Standard I: Classroom Contextual Factors (DM1)- Narrative-suggested length (2 pages-typed-double-space). You will need to use differientiation (modification/adaptations) in your lesson plans, instructional strategies, and assessments that are based on student contextual factors. To help you determine what types of accommodations are needed, identify the information below.
1. Demographics: Identify the gender, race, language proficiency, exceptionalities, and number of students.
a. Students: Total #__31__ Males: __11__ Females:_20_
b. Ethnicity: White: __30__ Hispanic/Mexican: _____ African American:__1___
3. Language Proficiency: Identify the number of English Language Learners and languages in your classroom. 0
4. Exceptionalities: Identify the number and type of exceptionalities in the class. One student has been referred for SPED and this student also has a Student Support Team plan. -There are no other exceptionalities in the class.
5. Social Economic Status (SES) -The school I am teaching at was not able to provide me with the students who are on free or reduced lunch but there were able to provide me with the number of students who qualify for free and reduced lunch. Of the 31 students 3 receive free lunch and 6 receive reduced lunch. 22 students do not receive financial assistance.
6. Academic Knowledge (If available): Describe the academic data results of the students thus far (grades, attendance, discipline factors, core tests. etc.).
-Quarter 1 grades are as follows: 26 As, 3 Bs, 1 C, and 0 Ds or Fs. Quarter 2 grades are as follows: 21 As, 6 Bs, 2 Cs, 0 Ds and 1 F.
7. English Language Learners: Describe ways you can incorporate tools of language development and reading content into planning and instruction for these students. Example: ELED- SIOP/ WIDA; SCED-reading content.
-There are no ELL in this class.
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8. Multicultural Perspectives: Identify ways you can use culturally responsive curricula and teaching that meets the needs of all students.
-While teaching the Spanish language it is very common to teach about all of the different cultures differences that are found in Latin America and Spain. Also it is always important to teach students how the education system is different in these Spanish speaking counties.
9. Prior Knowledge: Elementary-Describe the criteria used to determine the reading and mathematics prior knowledge and give a percentage of the number of students in these different levels for reading and mathematics such as Below, Basic, or Advanced. Secondary- Review the prior knowledge needed of students to be successful in learning the content knowledge for the TWS unit and how you will implement content reading into your unit (Ex. Common Core Strategies, etc.).
-Not a lot of prior knowledge is needed to be successful in this class because it is a Spanish I class. Because this is a first year class the students are provided all of the necessary knowledge to be successful.
10. Exceptionalities: Describe student exceptionalities that are identified in the class contextual factors. These exceptionalities can include; (a) development of physical, social, and emotional needs; (b) special education; (c) ethnicity; (d) gifted/talented; (e) ability differences, etc. Briefly describe ways to make modification/ differentiation for planning, instruction, and assessments.
- One student (Student #1) has been referred for Special Education (SPED) and is pending evaluation, although he currently has a Student Support Team plan (SST). This are no other exceptionality factors to report. The following modifications and differentiations have been put into place for Student #1s SST; his teachers are always in contact with his parents, he is always seated by someone who can help him, he is given extra time to complete assignments, his teacher actively engages him every lesson, and he is not allowed to leave class.
10. Identify sub-groups of students: Based on your contextual class factors- identify the sub-groups you will need to address in differentiation/modifications for your instruction, assessments, and analysis of student learning (e.g., gender, ELL, special education, ethnicity, gifted/talented, ability differences, or other contextual factors listed above, etc.) Subgroup data will be compared to each subgroup and the whole class.
- The sub-groups that will need to be identified for data analysis are Student #1 who has been referred for SPED and currently has a SST. The SES cannot be analyzed because the students names where not given when determining what SES classes excited within
5 the classroom. There are no other contextual factors that create sub-groups within the classroom. Analyzing results based on gender is possible.
