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Lesson Plan Unit 4.3

Tuesday, November 26, 2013

Shannon D. Foster Dr. Jeon EdTech 506 Lesson Plan Unit 4.3

1. Lesson Title: Unit 4.3: Use and Math Concepts of Spanish Numbers 0-20 2. Grade/Age Level: Grade 1, 6-7 year old students 3. Subject Area: Elementary (Grade 1) Spanish 4. Time allotted for the lesson Two lessons of 30 minutes each: Total time 60 minutes 5. Short description of lesson a. In this lesson, the teacher works with students on continued identification, pronunciation, and listening skills for Spanish numbers 0-20. In addition, the teacher instructs and practices number use and mathematical concepts with the students. b. In this lesson, learners review previous lessons on greetings, questions and answers, colors, and numbers 0-20; receive Math Concepts practice page; play the games Cuntos tienes? and Matemticas; and take the End of Unit 4 Quiz. 6. State Curriculum Standards met in this lesson: a. Based on ACTFL Standards (American Council On The Teaching of Foreign Language, n.d.) i. Interpretive Communication Standard 1.2, Novice level 1. Demonstrate comprehension of content from authentic audio and visual resources.
Identify main ideas in developmentally appropriate oral/visual narratives based on familiar themes and highly predictable contexts with visual or graphic support. Interpret informational texts with text features that support meaning, such as graphs and charts.

2. Understand the purpose of a message and point of view of its author.

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3. Identify the distinguishing features (e.g. type of resource, intended audience, purpose) of authentic written and aural texts.
Identify people and objects in their environment or from other school subjects, based on oral and written description. Identify and appreciate differences in cultural perspectives within a defined range of topics (defined by the curriculum).

4. Interpret content from authentic multimedia and digital/print resources.

Use content knowledge learned in other subject areas to comprehend spoken and written messages in authentic texts, on familiar topics in highly predictable contexts, and with text features that support meaning visually or graphically, such as illustrations, captions, section headers, graphs, or charts.

5. Monitor comprehension and use other sources to enhance understanding. 6. Apply critical reading skills to authentic written and aural sources.
Comprehend the principal message contained in various media such as illustrated texts, posters or advertisements, in familiar contexts and with text features that support meaning visually or graphically.

7. Instructional Objectives a. (Review) Students sing previously learned songs: Buenos das, Buenos das! and AD-I-O-S! (Unit 1), and Cancin de nmeros (Unit 4.1), and Ritmo de nmeros (Unit 4.2). b. (Review) Students participate in a brief conversation using previously learned vocabulary phrases (Unit 1, Unit 4.1 and 4.2). c. (Review) Objective 1: Students will identify the numbers 0-20 in Spanish. d. (Review) Objective 2: Use correct pronunciation for numbers 0-20 in Spanish. e. (New) Objective 3: Use the numbers 0-20 in Spanish when counting or in a mathematical context.

8. Instructional Procedures 8.1 Lesson Set a. Enter the classroom and sing the Buenos das, Buenos das! song (Unit 1). b. Remind them that you expect them to try their best to say the words and use them whenever they have the chance. This helps them practice and remember their new vocabulary. c. Use large classroom flashcards, go through the numbers (in order first, then mix them up). Students respond in aloud in unison, or call on individual students to identify the numeral in Spanish. d. Greet students in Spanish with previously learned vocabulary (Unit 1, Unit 4.1 and 4.2). Example of opening greetings: Teacher Greeting (orally) Choose one greeting per child
Hola, (insert student name)! Buenos das, (insert student name)! Buenas tardes, (insert student name)! Buenas noches, (insert student name)!

Learner Response (orally) Child should respond in kind

Hola, profesor(a)! Buenos das, profesor(a)! Buenas tardes, profesor(a)! Buenas noches, profesor(a)!

In a conversational manner Cmo te llamas? Me llamo profesor(a) (name). Cmo ests? Bien / as-as / mal Cuntos aos tienes? Cantos puntos hay? (Roll 1, 2, 3, or 4 large dice to determine number of dots)

Me llamo (name). Cmo se llama? Bien / as-as / mal Cmo est usted? Tengo (seis/siete) aos. (Students count dots and say,) Hay (# dots shown on dice).

e. Sing Cancin de nmeros aloud as a class, use song sheet for help. f. Recite the Ritmo de nmeros rhythm as a class. 8.2 Techniques and activities a. Play Cunto tienes? i. ii. Teacher separates students into pairs. Give each group four small dice. Cover the 6 spot side with a blank piece of paper, this will be a 0 side.
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iii. iv. v.

Direct students to take out a pencil. Teacher gives students one Cuntos tienes? page per pair (remind students to put both their names at the top). Teacher models the game: Teacher rolls the die/dice and counts the dots aloud (example 13 dots). Teacher says Tengo (13) trece puntos. Teacher writes the numeral and number word on the whiteboard.

vi. vii.

Student (A) rolls the dice, counts the dots aloud, and says, Tengo (# of dots on the die) puntos. (I have # dots.) The other student (B) then writes the numeral and the number word on his/her piece of paper (use the Number Cube Poster to help spell the word correctly). Students change jobs: B rolls and speaks, A writes. Continue playing until one student gets 50 points. Beginning with section one of the practice page, teacher reads the directions. Students complete section one of the practice page: Count the dots aloud. Write in the correct numeral in pencil on the line underneath.

viii. ix. i. ii.

b. Pass out Math Concepts practice page.

iii. iv. v.

