Post on 03-Apr-2018
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Victoria Evans
Foreign Language: Spanish
Class/Level: Spanish 1
Theme: At School
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Topic Outline Page
Level : Spanish 1 Theme:At School in Spain Topic: AtSchool
Suggested Time Frame: Six 90 minute lessons
Mastery Objectives of the Unit of Instruction :( what students will be able to do in thelanguageby the end of the unit)
Students will understand school themed vocabulary.
Students will express what activities and materials are needed for varioussubjects.
Students will be able to discuss their daily school schedules.
Students will tell time. Students will know how to use and modify verbs similar to gustar.
Students will express their likes and dislikes and justify their reasoning verballyand in writing.
Students will understand the difference between educational systems in theUnited States and Spain.
Students will comprehend authentic texts concerning the educational systems inthe United States and Spain.
Students will transfer meaning from English to Spanish.
Students will practice listening, speaking, writing, and reading in Spanish.
Activities and assessments included in this topic: Day 1, Name: Lista de Vocabulario, Type: Vocabulary List,
Day 1, Name: Lista de control, Type: Pre-assessment,
Day 1, Name: Ol, Type: Vocabulary Practice,
Day 1, Name: Necesito Ayuda, Type: Vocabulary Introduction,
Day 1, Name: Puede ser mi compaero? Type: Vocabulary Practice,
Day 1, Name: Estudiar en la USAL Type: Vocabulary Practice
Day 2, Name Qu te gusta hacer? Type: Grammar Practice
Day 2, Name: Mi pgina de Facebook Type: Grammar Practice
Day 4, Name: Qu debe hacer en el future? Type: Formative Assessment, Listening Day 4, Name: Exploremos el sistema educativo en Espaa Type: Cultural Activity
Day 5, Name: Estudiar en el extranjero en Espaa Type: Summative Assessment
Day 5, Name: Estudiar en el extranjero en Espaa Rubrics Type:Summative Assesessment
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Resources (must include additional resources besides text books and workbooks
such as periodicals, websites, technology, etc.): Day 1, La Universidad de Salamanca Anuncio (http://www.youtube.com/watch?
v=zyzwEZNOw1Q),
Day 1, 5 razones para estudiar en la USAL,
(http://www.usal.es/webusal/node/1354&bcp=futuros_estudiantes)
Day 2, PowerPoint
Day 4, List of Universities http://en.wikipedia.org/wiki/Universities_in_Spain
Day 4, Information on Programs http://www.mecd.gob.es/educacion-mecd/areas-
educacion/estudiantes/ensenanzas.html
Day 4, Visuals http://www.mecd.gob.es/educacion-mecd/areas-
educacion/estudiantes/ensenanzas.html
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http://www.usal.es/webusal/node/1354&bcp=futuros_estudianteshttp://en.wikipedia.org/wiki/Universities_in_Spainhttp://www.mecd.gob.es/educacion-mecd/areas-educacion/estudiantes/ensenanzas.htmlhttp://www.mecd.gob.es/educacion-mecd/areas-educacion/estudiantes/ensenanzas.htmlhttp://www.mecd.gob.es/educacion-mecd/areas-educacion/estudiantes/ensenanzas.htmlhttp://www.mecd.gob.es/educacion-mecd/areas-educacion/estudiantes/ensenanzas.htmlhttp://www.usal.es/webusal/node/1354&bcp=futuros_estudianteshttp://en.wikipedia.org/wiki/Universities_in_Spainhttp://www.mecd.gob.es/educacion-mecd/areas-educacion/estudiantes/ensenanzas.htmlhttp://www.mecd.gob.es/educacion-mecd/areas-educacion/estudiantes/ensenanzas.htmlhttp://www.mecd.gob.es/educacion-mecd/areas-educacion/estudiantes/ensenanzas.htmlhttp://www.mecd.gob.es/educacion-mecd/areas-educacion/estudiantes/ensenanzas.html7/28/2019 Victoria Evans Methods Instructional Unit at School
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Curriculum & Instruction, School of Education, College of William & Mary
Daily Lesson Plan Template for Classical & Modern Languages
Teacher: Ms. Evans Subject: Spanish
Class/level:
Spanish 1
Period: TBD Date: Day 1. VA SOLs: SI. 1, SI.2, SI.7,
Mastery Objectives for the Unit:
Students will understand school themed vocabulary in and out of context.
Students will practice reading, listening, writing, and speaking in Spanish.
Students will practice telling time.
Daily lesson objectives
Students will practice reading, listening, writing, and speaking in Spanish with the school-
themed vocabulary through their completion of the following activities.
Students will learn about the Universidad de Salamanca through their viewing and
completion of the Universidad de Salamanca handout.
Students will write about and discuss their schedules through their completion of the
Warm-Up activity.Students will practice identifying school themed vocabulary in context through the
completion of the compaero de estudiar activity and the reading about the Universidad
de Salamanca.
Homework:
Study Vocabulary by writing 10 original sentences using newvocabulary with a total of 20 vocabulary words, 5 of which must befrom the words they did not know on the checklist.
Goals: include on lesson plan1. Communications
2. Culture
3. Connections
4. Comparisons5. Communities
Communicative Modes: include
1.1 Interpersonal
1.2 Interpretive
1.3 Presentational
Warm-up:Escribe su horario escolar y describe que hace en cada clase con dos oraciones por cadaclase.
Time: Activity: Materials: Goals/Modes
10 mins Warm-Up,Students will complete checklist todetermine how much of necessary old
and new vocabulary they know for 3minutes.Students will write out their schoolschedule and describe what they do ineach class with 2 sentences for eachclass.
Handout, VocabularySheet
Communication/Interpretive
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8-10
mins
Students fill out handout according tostudents class schedule in completesentences to determine if they would begood study buddies.Afterwards, pick up and check for errorsand completion.
Handout, VocabularySheet
Communication/Interpersonal
10 mins
Call and Response: Teacher will say the
vocabulary twice and have studentsrepeat twice
Vocabulary Sheet Communicati
on
5 minsVocabulary Practice: Students practicevocabulary with each other on flashcards,they will change who is quizzing eachother at the 2:30 minute mark
Student s vocabularyflashcards
Communications/Interpersonal
10 mins Ol: Have students choose vocabulary
and fill-out Ol board. The teacher willthen select a word from the vocabularysheet; if the student has the word ontheir card, they cover it. The first studentto have to have two rows horizontallywins.
