When Being Observed 3

Here is Kate’s lesson plan as per the two previous posts:

Kate Marquez
3rd Grade FLES
Independence Charter School
Lesson Plans: Week of March 5, 2012
Unit: Family and Home

Unit Objective:

By end of unit (late March 2012) teacher will invite Spanish-speaking family members to visit each class. Students will be able to ask the visitors simple, straightforward questions (as per ACTFL Proficiency Guidelines for Speaking: Novice-High) about the visitor’s families, where they grew up, and the chores that they had to do when they were kids.

Proficiency Objectives (by the end of 4th Grade all ICS students will perform at a Novice-High level):

Speaking: SWBAT answer simple, direct questions and ask formulaic questions
Listening: SWBAT often understand sentence-length speech, one utterance at a time
Reading: SWBAT derive meaning from short, non-complex texts
Tuesday, March 6

Content Objectives:

SWBAT use gesture and answer simple questions to demonstrate comprehension of two new chores vocabulary words from the posted Sal y Pimienta (Tier 2) list.

Language Objectives:

SWBAT read, translate, and answer simple, direct questions about a class story.

ACTFL Standards:

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment

Tier One Structures ( posted as: “Desayuno- lo más importante”):

¿Quién?- who?
Tiene- has
Tiene que- has to

Tier Two Structures (posted as: “Sal y Pimienta- to add some flavor”):

Cocinar- cook
Poner la cama- make the bed

Tier Three Structures:

Es justo/no es justo- it’s fair/it’s not fair

Review Structures:

Sacar la basura-take out the trash
Lavar la ropa-wash the clothes
Lavar los platos-wash the plates
Que mala onda!-that’s not nice!
Ni modo- oh well!

Lesson Procedures:

Opening/Setting Expectations:

• Metas/Goals: I will be able to use the Desayuno and Sal y Pimienta words to help the class make up a cuento loco. I will be able to answer questions and add details to the cuento loco.
• Communication Grade: today Maestra Kate will be looking to see if I use communication eyes, dignified posture, am using the “slow down” and “I don’t understand” signals, and am answering all of her questions

Review:

Students will perform gestures learned for tier one and tier two structures. Students will perform the learned gestures for each structure first with eyes open, then with eyes closed.

Cuento Loco:

DRAMA! Teacher will post a short text (see below) and read it aloud, pausing to ask students simple, direct questions (as per ACTFL Proficiency Guidelines for Speaking: Novice-High) to add details to the story. Questions will include: who? For whom? How many? Students will respond with short, incomplete sentences relying on learned phrases (as per ACTFL Proficiency Guidelines for Speaking: Novice-High ) Teacher will also check for understanding through gestures and translation questions. Actors will dramatize the story as the teacher reads.

Cuento Jobs:

• Tier One structure counters, Tier two counters (will make a tally every time they hear their assigned structure)
• Timer: will use kitchen timer to count how many minutes of class are spent in 100% Spanish
• English Patrol (will shout “alto!” if English is used, timer will go back to zero)
• Actors: will synchronize actions to teacher’s reading

Text (from a story created at the end of last week):

Keyziah Rainbows and Butterflies quiere chocolate. Keyziah R&B no tiene chocolate. Dennis tiene chocolate. Keyziah R&B dice, “¡Denis! ¡Oh, Deeeeniiiiis! ¿Me da chocolate, por favor?” Dennis dice, “¡sí!”. Keyziah R&B está contenta.

Pero Dennis es mala onda. Denis dice, “Primero usted tiene que cocinar. ¡Ja! ¡Ja! ¡Jaaaaa!”. Keyziah no está contenta. Keyziah está frustrada. Keyziah cocina y cocina. Keyziah dice, “¡Dennis! ¡Oh, Deeeeniiiiiis! ¿Me da chocolate, por favor?” Dennis dice, “¡NO!” . La clase GRITA: “¡Que mala onda!”. Dennis dice, “¡Ni modo!”

Kharee the Spider Monkey quiere chocolate. Kharee the Spider Monkey no tiene chocolate. Dennis tiene chocolate. Kharee the Spider Monkey dice, “¡Denis! ¡Oh, Deeeeniiiiis! ¿Me da chocolate, por favor?” Dennis dice, “¡sí!”.Kharee the Spider Monkey está contento.

Dennis dice, “Primero usted tiene que poner la cama.¡ Ja! ¡Ja! ¡Jaaaaa!” Kharee no está contento. Kharee está frustrado. Kharee pone la cama. Kharee dice, “¡Denis! Oh, Deeeeniiiis! Me da chocolate, por favor?” Dennis dice, “¡Si!”. Pero Dennis come el chocolate. La clase GRITA: “¡Que mala onda!”. Dennis dice, “¡Ni modo!”

Assessment: Exit Ticket

1. ¿Quién quiere el chocolate?____________________________
2. ¿Quién tiene el chocolate? _____________________________
3. ¿Quién tiene que cocinar? _____________________________
4. ¿Quién tiene que poner la cama? ________________________
5. ¿Es justo que Denis come el chocolate? ___________________