Howell+GLT+2+Plans

· this plan is for November 3-14, pages 56-73 of ¡Exprésate! Nouns, definite articles, the verb gustar, ¿por qué? and porque, the preposition **de.** We will also be talking about Puerto Rico and their relationship to the United States. //Homework for the week:// **p. 19-24** in their workbook

· Students will learn to talk about their likes and dislikes, things they prefer, and giving reasons why they like or dislike certain things.

· MI standards for the week: 1.1.N.SL.j- Students will share likes and dislikes in the target language with a classmate 1.1.N.SL.k- Students will share their opinions and preferences in the target language with classmates 1.2.N.R.c- Students will understand written interpersonal communication on preferences 4.1.N.a- Students will identify basic differences and similarities in vocabulary between one’s own language and the target language (cognates and borrowed words)

· The quiz I will be giving for the unit is comprised of parts of the assessment from the textbook. I do not use all the parts for lack of time. The quiz will entail reading, writing, and listening. There will also be some culture questions on it as well. I will also be assessing the students on a daily basis by collecting activities done out of the book.

· Goals for Nov. 3-7: I am giving them oral and written practice with the material. Writing has been one of the struggles the students have had in the past, so I want to stress that more in class. I collect their work and make corrections or pick out errors I noticed the most and present them to the class. Goals for Nov. 10-14: Drill and practice the material they have been learning for the formal assessment on Friday. The kids will be doing a variety of activities; listening, speaking, writing, and reading.

· To practice the vocabulary, I have mi mochila with all of the nouns they're learning inside it (actual thing or picture of) I alternate between taking things out and asking what it is, and giving the students and item and having them tell whether they like the thing or not. To review the material before the quiz, I am planning a learning centers activity with different centers for 1. Nouns/ definite articles, 2. el verbo GUSTAR, 3. Puerto Rico, 4. ¿por qué?/porque 5. the preposition "de" and 6. the questions they have had is half of the chapter ¿cómo es...? ¿te gusta(n)...? ¿qué te gusta(n) más...? ¿por qué te gusta(n)...? We will also be going to the language lab on Monday or Tuesday and using the Chapter 2 resources to practice and review for the quiz. The remaining review day is an Early Release day, so we will be playing Tableritos- I will have a master list of words and phrases they should know how to say in Spanish and English. I will give them the English and they will write down the Spanish on their whiteboards. They will get a copy of the sheet to study with.

· Questions and Areas of concern: Am I not giving them enough practice? Am I formally assessing them too quickly? Any ideas to enhance this unit??

=**FEEDBACK**= Hi! I can't tell if you are giving them enough practice based on the unit plan, but I'm sure that you will see this yourself as you work with the students in class. If it looks as though your students are understanding the material during the activities, then I would say that they are probably getting enough practice. As far as formally assessing them too quickly, I was wondering the same thing with my unit plan. I have decided that some students will do fine with an earlier quiz, and sometimes we need to make it up to them -- the ones who study should probably be ok, right? It looks like you have a pretty steady routine down for how you will teach this unit, so my only suggestion would be to make sure that you feel that you are giving them the right practice that will sort of model the test format/style. user:L2teach

I, of course, am very happy to see your plans to use learning centers! Let us know how it goes. (By the way, I'm not sure what you're planning, but from the outline it looks like this set up will take two class periods unless you have block classes. Also, if the class hasn't done learning centers before, you'll need to teach the procedure.) From what I can tell, it appears that you have organized lots of great practice activities. My question would be what are they working towards? (If these are skill building activities (e.g. playing scales on the piano), what is the performance? What is the communicative task they are preparing for? Maybe you have one and I just don't know it. If not, I suggest you consider adding one and letting the kids know that there is a reason for practicing beyond taking a formal test.) user:Anny1