Students vocabulary,
Ol handout
Communicati
on/Interpretive
20 mins Circumlocution Vocabulary Practice: Ingroups of 3-4, students will guess whatword a student has on their flashcardusing the useful phrases on their handout
CircumlocutionHandout
Interpretive/Interpersonal
10 mins La Universidad de Salamanca Reading-Students will read about the University ofSalamanca and answer questions onhandout
La Universidad deSalamanca Handout
Culture/Interpretive
10-12mins
La Universidad de Salamanca YouTubeVideo: Students view twice, the first timethey list what they see based on theirnew vocabulary. Collect this worksheetand grade for accuracy.
Video(http://www.youtube.com/watch?v=zyzwEZNOw1Q), LaUniversidad deSalamanca Handout
Culture/Interpretive
Closure: Students draw pictures representing their favorite school subject for the remaining classperiod.
Click here to enter text.
Differentiated Instruction / Adaptations: As far as content, the students are introduced to the content
first through a bilingual list, then they play a game, talk about themselves during the study buddy
activity which includes their interests. The students are presented with information verbally and
visually which accounts for multiple learning styles.
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Ongoing Informal Assessments:Collection of Warm-up to check forcompletion.
Formal Assessments:Collection of La Universidad de Salamanca activity tosee how they use the vocabulary in context.
Reflections (detailed reflections on this lesson):
What went well,
What didnt go well,
What would you do differently
Remarks on student engagement and student learning
See comments at the end.
Lesson planning guiding questions to ask yourself before writing a lesson plan:
1. What will students know and be able to do at the end of class that they cannot do at the
beginning?
2. What do the students need from me to be able to show they know and can do it?
3. How am I going to organize /present /manage the lesson?4. How will students practice what they need to know and do?
5. How will I know that they got it? (assessment)
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Lista de Vocabulario
Aprender
Estudiar
Saber
Ensear
Tomar un
Aprobar un
La nota
La clase
La leccin
El/la estudiante
El maestro/ la maestra
La materia
La lectura
La escritura
Las matemticas
La msica
La historia
La ciencia
La biologa
La qumica
La universidad
La informtica
La literatura
El ingls
El francs
El espaol
El examen
El ensayo
Primero
Segundo
Tercero
Cuarto
Gustar
Aburrir
Encantar
Odiar
Dar asco
Interesar
Disgustar
Preocupar
Importar
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Teacher Instruction Page Template for
Required Activities
Materials: Pen/Pencil, Handout,
Assessed Mastery Objectives (for the unit that will be assessed as a formative orsummative assessmentin this activity only, may not be for mastery)
Students will complete pre-assessment of new and old vocabulary.
Essential Structures (New and
review)
Previous vocabulary
Essential Vocabulary Topics
School Themed Vocabulary
Objectives for the activity: (Instructional focus for this activity which is more
specific than the mastery objectives for the unit/chapter: What do you want the
students to be able to do at the end of this activity?)
Students will determine how much they know of their old and newvocabulary.
Directions for the activity: (Use active verb commands: Distribute handouts,
Have students, Divide students into small groups) Independent Practice
1. Distribute handouts.2. Go over instructions and emphasize that they will only have 3 minutes
to complete the activity.3. After the 3 minutes, tell students to calculate how many words they
knew over the total.
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Spanish 1 Theme: At School
Activity Type: Pre-assessment of
Vocabulary
Topic: Pre-assessment of Vocabular
Activity Name: Lista de control! Time: 3 min
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4. Remind them that for their homework, they will haveto use at least 5 words that they didnt know fromthe checklist in their sentences.
Nombre___________________
Fecha___________________
Lista de Control
You will have 3 minutes to write the definition beside the word in Spanish of all of
the words you know on the list. At the end calculate how many you knew over the
total.
Ejemplo: * # of definitions known/total _______/_________
******# of definitions known should only include the words you know for a certainty
1. Encantar
2. Gustar
3. Escuela
4. Dar Asco
5. Hacer
6. Aprobar un
7. Ensear
8. La lectura
9. Cundo?
10.El maestro
11.Tomar un
12.Ensayo
13.Escribir
14.La Clase
15. lunes
16.jueves
17.El libro
18.Tener
19.La nota
20. A qu hora..?
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Ol
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Espacio Gratis
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Teacher Instruction Page Template for
Required Activities
Materials: Pen/Pencil, Handout, 5 sets of Vocabulary Flashcards, Popsicle
Sticks,
Assessed Mastery Objectives (for the unit that will be assessed as a formative or
summative assessmentin this activity only, may not be for mastery)
Students will know school themed vocabulary beyond mere English-Spanish
translation.
Students will comprehend oral descriptions in Spanish.
Students will be able to write what they hear in Spanish.
Essential Structures (New and
review)
Present Tense
Placement of Adjectives
Essential Vocabulary Topics
School Themed Vocabulary
Objectives for the activity: (Instructional focus for this activity which is more
specific than the mastery objectives for the unit/chapter: What do you want the
students to be able to do at the end of this activity?)
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Spanish 1 Theme: At School
Activity Type: Vocabulary Practice Topic: Describing Vocabulary
Activity Name: Necesito ayuda! Time: 20 min
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Students will describe and identify vocabulary words throughcircumlocution.
Students will understand Spanish description.
Students will accurately write what they hear in Spanish.
Directions for the activity: Guided Practice
1. Give students 5 minutes to study vocabulary individually or in pairs.2. Distribute handouts and popsicle sticks.3. Explain the instructions for the circumlocution activity and make sure
they understand.4. Emphasize that they students not only have to listen to the description
but write it down along with the word that the student is describing.5. Divide students into groups of 5 and tell them where they are to go in
the room, the first set of 5 students receive the teacher created
flashcards.6. Have students go to designated area in class to begin activity and tell
them that they have 20 min.7. Go around and monitor student output and participation.
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Puede ayudarme?
Estudiante Nuevo (a) dice: Hola! Me llamo______________. Soy estudiante
nuevo(a) y necesito ayuda. Lo que quiero decir.. Qu es?
Es un lugar dnde. Its a place where
Es algo que puede usar Its something you can use
Es alguien Its someone
Es algo. Its something
Es el mismo como Its the same as
Es el opuesto como Its the opposite as
La Palabra La Descripcin
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
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Teacher Instruction Page Template for
Required Activities
Materials: Pen or Pencil, Handouts
Assessed Mastery Objectives (for the unit that will be assessed as a formative or
summative assessmentin this activity only, may not be for mastery)
Students will understand school themed vocabulary in and out of context.
Students will practice reading, listening, writing, and speaking in Spanish.
Students will practice telling time.
Essential Structures (New and
review)
Present Tense
School Themed Vocabulary
Numbers
Interrogatives
Essential Vocabulary Topics
School Themed Vocabulary
Objectives for the activity: (Instructional focus for this activity which is more
specific than the mastery objectives for the unit/chapter: What do you want the
students to be able to do at the end of this activity?)
