Lesson Plan

TEACHER: Rebeca R. Hill SUBJECT: Spanish III UNIT: !L1 DATE: &a' #$% TE*TBOO+:,A-ance./s 01 SCHOOL: N.H.C.S.D. GRADE: 10 "ERIOD: #$% DURATION O( LESSON: )0

I. ANTICIPATORY SET RE2IE3: E4pessi/ns /5 5$e67enc' A((ECTI2E HOO+: "h/8/9$aph /n pa9e :00;:01 /5 8e48b//< 1.1 II. PURPOSE: I&"ORTANCE!RELE2ANCE O( LESSON: S87%en8s lea$n ab/78 an/8he$ pa$8 /5 8he =/$l% an% 8he en-i$/n.en8. 0.1 III. THREE ACTIVITIES #.1 Ob>ec8i-e: In8$/%7ce less/n 8he.e: El .7n%/ %e h/' In 8his less/n '/7 =ill lea$n 8/: e4p$ess =ha8 is 8$7e an% n/8 8$7e? %isc7ss en-i$/n.en8al p$/ble.s an% s/l78i/ns? 8al< ab/78 5787$e ac8i/ns /$ e-en8s #.1 S8an%a$%s: 1.1 En9a9e in c/n-e$sa8i/n #.1 "$/ce%7$e: I%en8i5' -i%e/ cha$ac8e$s an% se88in9 #.1 &a8e$ials: 2i%e/ 8ha8 acc/.panies 8he less/n #.1 Assess.en8: Tal< an% 87$n? 8hen %isc7ss =i8h class #.0 Ob>ec8i-e: C7l87$e: The en-i$/n.en8 an% c/n-e$sa8i/n @ lea$n ab/78 8he c7l87$e /5 Ec7a%/$ #.0 S8an%a$%s: :.0 C/.pa$e c7l87$es #.0 "$/ce%7$e: T7$n 8/ pa9e :1 an% :1A in Te48b//< #.0 &a8e$ials: ,A-ance./s 01 #.0 Assess.en8: Para y Piensa #.# Ob>ec8i-e: C/.pa$aciBn C7l87$al @ E4pl/$in9 8he 8he.e #.# S8an%a$%s: :.0 C/.pa$e c7l87$es #.# "$/ce%7$e: As< 67es8i/ns #.# &a8e$ials: ,A-ance./s 01 #.# Assess.en8: Para y Piensa IV. ACCOMODATIONS/REMEDIAL OR EARLY FINISHER :.1 Ob>ec8i-e: Use 8echn/l/9' 5/$ 8his less/n :.1 "$/ce%7$e: G/ /nline 8/ classC/ne.c/. :.1 &a8e$ials: C/.p78e$ :.1 Assess.en8: 3ebD7es8 E/nline a8 ===.classC/ne.c/.F

