Lesson Plan

Unit Theme: Preterite vr Imperfect Tense Title: Una Leyenda Mexicana Lesson Plan Grade: 9-12 Lesson: Una Leyenda Mexicana (A Mexican Legend) Time: 1 hour Strategy Employed: Decision Making State Standards: MLII.IP2.A: Initiate, participate in, and close an oral or written exchange. MLII.P1.B: Express feelings and emotions. MLII.P2.A: Demonstrate Novice-Mid to Novice-High proficiency in pronunciation and intonation when presenting material. MLII.CCC5.A: Develop and apply target language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational purposes. APS Gifted Standards: ARS1- Gathers, analyzes, and synthesizes information from a variety of sources, both print and digital. ARS9- Creates a reflection of the process, articulates and shares experiences (self-awareness & solution) ACS9- Formulates and poses questions to engage others in meaningful discussion or reflection. CPS6- Generates questions and answers which demonstrate careful listening and consideration of alternative points-of-view. HOTS10- Draws conclusions based upon relevant information while discarding irrelevant information. HOTS11- Evaluates conclusions based upon relevance, depth, breadth, logic, and fairness. Essential Question: How does the use of an specific past tense affect the comprehension of the message in Spanish? Objectives: Knowledge: What will students know as a result of their engagement with this lesson? Differences between the preterite and imperfect tenses in Spanish. The proper use of those two tenses to narrate past events. Skills: What will students be able to do as a result of their engagement with this lesson? Accurately narrate past events and activities. Describe continuing events in the past. Materials: Readings from Colby.edu Preterite vr. Imperfect Comparative Decision Making Matrix Lesson Framework: Hook: Criteria building; The class will work in small groups of weak and strong students. They will write three activities they used to do every day as children, and three that they did yesterday. After composing their list teacher will ask them to complete the decision matrix. Teacher will provide students with the warm-up decision making matrix and have them complete it. As a class students will have the time to brainstorm all the possible activities they did. After 1 min., instruct students to choose activities in which they know the beginning and end of the action, and then to choose the activities they used to do and the ones they dont know the

beginning and end of the action. As a group teacher will discuss criteria building and students will establish 4 decision making criteria. Instruct students to rank their activities (1-4) based on the given criteria and total the results identifying the activities that fit each category. Engage with content: Teacher will provide students with the Ricitos de oro y los tres ositos and Supermanreadings, teacher will ask students to use the background information provided to correctly complete the paragraphs. Instruct students to list all of the facts present in their reading. Divide students into groups of 4 distributing reading to each member of the group (each member will read the passage). Instruct students to list all of the facts present in the readings. Once each student has completed the reading; in their groups, they will share facts presented in each of the varied readings. Identify a problem: Provide students with the problem statement; how do you determine which past tense to use in each case? CPS Step: Ideas finding- Instruct teams to identify a scribe and tell as many examples of each rule as they can in 5 min. (teams must have at least 20 ideas) Solution finding: Instruct teams to identify a scribe and brainstorm as many possible criteria for the problem as they can in 5 min. (teams must have at least 10 ideas). Teams will identify the 4 most important criteria and rank the solutions. Action Plan: Teams will develop a graphic organizer and create an action plan to help the class memorize the rules. Teacher will instruct students to share their recommendation to the class constructing a reflection based on the facts they found from the readings. Closure: Engage class in a discussion about the Decision Making process and how they felt when working to make a decision. Ask students to discuss the essential question. Reading Focus

Writing Focus Assessment Plan Before: Criteria Building Modifications Nonverbal Underachieving

During: Team fact finding discussions

After: Essential Question responses

Teacher will pair nonverbal learners with strong readers to ensure understanding of the content. Chunk reading for nonverbal learners. Engage learners by discussing their knowledge of the trail of tears

Overachieving

Allow students to identify an additional solution they deem a more appropriate option.