Lisa's+learning+center+plan+2

What proficiency goal are the learning centers designed to move your students towards? Ask for and obtain information in everyday situations with a complication that needs to be resolved in the target language, specifically relating to health services. (1.1.M.SL.h) Resolve in writing an everyday situation that presents a complication that needs to be resolved in the target language, in particular relating to health services. (1.1.M.RW.h) Present brief oral presentations about personal experiences (specifically school related events) in the target language. (1.3.M.S.c.) Brief explanation of centers and rotation guide: Center 1 = ¿Cómo te fue…? Talking about how events went Center 2 = ¿Qué te pasó? Talking about getting hurt/being sick Center 3 = El Centro de Escritura

Rotation A Rotation B Rotation C Verde Andrés R. 1 2 3 Katea’ 1 3 2 Berto 1 2 3 Ty 1 3 2 Quirina 1 2 3

Blanco Jamie C. 3 1 2 Tiffany H. 2 1 3 Cameron 3 1 2 Megan 2 1 3 Breanna 3 1 2

Rojo Terrence 2 3 1 Kelsey 3 2 1 Mihn 2 3 1 Rebecca 3 2 1 Alexis 2 3 1

Description of Centers: ¿Cómo te fue…? • What will students do? Students will be given the vocabulary words and phrases in pieces that they have to put in the correct order (ex. dieron/ me / ganas / llorar / de => me dieron ganas de llorar). Then, students will be given a card with a school activity situation on it that also states whether they won or lost. Students will take turns presenting about the situations saying whether they won or lost, what the score was (if applicable) and how they reacted to it. Each will be recording on the worksheets provided. • What materials do they need? Students will need a pencil. All other materials will be provided. • What is the desired learning outcome/experience? The desired learning outcome is that students will have a better handle on word order in Spanish and that they will be able to talk about school events and reactions to them. • How will learning be assessed? Students will turn in the worksheet and this will give me an indication of what they have learned and what I still need to go over with them before the Benchmark Assessment. • How will participation be assessed? Their participation will be assessed by my observations and by turning in the worksheets.

¿Qué te pasó? • What will students do? As a group, students will draw a body and label the new vocabulary parts. Then, students will take turns acting out cards with vocabulary phrases on it (attached) and the others will yell out what ailment the person is acting out. Then, students will play a matching game, matching ailments to their cures. (attached) As they find matching pairs, they will write them down on the back of the page with the labeled body. • What materials do they need? For this activity, students will need a pencil. All other materials will be provided. • What is the desired learning outcome/experience? Students will be able to recognize and produce phrases related to ailments and their cures. Also, students will be able to recognize and produce new parts the body. • How will learning be assessed? Students will turn in the sheet with the body and the phrases on it, which I will check over to go over any confusion before the assessment. • How will participation be assessed? Participation will be assessed by my observations as the groups are working.

Centro de escritura • What will students do? At this station, the students will work on their writing skills for the benchmark. There will be a page of writing prompts at the station (taken from ¡Exprésate! Holt Spanish 2 Standardized Assessment Tutor booklet, p. 18) Students will pick one of the three prompts to practice writing. A rubric will be there also, to show them how the writing will be graded. • What materials do they need? For this station, students will need only a writing utensil. Paper will be provided. • What is the desired learning outcome/experience? The desired experience is that the students will preview what the writing portion of the Benchmark Assessment will be like. This way, they know what they need to study more to be prepared and they will not be encountering anything new on the test. • How will learning be assessed? I will be grading their writing according to the rubric, which they will get to see at the station and returning them the next day. • How will participation be assessed? Same as above.

Worksheets are all attached. The student assessment form includes these questions (also attached): 1. Tell me one thing you learned or feel like you know more because of the learning centers. 2. What was your favorite activity? 3. How did this help you review for the Benchmark? 4. On a scale of 1-10 (1 being bad and 10 being excellent), how would you rate your participation in the group?

How will you teach appropriate learning center behavioral norms and how will you manage potential problems? The day before the learning centers, I will be going over with the students what they will be doing at each center, what the expected behavior is (everyone will be participating and on task; groups must work together to complete the tasks; obnoxious, off-task behavior will have a separate assignment to be done in the hallway) Potential problems that I foresee are that students will be confused in the transitions for where they need to go. I will pass out a slip to each of the students saying what center they are to go in what order. I will also be putting it up on the overhead so there will be no excuses. I am giving a minute transition time for students to get where they need to be.



REFLECTION: I finally was able to do this lesson plan with my 7th hour Spanish 2 class yesterday. It did not go as smoothly as I had hoped it would. At the Centro de Escritura, I used the writing prompts that the other teachers in my department were using to practice for the Benchmark Assessment. I had the students only choose one option and because of that many chose the option to write in English about the culture of Miami. The students also did not write as much as I thought they would for the prompts. If I were going to do this again, I would have the students do all three of them. Or take out the writing in English option. As good as the culture aspect of it is, they will not have an option to write in English on the Benchmark. At the ¿qué te pasó? center, things went pretty smoothly without me having to make them do the activities. I think I gave too many phrases for the matching and the students were not able to match all of them AND write them down. I would cut the number of matching phrases in half. Then the students would be able to do more of the activities. At the ¿cómo te fue? center, I definitely did not plan out the ordering phrases activity very well. I used ALL of the phrases and questions in pieces for them to order and it was way too much. If I were going to do this again, I would pick just questions or just phrases for them to order. The oral practice with talking about how events went did not go as I planned either. The students were all looking at the cards and just trying to fill in the sheets that way. I would have to come up with a different way to practice those things. I also wish I had one or two more centers that focused specifically on verbs (conjugating in the preterite) and the grammar points. The textbook series we use doesn't give many examples of all of the grammar points it wants the students to learn, so it would have been helpful for them to have centers that focused specifically on those things. I would have liked to give them 20 minutes at each center as well because 15 was not enough in most cases.