V. CLOSURE - W a! "#" $o% lea&n'( ).1 The 5/ll/=in9 is h/= .' less/n plan b//< l//<s li<e 5/$ a 8'pical less/n:

O)e&)#e*:
Un#! + ! e,e: O%& -%!%&e GThe.a8ic Uni8 "lannin9 @ S H G p. A) @ The next task in planning is to divide.into teachable chunks, called units of instructionsI. UNIT STANDARDS: GS H G p. J) @ Interdisciplinary content and culture are no longer ancillary but rather the core of standards-driven curricula.I Co,,%n#.a!#on: ;e4p$ess =ha8 is 8$7e an% n/8 8$7e ;%isc7ss en-i$/n.en8al p$/ble.s an% s/l78i/ns ;p/in8 /78 speci5ic pe/ple an% 8hin9s ;8al< ab/78 5787$e ac8i/ns /$ e-en8s ;8al< ab/78 p$/5essi/ns ;p$e%ic8 5787$e e-en8s an pe/pleKs ac8i/ns /$ $eac8i/ns ;as< an% $esp/n% 8/ 67es8i/ns ab/78 8he 5787$e C%l!%&es: ;pa$<s in Ec7a%/$ ;p$/8ec8in9 =il%li5e in Ec7a%/$ an% 2eneC7ela ;c7l87$al he$i8a9e $ep$esen8e% 8h$/79h a$8 ;-/l7n8ee$ p$/9$a.s I Ec7a%/$ ;in8e$sch/las8ic c/.pe8i8i/ns in Ec7a%/$ ;a$8is8 E%7a$%/ +in9.an an% L7ce5 &e$hi ;Ec7a%/$ian ./7n8ain cli.be$ I-Mn 2alle>/ ;8he ne=s in Ec7a%/$ an% 2eneC7ela ;p$/5essi/ns in Ec7a%/$? H/n%7$as? an% 2eneC7ela Conne.!#ons ;Science: Resea$ch an% =$i8e a $ep/$8 /n ani.als /5 8he A.aC/n $e9i/n ;Ge/9$aph': Na.e 8h$ee $i-e$s in 8he A.aC/n $e9i/nN e4plain =he$e 8he' be9in? en%? an% pass 8h$/79h ;"h'sical E%7ca8i/n: e4plain ph'sical 8$ainin9 nee%e% 8/ 9/ /n an a%-en87$e 8$ip ;Heal8h: H/= %/es 8he %es8$7c8i/n /5 8he $ain5/$es8 a55ec8 h7.an heal8hO Co,/a&#sons: ;8he Spanish / an% 8he En9lish p

;inc/$p/$a8in9 8$a%i8i/nal c$a58s in a$8 ;5i$e s8a8i/nsN 5i$e5i9h8e$s an% h/= 8he' %$ess ;Spanish s755i4es 0.#1n an% 0..#1n an% 8he En9lish !s! /5 accent ;p/in8s /5 -ie= in a$8 ;7nc/../n p$/5essi/ns an% pe$s/nal achie-e.en8s Co,,%n#!#es: ;l/cal c/..7ni8ies p$esen8e% /n Spanish ne=scas8s O23e.!#)es/Fo.%s: 456 ,#n%!e .lass7 S8an%a$%s: 1.1 1.0 1.# :.0 En9a9e in c/n-e$sa8i/n Un%e$s8an% lan97a9e "$esen8 in5/$.a8i/n C/.pa$e c7l87$es

ESSENTIAL DUESTIONS: PD7Q ap$en%is8eO E=$i88en /n 8he b/a$%F DAL 1: CULTURE @ Lea$n ab/78 8he c7l87$e /5 Ec7a%/$ 2OCABULARL ; =/$%s $ela8in9 8/ en-i$/n.en8al c/n-e$sa8i/n

3AR& U": O-e$hea% @ Ec7a%/$ E) .in. ac8i-i8'F S87%en8s c/.e in8/ 8he class an% a$e 9$ee8e% b' 8eache$. Teache$ $e.in%s s87%en8s 8ha8 8hei$ ,"iensa1 is /n 8he b/a$%. S87%en8s be9in 8/ 8a<e /78 8hei$ 5/l%e$s an% %/ 8he b/a$% =/$<.
S H G p. 1 @ The teacher initiates an assertion or asks a uestion. The student responds. The teacher evaluative state!ent as "very good# or by asking sa!e or si!ilar uestion of another student.

Esc$ibe cie$8a / 5alsa p/$ ca%a /$aciBn. 1. Cha$les Da$=in es87%iB -a$ias especies %e pR67e$/s en las isles GalSpa9/s. 0. La ./ne%a 67e se 7sa en Ec7a%/$ es el %Bla$ A.e$ican/. #. Llapin9ach/s s/n 7n 8ip/ %e M$b/l 67e s/l/ e4is8e en C7a%/$. :. El .es %e las a$8es 8iene l79a$ en D7i8/ ca%a sep8ie.b$e. ). In8i Ra'.i si9ni5ica Fiesta del Sol. Teache$ $e-ie=s 8he ans=e$s =i8h 8he s87%en8s as %i55e$en8 s87%en8s -/l7n8ee$ 8/ $esp/n%. S H G p. 1 @ The teacher initiates TEACH: E0) .in.F
an assertion or asks a uestion. The student responds. The teacher evaluative state!ent as "very good# or by asking sa!e or si!ilar uestion of another student.

