Beech+GLT2

GLT #2 Unit Plan Book: ¡Buen Viaje! **** Level 1 Chapter: 3 (Pages 74-101) Dates: November 18 – December Theme: Las compras para la escuela y la ropa ** 1.1 Communication: Interpersonal: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Communication: Interpretive: Students understand and interpret written and spoken language on a variety of topics. 1.3 Communication: Presentational: Students present information, concepts, and ideas to an audience of listeners on a variety of topics. 2.1 Culture: Practices and Perspectives: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2 Culture: Products and Perspectives: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 3.1 Connections: Knowledge: Students reinforce and further their knowledge of other disciplines through world language. 3.2 Connections: Point of View: Students acquire information and recognize the distinctive viewpoints that are only available though the world language and its cultures. 4.2 Comparisons: Cultures: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. 5.1 Culture: Use of Language: Students use the language both within and beyond the school setting. Nov. 18 Bell Ringer: Go over pictures in Chapter 2. What do you think it’s about? Daily Activities: Use realia to introduce school supplies. Pretend like I am Dora the explorer and pull school supplies out of my backpack. USE ONLY TL. Introduce –ar verbs and have students write the definitions: Necesitar, buscar, comprar, mirar, pagar, hablar, llevar, costar, and usar. Homework: Make FC and Vocab. worksheet. Nov. 19 Bell Ringer: WB Act. 19 A, Transparency (V 3.2) pictures of school supplies: Qué es? Daily Activities: Pass out verb chart for –ar verb conjugations. Review school supplies by holding up the objects. Homework: Worksheet on –ar verbs and finish conjugating verbs from in class. Nov. 20 Bell Ringer: Answer questions on Transparency (V 3.3 and C3) Daily Activities: Review school supply vocab. with a partner. Hold up the actual object and say what it is. Homework: Worksheet on new vocab and –ar verbs. Nov. 21 Bell Ringer: Take turns answering and answering the following questions orally with a partner: Qué necesitas para la clase de español? de algebra? de musica? de ingles? de historia? Study FC when finished. Daily Activities: Palabras 1 Vocabulary Quiz. Go over questions and words on P. 77. Have students get with a partner then put a bunch of school supplies on their desk. Partner A is the clerk and B is the customer. They have to take turns asking how much things cost and buying the supplies using the vocab. Homework: WB p.20 C + Book p. 85 Act. 14 Nov. 24 Bell Ringer: Book p. 78 Act. 2 and 3 Daily Activities: Introduce clothing and color vocabulary. (Using real clothes or a PowerPoint). P. 83 Act.11 Work in small groups and tell what someone in class in wearing. Take turns guessing who the person is describing. Homework: Clothing Wkst. Nov. 25 Bell Ringer: Do Act.15 p.85 with a partner. Ask and answer the questions orally. Daily Activities: Practice using –ar verbs with in class activity. Have students write sentences using the activity on p.86 Act. 20, but students will need to use more vocab. that will be listed on the overhead. Homework: Enjoy Break! Dec. 1 Bell Ringer: WB p.21 D and p. 24 B Daily Activities: As a review play Jeopardy to refresh the students memories from after Thanksgiving break. Homework: Book p. 85 Act.15-16 Dec. 2 Bell Ringer: Students have to write about a picture they are given and describe the clothing of what people are wearing. Daily Activities: Do clothing activity. Have students cut out pictures of magazines and use them to create their own mini-magazine. Homework: Finish mini-magazine. Dec. 3 Bell Ringer: Have students read their magazine to a partner. The partner has to review/”rate” the magazine. Daily Activities: Palabras 2 Vocabulary Quiz. Review “usted” vs. “tú.” Have students write hypothetical situations as to when and who they would use ‘informal and formal you’ with. Homework: Usted vs. tú worksheet Dec. 4 Bell Ringer: WB Act. C Daily Activities: Have students read the dialogue on p.88 individually then read it with a partner. After they read the activity they have to answer the questions that follow. Go over the reading a class. Have students create their own quick skits and present in front of the class. Homework: Draft 1 of Autobiografia Dec. 5 Bell Ringer: Take volunteers who didn’t finish the skit. Daily Activities: Language Lab: [|www.conjuguemos.com] à Have students practice Ch.3 vocab. and grammar using the following site. Homework: Study, Wkst. Dec. 8 Bell Ringer Daily Activities: Peer Edit Autobiografias and Culture Readings on p.90-91 Homework: Study, Review Worksheet, and Autobiografia FINAL DRAFT. Dec. 9 Bell   <span style="color: rgb(0, 0, 0)"><span style="color: rgb(223, 0, 255)">Ringer: WB  22:F, G    Daily Activities: Go over Review Wkst. Use white boards to review. <span style="color: rgb(255, 102, 0); font-family: 'Arial Unicode MS'">Homework: Study! Dec. 10 Bell Ringer: Study FC Daily Activities: Ch. 3 Test, Watch Ch. 3 Video (If there is extra time.) <span style="color: rgb(255, 102, 0); font-family: 'Arial Unicode MS'">Homework: None I have been using real objects to introduce vocabulary. Are there any other ideas I could use in the future to introduce vocabulary in a way that will be more memorable and stimulating for the students? Normally I grade participation and award points when a student raises there hand and volunteers during class. When I am informally assessing the students by asking questions should they receive points or should I just count it as part of the activity? What are the strong and weak aspects of my Unit Plan? **Feedback:**
 * Class: Spanish I
 * Language and Content Objectives: **
 * Identify and describe school supplies. Be able to list what school supplies they need for each class they are taking.
 * Identify and describe articles of clothing. Be able to tell a friend what they are wearing or plan on going shopping for.
 * Be able to shop for school supplies and clothing. Also, be able to barter for things as if they were in a Spanish speaking country.
 * State color and size preferences for clothing. Ask and answer questions as if they were shopping for clothes in a Spanish speaking country.
 * Speak to people formally and informally. Be able to correctly identify people they would use “usted” and “tú” with.
 * Discuss the differences between schools in the US and Spanish-speaking Countries.
 * MI Standards: **
 * Assessment Ideas: **
 * Formal: **
 * Palabras 1 Vocabulary Quiz
 * Palabras 2 Vocabulary Quiz
 * Chapter 3 Test
 * Informal: **
 * Autobiography about school and clothing
 * Oral questioning during class
 * Grading one homework assignment a week for accuracy
 * Listening Activity in the language lab
 * Activities: **
 * Questions/Concerns: **