6 Demographics In Mr. Ms Spanish I class at high school there are a total of 31 students. 10 of the students are males and 21 are females. Figure 1.1
There is one African American student in the Class. Thirty students are Caucasian. Figure 1.2
11 2u S1 u S 1u 1S 2u 2S Su SS Nale Females Total !"#$"% '()*%(+,*(-# Nale Females Total Caucasian, Su Afiican Ameiican, 1 .*/#(0(*1 2%"34$-5#
7 Exceptionalities One student (Student #11) has been referred for Special Education (SPED) and is pending evaluation, although he currently has a Student Support Team plan (SST). This are no other exceptionality factors to report. The following modifications and differentiations have been put into place for Student #11s SST; his teachers are always in contact with his parents, he is always seated by someone who can help him, he is given extra time to complete assignments, his teacher actively engages him every lesson, and he is not allowed to leave class. Figure 1.3
No Exceptionality, Su SST, 1 .60"7*(-#38(*1 '3*3
8 Social Economic Status (SES) Of the 31 students that are in the class three receive free lunch, six receive reduced lunch and twenty-two do not receive any discount for school lunch. This is the only means I have available to determine students SES. I was able to obtain the number of student who receive assistance for lunch but not their names. Therefore I will not be able to compare test results data based on SES. Figure 1.4
u S 1u 1S 2u 2S No Assistance Reuuceu Fiee 9,#0/ :))()*3#0" No Assistance Reuuceu Fiee
9 Academic Knowledge Of the 31 students currently enrolled in Mr. Ms high school class grades are available for 30 of those students from the previous two quarters. Quarter 1 grades are as follows: 26 As, 3 Bs, 1 C, and 0 Ds or Fs. Quarter 2 grades are as follows: 21 As, 6 Bs, 2 Cs, 0 Ds and 1 F. Figure 1.5
u S 1u 1S 2u 2S Su A's B's C's B's F's :03$";(0 <#-58"$=" Quaitei 1 Quaitei 2
10 Prior Knowledge There is not a lot of prior knowledge needed by the students in order for them to be successful in learning the content of this unit. The reason that not much prior knowledge is needed is because this is a level one Spanish class and therefore all of the material is new to the students. The previous knowledge of time structures in Spanish will help the students to be more successful. Although time structures will be reviewed at the beginning of the unit, time structures were taught earlier in the year and are important to the unit being taught. Student sub-groups The sub-groups that will need to be identified for data analysis are Student #1 who has been referred for SPED and currently has a SST. The SES cannot be analyzed because the students names where not given when determining what SES classes excited within the classroom. There are no other contextual factors that create sub-groups within the classroom. Analyzing results based on gender is possible.
11 Dixie State University-Secondary Education UNIT Plan
Stage 1 DESIRED RESULTS
Content Standards & Goals
Washington County World Language Curriculum Unit 6
Interpersonal- I can ask and give details about what I do and where I go after school and on the weekends. I can give and find out information about when and where to go I can give and understand information about daily routines
Presentational- I can tell what I will do after school or on the weekend I can give details about my plans such as when, where, who, and what. I can tell when I complete daily routines
Interpretive- I can understand when other tell me about what they will do after school of on the weekend I can understand when other tell me or ask me about daily routines.
Transfer Students will be able to independently use their learning to! Explain plans for the weekend (what, where, when, who). Ask someone where he or she likes to go on the weekends!. Invite someone. Ask when an event is. Tell what you will be doing. Meaning UNDERSTANDINGS Students will understand that! The irregular conjugation of the verb ir What a reflexive verb is How to connect places, events, time, transportation, etc.
ESSENTIAL QUESTIONS Students will keep considering! How can I use what I have learned to express what I want to say? When is it important to use reflexive verbs? How else can I use the verb ir to talk about immediate future?
Acquisition Students will know! Correct conjugations of the verb ir Correct usage & conjugation of reflexive verbs How to connect places, activities & transportation in speech
Students will be skilled at! Talking about immediate future plans Speaking about daily hygiene routines using reflexive verbs Connecting places, activities & transportation in speech & writing
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Stage 2 EVIDENCE A. Pre/Post Assessments- Students will take a 35 question assessment to measure their ability to express immediate future plans with the verb ir, connect places, activities & transportation, and discuss personal hygiene using reflexive verbs. They will be asked to identify unit vocabulary such as places, activities, transportation & reflexive verbs. They will also be asked to translate sentences, which will show their ability to conjugate the verb ir & reflexive verbs correctly as well as connect places, activities & transportation. They will be given this assessment before and after the 6 lessons to determine the effectiveness of my teaching.
B. Formative Assessments/Evidence- Students will complete a number of worksheet practice exercises along with a number of interpersonal speaking practice activities during the unit. The will also follow whiteboard discussions and participate in classroom review activities/games.
C. Summative Assessments/Evidence- The students will be taking the 35 question assessment mentioned above.
PERFORMANCE TASK(S): Students will show that they really understand by evidence of! Written summative assessment. Speaking evaluation. Listening evaluation.
PERFORMANCE TASK(S) CRITERIA: The performance task will be evaluated by! Teacher (Classroom & Interview feedback) Student (self-evaluation) speaking evaluation rubric.
OTHER EVIDENCE: Students will show they have achieved Stage 1 goals by! Completing grammar worksheets & a summative assessment. Formative assessments by teacher during collaborative speaking activities.
Stage 3 LEARNING PLAN Lesson 1- Students will be introduced to unit vocab of places, activities, & transportation also the verb ir and its conjugations and how it is used to describe immediate future. Students will complete a worksheet to practice this grammar concept.
Lesson 2- Students will use the verb ir & unit vocab to describe their weekend plans. They will then present their plans to the class. Other students will practice their listening comprehension skills.
Lesson 3- Students will be introduced to reflexive verbs and how to conjugate them. Students will complete a worksheet to practice this grammar concept.
Lesson 4- Students will write about their daily routine using reflexive verbs. Students will then ask other students about their daily routines while responding to others questions.
Lesson 5- Students will practice asking about others daily routines with reflexive verbs. Students will also practice answering questions about their daily routines using reflexive verbs and their correct conjugations.
Lesson 6- Students will practice identifying unit vocab and practice conjugating sentences that require them to use their skills will the verb ir & reflexive verb.
