Kendall+GLT+2+Plans

Unit Topic and pages: El Arte Latino…¿Qué prefieres? (what do you prefer?) Pg. 50-71 Overall unit objectives: - Students will be able to comment on food - Students will be able to discuss art - Students will be able to talk about the past - Students will be able to discuss their preferences - Students will learn about art by Hispanic artists - Students will learn about different foods in Spanish-speaking countries, that are different from food in their own country Grammar features: - Review present tense stem-changing verbs - Irregular preterit verbs (irregular stems) V ocabulary: - Words used to discuss art - Foods and words used to comment on foods - Verbs that are irregular in the preterit MI Standards: 1.1.N.SL.i  Ask for and obtain information in everyday situations in the target language about time, place, price, size, relating to restaurants, stores, transportation, and services (Spanish restaurant menu activity) 1.1.M.SL.i  Interview a classmate in the target language about their likes, dislikes, preferences, and opinions (Talking about art) 1.1.N.SL.j  Share likes and dislikes in the target language with a classmate (Talking about art, food) 1.1.N.RW.a  Use the target language in email messages, text messages, blogs, web pages, letters, and notes to greet, take leave, or make introductions (4th hour- earfl presentation) <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Calibri','sans-serif'">2.2.N.F.b <span style="FONT-SIZE: 11pt; COLOR: black; FONT-FAMILY: 'Calibri','sans-serif'"> <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Calibri','sans-serif'">Identify products that were native to a community, region, or country in which the language is spoken <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Calibri','sans-serif'">(food, art) <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Calibri','sans-serif'">3.1.N.a <span style="FONT-SIZE: 11pt; COLOR: black; FONT-FAMILY: 'Calibri','sans-serif'"> <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Calibri','sans-serif'">Reinforce previously learned content knowledge through the target language (art, food) Assessments: - Food vocab. quiz - Art vocab. quiz - Irregular preterit quiz - Chapter test - Earfl project (4th hour)- regular preterit - Communicative activities - Class work Possible activities for each goal: - Restaurant menu/Spanish tapas (bring in tortilla española for the students to sample)- students will read a Spanish restaurant menu and learn about popular tapas. They will answer questions on the menu using vocabulary words as well as present tense stem-changers (server, pedir, querer) - Art museum critic activity- students will view pieces of art by Hispanic artists, and use the new vocabulary to comment on that art - Vocab. Go Fish with food vocab. - Battleship with stem-changers - Communicative activity with food vocab.- students as their peers what they ate for breakfast, lunch and dinner - Info gap activity with irregular preterit verbs/ interviewing classmates using irregular preterits - Practice worksheets with irregular preterit verbs/stem-changers Questions: Assessments....do you quiz on every section before testing....vocab and grammar? I've divided the vocab into two quizzes, because there are so many words. But should I have a quiz the second week on the irregular preterits before testing them? //It is a good idea to have some kind of an assessment on each section before moving on -- but this doesn't have to be a formal quiz or even graded -- just something so that you know and the students know how they are doing. If the content isn't mastered, you will then know you will need to continue teaching it. As far as vocab quizzes, remember that less is more. Feel free to be very selective about which vocab you test them on -- focus on the words they __truly__ need to know and are most likely to use. Vocab from previous sections should show up on quizzes in order to make sure you're recycling the vocab.// user:Anny1

Fun ways to practice grammar....I want to spend a lot of time practicing the irregular preterite verbs, but don't want to just do worksheets everyday....(I know we are talking about jazzing up worksheets in class on Friday, so maybe I'll get some ideas there!)<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Calibri','sans-serif'"> //The more exposure students have to these verbs in context, the more likely they will be to internalize them. So, I would just keep in mind that they are "practicing" them each time they are exposed to them in comprehensible input. You could, for instance, tell them a story using these verbs and then use the story to reinforce the grammatical structure -- e.g. after they've listened to the story a few times and understand it, they could do something each time they hear one of these verbs, underline them in the text, or try to catch you making mistakes. I would also recommend that you present the verbs in small groups that make sense together, rather than in large lists. Try to structure the worksheets so that they are fulfilling a particular purpose (skill-building, practice, or review) and that they lead up to a bigger performance. If the students know the worksheets are purposeful and will be applied later, they are more likely to engage with them and learn from them.// user:Anny1

