Name Preston R.

Hill UNIT PLAN UNIT TOPIC

Date

10/27/2013

Chapter 3 Talk about computers, e-mail, Internet, faxes, and telephones Talk about past habitual and routine actions Describe people and events in the past Make and receive telephone calls in Spanish. UNIT CONTEXT Subject/Content Area: Spanish II for non-native speakers Grade Level: High School (90% 10 graders) Length of Unit: Week 10 st 5 days-1 week of a 12 day lesson Monday 57 minutes Tuesday/Wednesday Block Day 1 hour, 20 minutes Thursday 47 minutes Friday 57 minutes FACTS ABOUT THE LEARNERS Whole Class Information (Class Profile) Number of students in class Period 4 36 students Demographic Information Race White 22 Hispanic or Latino - 4 Vietnamese - 2 Asian 1 American Indian or Alaska Native 1 Filipino - 1 Farsi (Persian) 1 Refused to Identify 1 Unknown 3 Gender - 21 female, 14 male ELL - 1 Bilingual - 2 IEP, 504 - 1 Gifted 1 Developmental Needs Readiness Level-Most students in the class have taken Spanish I the prior year so they do have some sort of foundation for speaking a foreign language at the academic level. There is one special needs
th

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student and one English learner. I think the ELD student should probably be reclassified as English proficient. There is also one gifted student in my class that excels in many areas of academic content. Interests-Many of the students are involved in after-school sports, clubs, tutoring, and many other activities. Learning Profiles-Many of the students in the class are visual or kinesthetic learners. The students benefit from having the material delivered in multiple ways such as orally, interactive games, and collaborating with others in small groups. Affective-Management Strategies-Most of my students are well behaved and the ones that talk when I am talking need to be handled with firmness and respect. Each student has a Spanish partner and I switch them every two weeks after an exam. I organize the seating chart and place the strongest with the weakest Spanish students. Classroom Learning Environment-The learning environment is excellent. The walls have various posters of Spanish speaking countries along with some of the top projects in the class. The classroom is well organized with many opportunities for the students to interact with one another. The students need a low stress classroom environment where they feel safe and confident to participate in Spanish.

Individual Student Information and Differentiation Strategies 1. Helen is a 15-year-old 10th grader and is a heritage speaker of the language that you are teaching. Both of her parents are professionals. Her extended family includes aunts, uncles, and cousins. Her grandparents live in their native country, and she and her family visit them in the summer. Helen was born in the United States. She is orally proficient but not literate in her native language, which is the target language of the class. Her report cards indicate above average grades, and she is identified as G.A.T.E. Helen is somewhat shy socially but is well liked and works well in small groups. She is seldom absent from school. Individual educational goals - Become fully literate in English and improve reading and writing skills. Developmental needs Readiness level - Proficient, Advanced Reading, Writing, and Oral skills in her native language Spanish. Interests - Reading, Dancing, Traveling, and Family. Learning profile - Visual and Kinesthetic learner Differentiation Content - Helen is timid and this can hinder the development of both the English and Spanish language. Helen collaborates well with other students but needs to improve on her social skills and also needs to understand when she is making errors in her native Spanish language. Both positive verbal and written feedback will help in this developmental area. Process - I would use a flexible grouping strategy for Helen because this will force Helen to participate and initiate the conversation with her peers and gain confidence through the process of developing her academic social skills as she is not fully literate in her native Spanish native language. There is a high correlation that she will receive positive verbal feedback from her peers in a Spanish II class. I would also try to pair Helen up with at least one of the bilingual or top students in the Spanish classroom because this will make her feel more comfortable with additional support. Product - Helen will listen and record her colleagues Spanish ideas and contribute her insights while participating in a series of Spanish activities. This adaptation is important and will be effective for Helen because she is orally proficient but not fully literate in Spanish. Helen is well liked among her classmates and this will help re enforce the lesson goals to the students by recording and processing the Spanish content as a group and creating a pleasant learning environment. Affect - I believe that Helen will gain confidence through the process of collaborating and a series of written and oral activities because she is familiar with the Spanish language based on her heritage. It is important for Helen to have confidence in the Spanish classroom because she is typically shy in social academic settings. As her confidence continues to grow, she will become more comfortable in speaking

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both English and Spanish with other students throughout her classes and throughout the entire school. This is especially effective and important for Helen because she will continue to develop her academic social skills in Spanish at a school that consists of 49 % Hispanic/Latino population. Learning environment - Provide a welcoming low stress environment. Complete a seating chart so Helen is with one of the weaker students since she is strong in Spanish. Progress Monitoring Assessment Formative - Circulate the classroom and monitor the progress of writing, listening, reading, and oral skills Evaluative - Collect a Spanish crossword puzzle on day 2, 3, an in-classroom work packet of various textbook activities, a Spanish quiz and test at the end of the unit. Next Steps Continue to work with Helens confidence so she can describe her Spanish native language to her classmates. 2. Angel Garcia Avila is the only English learner that I have in my Spanish II foreign language class. Angel is shy and rarely participates during the Spanish class discussions. I need to get to know Angel better so I can try to relate my past experiences with him and help him learn to like education and know the importance of going to college. Angels student profile is as follows: CELDT 2012-2013 Results CELDT PL Overall Text Early Advanced CELDT PL Overall 4 CELDT PL Listen 5 CELDT PL Speak 4 CELDT PL Read 5 CELDT PL Write 4 Race: Hispanic/Latino Primary Language: Spanish Language fluency: English Learner th Grade Level - 11 grade 2012-2013 CST - California Standardized Testing Grade 10 ELA 3 Basic Geometry 1 Far Below Basic CAHSEE Overall Pass Developmental needs Readiness level - Proficient, Advanced Reading, Writing, and Oral skills in his native language Spanish. Interests - Traveling, Friends, and Family. Learning profile - Visual and Kinesthetic learner Differentiation Content - I think a great instructional strategy for Angel would be to create a lesson plan on the culture of the Spanish family heritage and the respect they within their. For example, I know that Mexican families like to get together at least once a week and have a nice dinner or party together. Process - I could have the students participate in Spanish cultural reading Product Continue to assess his writing skills Affect I think if I mention some of my personal experiences of traveling in Spanish speaking countries and some photos that this will motivate Angel to continue to learn and improve in his Spanish literacy skills Learning environment Provide a welcoming low stress environment. Complete a seating chart so Angel is with one of the stronger Spanish students in academic social skills since he is timid and doesnt participate very much in class. Progress Monitoring Assessment