13 PRE-ASSESSMENT: Vocab matching & sentence translation test administered on paper. Connecting places, activities & transportation. Conjugations & usage of the verb ir. Conjugations & usage of reflexive verbs. MAJOR LEARNING EVENTS: Student success at transfer, meaning, and acquisition depends upon! Learning grammar concepts & proper conjugations Learning and using vocab Participation in speaking, listening comprehension, & writing activities PROGRESS MONITORING: Informal summative listening assessment Grammar principle worksheets Interpersonal speaking & writing activities
Source: Wiggins, G, & McTighe, J. (2010). The Understanding by Design Guide to High-Quality Units. Alexandria, VA: ASCD.
14 DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION LESSON PLAN 1d
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. Student #11 has been referred for SPED, and also has a Student Support Team (SST).
WALK-AWAY (what do I want students to know, understand, and be able to do?)
Content Walk-Away: -Students will be able to use the ir (to go) to describe where they are going and where they will be going in the future. -Students will learn and use vocab for common places to go and hang out. -Students will review and be introduced to new time structure vocab.
Reading/Language Walk-Away: -Students will be able to read & pronounce new vocab. -Students will be able to read & pronounce the verb ir and its conjugations.
ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) Modifications/Accommodations (ELL, IEP, GATE, etc.) Formative- Partners will share sentences telling each other where they will be going or what they will be doing this weekend. The teacher will listen for common errors & understanding to assess the students comprehension.
Summative- Students will complete a worksheet which requires them to show their understanding of the content. -Exit Slip- Students will write 5 sentences stating what they will be doing or where they will be going this weekend using the verb ir and the new vocab they have learned. This will be required to leave class this day.
Ensure that Student #11 has a active, engaging partner. Also Student #11 will be to be given sufficient time to finish the summative assessments, and be given extra help and instruction when needed.
15
ACTIVE LEARNING PLAN Modifications/ Accommodations (ELL, IEP, GATE, etc.)
Activate Prior Knowledge/Experiences Review time structures & places.
Focus Lesson (I do it) -Introduce ir verb, conjugations, & translations. -Introduce new vocab for places, transportation, and time. -Give examples for students to model.
Guided Instruction (We do it) -Guided help with translation worksheet.
Collaborative/Cooperative (You do it together) -Students will speak with each other explaining where they will go this weekend using the ir verb + new vocab. -Students will complete on translation worksheet together.
Independent (You do it alone) -Students will write 5 sentences using ir + new vocab to describe where they will go or what they will do this summer.
Summarization/Closure -Review & resolve doubts and common misunderstanding
-Ensure the Student #11 follows guided instruction.
-Ensure that Student #11 works with his partner. Provide additional guided instruction while class is working on worksheet.
-Allow extra time & support for summative assignments. NOTES TO TEACHER What do I need to remember to do? Slow down. Provide Student #1 with needed support.
Materials to have ready? Student note packet. Vocab pictures.
Approximate time needed for lesson? 80 minutes.
16 DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION LESSON PLAN 2
Grade Level _10-11__ Subject/Content:____Spanish_I_______Title Presen. writing w/ ir
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. Student #11 has been referred for SPED, and also has a Student Support Team (SST).
WALK-AWAY (what do I want students to know, understand, and be able to do?)
Content Walk-Away: -Students will be able to write details about their plans such as when, where, who, and what. -Students will be able to tell details about their plans such as when, where, who, and what.
Reading/Language Walk-Away: -Students will be able to write proper sentences to describe their immediate future plans. -Students will be able to pronounce and speak about their immediate future plans.
ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) Modifications/Accommodations (ELL, IEP, GATE, etc.) Formative- Students will be writing their plans for the summer using the immediate future and unit vocab. While writing teacher will observe the students in the writing process and evaluate student understanding and common errors that need to be addressed. Students will also present their plans to the class and the teacher will listen for pronunciation accuracy and common errors.
Summative- Students will be graded on completing the learning goals of the writing activity. Students will also be required to listen and write other students plans for the summer to assess their listening comprehension.
Ensure that Student #11 has a active, engaging partner. Also Student #11 will be to be given sufficient time to finish the summative assessments, and be given extra help and instruction when needed.
17 ACTIVE LEARNING PLAN Modifications/ Accommodations (ELL, IEP, GATE, etc.)
Activate Prior Knowledge/Experiences Review usage of the verb ir to describe immediate future. Review unit vocab.
Focus Lesson (I do it) -Introduce the writing activity. -Model an example of the writing and presentational activity.
Guided Instruction (We do it) -Model thinking and writing using immediate future and unit vocab.
Collaborative/Cooperative (You do it together) -Students will share their plans with a partner prior to presenting in front of the class.
Independent (You do it alone) -Students will present their summer plans to the class. -Students will listen to other presentations and write their classmates summer plans.
Summarization/Closure -Review and address students strengths and common errors that have occurred.
-Ensure the Student #11 follows guided instruction.
-Ensure that Student #11 works with his partner. Provide additional guided instruction while class is working on worksheet.
