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Learning Assessment Model Project (LAMP) Unit

Brittany Russell

Grade Level: Spanish II (Grade 10-12)

Topic: Daily Routines and Reflexive Verbs

Duration: October 17, 2013 to October 30, 2013

Table of Contents

3

Purpose of the Unit

4

Specific Skill Objectives

6

Vocabulary

7

Outline of Day-to-Day Plans

8

Letter to Parents

9

Student Project and Rubric

11

Technology

12

Detailed Lesson Plans

20

Differentiation and/or Accommodations

21

Authentic Real-Life Applications

22

Pre and Post-tests

28

Pre and Post-test Graphs

35

Narrative Statements and Reflection Questions

Purpose of the Unit

This unit dealt with the following World Languages standards and indicators:

Standard 1—COMMUNICATION: Write and speak in a language other than English

MLC 2.1.1 Oral expression

Exchange basic information and opinions about self and others.

MLC 2.1.2 Oral request for Information

Make requests and ask questions or information.

MLC 2.1.3 Written Expression

Exchange routine information and opinions.

MLC 2.1.4 Written Request for Information

Make requests and ask questions for information.

Standard 2—COMMUNICATION: Interpret information in a language other than English

MLC 2.2.1 Comprehending Oral Language

Demonstrate comprehension of short passages in the target language, spoken by native and non-native speakers.

MLC 2.2.2 Comprehending Written Language

Demonstrate comprehension of short passages in the target language by identifying main ideas and some details from brief informational or simple fictional texts

Standard 3—COMMUNICATION: Present information in a language other than English

MLC 2.3.1 Presenting Oral Language

Present rehearsed material on familiar topics.

Speak in complete sentences to describe objects, self, and others in greater detail.

MLC 2.3.2 Presenting Written Language

Write short paragraphs to describe objects, self, and others in greater detail.

Standard 4—CULTURES: Develop awareness of other cultures

MLC 2.4.1 Practices

Describe frequently encountered social practices.

MLC 2.4.3 Perspectives

Describe influences on practices and products, such as technology, current events, and scientific discoveries, etc.

The unit also addressed a standard from the content area of social studies, specifically sociology:

Standard 2 — CULTURE

S.2.5 Compare social norms among various subcultures

The purpose of this unit is to introduce the concept of reflexive verbs in the context of daily routines. Reflexive verbs are those that the subject does to him-/herself. Therefore, daily routines make the perfect context in which to study these verbs, as we usually perform these on ourselves. Students will learn: how to use reflexive verbs in Spanish; some of the most common Spanish reflexive verbs, including those used in daily routines; Spanish words for items used in our daily routines; and some of the daily routines in Spanish-speaking countries.

Specific Skill Objectives

1. Content Objective: Students will be able to properly conjugate reflexive verbs, including the appropriate reflexive pronoun, and write sentences

IN State Standard: Standard 1—COMMUNICATION: Write and speak in a language other than English









Interdisciplinary and Curricular Connections: English

How this objective will be assessed: Post-test, PowerPoint project

2. Content Objective: Students will be able to talk about and write about their daily routines in Spanish.

IN State Standard: Standard 3—COMMUNICATION: Present information in a language other than English






How this objective will be assessed: Post-Test, PowerPoint project

3. Content Objective: Students will read and understand oral discourse and a song in Spanish about items used to perform daily routines.

IN State Standard: Standard 2—COMMUNICATION: Interpret information in a language other than English





Interdisciplinary and Curricular Connections: FACS and music

How this objective will be assessed: Post-test

4. Content Objective: Students will compare the daily routines of the United States with the daily routines of Spanish-speaking cultures.

IN State Standard: Standard 4—CULTURES: Develop awareness of other cultures

MLC 2.4.1 Practices






Interdisciplinary and Curricular Connections: Social studies

How this objective will be assessed: Post-test

Vocabulary

Two lists of vocabulary were taught in this unit: 1) reflexive verbs related to daily routines and 2) items used with daily routines.

2

Reflexive verbs related to daily routines:

· Aburrirse=to get bored

· Acostarse=to go to bed/to lay down

· Afeitarse=to shave

· Bañarse=to bathe

· Cepillarse=to brush

· Despertarse=to wake up

· Divertirse=to have fun/to enjoy oneself

· Dormirse=to fall asleep/to go to sleep

· Ducharse=to take a shower

· Lavarse=to wash (oneself)

· Levantarse=to get up/to stand up

· Llamarse=to call oneself

· Maquillarse=to put on makeup

· Olvidarse=to forget

· Peinarse=to comb

· Ponerse=to put on

· Quedarse (en casa)=to stay (at home)

· Quitarse=to take off

· Secarse=to dry (oneself)

· Sentarse=to sit down

· Sentirse=to feel

· Vestirse=to get dressed

Items used with daily routines:

· el abrigo=coat

· el afeitador=razor

· el cepillo de dientes=toothbrush

· el champú=shampoo

· el despertador=alarm clock

· el jabón=soap

· el maquillaje=makeup

· el peine=comb

· el pelo=hair

· el sofá=sofa

· enojado=angry

· feliz=happy

· la cama=bed

· la chaqueta=jacket

· la mano=hand

· la pasta dentrífica=toothpaste

· la ropa=clothes

· la secadora=hair dryer

· los calcetines=socks

· los zapatos=shoes

· triste=sad

·

Outline of Day-to-Day Plans

Instructional Days

Lesson Topic

Formal Assessments (if applicable)

Day 1: Oct. 17

The grammar of reflexive verbs in English and in Spanish

Day 2: Oct. 18

Reflexive verbs related to daily routines

Day 3: Oct. 21

Review reflexive verbs grammar and vocabulary

Reflexive pronouns quiz

Day 4: Oct. 22

Items used with daily routines and project guidelines

Daily routines verbs quiz

Day 5: Oct. 23

Daily routines of Spanish-speaking countries

Day 6: Oct. 24

Work day for project in computer lab

Day 7: Oct. 25

Work day for project in computer lab

Day 8: Oct. 28

Present projects

Day 9: Oct. 29

Review for test

Day 10: Oct. 30

LAMP Post-test

LAMP Post-test

Letter to Parents

Brittany Russell

Student Teacher

Ball State University

[email protected]

Dear Parents,

Hello! The school year is going well. I’m really enjoying working in your student’s Spanish II class and I’m looking forward to finishing the semester on the same note.