Uni8 Opene$ pp. :1 ;:1A Teache$ as<s s87%en8s 8/ 87$n 8/ 8he ab/-e .en8i/ne% pa9e H as<s? T3ha8 %/ '/7 seeU T7$n an% 8al< @ 87$n 8/ a pa$8ne$ an% 8al< ab/78 =ha8 '/7 see in 8he pic87$es A58e$ 0 .in78es? 8eache$ as<s 8he class 8/ 9e8 bac< 8/9e8he$ b' $aisin9 he$ han% Ea si9n 8ha8 class a88en8i/n is $e67i$e%F an% she as<s 5/$ pa$8icipa8i/n!c/..en8s. G&a<in9

S H G p. AA @ A7sebel? N/-a<? an% Hanesian $ec/..en% 8he 7se /5 a%-ance /$9aniCe$s? 8ha8 is? "appropriately relevant and inclusive introductor y !aterials that are !axi!ally clear and stable %dvance organi*ers, such as visuals and prelistening+ prereading activities, can be used to activate students, existing kno)ledge and facilitate !eaning learning.#

C/nnec8/ns: In8e9$a8in9 Lan97a9e an% C/n8en8 Lea$nin9 @ S H G p. @ TAn/8he$ /p8i/n 5/$ c/n8e487aliCin9 lan97a9e ins8$7c8i/n is 8/ .e$9e lan97a9e lea$nin9 =i8h c/n8en8 5$/. /8he$ s7b>ec8 a$eas? %isciplines? /$ c7l87$esF. Less/n Opene$ pp. :00;:01 A58e$ 0 .in78es? 8eache$ as<s s87%en8s 8/ 9/ 8/ pp. :00 an% :0#. She als/ as<s 5/$ -/l7n8ee$s 8/ $ea% A;D. Teache$ als/ .en8i/ns c/9na8es an% as<s? TA$e 8he$e an' c/9na8es in 8he ne= -/cab7la$'OU S87%en8s en9a9e b' $aisin9 8hei$ han%s. S H G p. : ' "$esen8aciBn %e -/cab7la$i/ pp. :00;:0# @ Rea% A;D? 2ie= 2i%e/ D2D #? "la' A7%i/ Te48 (f critical i!portance is CDA 8$ac< 1 ; $% responder& Te48 CD A 8$ac< 0 selecting texts that reflect Teache$ han%s /78 +3L. natural Teache$ as<s class 8/ lis8 s/.e 8hin9s 8he class <n/=s ab/78 en-i$/n.en8al iss7es 7sin9 language use and bring %irlinerV. content and Teache$ als/ as<s 8he class s/.e 8hin9s 8he' =/7l% li<e 8/ <n/= ab/78 en-i$/n.en8al interest to learning iss7es an% =$i8es in /n 8he /-e$hea% 7sin9 %irlinerV. tasks. A8 8he en% /5 8he less/n? s87%en8s =ill be as<e% 8/ 5ill in =ha8 8he' ha-e lea$ne% as a cl/s7$e. Teache$ 8hen as<s s87%en8s 8/ 87$n 8/ pa9es :00;:01 an% 8/ 87$n an% 8al< =i8h a pa$8ne$ ab/78 =ha8 8he' see in 8his pic87$e. Als/? 8eache$s as<s 8he. 8/ $ea% TTe.aU an% C/.pa$aciBn C7l87$al.U A58e$ # .in78es? 8eache$ as<s 8he class 8/ c/.e bac< 8/9e8he$ b' 7sin9 chi.es as a .eans 8/ 9a8he$ 8he classK a88en8i/n. Teache$ as<s 8he class TPD7Q -esOU an% TC/.pa$a c/n 87 .7n%/.U S H G p. 1 @ The teacher initiates Disc7ssi/n 8i.e @ # .in78es an assertion or asks a uestion. The "RACTICE: E1) .in.F Less/n Opene$ pp. :00;:01
student responds. The teacher evaluative state!ent as "very good# or by asking sa!e or si!ilar uestion of another student.

