Robertson+GLT2

Lindsay Robertson Class: Spanish II  GLT #2 Unit Plan Book: ¡ Buen Viaje! Level 2 Chapter: 1 pgs. 1-27 Dates: November 19 – December 10 (approximately) Theme: Train travel and train-related activities Language Objectives: - Students will be able to purchase a train ticket and request information about arrival, departure, etc. in the target language - Students will be able to talk about past events or activities Content Objectives: - Students will compare traveling by train in the United States with traveling by train in Spain/Europe. - Students will learn how common and “everyday” it is to take a train in Europe. MI Standards that apply: - 1.1.A.SL.a – students can use the target language to engage in conversation about past activities such as weekend plans, vacation, jobs and travel. - 1.1.N.SL.i – students can ask for and obtain information in everyday situations in the target language about time, place, transportation and services. - 1.1.A.RW.a – students can use the target language through reading and writing about past activities such as travel and vacation. - 2.2.M.G.a – students will be able to describe the region of different cities in Spain and their distinctive characteristics where the language is spoken. - 2.2.M.E.c – students will be able to compare the value of a currency used in the United States with the currency used in other Spanish speaking countries. - 3.1.A.a – students will acquire new knowledge about currency in Spain through the target language. - 4.2.M.b. – student will be able to identify the significance of train travel in Spain compared with travel in the United States. Assessment Ideas: - vocabulary quizzes - chapter test - Students will prepare and perform a skit in a train station setting using grammar and vocabulary from the chapter - Students will plan a trip to Spain where they are traveling around the country and will have to plan a train itinerary and things to do in every city. (writing a postcard home to mom or dad telling them about an exciting weekend they had and what they did.) Goals for the unit – steps/competencies to get prepared for the assessment: - students will learn and apply train vocabulary -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> students will learn how to have a conversation in booking a ticket/ talking with a travel agent -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> students will learn irregular verbs in the past tense to learn how to talk about things they did in the past on a vacation Activities connected to goals: -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Work book activities pgs. 1-12 -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Listening activities from the book (making train reservations and vocab exercises) -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Interactive internet activities where the students use a real website that you would book a train reservation with -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Grammar competition games to practice the preterite tense -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Read articles on different tourist attractions in particular cities in Spain -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Time to prepare and practice a skit in a train station setting Questions/Concerns: -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> There is a lot of vocabulary to cover in this chapter and with the time that I have to finish Chapter 1 how can be sure that the students are learning it? Ever since we talked about those vocabulary statistics I think about how many words we are expected to cover and the time frame, even if I did 5 words a day they wouldn’t be able to do some of the activities and assignments without the necessary vocabulary??? -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> How can I bring in the foreign language standard of communities into this unit?

Feedback: I really like the idea of having students write a postcard home. It is an activity that can become very authentic. It wpould be a good idea to create a rubric so that the students know what vocab and grammar objectives need to be met. You could also have your students peer-edit each other's postcards. The skits are going to be great! How do you plan on grouping them? What is an activity you could have them do while people are watching the skits and what could you do as a follow up activity? I think that it is okay if you're introducing more than 5 words a day as long as you are using them everyday. You can be sure students are learning by asking oral questions in class, collecting a hw for a grade (or just to see how well they did), or having a mini-vocab quiz. You could bring in the community standard by possibly doing an at home activity where the students have to map out a vacation they would take (by train of course!) using the TL and Spanish websites. I hope your unit goes well. Let me know if you have any other questions. user:beechlau

These are great questions, Lindsay! Yes, the amount of vocab textbooks expect you to cover is often daunting. One thing you can do is prioritize the vocab list to identify 5-7 words per day that students need to //really// learn (put in long-term memory). You can emphasize these words in your teaching even though you also superficially teach other words that they need to have some familiarity with to complete particular tasks/assessments. Remember that it's a good thing for students to be exposed to many more words than they have at their command to use -- and some of these words will eventually sink in. On the other hand, it's smart to know which words you are going to really focus on and deliberately recycle them throughout the year. So some words might be considered "short term" and others "long term."

Regarding the communities standard -- since it involves "accessing information and entertainment sources available to speakers of the language", you could have the students use Spanish websites, for instance, to play a dream vacation. Using real information, they could make a schedule for several days of travel to a Spanish-speaking country that includes train schedules, visiting attractions, etc. What do you think?

user:Anny1