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Formative - Circulate the classroom and monitor the progress of writing, listening, reading, and oral skills Evaluative - Collect a Spanish crossword puzzle on day 2, 3, an in-classroom work packet of various textbook
activities, a Spanish quiz and test at the end of the unit.

Next Steps Continue to work with Angels confidence and participation so he can describe his Spanish native language to his classmates.

3. Alex is a 15-year-old boy in the tenth grade stage two language class. He had difficulty with the development of his early literacy skills, including the acquisition of sound/symbol relationships and word identification, demonstrated in both his reading and writing. In the second grade, Alex was identified as a student with specific learning disabilities. Since then, Alex has received special education support primarily in a resource room for language arts, while he is included in the general education curriculum. He is able to independently read text at a 7th grade level and continues to struggle with decoding words. Alex also has asthma for which he takes daily medication and occasionally needs to use an inhaler. He is a self-isolating person who does not readily join into whole-class conversations or contribute to group learning situations. His tendency is to sit alone at lunch and to be by himself during transitional time. There is no in-class support for this student. Developmental needs Readiness level - Proficient, Advanced Reading, Writing, and Speaking skills in her native language Spanish. Interests - Reading, Dancing, Traveling, and Family. Learning profile - Visual and Kinesthetic learner Differentiation Content - One instructional strategy or student activity that would be challenging for Alex is to participate and read Spanish vocabulary and linguistic structures in front of the class because Alex struggles with sentence frames. He has difficulty with sounds and symbol acquisition, decoding words, and only has a seventh grade reading level. Process - I would use a document camera to the Spanish vocabulary and linguistic structures and review the important Spanish cultural relationships with the entire class. This way I am addressing everyone and not just Alex in front of all the students in the Spanish class. If I wanted to do something specific for the needs of Alex, I could provide him a graphic organizer that has Spanish words defined, images, and examples of the technology used in sentences. Product-My adaptation would be effective for Alex in making progress toward achieving the learning goals because through the document camera words would appear clearer. I could review and decode examples of various Spanish vocabularies, verbs, and cultural differences. The participation of the class will help Alex re enforce strategies such as highlighting the important information so he could study Spanish more efficiently. Affect - My adaptation would be effective for Alex in making progress toward achieving the learning goals of this Spanish unit because I have provided a pleasant learning environment. Alex is able to participate in the class with his Spanish partner in a low stress environment and he is able to provide his insights and ideas through his part of the Spanish activities. Alex is able to learn the Spanish content and continue to build on his academic social skills. Learning environment - Low stress friendly environment. Progress Monitoring Assessment Formative - Circulate the classroom and monitor the progress of writing, listening, reading, and oral skills Evaluative - Collect a Spanish crossword puzzle on day 2, 3, an in-classroom work packet of various textbook activities, a Spanish quiz and test at the end of the unit. Next Steps Continue to work on Alexs classroom management, Spanish literacy skills, and his participation in the classroom.

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4. Jose is a fifteen-year-old Hispanic male student in my period four Spanish II foreign language class at San Pasqual High School in Escondido, California. I selected Jose as a student because he is very timid in class but from time to time he opens up and expresses his ideas and insights in either English or Spanish. Jose interests me because I want to know how I can adjust my Spanish lesson plans so he is always engaged and excited about education. Jose is in the tenth grade and is considered a special education student because he has a specific learning disability in the area of auditory memory. This is an instructional challenge because learning a foreign language requires the memorization of vocabulary, verb conjugations, and various grammar rules that apply to the Spanish language. Jose is fluent in his primary language English and he is considered proficient with a score of four in the English Language Arts area according to the California Standardized Testing (CST). However, Jose has failed the California Academic High School Exit Exam (CAHSEE) and this is a concern for me because it is necessary for students to pass in order to graduate. Jose is in all general education classes and his six week progress report shows that he is doing well. Jose currently has a B- in World History, B in English 10, B in Spanish II, A in Avid II, and a B in Physical Education. Three of Joses teachers advise that he is a pleasure to have in class. He currently has an 87% in my class which is a B+ and I agree with his educators that Jose is a pleasure to have in class. Joses student profile is as follows: Race: Hispanic/Latino Primary Language: English Language fluency: English Only Special Education: Yes th Grade Level-10 grade 2012-2013 CST - California Standardized Testing Grade 9 ELA 4 Proficient Geometry 3 Basic CAHSEE Overall Fail Developmental needs Readiness level - Proficient in Reading, Writing, and Speaking. Basic in Geometry, Math Interests - Video games, Designing, and Family. Learning profile - Visual and Kinesthetic learner Differentiation Content - There are various ways I can help Jose in the area of auditory memory through my instructional planning such as create a graphic organizer or mention different mnemonics in Spanish. There are various ways I can adjust my instructional planning for Jose such as allowing him the opportunity to retake Spanish quizzes if he does poorly. Process - I think a great way to adjust my instructional strategies for Jose would be to create different Spanish projects for the class to design. This will give Jose an opportunity to design and demonstrate his creativity in Spanish. Product - I would like to use an informal assessment for Jose during this lesson so I could circulate the room as I gather data on his writing, interest, and participation level as he collaborates with other students. I would use a rubric to assess the students creativity, design, and organization of Spanish projects. The administration of quizzes would be a summative assessment for Jose because I would be analyzing his understanding of Spanish verbs or vocabulary at the end of the instruction. Affect - The implementation of student grouping would be a beneficial assessment for Jose because I could pair him with a student that excels at auditory memory. Learning environment - Jose described the best conditions for him to learn are when the lesson is amusing, funny, and especially a low stress environment. Progress Monitoring Assessment Formative - Circulate the classroom and monitor the progress of writing, listening, reading, and oral skills Evaluative - Collect a Spanish crossword puzzle on day 2, 3, an in-classroom work packet of various textbook activities, a Spanish quiz and test at the end of the unit. Next Steps

