Lit+GLT2+2008-2009

=**Litwinski Unit Plan #2 Summary**=

Day by Day: [|Litwinski - SPN 3 & 4 Unit Outline Ch. 3 & 4 2008-2009.doc]

Overview:

Spanish 3/4 (Second-Year Spanish) Nov. 19, 2008 – Dec. 12, 2008 Ch. 3 & Ch. 4, ¡Ven Conmigo! Level 2

__Language Objectives__ Students will be able to use relevant vocabulary. Students will have a good grasp on reflexive verbs, Direct Objects, Ser vs. Estar, deberías vs. debes, DO pronouns Students will be able to ask and receive information in the TL

__Content Objectives__ Students will be able to create a Facebook profile in the Spanish language, Use a blog to write about what it means to be an American in Spanish, Formulate a Top 10 List of Things to do to lead a Healthy Life

1.1.N.SL.a Use the target language with culturally appropriate gestures in everyday social situations 1.1.N.SL.b Ask and answer basic questions about weather, health, physical conditions, self, family and friends 1.1.N.SL.d Request, offer, invite, and reply appropriately using memorized phrases. 1.1.M.SL.i Interview a classmate in the target language about their likes, dislikes, preferences, and opinions 1.1.N.SL.j Share likes and dislikes in the target language with a classmate 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 1.2.N.L.b understand interpersonal communication on topics of personal interest such as preferences, family like, friends, leisure and school activities, and everyday occurrences 1.2.N.L.c understand main idea of a visual media or live presentation 1.3.N.S.b present brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school 2.1.N.E.a identify levels of instruction, courses, and typical daily school schedules and activities in a community or culture in which the language is spoken 2.1.N.F.d Describe typical leisure activities commonly practiced within a community or culture in which the language is spoken. 3.1.N.a Reinforce previously learned content knowledge through the target language 4.1.N.a Identify basic target culture practices and compare them to one's own

4.2.N.b identify basic differences and similarities in grammatical structures between one's own language and the target language

5.2.N.a Willingly use the TL within the classroom setting __Weekly Assessments__ Quizzes every Friday to be sure the students understand the grammar structures being taught – Self made. Performance Assessments made by students (rubric created by intern) Presentations: Info-Gap Activity About Me Presentation/Paper Top Ten List Facebook Activity Blog on what it means to be an American __Goals__ //Week 1:// Students will learn and understand daily routines, and utilize the vocabulary in a way that it is relevant to their lives. They will receive comprehensible input when discussing chores by using a TPRS story that will be assessed as a speaking exam. Students will learn the structure to say “I did 5 years ago”, etc. //Week 2:// Students will learn how to use Direct Objects lo, la, los, las. They will understand, present and write an ‘About Me’ formatted presentation and formal paper. They will be able to peer edit a paper for a colleague successfully. They will have good presentational skills when completing their formal presentation. //Week 3:// Students will be able to ask and give opinions using classroom vocabulary. They will be able to work in pairs to get information to complete an activity. They will be able to work in pairs to complete a Top Ten List project/presentation. //Week 4:// Students will be able to utilize the internet to complete a week-long project utilizing the same information found on Facebook in a confidential manner. Students will be able to determine and give their opinions on what it means to be an American, and blog about it. //Specific Feedback Questions:// Am I moving too slow? Is the facebook activity okay? Do you think it will work – any suggestions on how to make it better? Any way I could incorporate technology into this that I didn’t think of?

FEEDBACK I like your unit plan, it has a nice flow of activities and they all seem to compliment each other well. Here are some suggests to your questions.

If you are moving too slow: I always wonder the same thing. I think that it is important to gauge your students as you go along. If they seem like they need to take a few days to solidify the information, they probably do. It is better to do something right the first time. If it seems like they are getting it, then move ahead more quickly.

Facebook activity: Are your students using facebook.com or are you adapting it your own way? I think that they will really enjoy this. Facebook is so popular with students.

Other technological ideas: Well, I am not sure if I can help you on this one, but let’s see… Maybe with the “Being an American” activity you could have students research different regions of our country and try to get in contact with students from around the US. I am not sure how you would go about that, but it would be cool because most students are so stuck on their city, their friends, their way of life. (This might be especially interesting with African American students who don’t feel connected to mainstream American culture. It would really build a sense of community.)

What I did 5 years ago… You might be able to have your students research an important event in the past (American culture, Spanish/Latino culture) This might make it seem more real and connect it to more TL content.

Pacing: It's hard to tell if you're going to slow -- and you probably won't know until you get into the unit. Just be aware day to day of how the students are doing and feel free to make adjustments as necessary.

Facebook: This seems like a great activity -- other interns have done something similar and reported good results. You'll probably just need to be sure to establish rules of what is appropriate to write on the profiles. Here's an idea for an extension activity: I wonder if it would be a useful reading comprehension task to remove the names from the profiles towards the end of the week and have a contest to see who could match the most profiles to the correct author.

I'm curious why you chose the topic "what it means to be an American" for your blogging activity. This isn't a criticism -- I'm just wondering. It would be cool if you could somehow get native Spanish speakers -- maybe another classroom in a Latin American country -- to read the blogs. It would be really cool if the other class would post blogs on what it means to be a Mexican (or whatever nationality applied). I don't know that this is feasible at this point in time, but for future reference, it could be a very meaningful activity.

Your unit's looking good! user:Anny1

Just a quick comment: I am trying to follow along with the textbook as much as possible, but I am essentially creating my own activities with the general outline of the textbook. One thing that the book touches on is "Que es americano?"I thought this would be a cool activity to do, especially because of the political aspect of our country right now and how much my students are really relating and involved with this democratic process (even after the election is over!) Plus, for them to explore their own culture, beliefs and practices is getting a head start on what most people don't learn until their mid-twenties, sometimes later in life, if at all! user:litwins5