I’m writing to inform you of one of my Ball State requirements, called the Learning Assessment Model Project, or LAMP. LAMP is an assessment designed for student teachers to demonstrate their ability to create instruction that is aligned with state and national standards, as well as to demonstrate the learning and progress of their students.

My LAMP will take the form of a two-week unit over Spanish reflexive verbs and daily routines, topics aligned with Indiana State Standards and Muncie Central High School Spanish II curriculum.

The first part of the LAMP unit is a pre-test that gauges how much students already know about the concepts being taught. A similar post-test will be given at the end of the unit. Students took the pre-test today in class. I wish to inform you that their scores on this pre-test will not affect their grade; the scores will only be used to measure individual student growth and to tailor instruction according to students’ needs.

Please feel free to contact me at [email protected] with any questions, comments, or concerns.

Best Wishes,

Brittany Russell

_________________________________________________________________________________________________________

Parents: Please keep the above message for your records and have your student return the signed portion.

By signing and dating below, I indicate that I have read the above message.

Student name: ______________________________________________________

Parent signature: ___________________________________________________ Date: _________________________

Student Project and Rubric

Daily Routines PowerPoint Project Guidelines

You will be creating and presenting a PowerPoint presentation talking about your daily routines.

Requirements:

· An outline of your presentation

· You will outline the text that will go on each slide

· 10 slide PowerPoint, which will include:

· A title slide that contains:

· Student name

· Title of presentation

· Period

· Date

· 8 content slides, containing 1 complete sentence (in Spanish) per slide. You must use:

· 5 reflexive verbs (conjugated correctly)

· 3 non-reflexive verbs (conjugated correctly)

· 5 daily routine items

· A closing slide, containing:

· The words “El fin”

· Sources (links) to any photos used in your presentation

· A background, animations, transitions, and pictures on each slide

· 2-3 minute practiced presentation in 100% Spanish

Timeline:

1) Write an outline of your project (this may be done on your iPad or on paper): 10-22 to 10-23

a. This will be done over two days.

b. The first half (slides 1-5) will be due on 10-23

c. The second half (slide 6-10) as well as any changes you wish to make to slide 1-5 will be due on 10-24.

2) Create your presentation in the computer lab: 10-24 to 10-25

a. You will have two days in the computer lab to create your presentation.

b. Keep in mind, you will be called back individually on 10-25 to take the proverbs quiz. That’s why it is important to have an outline of your project ready BEFORE we go into the computer lab.

3) Present your project: 10-28

a. You must be ready to present your project by this date.

Submitting your PowerPoint

· You must email me your PowerPoint presentation by 10 minutes before the end of class on 10-25.

· Email it to [email protected] with the subject “[Your name] Daily Routine PowerPoint”

Rubric for Daily Routine PowerPoint Project Nombre _____________________________________

Hora _______Fecha ________________________

10

8

5

Slide Background

Enhances the topic.

Doesn’t enhance the topic.

Not there

Title Slide

Includes Student Name; Topic/Title; Period; Date; a Design (clipart or photo)

One item is missing.

More than 1 item is missing.

Animation/transitions

Accentuates the main points

Is applied with little impact

Isn’t applied

Photos and/or Clipart

Photos/Clipart are present on each slide and pertinent to the activity they represent.

Photos/Clipart are present on many slides and pertinent to the activity they represent.

Photos/Clipart are irrelevant or non-existent.

Organization

Appealing organization adds focus to the main points.

Some sense of organization.

A jumbled mess.

Daily routine items

At least 5 are used correctly

4 are used

3 or less are used

Reflexive Verbs

5 or more reflexive verbs are used.

4 reflexive verbs are used.

3 or less reflexive verbs are used.

Non-Reflexive Verbs

3 or more reflexive verbs are used “non-reflexively.”

2 reflexive verbs are used “non-reflexively.”

1 or no reflexive verbs are used “non-reflexively.”

Grammar in PowerPoint

Few (less than 3) errors in grammar

Several (4-6) errors

Many (7+) errors.

Use of Spanish in presentation

100% Spanish

80% Spanish

Less than 80% Spanish

Presentation

Well practiced

Somewhat practiced

Obviously not practiced

URL citations of photos

All photos are cited correctly on the last slide of the PowerPoint.

Some photos are cited.

Photos are not cited.

Emailed properly

Emailed with correct subject

Emailed without correct subject

Not emailed

Puntos (130)

Total

Total

Total

A=117-130

B=103-116

C=90-102

Commentario

Technology

· Computer connected to a projector:

· I used this to display information to students.

· Microsoft PowerPoint Presentations:

· I used several PowerPoint presentations to present information to students, including one explaining the grammar behind reflexive verbs, one containing images depicting daily routine verbs, one containing images depicting items related to daily routines, and one discussing the daily routines of Spanish-speaking countries. I also used a PowerPoint presentation to describe students’ daily bell work assignments.

· I also used previous students’ PowerPoint projects to model for the class what their projects should look like.

· Some students used Microsoft PowerPoint to design their daily routine presentations. They were required to use transitions and animations to accentuate their main points.

· Microsoft Word Documents:

· I projected Word documents that described a few different assignments so that students could write down the requirements.

· MP3 file of the song “No hago mas na’” and speakers connected to a computer:

· I played this song on the computer for students to learn about the daily routines and music in Spanish-speaking countries.

· Computer lab with computers for each student:

· Students worked in the computer lab to create their daily routine projects. Some worked on the computers.

· IPads:

· Students had the option to create their presentation on their iPads rather than use the computers in the computer lab.

· Email:

· Students emailed their projects to me with their projects as an attachment. They were instructed to send their emails with the subject [Their name] Daily Routines Project. This was so that I could apply an automatic sorting feature in my email to send the student projects to a particular folder in my inbox.