Students will learn about the Universidad de Salamanca.
Students will write about and discuss their schedules.
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Spanish I Theme:At School
Activity Type: Vocabulary Practice Topic: Study Buddy
Activity Name: Puede ser mi
compaero de studio?
Time: 8-10 minutes
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Students will practice reading, listening, writing, and speaking in Spanish with the
school-themed vocabulary.
Students will write about their preferences.
Directions for the activity: Independent practice
1. Pass out handouts and go over directions for students to complete forwarm-up activity by the end of 10 minutes.2. Review directions for Seccin B, tell students that they will each have
5 minutes to interview each other and remind them to write incomplete sentences.
3. As they complete activity, go around class to help students and monitortheir progress.
4. After the ten minutes, tell them they have 5 minutes to write downwhether or not their partner will make a good study buddy and why.
5. Collect activity to check for understanding and accuracy.
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Nombre:________________________________
Fecha:__________________________________
Puede ser mi compaero de estudio?
Las instrucciones
Imagine that you are a student interested in finding a studybuddy to help you with exams. In order to find someone compatible, you must first fill out you
daily schedule and answer the following questions about it in Seccin A. In Seccin B, you will
speak to your partner and ask them about their schedule based on the questions. Based on thisinformation, you will write if the person would be a good study buddy in 4 sentences.
RECUERDA ESCRIBE EN FRASES COMPLETAS.
lunes martes mircoles jueves viernes
BLOQUE 1
BLOQUE 2BLOQUE 3
BLOQUE 4
1. Cul es tu materia favorita? Porqu?
2. Cul es tu materia favorita menos (least)? Porqu?
3. Cul materia quiere estudiar ms en el futuro?
4. Dnde quiere estudiar?
5. A qu hora quiere estudiar?
Seccin B
1. Cul es tu materia favorita? Porqu?
2. Cul es tu materia favorita menos (least)? Porqu?
3. Cul materia quiere estudiar ms en el futuro?
4. Dnde quiere estudiar?
5. A qu hora quiere estudiar?
Decisin:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________
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Nombre______________
Fecha__________________
5 razones para estudiar en la USAL
Porque con la juventud (youth) que nos proporcionan (provide) 800 aos de historia. La USALes juventud y experiencia, historia y vanguardia (forefront).
Porque cada ao en nuestras aulas hay estudiantes de setenta nacionalidades diferentes. La
USAL es multilinge y pluricultural.
Porque la oferta acadmica, cultural y deportiva de nuestra Universidad hace que la vida
universitaria de la USAL sea internacionalmente conocida (known). La USAL se vive y se
disfruta.
Porque puedes elegir (choose) de entre una amplsima oferta de titulaciones (degre?es) de grado,de mster y de doctorado en todas las ramas de conocimiento. La USAL es formacin, esenseanza y aprendizaje, es futuro.
Porque LA USAL ES TU UNIVERSIDAD.
A. Preguntas:
1. Qu son las 2 razones para estudiar en la USAL?
2. Qu tipos de titulaciones ofrece la universidad?
3. Cuntos aos tiene la universidad?
4. Tiene estudiantes de cuntos naciones?
Vocabulario Que Veo
1. 5. 9.
2. 6. 10.
3. 7. 11.
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4. 8. 12.
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Curriculum & Instruction, School of Education, College of William & Mary
Daily Lesson Plan Template for Classical & Modern Languages
Teacher: Ms. Evans Subject: Spanish
Class/level:
Spanish 1
Period:TBD Date: Day 2 VA SOLs: SI.1 ,SI.3, SI.5
Mastery Objectives for the Unit:
Students will know how to use and modify verbs similar to gustar.Students will express their likes and dislikes verbally and in writing.Students will practice listening, speaking, writing, and reading inSpanish.
Daily lesson objectives
Students will understand how to conjugate gustar through note taking during the Gustar
Powerpoint and their completion of the Living Poll Activity.
Students will practice questioning and answering using the verb gustar during the
question and answer portion of the lesson.
Homework:
Students will write or type out a list of preferences (6) that relate to a
career choice, that will be revised and then turned in to the teacher for
home work .
Goals: include on lesson plan6. Communications
7. Culture
8. Connections
9. Comparisons
10. Communities
Communicative Modes: include
1.3 Interpersonal
1.4 Interpretive
1.3 Presentational
Warm-up:Haces esto? Students will have to write whether or not they do what is on the PowerPoint in
complete sentences
Time: Activity: Materials: Goals/Modes D
10 mins
Warm-Up: Haces esto? Students will have
to write whether or not they do what is on
the PowerPoint in complete sentences
Powerpoint, Student
Paper, Pen/Pencil
Communicati
ons/
Connections
10 mins
Group Activity: Students will get in groups
of 3-4 and fill out venn diagram using the
information that they written for theirwarm-up
Big Paper, Markers Communicati
ons/Interpers
onal/
8-10
mins
Each group is called on to report what they
found out about their groups similarities and
differences ,warm-up activity is collected and
collected for completion
Big Paper, completed
warm- up activity
Commuciatio
ns/
Presentation
al
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30 mins
Grammar Introduction: GustarPresent PowerPoint to the students, ask
questions to check for understanding
PowerPoint, Handout Communications/Comparisons/Interpersonal
10 -12
mins
Living Poll Activity, students go to the sign
that expresses whether or not they likesomething on PowerPoint at a corner in theroom
Me gusta
Me gustan
No me gustaNo me gustan
Signs, Handout,
PowerPoint
Communicati
ons/
10-12mins
Question and Answer, students ask eachother whether or not they like theactivity/item on the board
Handout, PowerPoint Communications/Interpersonal
Closure:
The students will write 2 sentences using verbs like gustar and any questions they still have to turn
in to me.Click here to enter text.
Differentiated Instruction / Adaptations:
As far as the process, students work in a variety of groupings, the information is presented to appeal
to both auditory and visual learners. The lesson appeals to those who are kinesthetic learners since
they can walk around. As far as content, important information is highlighted on the PowerPoint
which helps those who are not great note takers. Further, the students have choice during theWarm-up activity and the homework assignment.
Click here to enter text.
Ongoing Informal Assessments:Homework and Next day warm-up,and continuation by using verbssimilar to gustar..
Formal Assessments: In 2 days, activity related to gustar
and verbs similar to gustar.
Reflections (detailed reflections on this lesson):
What went well,
What didnt go well,
What would you do differently
Remarks on student engagement and student learning
See comments at the end.
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Lesson planning guiding questions to ask yourself before writing a lesson plan:
6. What will students know and be able to do at the end of class that they cannot do at the
beginning?