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Continue to work on ideas to help Jose with his auditory memory. Always give him positive feedback on his progress toward writing, listening, reading and oral communication in Spanish as this will help him with his confidence and academic social skills.

5. Nidia is extremely gifted in art, mathematics, and language development. She is currently bilingual and I think she has what it takes to become trilingual. She is always organized, prepared, willing to assist others, and exceeds in creativity, reading, and writing in Spanish. Nidias student profile is as follows: Nghiem Nidia" H. Nguyen Race: Cambodian Primary Language: Vietnamese Language fluency: Initially Fluent English Proficient (I-FEP) th Grade Level-10 grade 2012-2013 CST-California Standardized Testing Grade 9 ELA 5 Advanced Algebra II 5 Advanced Developmental needs Readiness level - Proficient, Advanced Reading, Writing, and Speaking skills in her native language Spanish. Interests - Reading, Art, Math, and Languages. Learning profile - Visual and Kinesthetic learner Differentiation Content - Continue to create curriculum that is creative and challenging for Nidia. Process - I think a great way to adjust my instructional strategies for Nidia would be to create different Spanish projects for the class to design. Nidia has a passion for art and this will give her an opportunity to design and demonstrate her creativity in Spanish. Product - I would use a rubric to assess Nidias art creativity, design, and organization of Spanish projects. Affect - Provide positive feedback and constructive criticism so she has the confidence and knowledge to proceed with learning a third language. Learning environment - Complete a class seating chart for Nidia and make sure she sits in front of the class because she wears glasses and provided a document camera for enhancing visual aids. Progress Monitoring Assessment Formative - Circulate the classroom and monitor the progress of writing, listening, reading, and oral skills Evaluative - Collect a Spanish crossword puzzle on day 2, 3, an in-classroom work packet of various textbook activities, a Spanish quiz and test at the end of the unit. Next Steps Continue to challenge Nidias oral skills and to be thorough when explaining all the different types of meanings within Spanish vocabulary and grammar.

UNIT RATIONALE: ENDURING UNDERSTANDINGS & ESSENTIAL QUESTIONS Big Idea It is essential to learn Spanish technological vocabulary in order to communicate efficiently on the phone or in a social network setting in Latin America countries. It is important to learn the imperfect tense if you want to explain a Spanish story in the past. Enduring Understandings (EU or Big Ideas)

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Unit Objective After explaining and demonstrating the new vocabulary and the imperfect past tense in Spanish, Students will be able to connect and compare technology to their previous cultural experiences. I would like my students to have a solid foundation of the new vocabulary and imperfect past tense in Spanish. It is important for students to understand the imperfect past tense so they can express themselves in the past tense while telling a story. Essential Questions Why is academic vocabulary important? What are the benefits of learning another language? Why is it important to be able to identify the technological differences in the cultural experience of a Spanish or Latin country? Why is it important to be able to explain in Spanish past events that have repeated over a period of time? UNIT CALENDAR DAY #1-5 DAY
1

Standard
CA CONTENT STANDARD(S) ADDRESSED Stage II Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines. 2.1 Students address topics related to self and the immediate environment, including: o. Technological advances and innovation CA ELD STANDARD(S) ADDRESSED Section 2: Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts, Part I: Interacting in

Objective
Students will be able to state and identify patterns of the new technological Spanish vocabulary by participating in different oral activities.

Student Activity
Every student participates in the oral pronunciation of the new technological Spanish vocabulary once with the text book CD and again with the teacher Students listen to the similarities of the correct pronunciation of the new technological Spanish vocabulary words, accents, and the similar relationships to the English language.

Assessment
Formative Progress Monitoring Spanish Pronunciation and students accentuation of the new technological vocabulary.