· Studyspanish.com:

· Once students were done with their projects and had submitted it to me, I directed them to the website studyspanish.com so that they could practice with reflexive verbs.

Detailed Lesson Plans

Thur. 10-17-13 LAMP Day 1

SWBAT tell the time in Spanish

SWBAT recite the reflexive pronouns in Spanish

SWBAT differentiate between reflexive verbs and non-reflexive verbs

1. Bell: Write the command form of verbs that will be projected on the screen. (4 min.)

2. Proverbs: The teacher will hold up flash cards that contain the English proverb and students will try to recite the Spanish proverb. The teacher will remind students that they will be having a quiz next Friday over the proverbs. (2 min.)

3. Día de brujas: The teacher will pull items out of a tin and students will call out the correct Spanish Halloween vocabulary. (3 min.)

4. Review telling time: Reinforcing prior knowledge + flash cards (8 min.)

A. The teacher will ask students what they remember about telling time in Spanish. If needed, she will prompt them by asking “How do we say ‘It’s one o’clock’?”, etc.

B. She will write what students say as they give the correct answers.

C. Then she will hold up flash cards containing telling time vocabulary and students will tell the English word for it.

5. Telling time activity: Board races (5 min.)

A. The class will be divided into two teams according to where students are sitting. One student from each team will go up to the board and the teacher will say a time in English.

B. Students will race to write the time correctly in Spanish.

6. Review verb endings: Ch.1 Flash cards (5 min.)

A. The teacher will hold up flash cards of verb infinitives and a subject pronoun, and students will call out the conjugation of the verb that goes with the infinitive.

7. Introduce reflexive verbs and reflexive pronouns: “Reflexive Verbs” PPT (8 min. total)

A. The teacher will begin by asking students what they remember about reflexive verbs from the pre-test they took last Friday.

B. Then she will pass out a handout (“Reflexive Verbs Notes”) for students to take guided notes as they are viewing the PPT

C. Then she will show a PPT that introduces the idea of reflexive verbs and reflexive pronouns. The PPT will focus mainly on verbs that students already know rather than introducing the new vocabulary items yet.

D. The PPT will break down how to conjugate reflexive verbs and will include a practice section for students to call out how they think the verbs are conjugated.

8. Review reflexive verbs: p. 238 in red book (6 min.)

A. The teacher will project the paragraph on the screen and the teacher will call on different students to read each sentence. Then we will discuss whether each option should be reflexive or not reflexive depending on the context of the paragraph.

9. Homework: “Reflexive or not reflexive?” Worksheet

A. Students will try to decide if the verbs in a paragraph are reflexive or not reflexive

Fri. 10-18-13 LAMP Day 2

SWBAT properly conjugate reflexive daily routine verbs including the correct reflexive pronoun

SWBAT pronounce and conjugate daily routine verbs

SWBAT tell at what time they perform their daily routines

1. Bell: The teacher will have flash cards hanging up on the board with the reflexive pronouns next to 6 reflexive verbs. Students will conjugate the reflexive verbs according to the reflexive pronoun they are next to. (5 min.)

2. Collect homework (Reflexive or Not? Worksheet) (1 min.)

3. Proverbs: The teacher will hold up flash cards that contain the English proverb and students will try to recite the Spanish proverb. The teacher will remind students that they will be having a quiz next Friday over the proverbs. (2 min.)


5. Review telling time: Flash cards (5 min.)

A. The teacher will hold up flashcards with telling time vocabulary and students will call out the English meanings.

B. Then she will give sample times in English and students will tell how to say it in Spanish.

6. Introduce daily routines verbs: PPT (10 min.)

A. The teacher will pass out a vocabulary sheet for students to take notes as they view the PPT. Daily routines verbs will be represented by the same pictures in the PPT as on the vocabulary sheet. The teacher will tell students that they can write in the English if they think they need it.

B. The students will practice repeating these verbs after the teacher.

C. The teacher will inform students of any stem-changing reflexive verbs.

7. Review reflexive pronouns including daily routines verbs: (10 min. total)

A. The teacher will pass out a chart with the daily routine verb infinitives.

B. We will fill in the conjugations of levantarse together as a class.

C. Then students will be given time (5 min.) to complete the next two verbs on their own.

D. Then the teacher will ask students what the conjugations are for those verbs.

E. After they have gone over those two verbs, the teacher will tell students to hang on to the chart to come back to in the future.

8. The teacher will inform students that there will be a quiz over reflexive pronouns Monday (1 min.)

9. Homework: Study reflexive pronouns and organize your daily routines according to when you do them. (5 min. to explain and have students get started)Model—Por la mañana Por la tarde Por la noche Nuncaa me levanto, etcno me afeito, etc

A. Students will use all of the daily routine verbs on their list. Those that they do every day will be organized in the three columns in the “yo” form. Those that they do not do will go in the “nunca” column, with the word “no” in front of them

Mon. 10-21-13 Reflexive pronouns quiz LAMP Day 3

SWBAT write sentences about the daily routines of different people and when they perform these daily routines

SWBAT write a letter about their daily routine

1. Bell: Flash cards of reflexive verbs will be hanging on the board. Students will choose six of them and conjugate them in each of the six forms using each of the six reflexive pronouns. (5 min.)

2. Collect homework from Friday (1 min.)

3. Proverbs: The teacher will hold up flash cards that contain the English proverb and students will try to recite the Spanish proverb. The teacher will remind students that they will be having a quiz Friday over the proverbs. (2 min.)


5. Quiz over reflexive pronouns (5 min.)

A. The teacher will pass back slips of paper and instruct students to write their names in the top left corner

B. The teacher will inform students that they will have another quiz tomorrow over daily routine verbs.

6. Review daily routines verbs: Flash cards (3 min.)

A. The teacher will hold up flash cards that contain pictures that represent the daily routines verbs. Students will call out the Spanish reflexive verb infinitive.

7. Review daily routines with reflexive pronouns: Flash cards on board (10 min.)

A. There will be flash cards of different subjects, reflexive verbs, reflexive pronouns, and times hanging on the board.

B. Students will write five sentences using these reflexive verbs with the different subjects, including when those actions take place. They will have five minutes to do this.