7. What do the students need from me to be able to show they know and can do it?
8. How am I going to organize /present /manage the lesson?
9. How will students practice what they need to know and do?
10. How will I know that they got it? (assessment)
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Teacher Instruction Page Template for
Required Activities
Qu te gusta?
Materials: Pen or Pencil, Handouts , Projector, PowerPoint, Signs
Assessed Mastery Objectives (for the unit that will be assessed as a formative or
summative assessmentin this activity only, may not be for mastery)
SI.1 The student will exchange simple spoken and written information in Spanish.
2. Express likes and dislikes, requests, descriptions, and directions.
3. Ask questions and provide responses about self and other familiar topics, such as
family members, personal belongings, school and leisure activities, time, and
weather.
SI.5 The student will present information orally and in writing in Spanish, using a
variety of familiar vocabulary, phrases, and structural patterns.
2. Describe basic information about such topics as self, family members and others,
events, interests, school, recreational activities, and personal belongings with
emphasis on control of the present tense.
Essential Structures (New and
review)
Present Tense
How to conjugate gustar,encantar
Essential Vocabulary Topics
Previous vocabulary, and newchapter vocabulary related tofood
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Spanish I Theme: What do you like?
Activity Type: Grammar Practice Topic: Expressing interests
Activity Name: Time: 25- 30 minutes
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Objectives for the activity: (Instructional focus for this activity which is more
specific than the mastery objectives for the unit/chapter: What do you want thestudents to be able to do at the end of this activity?)
Students will write whether or not they like something using gustaror encantar.
Students will question and answer each other in Spanish about whatthey like using gustar and encantar.
Directions for the activity: Guided practice
1. Load PowerPoint and post signs around the classroom before classstarts.
2. Distribute handouts.3. Explain directions of what they will do by reading them out loud and
emphasizing to them that they must write in complete sentences. Goover example.
4. Go through the PowerPoint, taking about 45 seconds, for them to writedown their sentences.
5. While they are writing, walk around and monitor students progress
and understanding.6. Afterwards, explain the directions for them moving around the
classroom according to what item is on the PowerPoint.7. Have students move around for the first seven items on the
PowerPoint.8. Have students go back to their seats.9. For the remaining 4 items on the PowerPoint, ask for volunteers and
those volunteers can pick whomever they want to answer theirquestion.
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Nombre_______________________________
Fecha_________________________________
Las Instrucciones:
You will see a numbered picture on a slide, and you will
write whether or not you like what is pictured on the slide using the verb gustar in
complete sentences.
Ejemplo: la clase de ciencia => Me gusta la clase de ciencia.
No me gusta la clase de ciencia.
Cuidado! You have to change the form of gustar if the object is singular or
plural.
Despus, you will ask a classmate if they like what is on the picture as we go over
the answers.
Ejemplo: Te gusta la clase de ciencia?
1.____________________________________________________________________________
2.___________________________________________________________________________
3.____________________________________________________________________________
4. ___________________________________________________________________________
5.____________________________________________________________________________
6.____________________________________________________________________________
7.____________________________________________________________________________
8.____________________________________________________________________________
9.____________________________________________________________________________
10.___________________________________________________________________________
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11.__________________________________________________________________________
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Curriculum & Instruction, School of Education, College of William & Mary
Daily Lesson Plan Template for Classical & Modern Languages
Teacher: Ms. Evanss Subject: Spanish
Class/level:
Spanish 1
Period:TBD Date:Day 3 VA SOLs: SI.1,SI.3
Mastery Objectives for the Unit:
Students will know how to use and modify verbs similar to gustar.Students will express their likes and dislikes and justify their reasoning verbally
and in writing.
Students will practice listening, speaking, writing, and reading in Spanish.
Daily lesson objectives
Students will learn how to conjugate verbs similar to gustar through their
note taking during the grammar PowerPoint and through the Facebook
activity.
Students will practice questioning and answering using verbs similar togustar during grammar PowerPoint.
Students will understand oral and written Spanish through note taking
during the PowerPoint, and completion of the Facebook activity.
Homework:1. Go tohttp://en.wikipedia.org/wiki/Universities_in_Spain
and select 2 universities, and fill out the information on thehandout for both in complete sentences. Found in lesson
plan for summative assessment.
Goals: include on lesson pla
11. Communications
12. Culture
13. Connections
14. Comparisons
15. Communities
Communicative Modes: inc
below1.5 Interpersonal
1.6 Interpretive1.3 Presentational
Warm-up:
PowerPoint with worksheet, Tienen que saber como Students will have to write 2 complete
sentences describing what each profession needs to know how to do.
Time: Activity: Materials: Goals/Modes D
10 mins
Warm-Up: Tienen que saber como
Students will have to write 2 complete
sentences describing what each profession
needs to know how to do. Distributeprevious nights homework for them to use
for the Que debe hacer Activity.
Powerpoint, Student
Paper, Pen/Pencil
Communicati
ons/
Connections
8 mins
Group Activity: Students will get in groups
of 3-4 and fill out chart using the
information that they written for their
warm-up
Big Paper, Markers Communicati
ons/Interpers
onal/
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8-10
mins
Each group is called on to report what they
have written for a particular profession,
warm-up activity is collected and collected
for completion
Big Paper, completed
warm- up activity
Commuciatio
ns/
Presentation
al
15-20mins
Grammar Introduction: Verbs similar to
Gustar, present PowerPoint asking questionsto check for understanding
PowerPoint, Communicati
ons/Comparisons
/
Interpersonal
40 mins Facebook Activity: Students create Facebook
profile discussing their likes and dislikes.Make sure to go over the requirements over
which verbs to use before they start.
Handout, crayons,
markers
Communicati
ons/
Interpersonal
5 mins
Closure Previous Nights
Homework/Pencil, Board
Interpretive
Closure:
The students will write add 2 sentences using verbs similar to gustar and add to their previous night
s homework about career preference and the teacher will take up.
Differentiated Instruction / Adaptations:
Information is presented to benefit both visual and auditory learners. Multiple groupings are used
throughout the class, such as individual, pair, and group work. Students can demonstrate theirmastery of the content through various facets such as speaking, listening, reading, and writing. As
far as the mastery of the content, student can demonstrate their mastery of how to conjugate the
verbs in a creative way by creating their own Facebook profile page.
Ongoing Informal Assessments:
In class practice as the PowerPoint ispresented.
Formal Assessments:
Facebook activity collected and graded on accuracy.
Reflections (detailed reflections on this lesson):
What went well,
What didnt go well,
What would you do differently
Remarks on student engagement and student learning
See comments at the end.