Teacher circulates while students are working, pausing and spot-checking identification and pronunciation with individual students as they work. When students are finished with section one, teacher reads section twos directions. Writing on the whiteboard, teacher gives an example of a mathematical problem. Example: 4 + 15 = 19 cuatro + quince = diez y nueve Using the Number Cube Poster, students write the number word in the blanks in section two. Teacher circulates spot-checking practice writing. When students are finished, teacher reads section threes directions.

vi. vii. viii.

ix.

Teacher models the math sentence using the previous example. Insert the new vocabulary words: ms and son. Example: Teacher shows - 4 Teacher says + 15 = 19 diez y nueve cuatro + quince =

Cuatro ms quince son diez y nueve.

x. xi. xii.

In unison as a class, students read the number sentences (equations) aloud. Choose individual students to re-read each number sentence aloud. Teacher corrects pronunciation if needed and whole class repeats the phrase. Teacher pairs students. Direct students to take out a pencil. Give each pair a blank sheet of Math Sentences paper and four dice (with the 6 spot covered to act as the 0 side). Following the sample problem at the top of the practice page. Student A rolls his/her two dice and counts the dots and writes the numeral and the number word in the first blanks of the first problem. Student B rolls his/her two dice and counts the dots and writes the numeral and the number word in the second blanks of the first problem. Student A solves the problem and writes down the numeral in the third blank, student B writes the correct number word in the math sentence. Student A reads the number sentence aloud.

c. Play Matemticas. i. ii. iii. iv.

v. vi. vii.

Students switch jobs in the next problem (B writes numerals, A writes number words). Students continue to play Matemticas until they have completed all the problems (each pairs practice page will look different). Teacher circulates among students as they are writing and helps students with spelling. Teacher spot-checks students pronunciation as s/he circulates.
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d. Pass out End of Unit 4 Quiz. i. Teacher reads the directions aloud. ii. Students use pencil to complete the quiz. iii. When students finish, teacher calls them individually up to correct their written work. Students correct any mistakes at their desk using their Number Cube Poster. iv. When all problems are correct, teacher reads the section twos directions to individual students. v. Students read their answers aloud to the teacher. vi. Teacher notes and corrects mispronunciations and student repeats the mispronounced word with the teacher. 8.3 Lesson Closure a. Collect the three practice pages, Cuntos tienes?, Math Concepts, and Matemticas. i. ii. Teacher quickly evaluates their written work. Teacher puts a sticker on each students paper based on completion.

b. Teacher collects End of Unit 4 Quiz for formal evaluation and unit grade. c. Tell students they can take their Unit 4: Spanish Numbers 0-20 papers home. d. Sing the A-D-I-O-S! Song at the end of each session. 9. Adaptations for special learners Students in this class are part of the general student population. It is beginning, basic Spanish. Students experience lesson activities aurally, orally, visually, and tactilely, thus giving learners of different abilities the opportunity to participate in the manner that is best suited for them. Accommodations for students with disabilities are made on written IEP requirements as needed. 10. Supplemental Activities: Extension and remediation a. Extension Activities i. En adicin (In Addition) i. Use large or small flashcards 0-10. ii. Student chooses two flashcards and makes a Spanish math sentence aloud. Example: Student chooses 9 and 10. Student says Nueve ms diez son diez y nueve. ii. Tira el dado (Roll the Dice) (Similar to En adicin) challenging i. In pairs, students roll their four dice.
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ii. Each student rolls two dice, counts the dots, and creates a math sentence (Student A - dos ms cinco son siete); Student B - uno ms cuatro son cinco) and remembers their answer (A siete; B - cinco). iii. Students create a new math sentence by adding both their answers (siete ms cinco son doce). b. Remediation Activities Because these are basic Spanish words, students who need remediation may need one-on-one help. Allowing students to see the written words along with the numerals and hear the words spoken may take more time. 11. Assessment/Evaluation a. The assessment for this lesson is both informal and formal. i. Informal 1. Students exhibit their knowledge of identification, pronunciation, and use of Spanish numbers in math concepts by correctly playing, answering, and reading the practice and activity pages. 2. Students participate in oral practice as a whole class and when called on individually. 3. Students receive a sticker and an individual review of numbers with the teacher when presenting their three practice pages, Cuntos tienes?, Math Concepts, and Matemticas. These are evaluated using the do-it-or-not system: they do it, they receive a sticker and interaction with the teacher; they do not do it, they do not get the sticker or the interaction with the teacher. A sticker does not sound like too much to most adults, but to a first grade student, stickers and stars are very motivational. ii. Formal 1. Students receive one grade based on each of the three unit goals: a. Identify the numbers 0-20 in Spanish. b. Use correct pronunciation for numbers 0-20 in Spanish. c. Use the numbers 0-20 in Spanish when counting or in a mathematical context. 2. Teacher evaluates each objective as: a. Advanced (A): 90% or more accuracy b. Proficient (P): 80 90% accuracy c. Nearing Proficiency (NP): 65 80% accuracy d. Novice (N): 65% or less accuracy 12. Learner Products
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Learners will complete three practice pages, Cuntos tienes?, Math Concepts, and Matemticas, and the End of Unit 4 Quiz.

References American Council On The Teaching of Foreign Language. (n.d.). National Standards for Foreign Language Education. ACTFL. Retrieved October 17, 2012, from http://www.actfl.org/advocacy/discover-languages/advocacy/discoverlanguages/advocacy/discover-languages/resources-1?pageid=3392