Caitlin-+GLT2+Unit+Plan

c **Naturalistic** c **Intrapersonal** X Communication c Connections X Comparisons X Culture c Communities |||||| **__Communication used:__** X Speaking X Writing X Reading X Listening |||| **__Preparation__**: c c  c  c  c || § **Teach students to discuss their classes** § **Teach students the names of each class in Spanish** § **Teach students to ask for and give the time** |||||||| **Content Objectives:**
 * ** Caitlin Dark- GLT2 11.10-11.26.2008 ** ||
 * **Objectives:**
 * Teach students to discuss which classes they have and when. Teach students to tell time in Spanish, and ask for and give the time to others. Also review the classroom objects vocabulary that we learned earlier in the year.** ||
 * **__Multiple Intelligences:__**
 * X Bodily/ Kinesthetic**
 * X Visual/ Spatial**
 * X Verbal/ Linguistic** |||||||| **X Interpersonal**
 * X Musical**
 * X Logical** ||
 * **__Standards__**:
 * **Language Objectives:**
 * **Compare American school schedules to those in Latin America and Spain**
 * **Teach students culturally appropriate ways to ask for time**
 * **Discuss again formal v. informal ways of addressing people** ||
 * **Assessment for the unit:**
 * **Students will be informally assessed throughout the unit through listening to their speaking activities and looking carefully at their written work**
 * **Students will be formally assessed at the end of the unit with a quiz on 11/20 which I will make to ensure that it caters specifically to what we have learned in class. It will incorporate writing and reading.** ||
 * **Preparation for assessment:**
 * **Students will be given a number of activities to prepare them for the assessment such as:**
 * **Speaking activities which allow them to use the language they have learned**
 * **Reading assignments in which they read a paragraph which incorporates information that they have learned in class and asks them to answer comprehension questions in the TL**
 * **Two types of writing assignments. In the first they will receive worksheets where they can use the language over and over in order to practice. The second type will allow them to write about their own classes and schedules, and will ask them to use the language in an authentic way.**
 * **The goal of the first week will be to teach students to tell time and ask for and give the time in the TL.**
 * **The goal of the second week will be to teach students how to talk about their class schedules with their peers.** ||  ||
 * **Achievement of Goals: Possible Activities** ||
 * Teach students to tell time
 * Show students a sample clock on the overhead, and as a class go over the times in English and then in Spanish.
 * Give students a sheet with clocks on it and ask them to write what the time is
 * Possible difficulty: I have noticed that when I ask my students what time a class gets out they generally answer with responses like: “When the big hand hits the nine.” I am a little worried that they will not know how to tell time on an analog clock in English.
 * Ask students as a class what time they do certain activities like eat lunch, go home, go to sleep, wake up, etc.
 * Give students speaking activities where they have to ask each other these same questions.
 * Play a bingo game where the students have to go around to their classmates and ask things like “Who goes to bed before nine?” and then write someone’s name down in the blanks. Then we will play Bingo with those people’s names. ||
 * Teach students to discuss their schedules with their peers:
 * Have students write down their own schedules in English with the times in Spanish, and then give a PowerPoint presentation on the vocabulary for what each class would translate to. Then have the students translate their schedules into Spanish.
 * Give students a speaking activity where they first write down their own schedules in Spanish, and then have to walk around and ask others what their schedules are.
 * Using the verbs that we learned last week, have students fill out a chart which says what they might do in each class that they have. For example, “English Class- Read”.
 * Give students a listening activity where I pretend to be a student and I tell them my schedule and they have to answer comprehension questions about what time I have each activity, and what each activity is. ||  ||
 * Questions and Things I Would Like Feedback On:
 * Any other ideas for activities for introducing time?
 * What do I do if the students do not know how to tell time on an analog clock?
 * Is it acceptable to teach them on a digital clock?
 * How can I make this more authentic?
 * Can you think of specific ways that I could include more culture or content? ||
 * ** Reflection ** ||
 * **What worked** |||||| **Activity** |||||| **What didn’t** ||

This lookes really good. Something that we did was had the students create a schedule on google calendars and then present it to the class. (each of our students have their own website so they embedded it on to it.) As for uou question about the clocks, I think it is good idea to teach both the digital and analog clock. If students don't know how to do it just be like "The little hand is the hour and the big hand is the minutes." You can almost do a mini lesson of that its self ask for student help. Something to make it more authentic is the Siesta. Ask them if they woul like to have that here. You can even practice by having them be the fandango person and read the times of the movies to each other. I hope this helps. Good Luckuser:gerouxje

I really like Jessica's ideas! I agree that I would teach them using both digital and analog clocks -- after all, that's how the real world functions. (I would say we deal more with digital, so I would use that even more. The point is to verbalize the time, right? So it doesn't matter what form the cue comes in. As for ideas for including more culture/content: You could have an interesting discussion about how different cultures have different senses of time. You could discuss the stereotype of Latins being very laid back when it comes to being prompt, etc. You could also show how there is diversity among Spanish-speaking cultures related to how they perceive time. Also, you could discuss in more general ways (beyond just schedules) differences and similarities between American schools and schools in Spanish-speaking countries. As a general language learning activity, it could be interesting to have them learn some academic content in Spanish -- perhaps you could find activities from an authentic textbook. user:Anny1