C. At the end of the five minutes, the teacher will ask each student to read one of their sentences. Then she will collect the papers.

8. Activity with daily routines: Write a letter telling your daily routine (15 min.)

A. The teacher will project a “letter” from a “classmate” studying in Mexico City.

B. Students will take turns reading sentences from the letter and the class will discuss what each sentence means. The teacher will instruct them to pay particular attention to the reflexive verbs.

C. Then students will write a letter in response to this letter describing their own daily routines. It must be at least five sentences long and include at least five reflexive verbs. This letter will be due by the end of class.

9. Homework: Once students turn in their letters, they will pick up the homework, which will be a worksheet to practice phrases with reflexive pronouns.

A. This worksheet will involve conjugating reflexive verbs with different subjects.

Tues. 10-22-13 Daily routine verbs quiz LAMP Day 4

SWBAT converse in Spanish to find out missing information about daily routines.

SWBAT pronounce the items used with daily routines vocabulary

SWBAT match daily routine items with different daily routine verbs.

1. Bell: The same flashcards from the activity the day before will be hanging on the board. Students will write three sentences telling when different subject perform different daily routines. (5 min.)

2. Quiz: (7 min.)

A. Students will take a short matching quiz over the meanings of daily routine verbs.

3. Review reflexive pronouns with daily routines verbs: Information gap exercise (10 min.)

A. Students will pair up and put their desks facing each other, rather than side-by-side.

B. The teacher will explain that there will be a partner A and a partner B and that each partner will receive a different paper. Each paper will have different information on it. The point is to converse in Spanish and figure out the missing information on each sheet. Students are not to look at each other’s papers. Students will be informed that they only have 8 minutes to find out the missing information.

C. The teacher will pass out handout A to partner A and handout B to partner B.

D. Students will converse with each other and try to figure what information is missing about the people’s day routines.

E. The teacher will walk around the classroom and facilitate this activity if necessary.

4. Introduce items used with daily routines: Vocab PPT (5 min.)

A. The teacher will pass out a vocabulary sheet to each student. There will be pictures of different items used with daily routines.

B. Students will fill in the Spanish underneath each picture as they view the PPT. They will practice repeating the Spanish after the teacher.

5. Activity with these items: Match daily routine verbs with daily routine items. (7 min.)

A. On the back of the vocabulary handout will be an activity for students to do at their seats. Students will be matching the daily routine items with the reflexive verbs that they are used with.

B. Students will have five minutes to work on it at their seat then call on students to give the answers.

6. Introduce project: (10 min.)

A. The teacher will pass out a handout explaining the project. She will go through each point with the students and give the due date.

B. She will assign the first half of the outline for the project, which the students will have time to start on in class and ask any questions they might have.

7. Homework: Begin creating outline for project

Wed. 10-23-13 LAMP Day 5

SWBAT say sentences about daily routine items using reflexive verbs.

SWBAT compare and contrast the daily routines of the US and Spanish-speaking countries.

1. Bell: The teacher will have flash cards hanging on the board with subjects, daily routine verbs, and daily routine items. Students will make 5 sentences using these flash cards. (5 min.)

A. The teacher will write a model on the board.

B. As students are doing their bell work, the teacher will walk around and give a completion score for the first half of the project outline.

2. Proverbs: The teacher will hold up flash cards that contain the English proverb and students will try to recite the Spanish proverb. The teacher will remind students that they will be having a quiz Friday over the proverbs. (2 min.)

3. Día de Brujas: The teacher will pull items out of a tin and students will call out the correct Spanish Halloween vocabulary. (3 min.)

4. Review daily routine items: Flash cards (3 min.)

A. The teacher will hold up flash cards with pictures of the daily routine items and students will call out the Spanish word for them.

5. Review daily routines verbs/introduce daily routines of Spanish-speaking countries: “No hago mas na” por El Gran Combo de Puerto Rico (song) (7 min.)

A. The teacher will pass out a cloze worksheet containing lyrics to a salsa song.

B. We will listen to the song twice and students will try to fill in the blanks with the reflexive verbs/pronouns.

C. Once we have listened to the song twice, the class will go over the worksheet and students will call out what goes in the blanks.

6. Introduce daily routines of Spanish-speaking countries: PPT (5 min.)

A. The teacher will pass out a handout for students to take guided notes about this PPT.

B. The PPT will break down the products, perspectives, and practices regarding daily routines in Spanish-speaking countries.

7. Activity with daily routines of Spanish-speaking countries: Reading “The US and Spanish-Speaking countries (20 min. total)

A. Students will take turns reading the paragraphs out loud. Between each paragraph, the teacher will ask students to discuss any similarities or differences between the US and Spanish-Speaking countries. (10 min.)

B. Then students will work in pairs to create a Venn diagram comparing daily routines in the US with Spanish daily routines (10 min.)

8. Homework: Finish project outline

Thur. 10-24-13 Meet in class but then go to the computer lab LAMP Day 6

SWBAT write sentences describing the daily routines of different people.

SWBAT create a PowerPoint describing their daily routines.

1. Bell: There will be flash cards of daily routine items hanging on the board and students will have to write five sentences saying which daily routine verb goes with the daily routine item (e.g., me afeito con la afeitadora) (5 min.)

2. Proverbs: The teacher will hold up flash cards that contain the English proverb and students will try to recite the Spanish proverb. The teacher will remind students that they will be having a quiz tomorrow over the proverbs. (2 min.)

3. The teacher will explain exactly what students should be working on today in the computer lab. She will model this by showing them previous students’ PowerPoint presentations and walking them through the process step by step. (5 min.)

4. Then we will walk to the computer lab together as a class.

5. Work on project in computer lab: We will meet in the classroom so that we can do the bell work and review the proverbs one last time in class, then go to the computer lab to allow students to work on their project. They should already have their completed outline at this point, so all they will need to do is put together the PPT.

A. Once students are working, the teacher will draw names randomly and have students pick a number between 1 and 20-25 (depending on how many students are in the class) to determine in what order they will present their project.