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Nombre____________________
Fecha______________________
Mi Pgina de Facebook
Imagine that you are new student at the
Universidad de Salamanca for 4 weeks. Your
friend wants you to post what you do during a
typical day at the Universidad de Salamanca on
your Facebook page.
Las instrucciones:
1. You will write 8 complete sentences using your new vocabulary, gustar, and verbs
similar to gustar.
2. Of the eight sentences, 4 have to use gustar or verbs similar to gustar.
3. Afterwards, you can draw your profile picture and add the other information in Spanish.
Suggestions:
Think of what class you would be in at a particular time of day and write what you would do in
that class, whether or not you like that.
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Informacin
Biogrfica
Mis Amigos:
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Lesson planning guiding questions to ask yourself before writing a lesson plan:
11. What will students know and be able to do at the end of class that they cannot do at the
beginning?
12. What do the students need from me to be able to show they know and can do it?
13. How am I going to organize /present /manage the lesson?14. How will students practice what they need to know and do?
15. How will I know that they got it? (assessment)
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Curriculum & Instruction, School of Education, College of William & Mary
Daily Lesson Plan Template for Classical & Modern Languages
Teacher: Ms. Evans Subject: Spanish
Class/level:
Spanish 1Period:TBD Date: Day 4. VA SOLs: SI.1, SI.5, SI.3,
SI.10,
Mastery Objectives for the Unit:
Students will understand the difference between educational
systems in the United States and Spain.
Students will comprehend authentic texts concerning the educational
systems in the United States and Spain.
Students will transfer meaning from English to Spanish.
Students will practice listening, speaking, writing, and reading inSpanish.
Students will know how to use and modify verbs similar to gustar.
Students will express their likes and dislikes and justify their reasoning verbally
and in writing.
Daily lesson objectives
Students will understand the differences between educational systems in the United
States and Spain through their completion of the Exploremos activity.
Students will comprehend authentic texts concerning the educational systems in the
United States and Spain through their completion of the Exploremos activity.
Students will learn how to conjugate verbs similar to gustar by completing the
Qu debe hacer en el futuro? activity.
Students will practice questioning and answering using verbs similar to gustar
by completing the Qu debe hacer en el futuro? activity.
Students will practice providing justifications for their decisions in Spanish bycompleting the Qu debe hacer en el futuro? Activity and .
Students will understand oral and written Spanish through their completion of
the Qu debe hacer en el futuro? and Exploremos activity.
Goals: include on less
1. Communicat
2. Culture
3. Connections
4. Comparisons
5. Communities
Communicative Modes
1.1Interpersonal
1.2Interpretive
1.3 Presentational
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Homework:
Go tohttp://en.wikipedia.org/wiki/Universities_in_Spainandselect 2 universities, and fill out the information on the handoutfor both in complete sentences. Found in lesson plan forsummative assessment.
Have students prepare for oral exam based on information foundon instructional page. Found in lesson plan for summativeassessment.
Warm-up:Students will revise student created preference sheet with errors circled
Time: Activity: Materials: Goals/M
5 mins Revision: Students will revise studentcreated preference sheet with errors
circled that have been passed out by theteacher
Student CreatedProfession Preference
Sheet
Communions/
Interpret
30-35
mins
Qu debe hacer en el futuro?, Go over
directions clearly, asking if there are anyquestions. Notify that this will be taken up as a
grade for accuracy and the profiles will be
stapled to each interview handout at the end.
Student created profiles,
Interview Handout,Pen/Pencil
Communions/Inteetive/Intersonal.
40-45
mins
Exploremos: El Sistema Educativo enEspaa Brainstorming:Teacher will post
diagram on the board and ask questionsof the students about what they think itis and the definition of the names. Goover directions of activity and as theywork, go around and check for progress
Handouts, Communions/Cult
/Interpre/Interperal.
Closure: Have students write one sentence about what they have learned about the educational
system in Spain and tell me as they go out the door.
Differentiated Instruction / Adaptations: As far as the process, students work on tiered independe
activities and at a varied pace. As far as the product, their mastery of the content is assessed throu
their completion of role-play activities.
Ongoing Informal Assessments:Revision of student createdpreference sheet.
Formal Assessments:Handouts collected from the role playing activitie
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Teacher Instruction Page Template for Required Activities
Materials: Student created profiles, Interview Handout, Pen/Pencil
Assessed Mastery Objectives (for the unit that will be assessed as a formative or summativeassessmentin this activity only, may not be for mastery)
SI.1 The student will exchange simple spoken and written information in Spanish.
1. Use basic greetings, farewells, and expressions of courtesy both orally and inwriting.
2. Express likes and dislikes, requests, descriptions, and directions.
3. Ask questions and provide responses about self and other familiar topics, such as
family members, personal belongings, school and leisure activities, time, and
weather.
SI.3 The student will understand simple spoken and written Spanish presented through a variety
of media and based on familiar topics.
1. Identify main ideas and some details when listening and reading.
Essential Structures (New and review)
Present Tense
School Themed Vocabulary
Verbs Like Gustar
Essential Vocabulary Topics
School Themed Vocabulary
Professions
Verbs like Gustar
37
Spanish 1 Theme:At School
Activity Type:Formative Assessment,
Listening with interpretive,
presentational, an interpersonalcommunication modes
Topic: Role Play while using verbs like
Gustar
Activity Name: Qu debe hacer en el
futuro?
Time: 30-35 mins
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Objectives for the activity: (Instructional focus for this activity which is more specific than the
mastery objectives for the unit/chapter: What do you want the students to be able to do at the
end of this activity?)
Students will properly conjugate verbs similar to gustar.
Students will connect likes and dislikes to appropriate career choice and justify
their reasoning in writing.
Students will understand oral and written Spanish.
Directions for the activity: Independent practice
1. Students will write or type out a list of preferences (6) that relate to a career choice, that
will be revised and then turned in to the teacher for homework that includes the name
of the student and the age.
2. Have students get in pairs.
3. Distribute handout and a preference sheet to each student.
4. Explain directions of activity, students will have 10 minutes each to conduct the survey,
after that students likes/dislikes handout will be taken up. The students will then have
5-7 minutes to choose a career and justify their reasoning on their career handout.
5. Call on students to describe either their career choice or the career choice of their
partner and why.
6. Staple preference sheets to handouts and grade on accuracy and logic of written
response based on preference sheet that was read.
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Nombre_______________________________
Fecha_________________________________
El Propsito
For this activity, you will imagine that you are a student seeking career counseling while the
other plays the role of the guidance counselor.
