Peggy Eaton by 1q981Zt

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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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