Brandeis University Education Program Learning Experience/Unit Plan Format Unit Plan Overview

Name: Rachel Porter Unit Title: Chapter 6 of Paso a paso - La ropa Grade Level: 9-12 Context of Unit: Students have completed each of the previous chapters of the textbook El primer paso: Introduction to the world of Spanish Captulo 1: Friendship Captulo 2: School Captulo 3: Sports and Leisure Activities Captulo 4: Food Captulo 5: Family Captulo 6: Clothing 1. Demographic summary of students: Eight students with IEPs 1 senior, 4 juniors, 5 sophomores, 7 freshmen 2 native speakers of Portuguese, 1 native speaker of Chinese 8 boys, 9 girls 2. Big Idea: Communicate about clothing: what we wear, what we prefer to wear, the colors of clothing, and what seasons we wear certain clothing 3. Essential Questions: Qu llevas t? What do you wear? Qu llevas en el verano/invierno/cuando hace calor/fro? What do you wear when its summer/winter/hot/cold? Qu prefieres llevar? Qu te gusta llevar? What do you prefer to wear? What do you like to wear? Dnde prefieres ir de compras? Where do you prefer to go shopping? Cul tienda prefieres t? Which store do you prefer? Prefieres esta prenda o esa prenda? Do you prefer this garment or that garment? o Students will be able to use demonstrative adjectives to respond to this question

Individual Lesson Plans Day One: 55 minute lesson 1. Lesson Objectives a. Knowledge Outcomes: Students will be able to identify different garments of clothing and answer oral and written questions about them 1.3 Ask and answer questions 1.5 Exchange information and knowledge 2.1 Follow directions 2.2 Understand some ideas and familiar details 2.3 Obtain information and knowledge b. Skill Outcomes: Listening to and identifying new vocabulary words in context 2. Assessment

a. Formative assessments: Worksheet about the most expensive childrens clothes in the world. Students will react to the presentation by filling in vocabulary words that correspond to the presentation and writing an answer to follow-up questions b. Summative assessment: None 3.

Sequence of the lessons Hook: wearing flamenco dress, ask students about the colors in my dress. Using TPR, I display an outfit, holding up each garment and saying its name. The students repeat it back to me. When I finish displaying the outfit, I put the items away one by one and have the students say which items I am putting away.

Activities o Presentation of La ropa para nios ms cara del mundo o Guided practice: Student worksheet that accompanies presentation o Independent practice: Answering questions about the presentation Esta ropa es cara o barata? Tienes un hermano o una hermana menor? Quieres comprar esta ropa para l o para ella? Cul quieres comprar? Materials Worksheets: La ropa ms cara del mundo TPR realia: clothing Hook material: flamenco dress

Presentation: La ropa ms cara del mundo

Sponge Activity o Bingo: colors and garment vocabulary

Wrap-Up Assignment of homework: cut out paper dolls and paper clothes from worksheet and bring them to class tomorrow

Group Work: Paired collaboration on worksheet Potential Pitfalls: Students do not engage with presentation or TPR display of vocabulary, some students may have difficulty with TPR as it does not provide a kinesthetic interaction with the vocabulary, presentation of expensive clothes may make some students uncomfortable if it reminds them that they cannot afford such clothes Reflections: This lesson went very well. The students were very engaged because they had never seen a flamenco dress before and were curious about what would happen next. They were also amused by my antics with the TPR, pretending to dress a chair with a shirt, pants, a jacket, and so on. They were shocked by the presentation of expensive clothes, they couldnt imagine buying them even if they were designer brands. Because they were engaged with the presentation, they had no problem doing the worksheet and matching the vocabulary with the image on the page. Similarly, they had no problem answering the follow-up questions and expressing how the clothes were too expensive for them. When I announced the homework they were actually excited and eager to cut out the paper dolls, especially since I told them that we would be using them in the future. One thing that could have been better was increasing student interaction. I did a lot of presenting and talking, while the students did a lot of listening. In future lessons I would like to have the students do some of the TPR with me and maybe have them interview each other about their reactions to the presentation.