First of all your Dora the Explora is a very cute idea - my students talk about learning different Spanish words on Dora. :) I think that you have a good mix of activities in your unit. To answer your questions: - I think that introducing the vocabulary especially vocabulary such as clothes and school supplies bringing in the real objects is the best way that the students will remember. To simplify you could just use pictures or gestures like the game charades. It's easiest to use gestures when you are doing vocabulary words that involve actions obviously. - As far as participation this is something that I have thought a lot about and gotten a lot of input from the other foreign language teachers in my building. I think that it is a bit much to reward the students EVERY time they speak in Spanish because that is part of the class. However in order to get them to speak they need some incentive - so I would keep doing what you are doing I think, giving them points for voluntary Spanish, however when they are asked a question because you are going over an assignment or what not they should not get a point. There are teachers in my building that give a point for everytime something is said in Spanish and they have to reach a certain amount for the week, I like this idea however being a very new teacher I think it is hard to put a check under a name EVERY time they participate. I think that will become easier with time! - Strong Point of your Unit - variety!!!! I think that I would use pictures of celebrities when you are handing out pictures for the to describe clothing because I think students would really get into that. When the students are doing the dialogue where one student is the sales person and one is the customer, are you going to review numbers at all before this activity because I don't know about you but even my Spanish 2 students forget numbers a lot!! - I can't really think of a weak aspect :) If I do I'll get back to you! user:LRobertson1386

-Thanks for the feedback. -Participation is something that I am continuously working on. I think I will try something new when the new semester begins. Thanks for the new ideas on that. -This unit is for Spanish 1 and they learned the numbers at the beginning of the semester. I may do a short review, but nothing too much. But thanks for bringing that up, it's a good point. user:beechlau

You have a nice selection of activities that feed into your objectives and your unit shows careful thought and planning. Here are a few other ways you might introduce vocab: circling (do you remember this technique?), make up a funny story incorporating the vocab, or some type of worksheet activity where the students have to find/discover the meanings using language learning strategies. I agree with Lindsay that it's just too cumbersome to reward every moment of participation (plus it can take away any self-generated satisfaction if the act is always externally rewarded). Personally, I like surprise/random rewards. You can tell the students that occasionally, you will take notice of exemplary participation and give extra points. If this happens spontaneously, it feels quite celebratory and you are rewarding behavior that is not produced just with the intention of begin rewarded. Overall, I think your unit shows a nice variety of activities and allows students to work with the language in multiple ways (reading, writing, listening, speaking). You might be able to strengthen the unit by tightening the flow from day to day (right now it feels like most days aren't directly connected) -- also, I wonder if you could add greater contextualization. . . user:Anny1