Srta+Catherine+Lesson+Plan+II+-+Family+Booklets

** School/Placement: North Middle School  ** ** Grade Level: 8th grade  ** ** Subject: Spanish  ** ** Date: 29 March 2011  ** ** Instructional Model: Direct Instruction  ** ** Lesson Title: Family Booklets  ** **  Content   ** ** Established Goals:  ** []  /   Wisconsin Foreign Language Standards   Communication (Receptive – Imitative)  A.1 Students will carry on a short conversation about personal interests, including what they have done, are doing and are planning to do.  A.2 Students will ask and answer questions, including biographical information.   Presentational Speaking and Writing (Receptive – Imitative)  C.5 Forms of writing – Students will write personal journals and/or brief messages (postcards, letters or emails).   Across Disciplines  F.1. Speaking and writing: Students will use topics and skills from other school subjects to discuss and/or write in the language studied.  ** Understandings: Students will understand that …. **     It is important to be able to describe the personal characteristics of themselves and the members of their family using various adjectives in Spanish. ** Essential Questions:  ** What are the characteristics of my family members? What Spanish vocabulary can I use to describe their physical and personality traits? Why is it important to be able to use a variety of adjectives in Spanish? **  Knowledge and Skill Objectives:   ** Student will know about…a variety of new adjectives that concern physical and personality characteristics from Chapter 5B of // Realidades. //      Students will be able to do… compose an original piece of writing as part of the overall “Family Booklet” project, in Spanish, per the D.P.I. receptive-imitative level writing rubric. Students will be able to use their creative knowledge from art class to sketch or create pictures that correspond to their writing. **  Materials/Resources/Technology:   ** Copy paper halves/Construction paper halves // Realidades  // Ch. 5B adjectives (this may be an overhead or Powerpoint) Markers Stapler Writing Utensil **  Product   ** ** Assessment of Student Outcomes  ** : **  Formative Assessment:    ** * Students will demonstrate their knowledge of the new adjectives by composing an original “Family Booklet” project with five short sentences for each picture in Spanish per the D.P.I. receptive-imitative level writing rubric (Interpretation/Application). * Students will ask and answer questions on biographical information about family members using the new adjectives from// Realidades // Ch. 5B, in writing, in the form of an original “Family Booklet” (Application). **  Summative Assessment:   ** * Students will engage in similar writing activities that involve biographical information and the adjectives from // Realidades // 5B throughout the remainder of the semester (Application/Perspective). **  As a teacher, the outcome of these assessments will allow me to:    ** * Gauge the level of student understanding about the new adjectives from // Realidades // Ch. 5B. * Determine how to adjust my teaching strategy if students do not grasp the vocabulary right away. * In addition to assessing new vocabulary, it will allow me to assess understanding of sentence structure and vocabulary from the previous chapter. **  Process   ** * Teacher will open the class with a review oral activity to get the students warmed up. This could be a game or individual response session. * Teacher will explain that the students are to select six family members/pets and think about their physical and personality characteristics. *Teacher will explain the “Family Booklet” project, in which the students will feature these six family members/pets. *While students are thinking, the teacher will place the transparency on the overhead with the new adjectives. The teacher will say the word and its translation. *The students should take note about which adjectives they will utilize in their project. *Teacher will pass out the supplies and the students should begin their “Family Booklets” by writing their characteristics ** __first__ **. After five sentences are created for each of the six family members/pets, the students may move on to add pictures and decorate their booklets. *Teacher will circulate the room, answering any vocabulary questions or general questions from students. Teacher will also be available to proofread sentences. *Close the class with a quick review of what was learned today and have students check the floor for any stray art supplies. ****I anticipate that this project will take two class periods to complete. ** Instructional Strategies, Adaptations, and Learning Activities  ** : ** Instructional Strategies:  ** *Oral dictation and repetition of new vocabulary words to solidify learning and practice pronunciation. *Catered to visual, auditory and tactile learners through the various components of the lesson. ** Adaptations:  ** *Not all students are at the same level. For students that really struggle with the grammar aspect of the lesson, it is helpful to give them more support so that they can succeed. * For students that are creative, have them make their booklets as personal/creative as possible after they have completed all of the necessary components. **  Learning Activities:   ** * Students will orally review from previous lessons with a game or individual response session * Students will create their own “Family Booklet.” **  The following rubric was used to guide the student Family Booklet project:   ** Objective: To use the family words found in // Realidades // 5A and the adjectives found in // Realidades // 5B. You will describe six people or five people and one pet in your family. They can be real or imaginary. Write five complete sentences about each person or pet using the vocabulary found in // Realidades // Chapter 5. Each relative or pet should be on a separate half-sheet of paper. You will include a picture, whether real, from a magazine or clip art, or sketch of the person (if the photos are valuable, don’t include them in the project or bring them to school). Turn in the rubric with your project. Your first and last name must be on the rubric and the project. Here are some suggestions for describing the person or pet:  1. Marta es mi tía. (pg. 222)  2. La actividad favorita de _____ es…  3. El libro favorito de _____ es… <span style="margin: 0in 0in 0pt 0.5in; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -0.25in;"> 4. La comida favorita de _____ es… <span style="margin: 0in 0in 0pt 0.5in; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -0.25in;"> 5. El animal favorito de _____ es… <span style="margin: 0in 0in 0pt 0.5in; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -0.25in;"> 6. El CD favorito de _____ es… <span style="margin: 0in 0in 0pt 0.5in; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -0.25in;"> 7. El color favorito de _____ es… <span style="margin: 0in 0in 0pt 0.5in; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -0.25in;"> 8. _____ tiene pelo castaño. (pg. 248) <span style="margin: 0in 0in 0pt 0.5in; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-indent: -0.25in;"> 9. _____ es alto/a. Be sure to vary how you describe each person or pet. Make sure the adjectives match or agree with whom or what they’re describing. The following rubric should guide your project. Six people and/or pets and six pictures (6 POINTS TOTAL): 1 2 3 4 5 6     Five sentences for each person/pet (30 POINTS TOTAL): Sentences for person/pet 1 1 2 3 4 5      Sentences for person/pet 2 1 2 3 4 5      Sentences for person/pet 3 1 2 3 4 5      Sentences for person/pet 4 1 2 3 4 5      Sentences for person/pet 5 1 2 3 4 5      Sentences for person/pet 6 1 2 3 4 5      Effort and appearance of project (5 POINTS TOTAL): 1 2 3 4 5     On task behavior during writing (5POINTS TOTAL): 1 2 3 4 5     Hand in rubric with first and last names (4 POINTS TOTAL): 1 2 3 4  <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">TOTAL________________________________/50 POINTS
 * Student Name: Catherine Scaffidi **