B. The teacher will inform students that we will be meeting in the computer lab tomorrow for another work day on the project.

6. Homework: Know the proverbs!

Fri. 10-25-13 Proverbs Quiz Meet in computer lab LAMP Day 7

SWBAT recite three of the proverbs without seeing the Spanish side

SWBAT complete their PowerPoint about daily routines

1. Bell: Write a short paragraph talking about your family’s daily routines. Include at least 3 different people, 3 different daily routines verbs, and 3 different daily routine items. (5 min.)

2. Collect bell work (1 min.)

3. Work on project in computer lab

A. Today we will meet in the computer lab so that students can go directly into working on their project.

4. As students are working on their projects, they will be called back one by one to take the proverbs quiz.

5. The teacher will instruct students to send their PowerPoint presentations to her 10 minutes before the bell rings in case any problems arise.

A. Students will be emailing their projects to the teacher. If their PPT is too large to send in an attachment, they will save it to the teacher’s flash drive.

6. Once students are finished with their project, they may begin practicing their presentation.

A. If they do not wish to practice their presentation in front of the class, I will have a worksheet about reflexive verbs/daily routines for them to turn in by the end of the period.

7. Homework: Practice presentation

Mon. 10-28-13

LAMP Day 8

SWBAT present their daily routines PowerPoint 100% in Spanish

1. Bell: Students will write one thing they like about each presentation (except their own).

2. Present projects:

A. Students will present their PowerPoints

3. If time: Review daily routine verbs: Flash cards

A. The teacher will hold up flash cards with pictures that represent the daily routines and students will call out the Spanish infinitives for them.

B. If there is still time, the teacher will then hold up subject pronouns and have students conjugate the verb including the correct reflexive pronoun.

4. Homework: Study guide for test on Wednesday

A. The teacher will pass this out with five minutes remaining until the end of class so that students may begin working on it. It will be due Tuesday 10-29.

Tues. 10-29-13 LAMP Day 9

SWBAT know what to study for their test tomorrow

1. Bell: Write the reflexive pronouns without looking at your notes, etc

2. Finish presentations:

A. If there are still presentations to finish, we will use the first 20 minutes of class to work on finishing the presentations.

3. Review study guide: (5 min.)

A. The teacher will call on students to provide answers to the study guide.

1. Review for test: “Bluff”

a. Students will be divided into two teams, team A and team B.

b. The teacher will ask a question of team A and anyone who thinks they know the answer will stand up.

c. Team B will choose one person from team A who stood up to answer the question. If the student answers the question correctly, team A gets as many points as students who stood up.

d. If the student answered incorrectly, any student from team B gets a chance to answer and “steal” the points from team A. They only get the points if they manage to answer correctly.

e. On the next round, team B will be asked the question and team A will get to choose who answers the question, then get the chance to steal the points if team B gets it wrong.

f. The team with the most points at the end of the game wins.

g. The game is called “bluff” because students on the team that is being asked questions may stand up even if they don’t know the answer, in order to earn their team more points. The risk is that team B might call on that student to answer and then be able to steal the points.

h. To ensure that everyone is participating, students who do not stand up when their team is asked a question will write down the question and the correct answer once it is revealed. These sheets of paper will be collected at the end of the game.

4. Homework: Study!

Wed. 10-30-13 LAMP Post-test LAMP Day 10

SWBAT score at least 75% on their Post-test

SWBAT be prepared for the Día de Brujas quiz tomorrow

1. Bell: Students will write the conjugation of five reflexive verbs on the board.

2. LAMP Post-test

A. When students finish their test, they will pick up a worksheet that will help them study for the quiz tomorrow over Día de Brujas vocabulary.

3. Finish any remaining presentations:

A. If there are any presentations left that need to be given, we will finish them today after every student is finished with the test

4. If time: Review Día de Brujas vocabulary: The teacher will pull items out of a tin and students will call out the correct Spanish Halloween vocabulary.

5. The teacher will remind students that their tombstone project is due tomorrow.

6. Homework: Bring in tombstone project, finish worksheet, study for Día de Brujas quiz

Differentiation and/or Accommodations

No students in this class had IEPs, so I did not make accommodations based on IEPs. I did, however, make accommodations for students based on needs that I identified. For example, I noticed that a few students were slow test-takers, so I made sure to give plenty of time for these students to complete quizzes and tests, while giving other students another activity to work on quietly at their seats. Another accommodation I made for students who did not wish to stand up during the game “Bluff” was allow them to write down the questions I asked and the correct answers. This gave students the opportunity to review for their test without feeling pressured to be the center of attention.

I also differentiated instruction for multiple intelligences. Whenever I presented a new topic, I included both a visual representation and a verbal explanation of the topic studied. For example, I displayed a PowerPoint presentation that introduced the concept of reflexive verbs while explaining the topic of reflexive verbs verbally. I also reached mathematical learners by creating “formulas” how to create a sentence or paragraph in Spanish in the proper word order. I reached interpersonal learners by having students work in pairs to discuss their daily routines, and intrapersonal learners by having them reflect on their daily routines. Finally, I reached musical learners by introducing a song that used reflexive verbs and discussed the daily routines of a man from Peru.

Authentic Real-Life Applications

The primary authentic skill practiced in this unit was the ability to converse in Spanish. Students were required to talk to their partner in Spanish and describe their daily routines. This is something that might actually happen if students go to a Spanish-speaking country. When I studied abroad in Spain, some people I came in contact with were interested in how my daily routine in the United States varied from theirs, so I had to be able to talk about them in Spanish.

Another skill addressed was the ability to write a personal letter in Spanish. This was much more authentic than the traditional method of having students translate sentences from English to Spanish. The purpose of a Spanish program is to allow students to move beyond simple translation to the ability to generate genuine, fluent Spanish discourse.