Day Two, 75 minute lesson 1. Lesson Objectives a. Knowledge Outcomes: Students will be able to use the vocabulary they learned previously to perform a series of tasks which involve correctly identifying and matching clothing vocabulary, as well as differentiate which clothes are to be worn during different seasons. 1.3 Ask and answer questions 1.5 Exchange information and knowledge 2.1 Follow directions 2.2 Understand some ideas and familiar details 2.3 Obtain information and knowledge b. Skill Outcomes: Students will be able to read a shopping list and find all of the items on the shopping list. Students will be able to read a short story and identify key plot points associated with the vocabulary and previous units. 2. Assessment a) Formative assessments: Cinderella worksheet, student pair interview b. Summative assessment: Shopping list activity 3. Sequence of the lessons a. Hook: Cinderella story o Students read bilingual version of Cinderella and write an answer to comprehension questions on a worksheet o This activity combines knowledge from the previous unit (i.e. step mother, sister from family) and reinforces new information from this unit (i.e. shoes, dress) b. Activities o Shopping list activity: students receive a list of clothing items that they must find the items (paper clothes) are scattered around the classroom Differentiation: each student receives a list with a manageable length for that student. Some students with IEPs receive a list with three items. The native Portuguese speakers, who have no problem with reading and speaking Spanish, receive a list of ten items. Once students find all of the items, they must put the paper clothes in an envelope and hand it in to the teacher with their name on it o Student pair interview Students receive a handout with questions that they must ask each other

Students first write their own response on the left side of the paper (i.e. When its warm, I wear shorts and a t shirt.) Students then find a partner and record their partners answer (i.e. When its warm, Mary wears a skirt and tank top.) Students have four questions to answer and are instructed to find a different partner for each one

c. Materials: Copies of Cinderella story, corresponding handout, Student pair interview handout, 100 pieces of cut out paper clothes, 17 envelopes and shopping lists d. Sponge Activity: Paper doll activity o Homework the previous night was to cut out paper dolls and clothes. Students should have it with them. Students will sit back to back with another student. One is facing the whiteboard, the other is facing away. I draw an outfit on the board that the students facing the board must describe to their partner. The partner, who has the paper doll, must assemble the outfit. Once the pairs have correctly assembled the outfit, the partners switch positions so they may swap roles. e. Wrap-Up: Homework assigned - students must bring back their dolls and answer questions on a new worksheet about when they wear certain clothes (i.e. What do you wear to the beach? What do you wear to an elegant party?)
o

Group Work: Paired interviews Potential Pitfalls: Class period is very long and students may get bored or disengaged. Also shopping activity may not end smoothly if some students finish earlier than others. Some students may be overwhelmed by Cinderella story because of the volume of unfamiliar words and complex grammar. Reflections: In this lesson, I underestimated or overestimated how quickly the students would complete some of the activities. They finished the shopping activity in less time than it took me to explain it. In hindsight, I should have found a way to make it more interactive between the students. Perhaps in the future I will add an element of customer service where they have to buy and sell the clothes from each other, which would allow them to review their knowledge of numbers as well as practicing basic conversation skills in Spanish.

The Cinderella hook, on the other hand, took much longer than I anticipated. In the future, I would make this an activity instead of a hook. Instead of scanning the story for the words that they knew and taking in a general idea of the story, the students got frustrated by the amount of words that they didnt know and took a long time answering the questions on the worksheet. The questions on the worksheet were simple enough that the students would be able to answer them without reading and understanding every word, but the students seemed to ignore the worksheet in their combined eagerness and frustration with the story. In the future, I would introduce the worksheet first, make sure the students understand the questions, and emphasize that the object of the activity is to answer the questions using the vocabulary that they do know and that they should not try to understand every word, rather just get the main idea. The student pair interview went smoothly but when it finished I still had fifteen minutes left of class. I used my sponge activity, which was the paper doll activity. The students had a lot of fun with this activity, and they got very competitive about which pair would finish the outfit first. When it came time to wrap up and go over the homework assignment, they were very disappointed about having to stop working with the paper dolls. We had done an uneven number of rounds, so one side had less chances to assemble the outfits, and some of the students insisted that we do another round so that it would be fair.