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Meaningful Ways, Bridging 5. Listening actively Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering detailed and complex questions that show thoughtful consideration of the ideas or arguments with light support. 2 CA CONTENT STANDARD(S) ADDRESSED Stage II Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines 2.1 Students address topics related to self and the immediate environment, including: o. Technological advances and innovation CA ELD STANDARD(S) ADDRESSED Section 2: Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts, Part I: Interacting in Meaningful Ways, Bridging Students will be able to arrange and construct Spanish vocabulary related to technology through reading, writing, and answering related questions to a series of activities with their Spanish partner. Each Student participates in the written activities and is responsible for all of the work along with turning the Spanish vocabulary crossword puzzle assignment Students participate in answering the questions from the reading with the teacher in front of the whiteboard. Students assess their answers to the Spanish vocabulary crossword puzzle after the teacher displays the answers through the document camera. Formative (Progress Monitoring) Think-pair-share technique

Sharing partners technique

Summative (evaluative) Classroom work activity

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7. Evaluating language choices Explain how successfully writers and speakers structure texts and use language to persuade the reader providing well-worded evidence to support claims or connecting points in or create other specific effects, with light support. Same as Day 2Block Day CA CONTENT STANDARD(S) ADDRESSED Stage II Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines 2.1 Students address topics related to self and the immediate environment, including: o. Technological advances and innovation CA ELD STANDARD(S) ADDRESSED Section 2: Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts, Part I: Interacting in Meaningful Ways, Bridging 7. Evaluating language choices

3 4

Same as Day 2Black Day Students will be able to identify Spanish vocabulary related to technology through reading, writing, and answering related questions to the material with their Spanish partner.

Same as Day 2Block Day Students collaborate with their Spanish partner while they individually complete the different activities from the textbook. Students participate in answering the questions from the reading while the teacher reviews the answers in front of the whiteboard.

Same as Day 2Block Day Formative (progressmonitoring)

Think-pair-share technique Sharing partners technique

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Explain how successfully writers and speakers structure texts and use language to persuade the reader providing well-worded evidence to support claims or connecting points in or create other specific effects, with light support. 5 CA CONTENT STANDARD(S) ADDRESSED Stage II Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines 2.1 Students address topics related to self and the immediate environment, including: o. Technological advances and innovation CA ELD STANDARD(S) ADDRESSED Section 2: Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts, Part I: Interacting in Meaningful Ways, Bridging 3. Using verbs and verb phrases Using a variety of verbs in different tenses, aspects, and mood appropriate for the Students will be able to list and separate the different endings to the imperfect tense Spanish verbs. . Students listen and take notes on the difference between the imperfect tense and the endings of the Spanish ar and ir/er verbs in front of the class through document camera. Students listen, take notes, and repeat many examples of the new endings for the imperfect tense Spanish ar and ir/er verbs Formative (progressmonitoring)

Spanish Pronunciation and accent of the imperfect past tense. Spanish spelling and grammar skills.

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text type and discipline to create a variety of texts that describe concrete and abstract ideas, explain procedures and sequences, summarize texts and ideas, and present and critique points of view

4. WEEK OF LESSON PLANS Day #1

SINGLE SUBJECT DAILY LESSON DESIGN FORMAT FOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE https://sites.google.com/site/lessondesignresources/home

TITLE OF LESSON Introduction to Spanish Technological Vocabulary

CURRICULUM AREA & GRADE LEVEL Spanish II-San Pasqual High School 1st Lesson of two week unit-Regular Day-57 minutes Textbook - Buen Viaje! Chapter 3

DATE OF LESSON 10/21/2013

CA CONTENT STANDARD(S) ADDRESSED Stage II 2.1 Students address topics related to self and the immediate environment, including: o. Technological advances and innovation

CA ELD STANDARD(S) ADDRESSED Section 2: Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts, Part I: Interacting in Meaningful Ways, Bridging 5. Listening actively Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering detailed and complex questions that show thoughtful consideration of the ideas or arguments with light support.

BIG IDEA ADDRESSED Producing academic Spanish vocabulary is essential for learning Spanish.

ESSENTIAL QUESTIONS ADDRESSED Why is academic vocabulary important? What are the benefits of learning another language? Why is it important to identify the technological differences while experiencing the culture of a Spanish or Latin country?

OBJECTIVE(S) OR LEARNING GOAL(S) After a series of listening activities, Students will be able to state and identify patterns by repeating the new technological Spanish vocabulary through different oral activities. Language Development

ASSESSMENT(S) Formative (progress-monitoring)

1.

Spanish Pronunciation and students accentuation of the new technological vocabulary.

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL

I predict students will struggle in certain areas such as pronunciation of new Spanish technological vocabulary and participation with some

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students may be an issue because most of them are non-native speakers and lack the confidence.

INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONALES

Anticipatory Set Cooperating Teacher (CT) introduces the new unit and sets the objective by introducing the new vocabulary through listening and speaking activities. (5 min.) Instruction (Through) CT explains the listening activities for the new technological Spanish vocabulary. Students will simply listen to a recording of the new technological vocabulary provided by the book and repeat them in Spanish once with the recording and again with the CT. (5 min.) Guided Practice CT reviews all of the correct pronunciation, accent marks, and the relationships between English and the new technological Spanish vocabulary. (19 min.) Independent Practice Teacher is able to assess the students pronunciation and their Spanish accent while the students repeat the new technological vocabulary. (18 min.)

Language Developm ent

Increase the success of student engagement

Anticipatory Set Students observe and listen to the teacher set the objective. (5 min.)

Language Developm ent

Students dont feel pressured and are very observant

Language Developm ent

Increased probability that students begin focusing on the learning at the same time as the teacher

Instruction Students listen to the instructions by the teacher. (5 min.)

Language Developm ent

Students dont feel pressured and are very observant

Language Developm ent

Increased probability that students begin focusing on the learning at the same time as the teacher.

Guided Practice Students listen to the similarities of the correct pronunciation of the new technological Spanish vocabulary words, accents, and the similar relationships to the English language. (19 min.) Independent Practice Every student participates in the oral pronunciation of the new technological Spanish vocabulary once with the text book CD and again with the teacher. (18 min.) Closure Students listen to some of the key ideas of the new Spanish telecommunications vocabulary words. (5 minutes)

Language Developm ent

Students need to listen to the new Spanish vocabulary in order to have the confidence to practice it orally in Spanish.