Pre and Post-Tests

Nombre __________________________________ Fecha _____________________________

Hora _____________

Reflexive Verbs and Daily Routines: Pre-Test

A. Listen to the description of Juan’s daily routines and put the following pictures in order. Write a 1 in the box next to the picture that shows what Juan does first, a 2 next to what he does second, etc. (2 pts. each)

B. Match the reflexive verbs below with the item needed to perform each action. (1 pt. each)

22

1. ____ afeitarse

2. ____ peinarse

3. ____ acostarse

4. ____ sentirse

5. ____ sentarse

6. ____ lavarse

7. ____ quitarse

8. ____ despertarse

9. ____ cepillarse

10. ____ secarse

A. el despertador

B. la afeitadora

C. el sofá

D. la pasta dentrífica

E. la secadora

F. el peine

G. las manos

H. la cama

I. los calcetines y los zapatos

J. triste

C. Read the following sentences and decide if they are lógico (L) o ilógico (I). (1 pts. each)

____ 1. Me levanto antes de despertarme.

____ 2. Lola prefiere lavarse la cara con el secador de pelo.

____ 3. Me seco el pelo con la secadora.

____ 4. Jorge se afeita después de (after) levantarse.

____ 5. Me lavo la cara con el peine.

____ 6. Los chicos se cepillan los dientes con la toalla.

____ 7. Me cepillo los dientes todos los días.

____ 8. Ella se lava la cara, se cepilla los dientes, y luego (then) se acuesta.

____ 9. Me ducho en la cafetería.

____ 10. Susana se levanta inmediantemente después de despertarse.

D. Translate the following sentences from English to Spanish. (4 pts. each)

1. I brush my teeth with toothpaste. _________________________________________________________________________________________________

2. María gets up at 8 a.m. everyday. _________________________________________________________________________________________________

3. We always forget to do our Spanish homework. _________________________________________________________________________________________________

4. They get bored with (con) the television. _________________________________________________________________________________________________

5. You all (in Spain) comb your hair with the comb. _________________________________________________________________________________________________

6. You (familiar) dry your hair. _________________________________________________________________________________________________

E. Write a short paragraph in Spanish about your daily routines and your friends’ daily routines. You must talk about 3 different people (one must include yourself) and use at least 5 different reflexive verbs and 5 different daily routines items. (15 points)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

F. Choose the best response to each of the questions or statements below. (2 pts. each)

____ 1. In many Spanish-speaking countries, people take a nap in the early afternoon. This nap is called: A. Una siestaC. El sueño B. El dormirD. El acostar

____ 2. Which of the following is NOT a way to say subway in Spanish? A. El subterráneoC. El subte B. El metroD. El tubo

____ 3. Which of the following is NOT a way in which life in Spanish-speaking countries is is different from life in the United States? A. The school day is often longer in Spanish-speaking countries. B. People in Spanish-speaking countries are generally much less reliant on cars. C. People in Spanish-speaking countries do not watch television. D. People in Spanish-speaking prescribed medicine at the pharmacy rather than g going to the doctor.

____ 4. Many Spaniards and Latinos look at walking as: A. Simply a way to get from point A to point B B. An opportunity to socialize with family and friends C. Boring and a waste of time D. Unnecessary because they rely mostly on cars for transportation

____ 5. Which of the following is true of school in many Spanish-speaking countries? A. The school day is generally longer because more classes/subjects are taught per per day. B. Sports and other activities aren’t provided by the school. C. Music and art are a very important part of education in the Spanish-speaking w world. D. All of the above are true.

Nombre __________________________________ Fecha _____________________________

Hora _____________

Reflexive Verbs and Daily Routines: Post-Test

A. Listen to the description of Juan’s daily routines and put the following pictures in order. Write a 1 in the box next to the picture that shows what Juan does first, a 2 next to what he does second, etc. (2 pts. each)

B. Match the reflexive verbs below with the item needed to perform each action. (1 pt. each)

____ 1.

41

____ 2. Sentirse

____ 3. Sentarse

____ 4. Secarse

____ 5. Quitarse

____ 6. Peinarse

____ 7. Lavarse

____ 8. Despertarse

____ 9. Cepillarse

____ 10. Afeitarse

____ 11. Acostarse

A. El sofá

B. El afeitador

C. El despertador

D. El peine

E. La cama

F. La pasta dentrífica

G. La secadora

H. Las manos

I. Los calcetines y los zapatos

J. Triste

C. Read the following sentences and decide if they are lógico (L) o ilógico (I). (1 pts. each)

____ 11. Me levanto antes de (before) despertarme.

____ 12. Lola se lava la cara con la secadora.

____ 13. Me seco el pelo con la secadora.

____ 14. Jorge se afeita después de (after) levantarse.

____ 15. Me lavo la cara con el peine.

____ 16. Los chicos se cepillan los dientes con los calcetines.

____ 17. Me cepillo los dientes todos los días.

____ 18. Ella se lava la cara, se cepilla los dientes, y luego (then) se acuesta.

____ 19. Me ducho en la cafetería.

____ 20. Susana se levanta inmediantemente (immediately) después de despertarse.

D. Translate the following sentences from English to Spanish. (4 pts. each)

7. I brush my teeth with toothpaste. _________________________________________________________________________________________________

8. María gets up at 8 o’clock. _________________________________________________________________________________________________

9. We always (siempre) forget the Spanish homework. _________________________________________________________________________________________________

10. They get bored with the television. _________________________________________________________________________________________________

11. You all (in Spain) comb your hair with the comb. _________________________________________________________________________________________________

12. You (familiar) dry your hair with the blow dryer. _________________________________________________________________________________________________

E. Write a short paragraph in Spanish about your daily routines and your friends’ daily routines. You must talk about 3 different people (one must include yourself) and use at least 5 different reflexive verbs and 5 different daily routines items. (15 points)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

F. Choose the best response to each of the questions or statements below. (2 pts. each)

____ 6. Which of the follow is NOT a common way in which people in Spanish-speaking countries get around? A. WalkingC. Boat B. The subwayD. Bus

____ 7. Which of the following is NOT a way to say subway in Spanish? A. El subterráneoC. El subte B. El metroD. El tubo

____ 8. Which of the following is NOT a way in which life in Spanish-speaking countries is is different from life in the United States? A. The school day is often longer in Spanish-speaking countries. B. People in Spanish-speaking countries are generally much less reliant on cars. C. People in Spanish-speaking countries do not watch television. D. People in Spanish-speaking are prescribed medicine at the pharmacy rather a a than going to the doctor.