Las instruciones:
1. Decide which of you will be the student and the guidance counselor.
2. As the guidance counselor, ask for and write the necessary information from the studenton the hoja de encuesta. Afterwards, choose the career best suited for the student.3. As the student, answer the questions of the guidance counselor according to the
information on your sheet.
4. Spend no more than 5 minute interviewing each other, then switch.5. After 10 minutes, the sheet with the preferences will be taken up.
6. You will have 5-7 minutes to write down what career you selected for the student and
why using the information that you wrote down on the hoja de encuesta .7. Be prepared to present if called on.
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Hoja de Encuesta
Nombre del estudiante:__________________________
Edad:_____
Las Preferencias:
1.
2.
3.
4.
5.
6.
La Selecin:
Las Profesiones:
A. Maestro (a)
B. Doctor (a)
C. Abogado (a)
D. Peridodista
E. Cientfico (a)
F. Escritor (a)
G. Historiador (a)
H. Matemtico (a)
I. Artista
J. Msico(a)
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Su Razn:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________
______________________
Nombre de Consejero (a)___________________________________________
TEACHER INSTRUCTION PAGE FOR REQUIREDACTIVITIES
College of William & Mary - World Language Education
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Nombre:_Amelia Alvarez_______
Edad:___16 aos
Las Preferencias:
1. (Aburrir) la clase de matemticas.
2. (Gustar) ir al museo los sbados con mis amigos.
3. (Interesar) la historia del arte.
4. Las notas en la clase de arte no (molestar).
5. (Encantar) dibujar cuando no tengo que estudiar.
6. (Disgustar) la reduccin de las clases de arte en la escuela.
Nombre: Juan Carlos
Edad: 17 aos
Las Preferencias:
1. La clase de biologa (interesar).2. No (encantar) escribir ensayos.
3. No (dar asco) la sangre.
TEACHER INSTRUCTION PAGE FOR REQUIREDACTIVITIES
College of William & Mary - World Language Education
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4. (Importar) la salud.
5. La clase de historia (aburrir).
6. Una visita a la oficina del doctor no (preocupar).
Nombre: Alicia y Maria Hernandez (Hermanas Gemelas)
Edad: 16 aos
Las Preferencias:
1. (Encantar) escribir papeles de investigacin.
2. Los derechos de la gente (importar).
3. Las notas en la clase de qumica (Preocupar) mucho.
4. El aumento de los delitos en la ciudad (molestar).5. (Fascinar) el estudio de las leyes y los casos judiciales.
6. La poltica nacional (interesar) casi siempre.
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Teacher Instruction Page Template for RequiredActivities
Materials: Pen or Pencil, Handouts for Student A and Student B, Projector, Venn
Diagrams, Access to Internet (optional), PowerPoint
Assessed Mastery Objectives (for the unit that will be assessed as a formative or summativeassessmentin this activity only, may not be for mastery)
SI.10 The student will demonstrate understanding of the significance of culture through comparisons between Spanish-
speaking cultures and the cultures of the United States.
1. Compare patterns of behavior and interaction found in the United States with those ofSpanish-speaking societies.
2. SI.3 The student will understand simple spoken and written Spanish presented through a variety of media and
based on familiar topics.
1. Identify main ideas and some details when listening and reading.
Essential Structures (New and
review)
Present Tense
Essential Vocabulary Topics
School Themed Vocabulary
44
Spanish I Theme:At School
Activity Type: Grammar Practice Topic: Educational System in Spain,
Similarities and Differences
Activity Name: Exploremos: El
sistema educativo en Espaa
Time: 40-45 minutes
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School Themed Vocabulary
Numbers
Interrogatives
Objectives for the activity: (Instructional focus for this activity which is more specific than the
mastery objectives for the unit/chapter: What do you want the students to be able to do atthe end of this activity?)
Students will compare and contrast between the bachillerato and theeducacin secundaria obligataria in writing and verbally in Spanish.
Students will compare and contrast the educational system in the UnitedStates and Spain.
Students will question and answer each other in Spanish.
Directions for the activity: Independent practice
1. Show diagram and have students brainstorm, ask questions about it, and brieflyexplain the educational system in Spain.
2. Divide students into pairs.3. Explain directions of Actividad A, they will interview each other and write down the
information on their handout. They will switch places after 7 minutes.4. Students will discuss differences and similarities and write them down in their own
venn diagram for 5-7 minutes.5. Teacher will ask students about what they have written and post information on
Venn Diagram on the projector.6. For Actividad B, students will then spend the next 10-12 minutes discussing the
differences between the two educational systems in their pair groups.7. Teacher will then ask each pair to give one similarity and one difference to post on
the Venn Diagram for the class.8. Teacher will then collect the studentswork.
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Estudiante A
Educacin Secundaria Obligatoria (ESO)
La Educacin Secundaria Obligatoria (ESO) es una etapa educativa obligatoria y
gratuita (free) que completa la educacin bsica. Consta de cuatro cursos acadmicos que
se realizarn ordinariamente entre los 12 y los 16 aos de edad.
Tiene como finalidad (el propsito):
Lograr (to achieve) que todos adquieran (to acquire) los elementos bsicos de la
cultura: humansticos, artsticos, cientficos y tecnolgicos.
Estudiante B
Nombre______________________
Fecha_______________________
Preguntas:
1. Cuntos aos tienen los estudiantes de la escuela secundaria obligataria?
2. Los estudiantes tienen que asistir (they have to attend) a la escuela secudnaria
obligataria?
3. Cuntos curso acadmicos hay?
4. Qu es el propsito del programa?
5. Qu clases toman los estudiantes?
6. Tienen una libre eleccin? Qu son?
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Estudiante B
Bachillerato
El bachilleratoforma parte de la educacin secundaria postobligatoriay, por lo tanto,
tiene carcter voluntario. Consta de dos cursos acadmicos que se realizan
ordinariamente entre los 16 y 18 aos de edad. Se desarrolla en modalidades diferentes, se
organiza de modo flexible y, en su caso, en distintas vas.
Tiene como finalidad:
Los Objetivos:
Ofrecer a los alumnos una preparacin especializada, acorde con sus perspectivas eintereses de formacin, que les permita acceder a la educacin superior.