Language Developm ent

Increased probability of success in the students academic social development.

Language Developm ent

Students practice orally their new Spanish vocabulary and improve their academic social needs.

Closure CT reviews some of the main ideas from the new Spanish vocabulary words such as certain spelling and the placement of various accent marks. (5 min.)

Language Developm ent

Increased probability that students begin focusing on the learning at the same time as the teacher.

Language Developm ent

Increase the success of student engagement.

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Transfer Teacher reminds the students that there is a lot of quality information from the new technological vocabulary that they may implement when their Spanish partner conversations and compositions begin in another week. (5 min.)

Language Developm ent

Increased probability that students begin focusing on the learning at the same time as the teacher.

Transfer Students think about possible ideas to use for their future Spanish partner conversations and compositions that they are graded in toward the end of each unit. (5 minutes)

Cognitive

Increase the success of student engagement.

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS Provided a Document Camera for enhancing visual aids. Was not present to monitor progress. RESOURCES White Board, Dry erase markers, Document Camera,

DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS Provided a Document Camera for enhancing visual aids. Was not present to monitor progress. REFLECTION My cooperating teacher led in this lesson but I created it as if I would have taught it.

Day #2 & #3
SINGLE SUBJECT DAILY LESSON DESIGN FORMAT FOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE https://sites.google.com/site/lessondesignresources/home

TITLE OF LESSON Spanish Technological Vocabulary

CURRICULUM AREA & GRADE LEVEL Spanish II-San Pasqual High School 2 Lesson of two week unit-Block Day-80 minutes Textbook - Buen Viaje! Chapter 3
st

DATE OF LESSON 10/22/2013 & 10/23/2013

CA CONTENT STANDARD(S) ADDRESSED Stage II 2.1 Students address topics related to self and the immediate environment, including: o. Technological advances and innovation

CA ELD STANDARD(S) ADDRESSED Section 2: Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts, Part I: Interacting in Meaningful Ways, Bridging 7. Evaluating language choices

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Explain how successfully writers and speakers structure texts and use language to persuade the reader providing wellworded evidence to support claims or connecting points in or create other specific effects, with light support. BIG IDEA ADDRESSED Producing academic Spanish vocabulary is essential for learning Spanish. ESSENTIAL QUESTIONS ADDRESSED Why is academic vocabulary important? What are the benefits of learning another language? Why is it important to identify the technological differences while experiencing the culture of a Spanish or Latin country? OBJECTIVE(S) OR LEARNING GOAL(S) Students will be able to arrange and construct Spanish vocabulary related to technology through reading, writing, and answering related questions to a series of activities while collaborating with their Spanish partner. Cognitive Psychomotor Language Development Visual Summative (evaluative) 1. Classroom work activity ASSESSMENT(S) Formative (progress-monitoring)

2. 3.

Think-pair-share technique Sharing partners technique

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL

I predict students will struggle in certain areas such as pronunciation of new Spanish technological vocabulary and participation with some students may be an issue because most of them are non-native speakers and lack the confidence. I also think students will struggle with the spelling and grammar of the new Spanish material.

INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONALES

Anticipatory Set As the teacher greets the students, he talks about some of the up to date technology in the world and relates it to some of the new technology Spanish vocabulary the students are going to be introduced to in the unit. Teacher sets the objective by explaining to the class that we will continue to learn new Spanish technological vocabulary through a series of writing, listening, and oral activities. After completing the classroom work activities from the book, students will complete a

Visual Psychomo tor Language Developm ent

Increase the success of student engagement

Anticipatory Set Students observe and listen to the teacher set the objective. (5 min.)

Visual Psychomo tor Language Developm ent

Students dont feel pressured and are very observant

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Spanish crossword puzzle and turn in the assignment by the end of the class. (5 min.) Instruction (Through) Teacher explains the directions of the three Spanish vocabulary writing assignments from the textbook and demonstrates how to do the first question of each activity with the class. Teacher explains the directions of the Spanish vocabulary crossword and advises that they cant use their text book but may collaborate with others while completing the assignment. (5 min.) Guided Practice After finishing the three different written activities, I review all of the questions and answers orally in Spanish with the students together on the whiteboard in front of the classroom. After students do their best to complete the Spanish vocabulary cross word puzzle, teacher provides the answers on the document camera. (30 min.) Independent Practice Teacher walks around the room and monitors the students while they participate in the written vocabulary activities in Spanish. (30 min.) Cognitive Language Developm ent Increased probability of success in the students academic social development. Visual Language Developm ent Increased probability that students begin focusing on the learning at the same time as the teacher. Guided Practice Students participate in answering the questions from the reading with the teacher in front of the whiteboard. Students assess their answers to the Spanish vocabulary crossword puzzle after the teacher displays the answers through the document camera. (30 min.) Visual Language Developm ent Students need to be organized in order to begin their classroom work. Visual Language Developm ent Increased probability that students begin focusing on the learning at the same time as the teacher Instruction Students listen to the instructions by the teacher. (5 min.) Visual Language Developm ent Students dont feel pressured and are very observant

Independent Practice Each Student participates in the written activities and is responsible for all of the work along with turning the Spanish vocabulary crossword puzzle assignment. (30 min.)

Cognitive Language Developm ent

Students collaborate with their Spanish partner to increase their academic social needs.

