint of their ideal vacation place from the viewpoint of a tour guide. They will also read it or make short voice clips to give the information. They will be required to include all references. Additional Resources: Any country s main website will be beneficial. Adaptations for Diverse Learners: Peer helpers will be available as well as myself. These students may also receive extra time for completion. 27
References Knorre, M., Dorwick, T., Pérez-Gironés, A. M., Glass, W. R., & Villarreal, H. (2009). Puntos de partido (8th ed.). New York, NY: McGraw-Hill. Microsoft Office Clip Art - 10215968.jpg Microsoft Office Clip Art - 00412556.wmf Microsoft Office Clip Art - 00199415.wmf Valette, J. P., Valette, R. M. & Carrera-Hanley, T. (1994). Situaciones: Intermediate Spanish (2 nd ed.). Lexington, MA: D.C. Health and Company. 28