Teache$ 8hen sa's? TUsin9 8he ph/8/? I =an8 8/ 8ell '/7 a li88le bi8 ab/78 D7i8/U an% he!she $ea%s 8he TL/ca8i/n In5/$.a8i/nU an% TE4pan%e% In5/$.a8i/nU /n pa9e :01. Teache$ has Ts87%en8s %isc7ss h/= 8he en-i$/n.en8 in5l7ences 8hei$ li-es? b$in9in9 7p 8/pics 8ha8 in8e$es8 8he. an% =$i8in9 8he. /n 8he b/a$%. This is a .in% .ap 8ha8 is 9/in9 8/ be 7se% as a 5/7n%a8i/n 5/$ 8he %isc7ssi/n an% 7ni8 -/cab7la$'U Ep. :00F.
S H G p. #:A @support a teaching and learning environ!ent )here diversity is appreciated and respected.

"$Mc8ica %e -/cab7la$i/ p. :0: Ac8i-i8ies 1?0

Teache$ 8a<es s87%en8s /78si%e E=i8h 8hei$ 8e48b//<sF 8/ 8he pa$< a$ea /5 8he sch//l. Teache$ han%s /78 n/8eca$%s an% .a$<e$s Teache$ han%s /78 -/cab7la$' lis8 Teache$ as<s s87%en8s 8/ =/$< =i8h a pa$8ne$ an% 8/ l//< a8 8he -/cab7la$' in Ac8i-i8ies 1 an% 0.

Teache$ as<s s87%en8 8/ .a<e a lis8 /5 8he =/$% an% 8/ l//< a$/7n% 8he pa$< 5/$ =/$%s 8ha8 %esc$ibe 8hei$ ne= -/cab7la$'. S87%en8s a$e 8/ =$i8e 8he -/cab7la$' =/$% in Spanish an% En9lish an% %e5ine i8 as 8he' in8e$p$e8 8he =/$%.
S H G p. AA @ Teachers !ight bring the lesson to a close by asking students to recall )hat they learned and+or by describing ho) the current lesson )ill be used as the basis for the next lesson.

ASSESS: E) .in.F

Teache$ b$in9s bac< class an% as<s 8he 67es8i/n? TPD7Q ap$en%is8e h/'OU Teache$ 8hen as<s 8he s87%en8s 8/ 8hin< /5 18hin9 8he' lea$ne% 8/%a'. As %i55e$en8 s87%en8s pa$8icipa8e? 8eache$ >/8s %/=n s/.e /5 8hei$ $esp/nses /n 8he /-e$hea%. Teache$ assi9ns 8he Para y Piensa p. :0: as pa$8 /5 8he H.S.an% -uaderno pp. #::;#:W? (ill /78 TLU in 8he +3L 8ha8 =as han%e% /78 in class.
S H G p. AA @ A7sebel? N/-a<? an% Hanesian $ec/..en% 8he 7se /5 a%-ance /$9aniCe$s? 8ha8 is? "appropriately relevant and inclusive introductory !aterials that are !axi!ally clear and stable%dvance organi*ers, such as visuals and pre-listening+prereading activities, can be used to activate students, existing kno)ledge and facilitate !eaning learning.#

(OLLO3 U" ACTI2ITL: 3a8ch -i%e/ /n ===.cnn.e4ic/.c/. $e9a$%in9 8he Galapa9/s Islan%s EUna a-en87$a p/$ las islas GalMpa9/sF h88p:!!.e4ic/.cnn.c/.!-i%e/s!001#!0:!0#!7na;a-en87$a;p/$;las;islas;9alapa9/s

Res/7$ces: O-e$hea% p$/>ec8/$ SANO+O LAB 5/$ lis8enin9 O2ERHEAD p$/>ec8/$ +3L han%/78 Te48b//< N/8eca$%s &a$<e$s Para y Piensa Ea88ache%F In8e$ne8

Re5e$ences %vance!os .evel /, 0rades 1-2/ 3cdougal .ittell %vance!os 4e) 5ork.. E000AF. E-as8/n? IL: H/l8 &cD/79al. Sh$7.? J. L.? H Glisan? E. 3. E0010F. Teacher6s handbook7 contextuali*ed language instruction E:8h e%.F. B/s8/n? &ass.: Heinle Cen9a9e Lea$nin9.