-Allow extra time & support for summative assignment. The goal is for student #1 to share his plans. NOTES TO TEACHER What do I need to remember to do? Allow students plenty of time to complete writing activity. Provide Student #1 with needed support.
Materials to have ready? Presentational writing worksheet with scenario.
Approximate time needed for lesson? 80 minutes.
18 DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION LESSON PLAN 3
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. Student #11 has been referred for SPED, and also has a Student Support Team (SST).
WALK-AWAY (what do I want students to know, understand, and be able to do?)
Content Walk-Away: -Students will be able to use reflexive verbs to tell about personal hygiene. -Students will be able properly conjugate reflexive verbs. -Students will combine use of immediate future and reflexive verbs.
Reading/Language Walk-Away: -Students will be able to read & pronounce reflexive verbs. -Students will be able to understand the meaning of reflexive verbs when heard.
ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) Modifications/Accommodations (ELL, IEP, GATE, etc.) Formative- Students will write sentences, using reflexive verbs, and share when they preform certain personal hygiene tasks during the day. The students will then share these sentences with partners as the teacher listens and observes looking for common errors & understanding.
Summative- Students will complete a worksheet conjugate, translate, and use reflexive verbs. -Exit Slip- Students will write 5 sentences using reflexive verbs before they can leave class.
Ensure that Student #11 has a active, engaging partner. Also Student #11 will be to be given sufficient time to finish the summative assessments, and be given extra help and instruction when needed.
19
ACTIVE LEARNING PLAN Modifications/ Accommodations (ELL, IEP, GATE, etc.)
Activate Prior Knowledge/Experiences Review time structure vocab that can be used to describe when they perform reflexive verb activities. Review llamarse & gustarse, reflexive verbs that the students have been using without knowing they are reflexive verbs.
Focus Lesson (I do it) -Introduce the vocabulary of reflexive verbs. -Introduce how reflexive verbs are used and their conjugations. -Give examples for students to model.
Guided Instruction (We do it) -Guided help with worksheet. -TPR activity using reflexive verbs.
Collaborative/Cooperative (You do it together) -Students will share sentences that they write using reflexive verbs with each other. -Students will complete the reflexive verb worksheet together.
Independent (You do it alone) -Students will write 5 sentences using reflexive verbs about when they will perform certain tasks.
Summarization/Closure -Review & resolve doubts and common misunderstandings
-Ensure the Student #11 follows guided instruction.
-Ensure that Student #11 works with his partner. Provide additional guided instruction while class is working on worksheet.
-Allow extra time & support for summative assignments NOTES TO TEACHER What do I need to remember to do? Slow down. Provide Student #11 with needed support.
Materials to have ready? TPR activity
Approximate time needed for lesson? 80
20 DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION LESSON PLAN 4
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. Student #11 has been referred for SPED, and also has a Student Support Team (SST).
WALK-AWAY (what do I want students to know, understand, and be able to do?)
Content Walk-Away: -Students will be able to ask & answer simple questions about daily routines. -Students will be able to write questions and answers about theirs and others daily routines.
Reading/Language Walk-Away: -Students will be able to write proper sentences to describe their daily routines. -Students will be able to pronounce and speak about their daily routines.
ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) Modifications/Accommodations (ELL, IEP, GATE, etc.) Formative- Students will write their daily routines using reflexive verbs. While writing the teacher will observe for understanding, additional guided instruction, and common errors. Students will also present their daily routines to the class and the teacher will listen for pronunciation accuracy and common errors.
Summative- Students will be graded on completing the learning goals of the writing activity. Students will also be required to listen to their classmates present and write down what they understand to assess their listening comprehension.
Ensure that Student #11 has a active, engaging partner. Also Student #11 will be to be given sufficient time to finish the summative assessments, and be given extra help and instruction when needed.
21 ACTIVE LEARNING PLAN Modifications/ Accommodations (ELL, IEP, GATE, etc.)
Activate Prior Knowledge/Experiences Review times structures and reflexive verb conjugations and grammar rules with the class.
Focus Lesson (I do it) -Introduce writing activity to students. -Model an example of the writing and presentational activity.
Guided Instruction (We do it) -Model thinking and writing using reflexive verbs and time structures.
Collaborative/Cooperative (You do it together) -Students will present their daily routines to a partner prior to presenting in front of the class.
Independent (You do it alone) -Students will present their daily routines to the class. -Students will listen to other classmates presentations and write down their classmates daily routines.
Summarization/Closure -Review and address students strengths and common errors that have occurred.
-Ensure the Student #11 follows guided instruction.
-Ensure that Student #11 works with his partner. Provide additional guided instruction while class is working on worksheet.
-Allow extra time & support for summative assignment. The goal is for student #11 to share his plans. NOTES TO TEACHER What do I need to remember to do? Allow plenty of time to complete writing activity. Provide Student #11 with needed support
Materials to have ready? Presentational writing worksheet with scenario.
Approximate time needed for lesson? 80 minutes.
22 DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION LESSON PLAN 5
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. Student #11 has been referred for SPED, and also has a Student Support Team (SST).
WALK-AWAY (what do I want students to know, understand, and be able to do?)
