Spring Arbor University School of Education Lesson Plan Essential Elements Title: La Familia Part III (The Family)

Subject: Spanish (World Languages) Grade Level: 4th Grade Time Allotted: 50 minutes Materials Required: Adjective Vocabulary Family Character Cut-Outs Family Vocabulary Cards Pen Pal Letter Rubric Vocabulary Pocket Chart Writing (Lined) Paper _____________________________________________________________________________________ Michigan Curriculum Framework:
1.3.N.W.C Write brief personal descriptions on familiar topics in the target language such as self, friends, family, home, and school

Objective(s):
I can write to my Pen Pal in Spanish using descriptions of my family. Yo puedo escribir en espaol utilizando descripciones de mi familia a mi Pen Pal.

_____________________________________________________________________________________ Time Essential Elements Allotted 4 min. 1. Anticipatory Set: La maestra olvid/The teacher forgot. Can I have some helpers remind me what we have been doing the last two days in Spanish? (Wait for Student responses; making family characters, talking about family, using vocabulary . . .). S!, now I remember! 1 min. 2. State Purpose and Objective(s) of Lesson:
Today, we will be taking what we learned and using it in a letter to our Pen Pals by following our rubric.

40 min.

5 min.

3. Plan for Instruction: Teacher models example of writing a letter in Spanish using their Family Characters. *Teacher also models how to ask Pen Pal Cmo es tu familia? in letter Students get with a buddy to grade the teachers example using the rubric. Students review family and adjective vocabulary to put in the letter. Students each write a letter to their Pen Pal individually to be formally summative assessed by Rubric. 4. Differentiation Considerations (accommodations): For students that have a hard time developing a letter, the teacher can give them an example letter where they fill in the spaces with family members and adjectives. For students who finish early with their Pen Pal letter, they may partner with another student who has finished and use the rubric to review whether or not they have met the standards. 5. Assessment: Student learning will be checked informally as they help the teacher to write a letter. Students will formally practice using their skills by grading the teachers example of a letter. The final summative assessment for the three days learning on La familia will include all objectives in a rubric for the Pen Pal Letter. When students have received the rubric back from the teacher and see their work, they will fill out the options below as to how they did and give reasons why. 6. Closure: Can you all remind me what we have learned these past three days? (La familia, vocabulary, adjectives . . .) Now that you have written your Pen Pal letters, we will wait for a response. Since we have some extra time, lets get some reading practice in. Please find a new buddy that you have not worked with this week to read your letter too.

Examples for Vocabulary Pocket Chart Family Vocabulary la abuela the grandmother el abuelo the grandfather la madre the mother el padre the father el hermano the brother la hermana the sister el hermanastro the half brother la hermanastra the half sister el to the uncle la ta the aunt el primo the cousin (boy) la prima the cousin (girl) el beb the baby el perro the dog el gato the cat el pez the fish

Adjectives to describe Family aburrido(a) boring alto(a) tall bajo(a) short bueno(a) good curioso(a) curious delgado(a) thin dulce sweet fuerte strong gordo(a) fat grande big guapo(a) pretty hermoso(a) beautiful honesto(a) honest interesante interesting joven young pequeo(a) small perezoso(a) lazy tranquilo(a) calm viejo(a) old *Remind students that the adjectives must fit in both number and gender with the word it is describing.

Verb examples to conjugate: tener(tengo) to have(I have) llamarse (me llamo, se llama) to call oneself (I call myself, he/she calls himself/herself)

Teacher example of a Pen Pal letter: Hola (Pen Pal Name) ,

Me llamo Seorita Turner. Vivo con mi madre se llama Mara Elsa. Tengo dos hermanos. Uno se llama Cristiana y el otro se llama Julio. Mi madre es muy hermosa e inteligente. Mi hermana Cristiana es buena y baja. Mi hermano Julio es alto y delgado. Tambin, tengo un perro se llama Pimienta. Cmo es tu familia?

Sinceramente, Seorita Turner Example Pen Pal Letter for Student use:

Hola

(Pen Pal Name)

Me llamo ____________ . Vivo con mi ___________ se llama __________. Tengo ________ hermanos. Se llama(n) __________________________ . Mi __________ es ______________ y _____________ . Mi _______________ es _________ y ________. Mi ______________________ es __________ y ___________ . Cmo es tu familia?

Sinceramente,

___________________________ (Student Name)

*Letter subject to change depending on student family. Nombre: ________________

Pen Pal Letter Rubric

Objective
I can use Spanish terms for Family Characters I can describe my Family Characters in Spanish I can write to my Pen Pal in Spanish I can ask my Pen Pal about their family

4
All family members are described using Spanish terms (madre=mother) All family members are described using Spanish Adjectives. Letter is in Spanish

3
Most family members are described using Spanish terms (madre=mother) Most family members are described using Spanish Adjectives. Most of the letter is in Spanish Student uses different question to ask Pen Pal about their family

2
A few family members are described using Spanish terms (madre=mother) A few family members are described using Spanish Adjectives. A few parts of letter are in Spanish Student asks Pen Pal about family using question in English

1
Family members are described in English terms (or not in Spanish) Family members are described with English Adjectives (or not in Spanish) All of letter is in English Student does not ask question Pen Pal about their family

Student uses question Cmo es tu familia?

Did I reach my objectives? S, porque . . . __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Cas, porque . . . __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ No, porque . . . __________________________________________________________________ __________________________________________________________________ __________________________________________________________________