Closure Teacher reviews some of the main ideas from the new Spanish vocabulary words. (5 min.)

Language Developm ent

Increased probability that students begin focusing on the learning at the same time as the teacher.

Closure Students listen to some of the key ideas and vocabulary words the teacher addresses while summarizing the Spanish reading. (5 min.)

Language Developm ent

Increase the success of student engagement.

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Transfer Teacher reminds the students that there is a lot of quality information from the technological vocabulary that they may implement when their Spanish partner conversations and compositions begin in another week. (5 minutes)

Cognitive

Increased probability that students begin focusing on the learning at the same time as the teacher.

Transfer Students think about possible ideas to use for their future Spanish partner conversations and compositions that they are graded in toward the end of each unit. (5 minutes)

Cognitive

Increase the success of student engagement.

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS Angel followed this lesson very well but his participation is never at a high. Provided a Document Camera for enhancing visual aids

DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS Jose did well in these series of activities. l consistently checked in on him and gave him additional time to complete the activities.

RESOURCES White Board, Dry erase markers, Document Camera, Spanish crossword puzzle

Provided a Document Camera for enhancing visual aids REFLECTION Day 1 of Block Day I lead in this lesson and at times I thought I did a great job such as introducing and getting the class excited for the day. I felt like I spent too much time going through the written activities in Spanish with the students. I look forward to improving on the lesson next time as I will present to a period 4 Spanish II class tomorrow on block day as well. Day 2 of Block Day The second time on the same lesson I delivered yesterday always seems to go better than the first. My transitions seem to flow better and I feel more confident in front of the class. I am able to observe the students more and work on my classroom management.

Day #4
SINGLE SUBJECT DAILY LESSON DESIGN FORMAT FOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE https://sites.google.com/site/lessondesignresources/home

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TITLE OF LESSON Spanish Technological Vocabulary

CURRICULUM AREA & GRADE LEVEL Spanish II-San Pasqual High School 3rd Lesson of two week unit-Short Day-47 minutes Textbook - Buen Viaje! Chapter 3

DATE OF LESSON 10/24/2013

CA CONTENT STANDARD(S) ADDRESSED Stage II 2.1 Students address topics related to self and the immediate environment, including: o. Technological advances and innovation

CA ELD STANDARD(S) ADDRESSED Section 2: Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts, Part I: Interacting in Meaningful Ways, Bridging 8. Evaluating language choices

Explain how successfully writers and speakers structure texts and use language to persuade the reader providing wellworded evidence to support claims or connecting points in or create other specific effects, with light support. BIG IDEA ADDRESSED Producing academic Spanish vocabulary is essential for learning Spanish. ESSENTIAL QUESTIONS ADDRESSED Why is academic vocabulary important? What are the benefits of learning another language? Why is it important to identify the technological differences while experiencing the culture of a Spanish or Latin country? OBJECTIVE(S) OR LEARNING GOAL(S) Students will be able to identify Spanish vocabulary related to technology through reading, writing, and answering related questions to the material with their Spanish partner. Cognitive Psychomotor Language Development Visual ASSESSMENT(S) Formative (progress-monitoring)

4. 5.

Think-pair-share technique Sharing partners technique

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL

I predict students will struggle in certain areas such as the pronunciation of the new Spanish technological vocabulary and participation with some students may be an issue because most of them are non-native speakers and lack the confidence to express them selves freely. I also think students will struggle with the spelling and grammar of the new Spanish material.

Anne Ren Elsbree

2013 EDSS 511

17

INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONALES

Anticipatory Set As the teacher greets the students, his cellular phone alarm purposely goes off and he reviews some of the Spanish vocabulary they learned the prior lesson as it relates to technology. Teacher sets the objective by explaining to the class that they we will continue to learn new Spanish technology vocabulary through a series of writing activities. (5 min.) Instruction (Through) Teacher explains the directions of the three Spanish vocabulary writing assignments from the textbook and models how to do the first question of each activity with the class on the whiteboard. (5 min.) Guided Practice After finishing the three different written activities, I review all of the questions and answers orally in Spanish with the students together on the whiteboard in front of the classroom. Teacher provides different color dry erase markers to distinguish between new vocabulary and grammar on the white board in Spanish. (15 min.)

Visual

Increase the success of student engagement

Anticipatory Set Students observe and listen to the teacher set the objective. (5 min.)

Visual Psychomo tor Language Developm ent

Students dont feel pressured and are very observant

Language Developm ent

Increased probability that students begin focusing on the learning at the same time as the teacher

Instruction Students listen to the instructions by the teacher. (5 min.)

Language Developm ent

Students dont feel pressured and are very observant

Visual Language Developm ent

Increased probability that students begin focusing on the learning at the same time as the teacher.

Guided Practice Students participate in answering the questions from the reading while the teacher reviews the answers in front of the whiteboard. Students are required to use their hi-lighters to distinguish between new vocabulary and grammar on the white board in Spanish. (15 min.)

Visual Language Developm ent

Students need to be organized in order to begin their classroom work.

Independent Practice Students collaborate with their Spanish partner while they individually complete the different activities from the textbook. (15 min.)

Cognitive Language Developm ent

Students collaborate with their Spanish partner to increase their academic social needs.

Anne Ren Elsbree

2013 EDSS 511

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Independent Practice Teacher walks around the room and monitors the students while they participate in the written vocabulary activities in Spanish. (15 min.) Closure Teacher reviews some of the main ideas from the new Spanish vocabulary words. (4 min.)

Cognitive Language Developm ent

Increased probability of success in the students academic social development.

