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Teachers Name

Subject/Course

Kari McMullin

SpanishNovice Low/Intermediate

Lesson Title

Grade Level:

Mi Bolivia/Possessive Adjectives

6th

Approximate Time Frame:

2 classes
Essential Vocabulary

mi(s), tu(s), su(s), nuestro (a, as, os)

This unit, from Martina Bex and The Comprehensible Classroom, uses a
slideshow, written from the perspective of a narrator from Bolivia, to teach and
reinforce possessive adjectives in through contextualized reading. Students
also practice cognates and learn about some of the history and culture of
Bolivia. Instruction is delivered through common TPRS methods, including
reading, circling (so that students can hear many repetitions of vocabulary
words), and PQA (Personalized Questions and Answers) so that the information
can be compared/contrasted to students interests and can allow them to talk
about things they enjoy and are important to them.

Key StandardsUtah World Languages Core Standards for Proficiency :


Interpretative Reading:
I can identify a few memorized words and phrases when I read.
I can occasionally understand isolated words that I have memorized, particularly when
accompanied by gestures or pictures
I can connect some words, characters, or phrases to their meanings.
I can recognize some geographical features of other countries.
I can identify familiar landmarks.
Interpersonal Communication:

I can communicate on some very familiar topics using single words and phrases that I have
practiced and memorized.
I can respond to some yes/no questions
I can answer some either/or questions
I can respond to some who/where/what questions
Intercultural Competencies:
I can identify some elements of geography that define a nation.
I can identify symbols that represent a nation.

Key StandardsCatholic Diocese of Salt Lake City (6-8):


Goal 1: Communication-Communicate in languages other than English
Standard 1: Students engage in interpersonal conversation
Express likes/dislikes and agreement/disagreement
Standard 2: Students understand and interpret written and spoken language on a variety of
topics
Be introduced to simple texts
Goal 2: CulturesGain knowledge and understanding of other cultures
Standard 4: Students demonstrate an understanding of the relationship between the practices
and perspectives of a culture
Be introduced to cultural differences
Be introduced to geography, history and arts
Goal 3: ConnectionsConnect with other cultures to acquire information
Standard 5: Students reinforce and further their knowledge of other disciplines through the
world language
Be introduced to the major geographical features of countries or regions where target language
is spoken
Be introduced to the parts of speech and sentence structure in the target language
Goal 6: ComparisonsDevelop insight into the nature of language and culture
Standard 6: Students demonstrate an understanding of the nature of language through
comparisons of the language studied and their own
Introduce the concept of cognates
Be introduced to differences in writing systems and grammatical structure in target language
Introduce use of dialects within target language

Transfer
Students will demonstrate an understanding of various vocabulary words (especially cognates
and possessive adjectives) and apply it to the worksheet they will complete in the next lesson.

Meaning Making
Students will understand that possessive adjectives have to agree in gender and number, as
well as the geography and cultural/indigenous influences in Bolivia.
Essential Questions:

What language learning skills do I already have (meaning from context, English vocabulary for
cognate practice)
How do I figure out meaning when words are not understood?
How does language shape culture?

Acquisition of Knowledge and Skill


Students will know possessive adjectives; the capital of Bolivia; the influence of indigenous
populations on Bolivia culture and politics
Students will be able to practice cognates and gleaning meaning from contextual clues

Key criteria to measure performance: participation/IS Rubric, answering individual questions,


next days warm-up questions, follow-up worksheet

Hook
Warm-up question and review, designed to ask kids about things they have (begin reps with
tu. Individual follow-up (answer in English is OKreflect back in Spanish)

Where are we going


Read and circle slideshow Mi Boliviaanswer individualized questions that reflect personal
interests, compare/contrast, comprehension

Ongoing assessment
Students feedback to me/comprehension; answering questions in group and individually

Tailor to needs
Repeat questions or vocabulary for students who need additional help; ask extra follow-up
questions for fast processors

Extension
Follow-up: Students complete a post-discussion reading comprehension worksheet that
reinforces/assesses reading comprehension

Key resources
Martina Bex, Mi Bolivia
Powerpoint/laser pointer to advance slides
Worksheet
STUDENTS!!!!

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