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Lesson 1: Otras perspectivas: introduction to the Latin American press Spanish II, Grades 9, 10, 11 EALRs: Grade 10 Note: Class will be taught in Spanish I.a. Focus and Purpose Focus: The main idea of this lesson is to assess students previous knowledge and to introduce students to the Latin American press and to me, their student teacher. Purpose: This lesson is important for my students because it will introduce them to perhaps the most important preterite verbs used both in the press and in everyday life. I.b. Learning Targets Fact: Students will know the meaning of the following “media” vocabulary words. las noticias (the news) el noticiero (newscast) el/la periodista (the reporter) la serie (the series) el tema (theme) el herido/la herida (injured person) el huracán (the hurricane) el incendio (the fire) el ladrón/la ladrona (the theif) de repente (suddenly) el muerto/la muerta (the dead person) internacional (international) local (local) el anuncio personal (the personal ad) la crítica (the review) el crucigrama (the crossword puzzle) la edición (the edition) el índice (the index) el entretenimiento (the entertainment) el editorial (the editorial) el titular (the headline) la sección (the section) de deportes (sports) de espectáculos (entertainment) de sociales (society) de avisos funebres (funeral announcements) Concept: The student will understand how to conjugate and use the verbs haber, traer, decir, in the preterite. Skill (Introduced): The student will be able to comprehend written and verbal Spanish that includes preterite forms of verbs. I.c. Assessment Fact: No assessment will be done on this target today. Students will be quizzed on this vocabulary on Friday. Concept: Evidence: Students will highlight/identify preterite verbs, particularly those that we just introduced. Assessment: Students will be given a Spanish language newspaper article and be asked to identify all preterite verbs they can. Evaluation: If students are able to identify 75 percent of the preterite verbs, along with half of the newly introduced verbs, the activity will be a success. Otherwise, I will have to continue reinforcing the preterite verbs with extra emphasis in the following days. Rationale: This is the best way to assess this concept target because it is merely checking to see if students can visually identify the preterite verb endings—not asking them to use them in conversation. Skill (understand written and oral preterite verbs) Evidence: Students will discuss in pairs the meaning of the article and of the segment of Spanish language news. Assessment: Students will read an article from a Spanish language newspaper and watch a segment of a Spanish language newscast. Evaluation: Students accurately identify main ideas from both the article and the newscast. I will be more concerned they understand main ideas here and are able to use context clues to help them than their understanding of details. Rationale: This is the best way to assess this skill because it allows students to practice in a non-threatening environment with pairs, sharing what they understood without being penalized during the skill practice. I.d. Selection of Instructional Strategies Direct Instruction I have chosen direct instruction because it allows me to both input information and give time for guided practice, allowing me to both instruct and introduce the medias that will be used in the unit. II.a. Preparation 1. Materials Cardstock for students’ nametags 3 x 5 cards Copies of newspaper articles Video of Spanish newscast Graphic organizer for preterite verbs II.b. Procedure 1. Anticipatory Set (20 minutes) Students enter the classroom and are instructed to pick up a blank desk name tag and use markers to create a colorful nametag with their Spanish names on the front, their English name (with last name) on the back. As they work I instruct them to keep their nametags in their notebooks to use daily until I learn their names. I then introduce myself as the student teacher who will be instructing them for the next few months. I will then ask my students to fill out the 3 x 5 card with pertinent information that I will need as their teacher. This includes: name (Spanish and English), language spoken at home, interests, difficulties in learning Spanish, learning styles, and the name of at least one person they can work with in the class. The second portion of the warm-up exercise will be to ask students to complete the pre-assessment, which will be posted on the overhead in the warm-up style (see pre-assessment questions). 2. Context and Purpose (10 minutes) a. Context: Señora Paradise has taught you the preterite in the past unit and today we are going to begin a new unit using the preterite to talk about the press. What does the word “prensa” mean? (the press). We are going to study the press and other media this quarter—TV, movies, newspapers, radio. Today we will begin the unit we will spend four weeks using the preterite and talking about the media. You will have two projects due, which we will go over later. b. Purpose: We are studying the Spanish media because as you learn more and more Spanish, it is important that you understand what is going on in Latin America. You will have the chance to talk about Latin American popular culture and its influence in the United States, but you will also learn about events going on in Spanish-speaking countries. 3. Instruction Input (15 minutes) I. Decir—to say A. dije, dijiste, dijo, dijimos, dijisteis, dijeron B. digo, dices, dice, decimos, decís, dicen II. Traer—to bring A. traje, trajiste, trajo, trajimos, trajimos, trajisteis, trajeron B. traigo, traes, trae, traemos, traéis, traen III. Haber—to have (happened) A. hubo B. hubo un terremoto, etc. C. presente—hay Guided Practice (15 minutes) Students are given a copy of a Spanish-language article and are asked to highlight the preterite verbs they can identify, particularly those that we just studied. Students are asked to read the article and interpret what it says and discuss this with a partner. This is then wrapped up with a full class discussion of the verbs students found and the meaning/questions they had from the article. Input (15 minutes) I. Present vocabulary list dealing with Spanish-language media Guided Practice (15 minutes) Students watch a Spanish news segment. They write down what they understood from the segment and talk to a partner about what they understood and what they did not. These are then discussed as a class and questions are answered before watching the segment again. 4. Closing (10 minutes) Closing question to think about…Do we know that much about Latin American news? Why/why not do we hear about Latin America? Welcome to my class for the next few months. See you tomorrow. 5. Homework Study the vocabulary for a quiz Friday. 6. Assessment Spanish language newspaper assignment—underlining verbs Spanish language newspaper assignment—understanding basic meaning Spanish language newscast—understanding verbal communication Presente Pretérito Decir yo t ella, él, Ud. nosotros vosotros ellas, ellos, Uds. Traer yo t ella, él, Ud. nosotros vosotros ellas, ellos, Uds. Haber las noticias el noticiero el/la periodista la serie el tema el huracán el incendio el ladrón/la ladrona el herido/la herida el muerto/la muerta el anuncio personal el entretenimiento de repente internacional local la crítica el crucigrama la edición el índice el editorial el titular la sección de deportes de espectáculos de sociales de avisos funebres Pre-assessment questions 1. Conjuga los verbos en el pretérito HABLAR COMER ESCRIBIR 2. Contesta con una frase completa. ¿Hace cuánto tiempo aprendiste caminar? 3. En una frase completa, escribe una cosa que te gusta de la clase de español. 4. Escribe las frases en español. Mt. Everest is the tallest mountain in the world. Alaska is bigger than Rhode Island.
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