Day Three, 55 minute lesson 1. Lesson Objectives

o Knowledge Outcomes: Students will be able to use clothing vocabulary to write a story in the present tense about a girl and her boots. Students will be able to identify clothing worn by a model by matching. Students will be able to categorize clothing by season as to when they are worn. 1.3 Ask and answer questions 1.4 Make and respond to requests 1.5 Exchange information and knowledge 2.1 Follow directions 2.2 Understand some ideas and familiar details 2.3 Obtain information and knowledge 3.4 Describe people, places, and things

Skill Outcomes: Students will be able to produce vocabulary words by writing descriptive sentences narrating a story in Spanish.

2. Assessment:

Formative assessments: Worksheet where students match clothing items with image, worksheet where students categorize clothing into summer or winter clothes. Summative assessment: Short story where students narrate what is happening in a series of images, using clothing vocabulary, weather vocabulary, and knowledge from previous units

3. Sequence of the lessons

Do Now: Reviewing clothing vocabulary so far, matching vocabulary words with images on a worksheet. o At the top of the sheet, there is a word bank with the vocabulary word. In the body of the sheet, there are several images depicting different garments. o In the word bank, the vocabulary word appears without the article. When we go over the answers as a class, I ask the students to produce the article as well as the word, emphasizing the importance of matching the correct article with the noun.

Activity 1: Connecting Clothing and Weather Through TPR and miming I introduce the difference between hace fro (its cold) and hace calor (its hot), as well as verano (summer) and invierno (winter).

The students receive a handout with two categories on it: summer and winter. Next to the title of each category, there is a picture of the weather condition. Below the titles are several blank spaces. Individually, the students categorize their vocabulary into these two lists. Students may use the Do Now sheet to help jog their memory, but not all of the words we covered are on the Do Now, so students who remember other words are free to use those as well. As a class, we go over the possible answers. I take volunteers and call on students to build as large a list as possible. I also encourage the students to write down answers that they did not already have recorded so that they may have a more complete list. Activity 2: Creative Writing Each student receives a worksheet with a comic strip on it, depicting a girl who goes to the beach and loses her boots. Differentiation: Some students with IEPs and students who struggle with writing receive a worksheet with fewer story panels than others, so they will have to write less, though still practicing the skill. Students are instructed to write one sentence for every panel. They may use a dictionary and their textbook as resources. They are allowed to consult each other and ask for help, but each student must produce an original product of their own As the students work, I walk around and provide guidance. Materials: Do Now, Weather Worksheet, Story worksheet Sponge Activity: Students who finish writing early are encouraged to go back and revise, or even add dialogue to the story. If the class as a whole finishes, we will use the paper dolls again. Wrap-Up: Collect students work and introduce the homework for the evening. Group Work: None Potential Pitfalls: Students may finish the writing activity at drastically different intervals, students with IEPs or writing difficulties may find the activity too hard. Reflections This lesson went very well, although looking back I realize that they did a lot of writing

and very little interpersonal interaction in Spanish. The Do Now and weather activity gave them a chance to practice their vocabulary and memorize it, but the activities themselves did

not have a lot of context. In the future I will find a way to allow them to practice the vocabulary with an authentic text or a more contextualized setting. The writing activity was very difficult for many of the students, especially those with IEPs, despite the modification that I made. Some students had to write seven sentences while others had to write ten. Those seven sentences were a real struggle for a couple students, especially those who had trouble with grammar and spelling. On the other hand, one of the native speakers of Portuguese finished ten minutes early. I encouraged him to add dialogue, which he did very well, but he was still finished before any of the others. His fluency in a language so similar to Spanish enables him to catch on and produce more faster than the rest of his classmates. I also realize that this class period was very sedentary, there was no movement and very little interaction between the students. In the future, I would like the students to work together writing the story. I would pair them and they together would write the story. Ideally, I would like to have the class share their stories and compare them, maybe even give each other suggestions and corrections instead of it coming from me.