Lisa's+learning+center+plan

Lisa Howell Spanish level 1 “La Vida Escolar”

What proficiency goal are the learning centers designed to move your students towards? –Understand interpersonal communication on topics of personal life, specifically school life (supplies, classes, schedules, etc.) 1.2.N.L.b. CENTERS: Verbos: Students will review and practice TENER and VENIR in new contexts. Vida Escolar: Students will review and practice new vocabulary talking about their school days. Artículos definidos: Students will review grammar concept and display their knowledge of usage. ¿Cuánto?, mucho, poco: Students will practice talking about quantities and the gender/number aspect of Spanish

Activity 1: VERBOS (15 minutes) Rationale: Practice forms and use of new verbs and contexts of use 1. Students will conjugate the verbs TENER and VENIR on paper given. Group leader will lead in going through forms with pointing 2. Complete the questions using forms of TENER and VENIR as a team. 3. To go over the expressions with TENER, one person in the group will act them out and the others write it on the whiteboards. Activity 2: VIDA ESCOLAR (15 minutes) Rationale: Practicing using school-related vocabulary for students to show their understanding 1. Group leader goes through items in the backpack and others say what items are 2. Group answers the questions that go with schedule given on a piece of paper (provided) 3. Pick three classes from the given list (that have not been done already) and write out 4 things that you need for those classes Activity 3: ARTÍCULOS INDEFINIDOS (15 minutes) Rationale: Knowledge of grammar concepts helps students to know how to say what they want to say 1. Students will write out the definite and indefinite articles 2. Students will then come up with a written explanation for the difference between definite vs. indefinite articles, and how you know which one to use 3. Group members will sit in a circle, pick articles out of a bowl and have to say a vocabulary word that matches with the gender and number of the article Activity 4: ¿CUÁNTO?, MUCHO, POCO (15 minutes) Rationale: Practicing gender/number matching with talking about quantities 1. On the paper given, students will answer the questions given about when to use which form cuanto, mucho, poco 2. Students will translate the 12 phrases from the direction sheet

ASSESSMENT At the end of the centers, the group leader will turn in to me the materials they filled out/ things they did at each center. This is how participation will be assessed. Students will also turn in a slip of paper assessing their own participation in the group.

GROUP CONFIGURATION: Each group will have a leader designated by me before class. From there, students will number off 1-6 to form groups.

BEHAVIOR: We have done learning centers in the past, so students do know what is expected of them, but these centers are a little bit different than they were the last time. I am going to go over with them the day before what the centers are, the activities, and what needs to be turned in at the end.