Content Walk-Away: -Students will be able to ask & answer simple questions about when themselves and others complete daily routines using reflexive verbs. -Students will be able to understand when told when daily routines are complete.
Reading/Language Walk-Away: -Students will be able to pronounce and speak about theirs and others daily routines.
ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) Modifications/Accommodations (ELL, IEP, GATE, etc.) Formative: While students are performing a Info-Gap activity answering and asking questions about daily routines using reflexive verbs the teacher will evaluate students understanding, pronunciation, and accuracy.
Summative: Students will write their daily routine and the tell that routine to their partner. The partner will write down the routine of their partner and turn it in for evaluation.
Ensure that Student #11 has a active, engaging partner. Also Student #11 will be to be given sufficient time to finish the summative assessments, and be given extra help and instruction when needed.
23 ACTIVE LEARNING PLAN Modifications/ Accommodations (ELL, IEP, GATE, etc.)
Activate Prior Knowledge/Experiences -Review time structure -Review reflexive verb conjugations.
Focus Lesson (I do it) -Using time structures with reflexive verbs. -Using questions with reflexive verbs.
Guided Instruction (We do it) -Model how the Info-Gap activity will take place.
Collaborative/Cooperative (You do it together) -Students will perform Info-Gap activity practicing time structures and reflexive verbs.
Independent (You do it alone) -Students will write their own daily schedule using reflexive verbs and tell their partner the schedule.
Summarization/Closure -Review and resolve and doubts or questions that students have.
-Ensure the Student #11 follows guided instruction.
-Ensure that Student #11 works with his partner. Provide additional guided instruction while class is working on worksheet.
-Allow extra time & support for summative assignments NOTES TO TEACHER What do I need to remember to do? Give students a good model of the activity.
Materials to have ready? Info-Gap activity sheets.
Approximate time needed for lesson? 80 minutes.
24 DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION LESSON PLAN 6
Grade Level _10-12___ Subject/Content:____Spanish I_________Title Unit 6B Review__
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. Student #11 has been referred for SPED, and also has a Student Support Team (SST).
WALK-AWAY (what do I want students to know, understand, and be able to do?)
Content Walk-Away: -Students will be able to talk/write about the immediate future using the verb ir -Students will be able to ask questions about the immediate future -Students will be able to connect places to activities & transportation -Students will be able to use reflexive verbs to describe personal hygiene and daily routines
Reading/Language Walk-Away: -Students will be able to pronounce and read conjugations of the verb ir & reflexive verbs -Students will be able write conjugations of the verb ir & reflexive verbs
ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) Modifications/Accommodations (ELL, IEP, GATE, etc.) Formative: During review games & activities the teacher will evaluate the students understanding and progress with the unit grammar structures.
Summative: Students will be able to turn in review worksheets and have them evaluated to assess their comprehension and understanding. The teacher will then give the student feedback and further instruction.
Ensure that Student #11 has a active, engaging partner. Also Student #11 will be to be given sufficient time to finish the summative assessments, and be given extra help and instruction when needed.
-Pre-test subgroup will receive additional support from teacher during review.
25 ACTIVE LEARNING PLAN Modifications/ Accommodations (ELL, IEP, GATE, etc.)
Activate Prior Knowledge/Experiences -Unit 6 content; immediate future with ir & reflexive verbs
Focus Lesson (I do it) -Review the ir verb; conjugations, uses, grammar -Review reflexive verbs; conjugations, uses, grammar
Guided Instruction (We do it) -Guided sentences writing for each grammar concept -Review worksheets
Collaborative/Cooperative (You do it together) -Play matamoscas for unit vocab -Review worksheets
Independent (You do it alone) -Students will review for test
Summarization/Closure -Review with students how the test will be structured. -Remind the students what to study.
-Pretest subgroup will be divided into its own team during review and receive additional assistance from teacher.
-Ensure the Student #11 follows guided instruction.
-Ensure that Student #11 works with his partner. Provide additional guided instruction while class is working on worksheet.
-Allow extra time & support for summative assignments NOTES TO TEACHER What do I need to remember to do? Differentiate the review for those students who need the extra help.
Materials to have ready? Review worksheets. Matamoscas sheet.
Approximate time needed for lesson? 80+ minutes.
