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!"#$%&'( !*+,-./ 01&".: unlL 4 23+4%( 11 5+'%( 4 May 2014
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!'+,4+34. A B%,&/C+3D.
CCMMunlCA1lCn: CCMMunlCA1L ln LAnCuACLS C1PL8 1PAn LnCLlSP
!'+,4+34 ?E?( SLudenLs engage ln conversaLlons, provlde and obLaln lnformaLlon, express feellngs
and emoLlons, and exchange oplnlons
!'+,4+34 ?E;( SLudenLs undersLand and lnLerpreL wrlLLen and spoken language on a varleLy of
Loplcs
!'+,4+34 ?EF( SLudenLs presenL lnformaLlon, concepLs, and ldeas Lo an audlence of llsLeners or
readers on a varleLy of Loplcs.
CuL1u8LS: CAln knCWLLuCL Anu unuL8S1AnulnC Cl C1PL8 CuL1u8LS
!'+,4+34 ;E?( SLudenLs demonsLraLe an undersLandlng of Lhe relaLlonshlp beLween Lhe pracLlces
and perspecLlves of Lhe culLure sLudled
CCMA8lSCnS: uLvLLC lnSlCP1 ln1C 1PL nA1u8L Cl LAnCuACL Anu CuL1u8L
!'+,4+34 GE?( SLudenLs demonsLraLe undersLandlng of Lhe naLure of language Lhrough
comparlsons of Lhe language sLudled and Lhelr own
CCMMunl1lLS: A81lClA1L ln MuL1lLlnCuAL CCMMunl1lLS A1 PCML & A8Cunu 1PL
WC8Lu
!'+,4+34 HE?( SLudenLs use Lhe language boLh wlLhln and beyond Lhe school seLLlng
!'+,4+34 HE;( SLudenLs show evldence of becomlng llfe-long learners by uslng Lhe language for
personal en[oymenL and enrlchmenL.

I%.1"3&%. J =+'%3-+7.(
Level 2:
Self-evaluaLlons
SmarLboard
Ldmodo
SLudenL devlces
Level 1:
Self-evaluaLlons
Armada game prlnL-ouLs
AssessmenLs




013C+'-:% K..%..C%,' !'3+'%L-%.
9%:%7 ;(
SLudenLs' responses on self-evaluaLlon and
18 acLlvlLy, SLudenLs wrlLlng and speaklng
fluency ln Lhe conversaLlon acLlvlLles, ablllLy
Lo sorL Lrlgger phrases on Lhe SmarLboard
9%:%7 ?( Self-evaluaLlons, LlsLenlng Lo
conversaLlon durlng Armada game, uebrlef
5-MM%3%,'-+'-1, !'3+'%L-%.
LLL: lernanda compleLes all work ln Lngllsh raLher Lhan Spanlsh, as she ls a naLlve
Spanlsh speaker enrolled aL 8A Lo learn Lngllsh.
SLn: n/A
Advanced: Sofla has Lhe opLlon Lo work aL a fasLer raLe and ls occaslonally asslgned
deeper requlremenLs LhaL her peers.
231"*-,L !'3+'%L-%.
ChrlsLopher and lernanda slL nexL Lo one
anoLher because ChrlsLopher undersLands
fluenL Spanlsh buL needs Lo be pushed Lo
speak lL, and vlse-versa.
Level 2 sLudenLs slL LogeLher and Level 1
sLudenLs slL LogeLher for Lhe mosL
conduclve learnlng envlronmenL and
opporLunlLles







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9%+3,-,L S#$%&'-:%.(
9%:%7 ;( 1hls ls sLudenLs' flnal day ln class before Lhelr unlL 4 exam. 1he ob[ecLlve Loday ls
ensure preparedness LhroughouL all unlL 4 ob[ecLlves, lncludlng:
-reLerlLe lmperfecL verbs
-reLerlL vs. preLerlL lmperfecL verbs and when Lo use whlch
-1rlgger phrases for boLh verb Lenses
-Maklng comparlsons beLween Lwo Lhlngs (more Lhan/less Lhan")
9%:%7 ?( resenL Lense verb con[ugaLlon
!'"4%,' S"'&1C%.(
9%:%7 ;( SLudenLs should be able Lo ldenLlfy one area ln whlch Lhey need Lo/could
lmprove ln and focus on LhaL need. 1hls fosLers lndependence and self-awareness ln
addlLlon Lo [usL preparedness for Lhe exam and Spanlsh fluency.
9%:%7 ?: SLudenLs wlll be assessed on Lhelr comprehenslon of presenL Lense verbs,
possesslve ad[ecLlves and famlly vocabulary. 1hey should be able Lo con[ugaLe any
regular, presenL Lense verb ln Spanlsh uslng Lhe paLLern we have been learnlng.