Estudiante A
Nombre_____________________
Fecha_______________________
Preguntas:
1. Cuntos aos tienen los estudiantes?
2. Los estudiantes tiene que asistir a la escuela?
3. Qu es el objetivo del programa?
4. Cuntos cursos hay?
5. Qu clases toman los estudiantes?
6. Qu son algunas clases comunes?
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Organizacin del Bachillerato
MATERIAS
Comunes
Ciencias para el mundo contemporneo
Educacin fsica
Filosofa y ciudadana
Historia de la filosofa
Historia de Espaa
Lengua castellana y literatura y, si la hubiese, lengua cooficial y literatura
Lengua Extranjera
De
Modalidad
Modalidad de Artes:
Va de Artes plsticas, imagen y diseo
Cultura audiovisual
Dibujo artstico I y II
Dibujo tcnico I y II
Diseo
Historia del arte
Tcnicas de expresin grafico-plstica
Volumen
Modalidad de Artes:
Va de Artes escnicas, msica y danza
Anlisis musical I y II
Anatoma aplicada
Artes escnicas
Cultura audiovisual
Historia de la msica y de la danza
Literatura universal
Lenguaje y prctica musical
Modalidad de Ciencias y Tecnologa:
Biologa
Biologa y geologa
Ciencias de la tierra y medioambientales
Dibujo tcnico I y II
Electrotecnia
Fsica
Fsica y qumica
Matemticas I y II
Qumica
Tecnologa industrial I y II
Modalidad de Humanidades y Ciencias
Sociales:
Economa
Economa de la empresa
Geografa
Griego I y II
Historia del arte
Historia del mundo contemporneo
Latn I y II
Literatura universal
Matemticas aplicadas a las ciencias
sociales I y II
OptativasSe podrn cursar una o ms materias optativas, de acuerdo con lo que establezcan las
Administraciones educativas.
Libre
eleccin Religin
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Actividad B
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Curriculum & Instruction, School of Education, College of William & Mary
Daily Lesson Plan Template for Classical & Modern Languages
Teacher: Ms. Evans Subject: Spanish 1
Class/level:Spanish 1
Period: TBD Date: Day5 VA SOLs:SI.5,SI.1, SI. 2, SI. 12,SI.7,SI. 6,
Mastery Objectives for the Unit:
Students will know how to use and modify verbs similar to gustar.
Students will express their likes and dislikes and justify their
reasoning verbally and in writing.
Students will understand the difference between educational
systems in the United States and Spain.
Students will comprehend authentic texts concerning the educational
systems in the United States and Spain.
Students will transfer meaning from English to Spanish.
Students will practice listening, speaking, writing, and reading in
Spanish.
Daily lesson objectives
Students will gain more understanding of twouniversities in Spain through their completion ofhandouts and summative assessment.
Students will express their likes and dislikes of the twouniversities in Spain in Spanish their completion ofhandouts and summative assessment.
Students will transfer meaning from English to Spanishin their writing their completion of handouts andsummative assessment.
Students will justify their reasoning and be persuasivein Spanish in writing and in speech their completion ofhandouts and summative assessment.
Students will practice simulated conversation throughtheir completion of their oral exam.
Homework:
Fill out vocabulary sheet for next chapter.
Goals: include on lesson plan
6. Communications
7. Culture
8. Connections
9. Comparisons
10. Communities
Communicative Modes: include belo
1.7 Interpersonal
1.8 Interpretive
1.3 Presentational
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Warm-up:Students study for 5 minutes.
Time: Activity: Materials: Goals/Modes Don
50 mins Study Abroad Written Proposal, Go overdirections of assignment and ask if thereare any questions. Have students
separate desks .
Chart Handout,Laptops, Access tointernet
Communication/Culture/Interpretive/
Presentational
10 mins Students prepare for oral exam, Tellstudents they have 10 minutes to reviewfor the oral exam based on theinformation included in their writtenproposal.
Instruction sheet, andtheir written proposal
Communications/Culture
30 minsOral Exam Role Play, Have students puteverything away and form a large circle.Using flashcards, pick 2 students one willbe the guidance counselor and the otherthe student, have them switch. Do thisfor all students.
N/A Communications/Culture/Interpersonal
Closure:
Give students vocabulary list for next chapter and have them fill-it out for homework.
Differentiated Instruction / Adaptations: In regards to content, even though it is a summative
assessment, students have the opportunity to research information online 2 days in advance to
alleviate any stress and they could determine which two universities to research. As far as the
product, students are allowed to be creative in their written proposal as long as they address the
requirements. They also have time to prepare for their oral exam in class. The students are given
the rubric and instruction page, so they will know exactly what I am looking for.
Ongoing Informal Assessments:Handouts on two universities thatstudents were required to completewill be taken up today.
Formal Assessments:Study Abroad and Written Proposal SummativeAssessment Today
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Spanish 1
Theme: At School
Name: Estudiar en el Extranjero en Espaa
Activity Type: Cultural Activity
Topic: Study Abroad
Time: 45minutes
Teacher Instruction Page Template for Required
Activities
Materials: Computers, Microsoft Word, Pen/Pencil, Handouts, Rubrics, Website with
list of Universities in Spain (http://en.wikipedia.org/wiki/Universities_in_Spain (forhomework)
Assessed Mastery Objectives (for the unit that will be assessed as a formative or summative
assessmentin this activity only, may not be for mastery)
SI.5 The student will present information orally and in writing in Spanish, using a variety of familiar vocabulary, phrases,
and structural patterns.
1. Present information gathered from informal conversations, class presentations, interviews, readings, and/or
a variety of media sources.
2. Describe basic information about such topics as self, family members and others, events,
interests, school, recreational activities, and personal belongings with emphasis on control of the
present tense.
Essential Structures (New and
review)
School Themed Vocabulary
Present Tense
Verbs similar to gustar
Essential Vocabulary Topics
School Themed Vocabulary
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Objectives for the activity: (Instructional focus for this activity which is more specific than the
mastery objectives for the unit/chapter: What do you want the students to be able to do at
the end of this activity?)
Students will gain more understanding of two universities in Spain.
Students will express their likes and dislikes of the two universities in Spain inSpanish.
Students will transfer meaning from English to Spanish in their writing. Students will justify their reasoning and be persuasive in Spanish.
Directions for the activity: Independent Practice/ Summative Assessment
1. Distribute handouts to students and explain directions for activity first part ofactivity on day 3 which they are to do for homework, tell them they are tocomplete the assignment without help from classmates.
2. For the summative assessment, distribute the instruction page and rubric.
3. Tell students for 50 minutes students will work on creating their on a worddocument (no more than 2 pages). Students will have only 10 minutes to findpictures and paste in their word document at the beginning.
4. For the next 40 minutes, students will type, print, and save their proposal.5. While they are completing the activity, go around to make sure that students are
not cheating.6. For oral portion, go over directions.7. Give students 10 minutes to prepare.8. Tell students to leave everything at their desks and bring their chairs to form a
circle.9. With flash cards, select 2 students , one being the guidance counselor the other
the student and have them take turns marking errors on the rubric for the oral
exam.10. Continue this until everyone has spoken.