//This looks like a great unit, Alison! I love the way you've so naturally interwoven your language and content objectives. It also seems like the students will have opportunities to use the language in multiple ways. You are well-prepared! I wish I understood irregular preterite verbs myself -- you might want to throw a question up on the discussion board and see if anyone else has ideas. user:Anny1//

Allison- You're unit plan looks GREAT! I really like how you have several fun activites planned for the kids (go fish, battleship, info gap activity, etc.). I think you've done an excellent job of incorporating real-life situations into your unit. Kids will value this information since they can use it right away (talking about food and art) which increases motivation! I also like how you have the calendar so we can see a list as well as a day-by-day plan. For the spanish restaurant activity, will they just be commenting on food, or also be able to order it? I think this would be cool if you could incorporate both. I have an example menu in spanish if you need one :) I also wish I could see which art vocabulary you were using, as well as a few of the activities you haven't typed in yet- all in all, I love your unit! user:Obstinada02

Thanks so much for the feedback! The unit is coming to an end, and it's been going pretty good so far. Of course, I've had to make some adjustments. We haven't had time yet to do the restaurant/spanish food activity, because they've needed more practice with the irregular preterite...but changes are to be expected! ** November Calendar- Unit Outline ** Practice with food vocabulary Activities: Communicative activity Go Fish with food vocab. <span style="COLOR: rgb(84,141,212)"> Homework: worksheet on food vocab./ study for quiz || 4 <span style="COLOR: rgb(0,176,80)">Assessment: Food Vocab. Quiz Daily Objective: Practice art vocab. Review Present Stem-Changers Activities: Verb Chart? Practice Worksheets Act. 8? (¿Qué prefieres?) Battleship? <span style="COLOR: rgb(0,176,240)"> Homework: Practice with stem-changers || 5 Daily Objective: Culture: Spanish food and tapas Activities: Students look at a Spanish restaurant menu, learn about tapas, sample tortilla española, answer questions using stem-changers <span style="COLOR: rgb(0,176,240)"> Homework: art vocab. worksheet || 6 Daily Objective: Practice art vocab. Introduce Irregular Preterit verbs Activities: Students will critique artwork by Hispanic artists using the vocab. <span style="COLOR: rgb(0,176,240)"> Homework: <span style="COLOR: rgb(0,176,240)"> Study for art vocab/stem-changers quiz || 7 <span style="COLOR: rgb(0,176,80)">Assessment: Art Vocab. Quiz/Stem-changers Daily Objective: Culture: Hispanic art Activities: Irregular preterit poem? Practice worksheets <span style="COLOR: rgb(0,176,240)"> No homework || Practice with irregular preterit Activities: Practice worksheets Act. 10, 13? <span style="COLOR: rgb(0,176,240)"> Homework: worksheet to practice irregular preterit || 11 Daily Objective: Practice with irregular preterit Activities: Oral practice <span style="COLOR: rgb(0,176,240)"> Homework: worksheet to practice irregular preterit || 12 Daily Objective: Practice with irregular preterit Activities: <span style="COLOR: rgb(0,176,240)"> Homework: || 13 Daily Objective: Practice with irregular preterit Practice reading Activities: Reading on pg. 66 (el arte latino)and worksheet <span style="COLOR: rgb(0,176,240)"> Homework: || 14 Daily Objective: Practice with irregular preterit and listening Activities: Listening activities Work on Ch. Review <span style="COLOR: rgb(0,176,240)"> Homework: Finish Ch. Review if not finished in class || Activities: Review Game <span style="COLOR: rgb(0,176,240)"> Homework: STUDY || 18 <span style="COLOR: rgb(0,176,80)">Assessment: Ch. 1.2 Test || 19 Begin 1.3 || 1.3 || 1.3 ||
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