Closure Students listen to some of the key ideas and vocabulary words the teacher addresses while summarizing the Spanish activities. (4 min.) Transfer Students think about possible ideas to use for their future Spanish partner conversations and compositions that they are graded in toward the end of each unit. (3 min.)

Cognitive Language Developm ent

Increase the success of student engagement.

Cognitive Language Developm ent

Increased probability that students begin focusing on the learning at the same time as the teacher. Increased probability that students begin focusing on the learning at the same time as the teacher.

Cognitive

Increase the success of student engagement.

Transfer Teacher reminds the students that there is a lot of quality information from the technological vocabulary that they may implement when their Spanish partner conversations and compositions begin in another week. (3 min.)

Cognitive

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS Angel followed this lesson very well but his participation is never at a high. Provided different color dry erase markers to distinguish between new vocabulary and verbs in Spanish.

DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS Jose did well in these series of activities. I consistently checked in on him and gave him additional time to complete the activities.

RESOURCES White Board, Dry erase markers, Cellular phone

Provided different color dry erase markers to distinguish between new vocabulary and verbs in Spanish. REFLECTION I lead in this lesson and at times I thought I did a great job such as introducing and getting the class excited for the day. I felt like I spent too much time going through the reading questions in Spanish with the students. I look forward to improving on the lesson next time as I will present to a period 4 Spanish II class on block day.

Day #5
SINGLE SUBJECT DAILY LESSON DESIGN FORMAT FOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE https://sites.google.com/site/lessondesignresources/home

TITLE OF LESSON Introduction to Spanish Verbs in the Imperfect Past Tense

CURRICULUM AREA & GRADE LEVEL Spanish II-San Pasqual High School 4th Lesson of a two week unit-Regular Day-57 minutes Textbook - Buen Viaje! Chapter 3

DATE OF LESSON 10/25/2013

Anne Ren Elsbree

2013 EDSS 511

19

CA CONTENT STANDARD(S) ADDRESSED Stage II 2.1 Students address topics related to self and the immediate environment, including: o. Technological advances and innovation

CA ELD STANDARD(S) ADDRESSED Section 2: Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts, Part I: Interacting in Meaningful Ways, Bridging 3. Using verbs and verb phrases Using a variety of verbs in different tenses, aspects, and mood appropriate for the text type and discipline to create a variety of texts that describe concrete and abstract ideas, explain procedures and sequences, summarize texts and ideas, and present and critique points of view

BIG IDEA ADDRESSED Understanding when and how to conjugate imperfect verbs is essential to telling a Spanish story in the past tense.

ESSENTIAL QUESTIONS ADDRESSED Why are academic verbs important? What are the benefits of learning another language? Why is it important to be able to explain in Spanish past events that have repeated over time?

OBJECTIVE(S) OR LEARNING GOAL(S) After the students recall the last classroom activity from the prior lesson, Students will be able to list and separate the different endings of all Spanish verbs the imperfect past tense by taking notes and repeated the conjugated verbs orally with the teacher. Cognitive Language Development Visual

ASSESSMENT(S) Formative (progress-monitoring)

6. 7.

Spanish Pronunciation and accent of the imperfect past tense. Spanish spelling and grammar skills.

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL

I predict students will struggle in certain areas such as pronunciation of the new imperfect Spanish verb. The lack of confidence and the participation with some students may be an issue because most of them are non-native speakers.

Anne Ren Elsbree

2013 EDSS 511

20

INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONALES

Anticipatory Set Teacher has the students recall the very last classroom activity from the prior lesson and sets the objective by explaining to the students they will be learning and taking notes on the imperfect past tense in Spanish and practice speaking them orally. (5 min.) Instruction (Through) Teacher explains the difference between the imperfect tense and the endings of the Spanish ar and ir/er verbs. (5 min.) Guided Practice Teacher explains the difference between the imperfect tense and the endings of the Spanish ar and ir/er verbs in front of the class through document camera. (19 min.)

Visual Language Developm ent

Increase the success of student engagement

Anticipatory Set Students observe and listen to the teacher set the objective. (5 min.)

Visual Language Developm ent

Students dont feel pressured and are very observant

Instruction Language Developm ent Increased probability that students begin focusing on the learning at the same time as the teacher Increased probability that students begin focusing on the learning at the same time as the teacher. Students listen to the instructions by the teacher. (5 min.)

Language Developm ent

Students dont feel pressured and are very observant

Guided Practice Students listen and take notes on the difference between the imperfect tense and the endings of the Spanish ar and ir/er verbs in front of the class through document camera. (19 min.)

Language Developm ent

Language Developm ent

Students need to be organized in order to begin their classroom work.

Independent Practice Independent Practice Teacher states a Spanish ar or er/ir verb in the imperfect past tense and the students repeat it with the correct pronunciation and accentuation. (18 min.) Closure Teacher reviews some of the main ideas from the new Spanish vocabulary words. (5 min.) Cognitive Language Developm ent Increased probability of success in the students academic social development. Students listen, take notes, and repeat many examples of the new endings for the imperfect tense Spanish ar and ir/er verbs. (18 min.) Closure Language Developm ent Increased probability that students begin focusing on the learning at the same time as the teacher. Increased probability that students begin focusing on the learning at the Students listen to some of the key ideas and vocabulary words the teacher addresses while summarizing the Spanish reading. (5 min.) Transfer Students think about possible ideas to use for their future Spanish partner conversations and compositions that

Cognitive Language Developm ent

Students collaborate with their Spanish partner to increase their academic social needs.

Language Developm ent

Increase the success of student engagement.