26 Standard IV: Analysis of Student Learning
Throughout the Teacher Work Sample (TWS) Unit I was able to provide my students with a variety of assessments. In addition to the pre and post-test that was given I provided my students with a bell work at the beginning of each class period. The bell work that was given to the class was based upon the lesson that was taught in the previous class period. While watching students complete the bell work I was able to analyze the students understanding of the previous lesson and was able to determine what material needed the most review before starting the new lesson. I also organized speaking activities in a number of lessons; this allowed me to analyze students performance not only in understanding of content but their usage of the content as well. I was also able to assess student understanding through worksheets that were given for each grammar concept that was taught during the unit. Overall the students performed very well on these assessments and I feel that they help the students prepare for the post- u 1u 2u Su 4u Su 1 2 S 4 S 6 7 8 9 1u 11 12 1S 14 1S 16 17 18 19 2u 21 22 2S 24 2S 26 27 28 29 Su S1 >%"?>-)* '3*3 !%37/ -@ :88 A*,$"#*) Pie-Test Post-Test
27 test that was given at the end of the unit. I believe this to be true because, as the pre and post-test results show, the class improved dramatically in their understanding of the content. I believe that the students as whole learned the content very well. Of the 31 students in the class 27 students took both the pre and the post-test. Of those 27 students there was an average increase of 47% between tests. Of the 31 students 29 took the post test and the average score was an 83%. On the pre-test not a single student scored over 60%, on the post-test 22 of the 29 students who took the test scored 80% or above. Although not all of the students scored above 80% I feel that as a whole the class learned the content very well. Of the 7 students who did not score above 80%, 4 of the 7 did score 70% or better and 1 of the 3 remaining students has been referred for SPED. Those students who did not score 80% or above on the assessment were given additional help after post-test and have received individualized instruction to ensure that they learned the content to a satisfactory level. Although I would have liked to have seen a higher percentage of students above 80% of the post test I feel that for my first unit the class was able to learn the content well and that they completed with the requirements to meet the objectives of the unit. The assessments that were given to the students measured the students comprehension of the vocabulary for the unit. They were also designed to measure the students understanding of the grammar principles assigned to this particular unit, such as using verbs to talk about the immediate future and using reflexive verbs. During the pre and post-test the students were asked to identify vocabulary terms and translate sentences, both from English to Spanish and Spanish to English, that used the grammar
28 principles that were taught during the unit. The students ability to translate the sentences and identify vocabulary terms showed their understanding and mastery of the units content.
In this particular class only one student formed my subgroup. Student #11 has been referred for Special Education (SPED) and is awaiting evaluation. Student #11 does have a Student Support Team plan but despite his SST and the differentiated instruction that was given to him in each lesson during the unit Student #11 scored lower on his Post-Test than he did on his Pre-Test by 4 points. I do not believe that Student #11 learned the content of the unit and was unable to show that he could complete any of the objectives that were included in the unit. I believe that his decrease in scores between test is caused by his possible disability and that he may need further individualized instruction in order to accomplish a proficient understanding of the content.
u 1u 2u Su 4u Su Stuuent 11 A,+B!%-,7 '3*3 !%37/ Pie-Test Post-Test
29 Standard V: Reflection and Self-Evaluation
DM1- Diversity Diversity is one of my favorite parts of being a foreign language teacher. Teaching Spanish gives me the opportunity to teach my students about other cultures and incorporate it into my lessons and content. My TWS unit was titled Lets Hang Out I was able to teach my student how to talk about future plans to hang out and also instruct them on common activities that other Spanish cultures participate in while hanging out. I did not have any students from another culture in my TWS classroom, but being able to help my students understand other cultures is one of the best parts of teaching foreign language. DM2- Effective Pedagogy Technology is very important in todays classroom and I believe that when it is used correctly it is very effective. One way that I was able to incorporate technology into my classroom was through making a classroom website. For my TWS unit I created a weebly webpage that my students were able to access. On this webpage students were able to access dates for all the quizzes and exams that they would be having soon. I had also created vocab and grammar practice games on another website call quizlet. On our classroom website the students had links to all of the quizlet practices that I created for every grammar concept covered during the unit. I found that many students visited the website to study and they voiced to me that they found it very useful. DM3- Subject Matter I felt very confident with my subject matter knowledge while teaching this unit. The grammar structures taught in this unit are ones that I use on a daily basis and I therefore felt very good teaching the material. Although I was a little nervous teaching
30 my first complete unit on my own that nervousness quickly faded and I felt comfortable and confident while teaching the material. DM4- Environment Creating a physically and emotionally safe classroom environment was fairly easy because my mentor teacher had already established one before I arrived. When I was handed over the class I reiterated to my students that I also believed that every student had the right to feel safe both physically and emotionally while inside of my classroom and that the class should continue to implement the culture that their regular teacher had previously established. Regular classroom management at times seemed to be difficult but for the most part I learned that if I kept my students busy classroom management took care of its self. What I found to be very effective was letting my students know how they class period would be divided. Letting my students know the schedule seemed to help quit a bit with classroom management. As always I found classroom management was most difficult when I was unable to keep my students busy the entire class period. This at times happened when some students would work faster than other with assignments given in class. DM5- Reflection Analyzing the data from this TWS helped me to learn how to analyze assessments better and how to differentiate instruction for students who have not reached proficiency with the content. I am also able to evaluate if my teaching is effective and what I can change to better meet the needs of my students. DM6- Teaching Dispositions I feel that during my students teaching I have grown and learned a lot. I had a great mentor teacher who has taught me the importance of planning, using active learning, and how to better help those students who may struggle to understand the
31 material. I feel that I have grown in ways that only can occur inside of the classroom. I have learned how to better manage a classroom and how to create effective relationships with students, parents and other teachers. I quickly learned how important each and every student is and that if I can express how important he or she are to me I feel that they are more willing to learn inside of the classroom. I have also had the opportunity to work with a number of parents and express my gratitude for their involvement in their childs education. When parents feel appreciated I believe they are more willing to help teachers and to help their students when needed. While working with my colleagues during PLC meeting I was able to learn a lot about differentiating instruction and dividing students according to their understanding of the content. What I learned from other teachers during PLC later helped me differentiate my instruction, which helped my students dramatically.