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Nombre____________________________
Fecha______________________________
Estudiar en el Extranjero en Espaa
You are interested in completing a 4 week study abroadtrip at a Spanish university.
However, your guidance counselor requires you to research two universities to make sure you
are aware of your options. You will have to identify which one you prefer and why in a written
proposal with pictures of the university you have picked. Afterwards, be prepared to present
orally why you chose your university.
Las instrucciones
Begin working on your written proposal that includes the information researched and yourlikes and dislikes, why you chose it, with pictures in a word document no longer than 2 pageswith pictures.
Suggestions:Make sure you are careful about subject-verb agreement and how to conjugate
verbs and verbs similar to gustar.
El Examen Oral
You will have to present your decision to you guidance counselor. I will select twostudents and both students will role play. One will be the guidance counselor and theother will be the student.
Requirements for Guidance Counselor:GreetingAsk student what university he/she likesAsk student why he/she likes their universityFarewell
Requirements for the student:
Greeting
The university you like and its locationWhy you like that university (2 likes)Farewell
You will have 10 minutes to prepare.
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Nombre___________________
Fecha_____________________
Universidad 1
Nombre Ubicacin Cuntos
estudiante
s?
Cul
programa
le
interesa?
Otros
programas
(3)
Qu le
gusta? (2)
Qu no le
gusta? (2)
Use gustar
once and
givereasoning.
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Universidad 2
Nombre Ubicacin Cuntosestudiante
s?
Culprograma
le
interesa?
Otrosprogramas
(3)
Qu legusta? (2)
Qu no le
gusta? (2)
Use gustar
once and
give
reasoning.
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Nombre_______________________________
Rubric for Written Proposal
Score Levels Grammar Vocabulary Task
Completion
Persuasiveness
4 Exceeds
Expectation
s
Zero to very few
grammar errors
and/or uses more
complex
grammar
structures
Appropriate and
rich use of
vocabulary and/or
using words that
have not yet been
learned in class
frequently
The task is
completed with
elaboration,
addressing all
of the areas in
the chart
Very persuasive,
elaborates on
likes and dislikes
of the university
and/or has more
than 2 dislikes
or 2 likes to
justify decision
3 Meets
Expectation
s
Good control of
grammar with
few errors and/
or systematicerrors
Appropriate and
adequate use of
vocabulary that
has been used inclass
The task is
completed
addressing all
of the areas inthe chart
Justifies decision
based on their 2
likes and 2
dislikes andgives sufficient
reasoning
2
Developing
Limited control of
grammar errors
Some
inappropriate or
incorrect use of
vocabulary
The task is
partially
completed, no
more than 2
areas have not
been
addressed
Includes 2
dislikes and 2
likes but does
not elaborate
1 Needs
Improvemen
t
Frequent errors
without any
pattern of errors
Mostly incorrect
use of vocabulary
The task is
minimally
completed,
more than 2
areas have not
been
addressed
Does not include
2 likes and
dislikes, nor is
there any
elaboration
Score: 1 1 2 2 3 3 4 1 1 2 2 3 3 4 1 1 2 2 3 3 41 1 2 2 3 3 4
Total: ___________ /16 Score converted using roobrix _________________
Comments:____________________________________________________________________________________________________
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Rubric for Speaking Portion
Score
Levels
Grammar Vocabulary Task
Completion
Persuasivenes
s
Pronunciation/Fl
uency
4 Exceeds
Expectatio
ns
Zero to very
few grammar
errors and/oruses more
complex
grammar
structures
Appropriate
and rich use of
vocabularyand/or using
words that
have not yet
been learned
in class
frequently
The task is
completed
withelaboration,
addressing
all of the
required
areas
Very
persuasive,
elaborates onlikes and/or
has more than
or 2 likes to
justify
decision
Little to no
hesitation
and/orpronunciation
has little to no
impact on
comprehensibilit
y.
3 Meets
Expectatio
ns
Good control
of grammar
with few
errors and/ or
systematicerrors
Appropriate
and adequate
use of
vocabulary
that has beenused in class
The task is
completed
addressing
all of the
requiredareas
Justifies
decision
based on 2
likes and
givessufficient
reasoning
Some instances
of hesitation
and/or
pronunciation
has a smallimpact on
comprehensibilit
y.
2
Developing
Limited
control of
grammar
errors
Some
inappropriate
or incorrect
use of
vocabulary
The task is
partially
completed,
no more
than 2 areas
have not
been
addressed
Includes 2
likes but does
not elaborate
Some instances
of hesitation
and/or
pronunciation
has a significant
impact on
comprehensibilit
y.
1 Needs
Improveme
nt
Frequent
errors
without any
pattern of
errors
Mostly
incorrect use
of vocabulary
The task is
minimally
completed,
more than 2
areas have
not been
addressed
Does not
include 2
likes, nor is
there any
elaboration
Frequent
instances of
hesitation
and/or
pronunciation
interferes
greatly with
comprehensibilit
y.
Score: 1 1 2 2 3 3 4 1 1 2 2 3 3 4 1 1 2 2 3 3 4 11 2 2 3 3 4 1 1 2 2 3 3 4
Total: ___________ /20 Score converted using roobrix _________________60
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Comments:____________________________________________________________________________________________________
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Reflections:
I can only speak hypothetically, as I have only taught one of these activities. I do think students will
gain a good understanding of the culture with this unit as I did try to incorporate cultural aspects with what I
would teach them. Also, I do think the activities will be enjoyable for the students because they arent simple
fill-in the blank exercises. Instead, students get write their Facebook profile, find out who in the class would be
a good study buddy, which university in Spain they would like to go to, and what profession they are best suited
for. I also think there is plenty of differentiation, as the students are grouped differently depending on the task,
they have the chance to be creative with the summative assessment, the lessons appeal to both auditory and
visual learners, and there are instruction pages to help avoid confusion and to particularly help students with
special needs. Further, for the summative assessment, student have the chance to do the research a necessary
and practice for the oral exam 2 days in advance to assess how they use the information they find to present an
argument.
Depending on the school and their resources, some of these activities such as the summative assessment
could possibly pose a challenge, but I could easily have students just write out their proposal and include
pictures later. I do think the subject of verbs that are similar to gustar may be a challenge, but I do think they
can understand it since they follow the same pattern as gustar. I wanted to include it in this unit to provide them
with more depth of expression. Further, I think if I were to teach this I would probably make this 5 day unit
into a 6 day unit to incorporate more speaking practice and a vocabulary assessment.
I do think the unit will be an effective unit of instruction as it provides students with a purpose to use the
vocabulary and grammar structures to complete authentic tasks.
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