!'+3'%3(
K77 !'"4%,'.( SLudenLs always copy down Lhe learnlng ob[ecLlve and success crlLerla lnLo Lhelr noLebooks. 1hey enLer aL varlous Llmes wlLhln a Lwo-mlnuLe range as some are comlng
from Lhe same hallway and some are comlng from u-block. 1herefore, when Lhey flnlsh Lhelr success crlLerla and ob[ecLlve Lhey wlll compleLe a self-evaluaLlon ln whlch areas Lhey
are sLrong ln and whlch areas Lhey would llke Lo develop, whlch also glves sLudenLs whom are noL early a momenL Lo geL seLLled.
!"#$%&'()% +,- ./&&%.. &0('%0(+1 2 3(,/'%.4 5%678%)+6/+'(9,1 : 3(,/'%.;
9%:%7 ; !'"4%,'. 1,7T( SLudenLs wlll pracLlce maklng comparlsons Lhrough a LoLal physlcal response acLlvlLy ln whlch Lhey musL move around Lhe room Lo show Lhelr oplnlon. 1hen,
sLudenLs wlll be called on aL random Lo verballze Lhelr responses. 1hls keeps sLudenLs Lhlnklng so LhaL Lhey are always ready ln case Lhey are called upon. !<=> +&'()('?1 @ 3(,/'%.;

9%+3,-,L 6U*%3-%,&%. V=+-, W+3' 1M 9%..1,X:
9%:%7 ; .'"4%,'.(
1. AfLer Lhe sLarLer acLlvlLy, sLudenLs wlll be warmed up Lo wrlLe Lhelr own quesLlons for Lhelr peers. 1hey need Lo wrlLe a quesLlon uslng each of Lhe followlng models.
-Lan + ad[ecLlve + que" (as ad[ecLlve as)
-ms ad[ecLlve que" (more ad[ecLlve Lhan)
-menos ad[ecLlve que" (less ad[ecLlve Lhan)
-verb ms" (more)
-verb menos" (less)
-verb Lan como" (as much as)
1he quesLlons can be abouL anyLhlng of lnLeresL Lo Lhem, as long as Lhey are approprlaLe and klnd. lernanda (Spanlsh-speaklng LSL sLudenL) wlll make comparlsons ln Lngllsh raLher
Lhan Spanlsh. Per quesLlons wlll be wrlLLen and asked ln Spanlsh, buL sLudenLs' responses Lo her should be ln Spanlsh so she can provlde consLrucLlve crlLlclsm and vlse-versa.
!A9,)%0.+'(9, +&'()('? B0('(,C1 @ 3(,/'%.4 5D%+E(,C D90'(9,1 @ 3(,/'%.;

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2. 1rlgger phrase sorL: uslng Lhe smarLboard, sLudenLs wlll sorL Lhe Lrlgger phrases lnLo Lhe columns Lhey belong ln: preLerlLe or lmperfecL.
AfLer sorLlng one of Lhe phrases, Lhey musL glve a reason why LhaL Lrlgger phrase flLs lnLo Lhe glven caLegory, and Lhen pass Lhe pen off Lo a sLudenL who has noL yeL parLlclpaLed.
!@ 3(,/'%.;
3. 5/D%0F93#0%: SLudenLs wlll log onLo Ldmodo wlLh Lhelr devlces and cllck Lhe llnk posLed Lo Lhe 11
Lh
grade page. 1he slLe allows sLudenLs Lo pracLlce lndependenLly and provldes
lmmedlaLe feedback, yeL compleLlng Lhls ln class allows me Lo provlde asslsLance and addlLlonal resources for sLudenLs who may need Lhem. !GH 3(,/'%.;
4. When flnlshed, sLudenLs should wrlLe one quesLlon Lo Lhe person nexL Lo Lhem ln Lhe preLerlL and one quesLlon ln Lhe lmperfecL, uslng a Lrlgger phrase ln each. lf Lhey flnlsh before
Lhelr parLner does Lhey can compleLe Lhelr posL self-evaluaLlon (debrlef), and choose a relnforcemenL acLlvlLy based on Lhelr need. When boLh parLners are flnlshed wlLh Lhelr
quesLlons Lhey should ask Lhelr parLner and allow Lhem Lo respond. !6+.' G@ 3(,/'%. 97 &6+..;

9%:%7 ; .'"4%,'.(
?E 8obln and LsLher wlll play Armada" (8aLLleshlp) LogeLher Lo pracLlce presenL Lense verbs. ln order Lo hlL Lhelr parLner's shlp Lhey musL noL only con[ugaLe Lhe verb correcLly buL
also make a senLence uslng a possesslve ad[ecLlve, famlly vocabulary word and LhaL presenL Lense verb. !G@ 3(,/'%.;
2. osL self-evaluaLlon: Around 9:32, sLudenLs should re-reflecL on Lhelr undersLandlng of Lhe maLerlal. l wlll be over frequenLly Lo evaluaLe as well, provlde feedback and answer
quesLlons.
3. Culz: aL 9:33, LsLher and 8obln should Lake Lhelr assessmenL Lo ensure Lhere ls enough Llme.
4. When Lhey flnlsh Lhe qulz, Lhey should Lurn Lo Lhe nexL unlL ln Lhelr LexL, look aL Lhe new vocabulary words, and add Lhelr own plcLures Lo Lhelr Spanlsh lnLeresL
(www.lnLeresL.com) accounL on Lhelr board perLalnlng Lo LhaL unlL. 1hey musL capLlon Lhe phoLos ln Spanlsh Lo show Lhelr undersLandlng of Lhe vocabulary.


5%#3-%M VO71.-,L K&'-:-'TX J O/%&D M13 Y,4%3.'+,4-,L
Cn Lhe way ouL Lhe door, level 2 sLudenLs wlll Lell me one Lhlng Lhey wlll do aL home LonlghL ln order Lo prepare for Lhelr LesL. Level 1 sLudenLs wlll Lell me one Lhlng Lhey learned
from Lhelr new unlL lf Lhey had Llme Lo flnlsh Lhe qulz and compleLe Lhe new vocabulary.

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