32 Appendices Appendix A- Granite School District (n.d.). World language curriculum maps. Retrieved from http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/worl dlanguages/Pages/CurriculumMaps.aspx
Appendix B- Pre/Post Test Match the following Vocabulary (1 pt each) 1. ____ fin ue semana 2. ____ la piscina S. ____ el cine 4. ____ levantaise S. ____ baaise 6. ____ caiio 7. ____ autobs 8. ____ el baile 9. ____ la tienua 1u. ____ cepillaise 11. ____ veiano 12. ____ bicicleta 1S. ____ ms taiue 14. ____ el lago 1S. ____ el paique 16. ____ afeitaise 17. ____ maquillaise 18. ____ la playa 19. ____ penaise 2u. ____ el iestauiante a) to biush one's teeth b) the iestauiant c) cai u) to shave e) the stoie f) the uance g) to biush one's haii h) the movies i) the bus j) bicycle k) the paik l) to put on makeup m) summei n) latei o) to bath p) to get up q) the beach i) the pool s) the lake t) the weekenu
Translate the following sentences. (2 pt each) - You will be graded on correct use of verb conjugation, use of unit vocabulary, and accuracy of sentence structure.
21. Van a ir a la tienda.
33 ________________________________________________________________________ 22. Me gusta ir a la playa. ________________________________________________________________________ 23.Vamos a ir al parque en el autobs. ________________________________________________________________________ 24. Cundo vas a ir al cine? ________________________________________________________________________ 25. Ella va a ir a la fiesta este fin de semana. ________________________________________________________________________ 26. Me despierto a las 6 de la maana. ________________________________________________________________________ 27. Ellos se duermen despus de las 10. ________________________________________________________________________ 28. Tomorrow Im going to go to my friends house. ________________________________________________________________________ 29. El va a ir al partido de futbol ms tarde. ________________________________________________________________________ 30. Ella va a peinarse en la noche. ________________________________________________________________________ 31. They like to sleep during school. ________________________________________________________________________ 32. He likes to shower at night. ________________________________________________________________________ 33. Voy a la piscina en la tarde. ________________________________________________________________________ 34. Tu te despiertas a las 7 de la maana. ________________________________________________________________________ 35. Ellos se cepillan los dientes en la maana. ________________________________________________________________________
34
Student Notes and Summative Assessments 9"C"8 D E#(* FB G3#=(#= H,*I J >"%)-#38 G1=("#" E#(* F K-03+,83%1 9,=3%") el concieito el juego la fiesta(el cumpleaos) la casa la casa ue mi amigo el estauio el centio comeicial el paique el cine el iestauiante la escuela la playa la piscina las montaas la iglesia la biblioteca el zoologico el lago el iio el museo el baile el meicauo la clase el campo el aeiopueito la cafeteiia la cancha la uiscoteca la tienua el supeimeicauo
L(;" A*%,0*,%"B cunuo. maana hoy fin ue semana uespus ms taiue ahoia a qu hoia. a las ___ qu uia. uuiante a uonue. antes taiue noche
L%3#)7-%*3*(-#B caiio autobs tien bicicleta taxi camion a pie avion baico patinete autopista motocicleta, moto aeiopueito paiaua
N%B *- =- The veib ii is iiiegulai, meaning it uoes not follow the stanuaiu iules foi conjugating -ii veibs.
voy- vamos- vas- X va- van-
N% O 3 O (#@(#(*(C" In Spanish, many useful expiessions aie foimeu by combining two veibs. When this occuis, the fiist veib is conjugateu, while the seconu veib iemains in the infinitive foim.
N% O 3 O (#@(#(*(C" P *- +" =-(#= *- $- )-;"*/(#= (in the neai futuie)
K-1 3 88"C3% a mi heimana a su casa. N 3; =-(#= *- *34" my sistei to hei house.
QQQQQQQ QQQQQQ (#C(*3% a muchas muchachas. R-, 3%" =-(#= *- (#C(*" lots of giils.
Ciistina C3 3 0-#C"%)3% con mi mam. Chiistina () =-(#= *- *384 with my mom.
Euuaiuo QQQQQQQ QQQ QQQQQQQ el libio. Euwaiu () =-(#= *- %"3$ the book.