____ 9. Many Spaniards and Latinos look at walking as: A. Simply a way to get from point A to point B B. An opportunity to socialize with family and friends C. Boring and a waste of time D. Unnecessary because they rely mostly on cars for transportation

____ 10. Which of the following is true of school in many Spanish-speaking countries? A. The school day is generally longer because more classes/subjects are taught per per day. B. Sports and other activities aren’t provided by the school. C. Music and art are a very important part of education in the Spanish-speaking w world. D. All of the above are true.

Pre and Post-Test Graphs

Pre Test Graphs:

Post Test Graphs:

Comparative Graphs:

Narrative Statements and Reflection Questions

Unit Narratives

List of content standards addressed in the unit:

Standard 1—COMMUNICATION: Write and speak in a language other than English









Standard 2—COMMUNICATION: Interpret information in a language other than English





Standard 3—COMMUNICATION: Present information in a language other than English






Standard 4—CULTURES: Develop awareness of other cultures

MLC 2.4.1 Practices




List of ancillary standards addressed in the unit:

The unit addressed a standard from the content area of social studies, specifically sociology:



How I accommodated students of different abilities:

I differentiated instruction for multiple intelligences. Whenever I presented a new topic, I included both a visual representation and a verbal explanation of the topic studied. For example, I displayed a PowerPoint presentation that introduced the concept of reflexive verbs while explaining the topic of reflexive verbs verbally. I also reached mathematical learners by creating “formulas” how to create a sentence or paragraph in Spanish in the proper word order. I reached interpersonal learners by having students work in pairs to discuss their daily routines, and intrapersonal learners by having them reflect on their daily routines. Finally, I reached musical learners by introducing a song that used reflexive verbs and discussed the daily routines of a man from Peru.

Authentic (real-life) critical thinking and/or problem-solving skills students developed through the unit:

The primary authentic skill practiced in this unit was the ability to converse in Spanish. Students were required to talk to their partner in Spanish and describe their daily routines. This is something that might actually happen if students go to a Spanish-speaking country. When I studied abroad in Spain, some people I came in contact with were interested in how my daily routine in the United States varied from theirs, so I had to be able to talk about them in Spanish.

Another skill addressed was the ability to write a personal letter in Spanish. This was much more authentic than the traditional method of having students translate sentences from English to Spanish. The purpose of a Spanish program is to allow students to move beyond simple translation to the ability to generate genuine, fluent Spanish discourse.

Instructional strategies used in the unit:

· Direct instruction

· I used a lot of direct instruction of grammar structures and vocabulary terms. Students were expected to take notes during this time

· Interactive instruction

· One example of interactive instruction I used was an information-gap exercise, in which students paired up. Each partner was given a different handout with different information presented and students had to converse to find out the information that their partner had.

· Students also worked in partners to compare and contrast the daily routines of the USA with daily routines in Spanish-speaking countries.

· Experiential learning

· Students played a game called “Bluff” in which they had to stand up if they knew the answer or wanted to pretend to know the answer (or bluff). Those who did not stand up were to write down the question and answer given.

Technologies/media integrated in the unit:

· Computer connected to a projector:

· I used this to display information to students.

· Microsoft PowerPoint Presentations:

· I used several PowerPoint presentations to present information to students, including one explaining the grammar behind reflexive verbs, one containing images depicting daily routine verbs, one containing images depicting items related to daily routines, and one discussing the daily routines of Spanish-speaking countries. I also used a PowerPoint presentation to describe students’ daily bell work assignments.

· I also used previous students’ PowerPoint projects to model for the class what their projects should look like.

· Some students used Microsoft PowerPoint to design their daily routine presentations. They were required to use transitions and animations to accentuate their main points.

· Microsoft Word Documents:

· I projected Word documents that described a few different assignments so that students could write down the requirements.

· MP3 file of the song “No hago mas na’” and speakers connected to a computer:

· I played this song on the computer for students to learn about the daily routines and music in Spanish-speaking countries.

· Computer lab with computers for each student:

· Students worked in the computer lab to create their daily routine projects. Some worked on the computers.

· IPads:

· Students had the option to create their presentation on their iPads rather than use the computers in the computer lab.

· Email:

· Students emailed their projects to me with their projects as an attachment. They were instructed to send their emails with the subject [Their name] Daily Routines Project. This was so that I could apply an automatic sorting feature in my email to send the student projects to a particular folder in my inbox.

· Studyspanish.com:

· Once students were done with their projects and had submitted it to me, I directed them to the website studyspanish.com so that they could practice with reflexive verbs.

Assessment Narrative

Accommodations made for the differing needs of the students in the assessment:

No students in this class had IEPs, so I did not make accommodations based on IEPs. I did, however, make accommodations for students based on needs that I identified. For example, I noticed that a few students were slow test-takers, so I made sure to give plenty of time for these students to complete quizzes and tests, while giving other students another activity to work on quietly at their seats. Another accommodation I made for students who did not wish to stand up during the game “Bluff” was allow them to write down the questions I asked and the correct answers. This gave students the opportunity to review for their test without feeling pressured to be the center of attention.

Project Narratives

How directions were presented to students:

I handed out the project guidelines to the students two days before they started working on the project in the computer lab. I walked students through the process and requirements for the project, including their homework for the night, which was to begin outlining their PowerPoint slides so they would not have to spend time in the lab figuring out how to write their sentences in Spanish. I then showed students some examples from previous years to help them generate some ideas.

How the project relates to the standards of the unit:

The project was meant to assess two standards and indicators. The first was MLC 2.1.1, which deals with exchanging basic information and opinions about self and others. The project clearly expects students to talk about themselves and their daily routines. The other indicator was MLC 2.3.1, which deals with presenting rehearsed material on familiar topics and speaking in complete sentences to describe themselves. This indicator was perfectly suited to reflexive verbs.

