Curriculum & Instruction, School of Education, College of William & Mary Daily Lesson Plan Template for Classical

& Modern Languages Teacher: Ms. Evans Subject: Spanish

VA SOLs:. SIII.3, SIII.4, SIII.5,

Class/level: Period: 2 and 4 Date: Monday 3-17-13 Spanish 3 Mastery Objectives for the Unit: Talk about the arts Give an opinion about a work of art Relate the arts to your own experience Describe how people express themselves Narrate events in the past Discuss some important artists of the Spanish-Speaking World

SIII.7 Goals: include on lesson plan 1. Communications 2. Culture 3. Connections 4. Comparisons 5. Communities
Communicative Modes: include below 1.1 Interpersonal 1.2 Interpretive 1.3 Presentational

Daily lesson objectives Student will create a rap song using the rules of ser and estar. Student will understand the differences of meaning for certain verbs in the preterite and imperfect tenses. Students will participate in brainstorming activities to prepare them for reading La Lola. Homework: Read La Lola

Warm-up: Time: 2-3 mins Block 4 Activity: Students in turn in corrections Students who have not recorded song, go into halls to do so for 20 minutes. 6-8 mins Primer Paso: Matching Activity Matching Activity Handout Quizzes Materials: Goals/Modes Communicati on/Interpreti ve Done?

Communicati on/Interpreti ve

5 mins

Review Homework, PW pg. 32

Student Notebooks

Communicati on/Interpreti ve

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5mins

Pre-Reading Strategy: Clustering Introduction and discussion to the Concept of a Legend: Students will first brainstorm within a group of 3-4 with their student created mind maps for 4 mins, for the remaining 6 mins, teacher will go over the concepts by doing clustering on the board and asking students what they added from each group.

Clustering on Board, Handouts of mind maps

Communicat ions/Connec tions/ Interpretativ e

10 mins

5 mins

Introduction to Brainstorming Activity Explain the activity to the students, make sure to tell them that they will have 10 minutes at each station. Tell students the names and where the stations are located. Have students, no more than 6, go to each station. Tell students that their handouts will be collected for a completion grade. El Crculo de Conocimeinto: Cirlcle of Knowledge,

Handouts at each station

Click here to enter text.

5 mins

45-48 mins

Pre-Reading Strategy: Students will spend 10 mins at each of the 4 stations that will help them develop an understanding of what they are going to read for homework together in groups of 5 or 6. Station1: Pictures ( a dagger, a mine, a map of Chile, a small town in Chile,a whole heart, a broken heart) Station 2: Music (Threnody for the Victims of Hiroshima by Penderecki
http://www.youtube.com/watch? v=Dp3BlFZWJNA&sns=em), Station 3:

Stations, Earphones, Handouts, Required items at each station, some way to keep track of time and alert students that it is time to switch

Communicat ions/ Interpretativ e

50 mins

Defining of Words, Station 4: Sentence ordering, These stations will connect to prior knowledge by having students use vocabulary and grammar, particularly the
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imperfect and preterite tense that they have learned on the handouts

5 mins

Pre-Reading Strategy Predictions: Students will write one sentence about what they think the story will be about based on info stations for 2 mins . Students will then share their findings with a partner for 3 mins.

Completed handouts

Communicat ions/Interpe rsonal

5 mins

5 mins

Pre-Reading Strategy : Whole-Group

Debriefing, Call on students to give their findings and what they think the legend will be about with KWL chart handout (SQA Chart)

Completed handouts, KWL Chart handout

Communicat ions/Interpe rsonal

15 mins

2 mins

Reader-text interaction/Scaffolding Strategy: Distribute la leyenda and advanced organizer for students to fill out for homework The advanced organizer includes the characters, the location, a summary of what happens at the beginning, the middle, and the end.

Copies of La Lola and accompanying handout

Communicat ions/Interpr etative

2 mins

Closure: Present homework

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Ongoing Informal Assessments: HW QandA Formal Assessments: Recording of rap song

Reflections (detailed reflections on this lesson): What went well, What didnt go well, What would you do differently Remarks on student engagement and student learning

Developed in collaboration with W & M Foreign Language Education and WJCC World Languages

Reflections (detailed reflections on this lesson):

1.

Developed in collaboration with W & M Foreign Language Education and WJCC World Languages

Curriculum & Instruction, School of Education, College of William & Mary Daily Lesson Plan Template for Classical & Modern Languages Teacher: Ms. Evans Subject: Spanish
VA SOLs:. SIII.3, SIII.4, SIII.5,

Class/level: Period: 2 and 4 Date: Tuesday 3/19/13 Spanish 3 Mastery Objectives for the Unit: Talk about the arts Give an opinion about a work of art Relate the arts to your own experience Describe how people express themselves Narrate events in the past Discuss some important artists of the Spanish-Speaking World

SIII.7 Goals: include on lesson plan 6. Communications 7. Culture 8. Connections 9. Comparisons 10. Communities
Communicative Modes: include below 1.3 Interpersonal 1.4 Interpretive 1.3 Presentational

Daily lesson objectives Students will demonstrate understanding of La Lola Legend by creating their own eyewitness account. Homework: Study for Vocab/Grammar quiz Thursday, Test Friday , Oral Exam script

Warm-up: Time: 2-3 mins Block 4 Activity: Pass out and explain oral exam on Friday Materials: Oral Exam Prompts Goals/Modes Communicati on/Interpreti ve Done?

8-10 mins

Listening Activity, Actividad pg. , Interview using Ser and Estar

Student Textbooks

Communicati on/Interpreti ve

6-8 mins

Primer Paso: Cierto/ Falso, students answer basic questions about La Lola, instructor checks homework

Cierto/Falso Handout

Communicati on/Interpreti ve

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15-20 mins

Reading of La Lola, students volunteer to read La Lola as teacher asks comprehension questions to make sure students understand.

La Lola legend

Communicati on/Interpreti ve

20 mins

Formative Assessment Comprehension Check: Have students draw a picture of what happened in the legend and a quotation that describes what part of the legend they have depicted in their drawing. Tell them they have 20 minutes to complete, and that it will be collected afterwards. Testigo Ocular Activity : La Lola Activity: Students will be required to write their own eye-witness account of the La Lola using the preterite and imperfect tenses, and ser and estar. Go over the directions of the activity and ask if they have any questions.

Blank sheets of paper

Communicat ions/ Interpretativ e

35-40 mins

Testigo Ocular Handout.

Communicat ive/Interpret ive/Culture/ Presentation al

Closure: Present homework Differentiation: Students applied what they knew through various activities such as T/F activities, a reading circle, the drawing activity, and finally they had the chance to write their own eyewitness account.

Ongoing Informal Assessments: HW QandA Formal Assessments: Test and Quiz later this week

Reflections (detailed reflections on this lesson): What went well,

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The students were very engaged during the drawing activity, and seemed to enjoy and many were eager to read. What didnt go well and What would you do differently The reading circle was effective but the larger class it was more difficult to manage, next time I would probably rearrange the seats. Remarks on student engagement and student learning, The students were engaged throughout the lesson and most were able to demonstrate that they understood the legend.

Developed in collaboration with W & M Foreign Language Education and WJCC World Languages

Reflections (detailed reflections on this lesson):

2.

Developed in collaboration with W & M Foreign Language Education and WJCC World Languages

Developed in collaboration with W & M Foreign Language Education and WJCC World Languages