1. Van a la clase de espaol. ________________________________________ 2. Voy a ir a la casa de mi amigo. ____________________________________ 3. Vamos a jugar beisbol. __________________________________________ 4. Cundo vas a ir al estadio? _______________________________________ 5. Van a ir al zoolgico. ____________________________________________ 6. Juan y yo vamos a hacer la tarea. ___________________________________ 7. A dnde va a ir con tu mam? _____________________________________ 8. Me gusta ir a la playa. ____________________________________________ 9. A qu hora vas a ir al restaurante? __________________________________ 10. Vas a ir a la escuela? ____________________________________________ 11. Tomorrow we are going to visit my grandpa. ____________________________ 12. Where do you go after school? ________________________________________ 13. Where are we going this weekend? _____________________________________ 14. We are going to the party later. ________________________________________ 15. Are you going to go to the library today? ________________________________ 16. We are going to go to the pool at 6. ____________________________________ 17. I go to sleep at 11 oclock. ____________________________________________ 18. They are going to go to the river. _______________________________________ 19. Are you going to go to school later? _____________________________________ 20. When are you going to school? _________________________________________
37 Reflexive veibs Notes - Stuuent : C"%+ () %"@8"6(C" 5/"# */" ),+V"0* 3#$ */" -+V"0* 3%" */" )3;"U N 53)/ ;1)"8@U Subject: I veib: wash object: myself Since the subject anu object aie the same, the veib is ieflexive. N 53)/ */" 03%U Subject: I veib: wash object: cai Since the subject anu object aie uiffeient, the veib is not ieflexive. N )0%3*0/ ;1)"8@U Subject: I veib: sciatch object: myself Since the subject anu object aie the same, the veib is ieflexive. N )0%3*0/ */" $-=U Subject: I veib: sciatch object: uog Since the subject anu object aie uiffeient, the veib is not ieflexive.
W/"# 3 C"%+ () %"@8"6(C"X */" (#@(#(*(C" "#$) (# Y)"UZ lavai to wash (non-ieflexive) lavaise to wash oneself (ieflexive) iascai to sciatch (non-ieflexive) iascaise to sciatch oneself (ieflexive)
L/"%" () -#" %"@8"6(C" C"%+ 1-, /3C" +""# ,)(#= )(#0" 1-, +"=3# )*,$1(#= A73#()/U How do you say My name is ... - ___________________________________________
883;3%)" - to call oneself Como te llamas. ___________________________ - ___________________________ Como se llama ella. _______________________ - ____________________________
\-*" */3* ;3#1X ;3#1 C"%+) 03# +" ;3$" %"@8"6(C"U :88 (* ;"3#) 5/"# 3 C"%+ () %"@8"6(C" () */3* */" 30*(-# %";3(#) 5(*/ */" ),+V"0*U wash the uog (non-ieflexive) wash youi face (ieflexive) iaise the book (non-ieflexive) iaise youi aim (ieflexive) put the baby to beu (non-ieflexive) go to beu (ieflexive) wake up youi son (non-ieflexive) wake up youiself (ieflexive) ...anu so on
39 Grammar/Structures Immediate future (We are going to...) Asking questions Connecting places to activities. (We are going to place to verb. OR Lets go to place to verb!) Connecting transportation to places Time structures (if not previously covered) Reflexive Verbs /"0."123" 4"&5 6&#$72$" 8%))9" 7%" #--&)-&2#7" &"0."123" -&):);:< 1. ?ou Lake a shower. 1u _______ duchas. (ducharse) 2. Marla washes her halr. Marla ______ lava el pelo. (lavarse) 3. ?ou-all wake up. usLedes _______ levanLan. (levanLarse) 4. We brush our LeeLh. nosoLros _______ ceplllamos los dlenLes. (ceplllarse) 3. She geLs dressed. Llla _______ vlsLe. (vesLlrse) 6. 1hey slL down. Lllos _______ slenLan. (senLarse) e:le 7. l'm worrled abouL you. _______ preocupo por Ll. (preocuparse) (&27" 7%" $)&&"$7 0)&, )0 7%" 3"&5< 8. Marla washes her halr. (lavarse) Marla se _______________ el pelo. 9. We Lake a shower. (ducharse) nosoLros nos _______________. 10. 1hey brush Lhelr LeeLh. (ceplllarse) Lllos se _______________ los dlenLes. 11. l shave my legs. (afelLarse) Me _______________ las plernas. 12. 1he boys fall asleep. (dormlrse o:ue) Los chlcos se ________________. 13. 1he young ladles geL dressed. (vesLlrse e:l) Las chlcas se _______________. 14. We slL down. (senLarse e:le) nosoLros nos _______________
!/=>+?=!@ 7%" 0)..)A2:B 9":7":$"9< 13. l geL dressed ln Lhe mornlng. (vesLlrse)(e:l) ________________________________________________________ 16. She sLands up ln class. (levanLarse) ________________________________________________________ 17. 1hey en[oy Lhemselves ln arL class. (dlverLlrse)(e:le) ________________________________________________________ 18. 1he [ar falls from Lhe desk. (caerse) ________________________________________________________ 19. !uan washes hls halr ln Lhe garage. (lavarse) ________________________________________________________ 20. uo you (Lu) baLhe every day? (banarse) ________________________________________________________ 21. !ose and Marla brush Lhelr halr. (ceplllarse) ________________________________________________________
40 22. uo you (ud.) wash your hands? (lavarse) ________________________________________________________ 23. Pe scraLches hls head. (rascarse) ________________________________________________________ 24. l feel bad (senLlrse e:le)when you (Lu) fall down. (caerse) ________________________________________________________