Purpose/Rationale (what do you want students to get from this lesson; why is
this lesson relevant to the students and their lives?)
El Dia de los Muertos is a major holiday celebrated in Mexico, and students should
not only be familiar with it but be able to write about it in Spanish.
Background Knowledge (How will you tap into the students prior knowledge,
experiences and prior learning?)
Students have studied interrogative words over several different lessons. They
already know: Cmo, cul, cuntos, cundo, dnde. They have already learned how
to form and write simple sentences in Spanish. They watched a video describing
DDLM, and the day before this lesson they have a reading in English that describes
the holiday in detail. They have to demonstrate their knowledge of the document by
answering Level 2 questions after the reading.
Assessment (formal/informal)
HOW you will assess: WHAT you
will be looking for: Must align with
objective to the left
*Language Objectives:
Think
about the language demands of the
lesson to determine the language
objectives. Each lesson must have at
least two academic language objectives.
The students will
Assessment (formal/informal)
HOW you will assess: WHAT you
will be looking for:
*Multicultural Objectives:
** How will the lesson address social
Materials and Safety Precautions (if applicable) (List all materials and
resources to carry out this lesson. Then talk about potential safety issues and how
you will assure necessary precautions are followed)
Procedures (There are four sub-subsections based on the Gradual Release model
of instruction focus lesson, guided instruction, collaborative learning, independent
learning. Outline the steps for what will happen first, second and so on to teach what
you expect the students to learn. [NOTE: all four subsections will not necessarily be
covered in every lesson. What you include and emphasize depends on where you
are in the overall sequence of teaching your content.]
However, procedures should be the longest section and should be very specific and
detailed. For example, it MUST include key questions think Blooms taxonomy you
plan to pose to your students during the lesson especially open-ended questions,
detailed descriptions of the different activities your students will do, directions you
plan to give the students, teaching models/strategies you plan to use during the
lesson, etc. BE SURE TO INCLUDE MANAGEMENT ISSUES SUCH AS TRANSITIONS,
ROOM ARRANGEMENTS, AND STUDENT GROUPINGS)
StudentswillstarttheclasswiththeirParaEmpezar.Theirpromptwillbetowrite
downfiveinterrogativewordsusedtoformquestionsinSpanish.Afterwehavereviewed
thewarmupandwhatthedifferentwordsmean,wewilljumpintothefocuslesson.
Studentswillbepromptedtothinkbacktothelasttwodaysandwhattheylearnedabout
DDLM.Iwillexplainthattoday,theywillpracticetakingwhattheylearnedto
communicateinwrittensentencesinSpanishintheformofapostcard.
Iwillposethequestion:whyisitimportanttoknowhowtowriteaboutaholiday?
Writinghelpscommitsomethingtomemory,andsomedaytheymighthavesomeoneask
themaboutDDLMandtheywillbeabletoanswer.
Lastweekwasaboutusingcomputersforresearchandwriting,thisweekwegobackto
themostnaturalformofwriting:puttingtogetherthoughtsinourheadincomplete
sentencesandcommunicatingthemcorrectlyinSpanish.
Modeling: Part of the focus lesson. Name the strategy, skill, task
and/or concept that is the focus of the lesson. Explain and show its
purpose. Demonstrate the skill, strategy or task. Use analogies or
other concrete examples to explain concepts.
Atthispoint,myCTandImodelforthemwhattheiroutcomewilllooklikeandhowto
getthere.IwillshowthemtheexampleofthepostcardaboutHalloweensotheyhavean
ideaofwhattheirsshouldlooklike.Beforewegooverthat,welltakeastepbackand
askeachotherquestionsinadialoguetotheclass.
A:QuesHalloween?
D:Halloweenesunafiestacondulcesydisfraces.
A:DndecelebranHalloween?
D:EnlosEstadosUnidos,perotambinenCanadaeInglaterra.
A:QuinfestejaHalloween?
D:LamayoriadelosquefestejanHalloweensonlosjvenes.
A:CmofestejanHalloween?
D:Losniosyniassellevandisfracesyandantocandoenlaspuertasdelbarrio
pidiendodulcesydeciendotrickortreat.
A:CandocelebranHalloween?
D:El31deoctubre.
Guided Instruction (Teacher and Students do together):
Consider the following questions as you detail what you will do during
these main activities -- What will you do/say during each learning
activity? What will the students do? How will the students be
organized? What will they do? What key questions will you ask to
facilitate learning?
Nowwecangobacktothepowerpointslidethathasthewrittenmodel.Iwillaskfor
volunteerstotaketurnsreadingthesentencesaloudtoeachother.Intheirtablegroups,
theywillhavetwominutestofigureoutwhichpartsofthepostcardareansweredby
whichinterrogativeword.
Thenwewillgooverthepartsofthesamplepostcardtogetherdeterminingwhereeach
questionisanswered.
Reflection (What worked? Did not work? Why? What did the students learn? How
do you know? What would you do differently next time? How will this inform the
next lesson?)
Hola Mam,
En los Estados Unidos, los jvenes celebran el Halloween.
Ellos celebran el Halloween el 31 de octubre.
Se llevan disfraces como brujas, fantasmas, caricaturas,
o personas famosas.
Pero en realidad, pueden llevar lo que quieren.
Los jvenes salen por la noche para pedir dulces
en el vecindario,
diciendo trick or treat.
Hasta pronto,
Alissa