How the project accounts for differences in students:

I made various accommodations for students who did not have the necessary technology, such as allowing them to present from their iPad if they were unable to send it to my email. The project also addressed at least two of the multiple intelligences. Intrapersonal learners were thrilled at the idea of reflecting on themselves and their daily habits. Interpersonal learners were excited by presenting information in front of the class.

How the project connects/engages students in real-life applications of knowledge or skills acquired in the unit:

Students were required to present information about themselves in Spanish, something that they would have to do if they ever visited a Spanish-speaking country.

Project Rubric Narratives

What the criteria for the project was and how students were informed of the criteria:

The following handout was given to students to inform them of the project requirements. I handed out the project guidelines to the students two days before they started working on the project in the computer lab. I walked students through the process and requirements for the project, including their homework for the night, which was to begin outlining their PowerPoint slides so they would not have to spend time in the lab figuring out how to write their sentences in Spanish. I then showed students some examples from previous years to help them generate some ideas.

Daily Routines PowerPoint Project Guidelines

You will be creating and presenting a PowerPoint presentation talking about your daily routines.

Requirements:

· An outline of your presentation

· You will outline the text that will go on each slide

· 10 slide PowerPoint, which will include:

· A title slide that contains:

· Student name

· Title of presentation

· Period

· Date

· 8 content slides, containing 1 complete sentence (in Spanish) per slide. You must use:

· 5 reflexive verbs (conjugated correctly)

· 3 non-reflexive verbs (conjugated correctly)

· 5 daily routine items

· A closing slide, containing:

· The words “El fin”

· Sources (links) to any photos used in your presentation

· A background, animations, transitions, and pictures on each slide

· 2-3 minute practiced presentation in 100% Spanish

Timeline:

4) Write an outline of your project (this may be done on your iPad or on paper): 10-22 to 10-23

a. This will be done over two days.

b. The first half (slides 1-5) will be due on 10-23

c. The second half (slide 6-10) as well as any changes you wish to make to slide 1-5 will be due on 10-24.

5) Create your presentation in the computer lab: 10-24 to 10-25

a. You will have two days in the computer lab to create your presentation.

b. Keep in mind, you will be called back individually on 10-25 to take the proverbs quiz. That’s why it is important to have an outline of your project ready BEFORE we go into the computer lab.

6) Present your project: 10-28

a. You must be ready to present your project by this date.

Submitting your PowerPoint

· You must email me your PowerPoint presentation by 10 minutes before the end of class on 10-25.

· Email it to [email protected] with the subject “[Your name] Daily Routine PowerPoint”

Evaluation of Student Learning Narratives

How students performed collectively and individually on the pretest, based on the graph information:

Student performed very poorly on the pretest, as was expected. The topic at hand was not something students would have been familiar with before the unit.

Changes made to the unit based on pretest data:

A major change I made to my unit was a review of telling time in Spanish. They were unable to do this on the pre-test.

How students performed collectively and individually on the post-test, based on the graph information:

Collectively, students performed excellently on the post-test. They improved significantly from the pre-test.

The strengths and weaknesses of instructional approaches used during the unit:

The results to these graphs show me that I should have focused more on writing in the unit. Students did improve in Standard 3, but they could have improved a lot more with the inclusion of more writing activities.

Pre Test Results

Pre Test Results123456789101112131415161718192021Class Average16.019.7534.5725.913.586.1713.5817.2814.8135.014.8118.528.6413.5817.2822.2216.016.0511.1116.019.7517.64761904761905

Students

Percent Scores

2.1 COMMUNICATION: Write and speak in a language other than English Pre Test123456789101112131415161718192021Class Average0.00.033.330.00.00.00.00.00.022.90.00.015.380.016.6761.5416.670.00.00.04.178.126666666666666

2.2 COMMUNICATION: Interpret information in a language other than English Pre Test

2.2 COMMUNICATION: Interpret information in a language other than English Pre Test123456789101112131415161718192021Class Average46.034.638.4661.534.6211.5434.6242.338.4650.046.050.00.042.330.7761.5426.950.026.942.330.7738.075238095238082.3 COMMUNICATION: Present information in a language other than English Pre Test123456789101112131415161718192021Class Average0.020.033.330.00.00.00.00.00.033.330.00.00.00.00.00.00.00.00.00.00.04.1266666666666672.4 CULTURES: Develop awareness of other cultures Pre Test123456789101112131415161718192021Class Average20.080.0100.0100.040.040.040.060.040.080.00.040.060.00.040.040.040.00.040.040.048.045.142857142857142.4 CULTURES: Develop awareness of other cultures Pre Test123456789101112131415161718192021Class Average20.080.0100.0100.040.040.040.060.040.080.00.040.060.00.040.040.040.00.040.040.048.045.142857142857142.4 CULTURES: Develop awareness of other cultures Pre Test123456789101112131415161718192021Class Average20.080.0100.0100.040.040.040.060.040.080.00.040.060.00.040.040.040.00.040.040.048.045.142857142857142.4 CULTURES: Develop awareness of other cultures Pre Test123456789101112131415161718192021Class Average20.080.0100.0100.040.040.040.060.040.080.00.040.060.00.040.040.040.00.040.040.048.045.142857142857142.4 CULTURES: Develop awareness of other cultures Pre Test123456789101112131415161718192021Class Average20.080.0100.0100.040.040.040.060.040.080.00.040.060.00.040.040.040.00.040.040.048.045.14285714285714

Standard 1 Comparison

Pretest123456789101112131415161718192021Class Average0.00.033.330.00.00.00.00.00.022.90.00.015.380.016.6761.5416.670.00.00.04.178.126666666666666Percent Increase123456789101112131415161718192021Class Average91.6775.066.6775.060.4229.1775.08.3362.556.2775.00.063.7445.8374.524.2962.595.8370.8370.8329.1657.74

Standard 3 Comparison

Pretest123456789101112131415161718192021Class Average0.020.033.330.00.00.00.00.00.033.330.00.00.00.00.00.00.00.00.00.00.04.126666666666667Percent Increase123456789101112131415161718192021Class Average60.046.6766.6773.3380.00.053.330.073.3366.6793.330.073.3333.33100.086.6793.33100.046.6733.3353.3358.7295238095238