Srta+Catherine+Lesson+Plan+I+-+Introduction+Letter


 * Student Name: Catherine Scaffidi **
 * School/Placement: North Middle School/School District of Menomonee Falls **
 * Grade Level: 8th grade **
 * Subject: Spanish I **
 * Date: 2 February 2011 **
 * Instructional Model: Direct Instruction **
 * Lesson Title: Introduction Letters **

**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. Interpretive Reading and Listening (Receptive – Imitative) B.1 Students will understand written materials on familiar topics that have strong visual support. Presentational Speaking and Writing (Receptive – Imitative) C.5 Forms of writing – Students will write personal journals and/or brief messages (postcards, letters or emails).
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Content **

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">It is essential to practice communicating the things listed above (either orally or in writing) in both languages, should a student need to express them in the future. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Why is it important to recognize likes/dislikes, strengths/things to improve on, and learning needs? <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Why is it important to have the ability to communicate these things in both Spanish and English?
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Understandings: Students will understand that …. **
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Each learner is an individual with individual likes/dislikes, strengths/things to improve on, and learning needs.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Essential Questions: **

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Student will know about…the different strengths of their classmates, different personal like/dislikes, and their own personal learning styles. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students will be able to do… compose an original piece of writing about their individual likes/dislikes, strengths/things to improve on, and learning needs in Spanish per the D.P.I. receptive-imitative level writing rubric.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Knowledge and Skill Objectives: **
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">What content and processes are needed to demonstrate understanding? **

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Stationary/special paper (one piece per student) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Teacher-written letter to students (this may be an overhead or powerpoint) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Writing utensil
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Materials/Resources/Technology: **

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* Students will demonstrate their knowledge of letter writing by composing an original letter about their individual likes/dislikes, strengths/things to improve on, and learning needs in Spanish per the D.P.I. receptive-imitative level writing rubric **(Interpretation/Application/Self-Assessment)**.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Product **
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Assessment of Student Outcomes: **
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Formative Assessment: **

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* Students will interpret the teacher-written letter and demonstrate their understanding by composing an original letter about their individual likes/dislikes, strengths/things to improve on, and learning needs in Spanish per the D.P.I. receptive-imitative level writing rubric **(Interpretation)**.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* Students will ask and answer questions on biographical information, both orally and in writing in the form of an original letter **(Application)**.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* Students will carry on a short conversation with the teacher or a partner about their likes/dislikes, strengths/things to improve on, and learning needs **(Explanation).**

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* Students will engage in similar writing activities and oral activities that involve biographical information throughout the remainder of the semester **(Application/Explanation/Perspective)**.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Summative Assessment: **

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">As a teacher, the outcome of this assessment will allow me to: <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* Learn more about my students as individuals <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* Determine what instructional models or differentiated instructional strategies to use <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* Build rapport with my students to foster a good classroom climate and community

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* Teacher will explain that the students are to write a personal letter to the teacher about his or her likes/dislikes, strengths/things to improve on, and learning needs.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Process **

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* Teacher will present her letter on the overhead or Powerpoint and read through it with the students, stopping for any difficult vocabulary.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* Teacher will hand out one piece of stationary to each student, so that they may produce their own original letter.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* Teacher will circulate the room, answering any vocabulary questions or general questions from students.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* When each student has completed his or her letter, they may fold it up and place it in the teacher’s “mailbox.”

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* Not all students work at the same rate, so have students that finish early work on other homework or silently read.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* When everyone is ready, the teacher will pair the students so that they can discuss the things they wrote in their letters with a partner for about 3 minutes.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* After three minutes or so, the teacher will call on pairs to share information with the class (e.g. what they learned about each other, an interesting fact about themselves, etc.).

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**Instructional Strategies, Adaptations, and Learning Activities**: <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* Partner pairs to discuss likes/dislikes and strengths/things to improve on.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Instructional Strategies: **

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* Catered to visual, auditory and tactile learners through the various components of the lesson.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* For students that are not immediately comfortable sharing things in front of the class, have them share the majority of their information during partner time. Take note of the student’s discomfort and work with them on peer communication throughout the semester.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Adaptations: **

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* For students that are creative, have them make their letters as personal/creative as possible after they have completed all of the necessary components (e.g. decorate the margin of the paper).

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* Students will compose an original letter
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Learning Activities: **

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* Students will Think-Pair-Share about introduction letters

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">* Students will interpret other information through the large group discussion