Chelsea's+learning+centers

Chelsea Spanish II Health/Body Part words Rationale: To practice different groups of their vocabulary words. Rotations: 25 minutes per station – over 2 days. **Station 1 and 2** – Create Monsters The first time the students are in the Monster group they will create their own monster using their body part vocabulary as well as fill in a body part handout. The second time they will begin writing a brief description of the monsters answering guided questions. This will also be used for peer review. They will have to share them with the class. The students will be reviewing vocabulary and grammar structures that they have not used since Spanish I like the verb “ser” and other basic verbs. The students will need a piece of paper and coloring utensils plus their textbooks. **Learning outcome:** Students will practice descriptions and body part vocabulary. They will also be describing something different than a human. **Station 3** – Test revision Students will look at their last chapter test and rewrite their errors fully understanding why they got them wrong. The students who did well on the test will help the students who did poorly. This way they can better understand the material we covered in the last chapter and they can use it to describe their monsters. Students will need their tests. **Learning Outcome:** Students will better understand the material we worked on last chapter and be able to incorporate it better into the other two stations. **Station 4** – La Pirámide Nutricional Students will analyze a Nutritional Pyramid and write down answers to questions regarding a healthy lifestyle. They will have to analyze the pyramid and a text document that goes with it. Their answers will be written in Spanish which is more practice writing in Spanish. Based on what they learned from the activity, they will analyze their own lives. **Learning Outcome:** Students will see their vocabulary in another context as well as be able to use it to describe their own lives.

**Group Configuration**: The groups are based on test scores. I took the four people who did the best on the test and separated them. Then I tried to even out the scores so that the other 3 people in the groups did not all fail. This way the group can more easily help each other and explain the more difficult grammar aspects of the language. **Assessment**: Every student will be handing in their material for the test corrections and food pyramid for participation points. As for the monsters, they will continue working on perfecting their writing skills. Behavioral norms: This is the 2nd time we have done learning centers. The first time they did learning centers they followed all my instructions which included what direction they were going, instructions for activities, and finishing work. One potential problem is that I have two girls who have missed a lot of school and have not taken the chapter test. These two girls will go to another side of the room and review their notes on their own.

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