Cognitive

Transfer Teacher reminds the students that there is a lot of quality information from the technological

Cognitive

Increase the success of student engagement.

Anne Ren Elsbree

2013 EDSS 511

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vocabulary that they may implement when their Spanish partner conversations and compositions begin in another week. (5 min.)

same time as the teacher.

they are graded in toward the end of each unit. (5 min.)

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS Angel followed this lesson very well but his participation is never at a high. Provided a Document Camera for enhancing visual aids

DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS Jose did well in these series of activities. l consistently checked in on him and gave him additional time to complete the activities.

RESOURCES White Board, Dry erase markers, and Document Camera

Provided a Document Camera for enhancing visual aids REFLECTION I lead in this lesson and at times I thought I did a great job such as introducing and getting the class excited for the day. I felt like I struggled from time to time with the pronunciation of the Spanish imperfect tense. I look forward to improving on the pronunciation of the imperfect tense the next time I deliver a similar lesson.

5. MATERIALS/RESOURCES Computer, Stereo, Document Camera, Whiteboard, Dry Eraser Markers, 40 Copies of a Spanish Vocabulary Crossword puzzle 6. REFLECTION I have done several things to help differentiate my instructional strategies such as create a Spanish crossword puzzle for all the students. The strengths of my unit plan are my lesson plans and it is well organized. Some of the limitations in the unit plan is that this is just the first week of a two week lesson so I have not had the opportunity to administer a quiz or an exam as this would be the best form of an evaluative assessment.

Anne Ren Elsbree

2013 EDSS 511

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I did collect the Spanish crossword puzzle and the students receive a separate grade for this classroom work assignment. The students also turn in all of their textbook class work at the end of the unit and this is a major part of their in classroom work grade. I learned a lot about me as an educator such as it is hard to explain and demonstrate the correct accentuation of the imperfect past tense in Spanish. I also learned that it is important not to give students too much information until they are comfortable and understand the basic rules, vocabulary, and grammar in Spanish. I also have a better understanding of backward planning after organizing the first week of a two week unit plan on Spanish technology. I now have a better understanding of instructional strategies, assessments, and my transitions as I deliver each lesson in a unit. I also learned more Spanish technological vocabulary from the text book Buen Viaje! 7. RUBRIC WITH SELF-ASSESSMENT

I have highlighted my self assessment in bold font. Thank you.

Anne Ren Elsbree

2013 EDSS 511

23

UNIT RUBRIC
Design Component & Criteria Unit Context 1 point Student Facts 2 points Approaching

20 points
Meets (Including the criteria for Approaching & Meets) & describes the length of unit, number of class periods and lengths of periods. & describe 5 individual students (2 ELL, 2 Special Ed and another student of your choice). Include the students name, label, grade level, culture, language, SES, family, affect, individual ed goals, readiness (reading, writing and subject area level), interests, & learning profile & label the strategy (lesson content, process or product) and the way it addresses the students identity and developmental needs (readiness, interest or learning profile) & articulate what essential questions you will use to frame the unit Exceeds (Including the criteria for Approaching, Meets & Exceeds) & describe where it fits within the year plan. & include information about students affects and needs for their learning environment.

Describes the subject/content area, curse, grade level & Provide information the whole class (demographics, readiness, interests, learning profile)

Differentiation 3 points

Describe the differentiation strategy(ies) for the 5 individual students

Unit Rationale 1 point

Standards and Objectives 1 point

Assessment 2 points

Explain the importance of unit in the students big picture of learning & describes the enduring understandings what students will know and be able to do at the end of the unit Both CA Content and ELD Standards are identified and each is addressed in an objective that contains a condition, verb, and criteria Provide an assessment for each objective and articulates

& provide how the strategy will be assessed for effectiveness and altered if needed. & label the questions based on the Six Facets of Understanding.

& each objective is labeled by the type (cognitive, affective, psychomotor or language) and number of the standard it addresses

& identify which of the six facets of understanding it is designed to address.

& identify the formality, purpose, implementation method and evaluation criteria.

Into 1 point

Provide an into, activity for unit

Through 2 points

Beyond 1 point

Provide a unit calendar outlining what is addressed each day (objectives, standards, student activity and assessment) Provide a beyond activity for unit

& describe in detail the steps the teacher will take to implement the into lesson and any needed materials (i.e. graphic organizer, ppt, model, rubric) & each activity is student centered with multiple opportunities for the instructor to check for understanding

& provide description of how you will communicate of expectations, selfassessment process and provide a sample of student work. & provide script for teacher and times for each activity. & provide instructional materials for each lesson plan.

Lesson Plans 4 points Materials & Resources 1 point Reflection 1 point

3-5 lesson plans are provided Describe all the materials needed to implement the lesson/unit Address all the reflection prompts about differentiation, strengths and limits of the lesson, & effectiveness of lesson Provide a copy of the rubric with the unit plan

& describe in detail the steps the teacher will take to implement the beyond activities and any needed materials (i.e. graphic organizer, ppt, model, rubric) & each lesson meets all the requirements specified in their perspective rubrics including all the instructional materials & the materials address a range of student needs and variety of interests and learning profiles & describe what you learned about yourself and your students

& provide script for teacher and times for each activity. & A full scripted Lesson is provided for each day of the week. & the materials display the candidates imagination and creativity. & identify what you would keep in mind for the next lesson.

SelfEvaluation
5 points will be deducted if not included

& highlight the criteria for each component

& provide hand written evidence for each criteria marked and identify what page for each item.

Anne Ren Elsbree

2013 EDSS 511

24

Anne Ren Elsbree

2013 EDSS 511

25