theme: a birthday party conceptual lens: communication and culture

Theme:

A birthday party

Conceptual Lens:Communication and Culture

Sub-Concept/Topics:

Celebrations and activities

*Quinceañera

* El papel picado

Sub-Concept/Topics:

The verb TENER

*Ages

*Possession

Sub-Concept/Topics:

Family

*Spanish royal family

Sub-Concept/Topics:

Possession

* DE

*Possessive adjectives

Sub-Concept/Topics:

Diminutives

*ITO

LA CLASE DE ESPAÑOL

Our 21st Century Goals:1. Communication and collaboration:

2. Critical thinking and problem solving:

NJCCCS: WL Standards:7.1.NH.A.1,2,3,5,6 *Interpretive7.1. NH.B.1,2,3,4,5 *Interpersonal7.1. NM.C.3,4,5 *Presentational 7.1. NH.C.3


Essential / Driving Questions How do Spanish-speakers describe themselves

and their families? What are some of the similarities and differences

in Spanish-speaking families compared to that of the U.S?

How are celebrations of the U.S. similar / different to the celebrations of Spanish-speaking countries?

What is the importance of a “Quinceañera?”


SYMBALOO

We have decided to utilize Symbaloo, which is an online

visual bookmark organizer. It’s a faster way for students

to access chapter resources, teaching tools, studentresources, and favorite websites. It can also be used

toaide and to reinforce lessons learned in the

classroom.


Overview: “Una Fiesta de Cumpleaños”

Entry 1 Introduce Vocabulary PowerPoint with use of visual aids TPR (Total Physical Response) Flashcards Information gap activity (Student A & B) Worksheet: Define terms, create flashcards Workbook practice such as Quia & other

practice games

Developing 2-3 Introduce the students to our SYMBALOO website. Instruct them on how to access the website

through our E-BOARD and demonstrate how eachcategory has been organized by color coding.

Show the students the activities, videos, info gap activities, review games, PowerPoints and support documents we have created and researched.

Allow students to work in groups through a kinesthetic activity (Communicative activity)



Approaching 4-5 ¿Quién soy? PROJECT

• The goal is to have effective communication in the Spanish language. Students will use technology such as Audacity to create a recording about themselves, their family members using the vocabulary, adjectives, the verb “tener” to talk about ages as well as the use of possessive adjectives.

• Another option would be to use VOKI to create an Avatar that will represent themselves.


Continuation:

• We will play the recordings to the class and the students will listen to and comprehend in Spanish in order to guess who the speaker is. Once the speaker is identified, the student will stand up and introduce him/herself to the class in the target language to practice using the language and work on their pronunciation.

• At the end, students will reflect on their experience. They will let us, the Teachers know what they would like to improve over the course of the MP; whether is their listening comprehension skills, their pronunciation, noun and adjective agreement, fluency and vocabulary, etc.


Ideal/target 6-7• Through the peer-revision process, students will

utilize critical thinking skills to identify and critique mistakes in each other’s work.

• At the end of each peer-revision phase and at the end of the overall projects, students were encouraged to reflect on their performance and the feedback given by their peers in order to set goals to work on improving specific speaking /writing skills over the course of marking period.


Rubric 1 2 3 4

Task Completion

Minimal completion and/or responses frequently inappropriate

Partial completion, response mostly appropriate yet underdeveloped

Completion, response appropriate and adequately developed

Superior completion, response appropriate with elaborations

Vocabulary Limited vocabulary, frequent English forced interpretation

Limited vocabulary marked with some English

Adequate use of vocabulary and idiomatic expressions

Extensive use of vocabulary, including idiomatic expressions

Fluency Speech halting, uneven, w/ long pauses or incomplete thoughts

Speech choppy, slow w/ frequent pauses, few/no incomplete thoughts

Some hesitation but with complete, continuous thoughts

Speech continuous with few or no pauses or stumbling

Pronunciation / Comprehensibility

Errors in intonation and pronunciation that interfere with listener’s comprehension

Errors in intonation, pronunciation with heavy accent, mostly comprehensible, requiring interpretation by the listener

Acceptable intonation and pronunciation with distinctive accent, comprehensible, requiring minimal interpretation by listener

Good intonation and largely accurate pronunciation with slight accent, readily comprehensible, no interpretation by listener

Grammar Inadequate and/or inaccurate use, serious grammatical errors

Somewhat inadequate and/or inaccurate use and too basic for this level, emerging use of basic structures

Adequate and accurate use for this level, emerging control of basic structures, some attempts at more complicated structures

Rich use/control of basic language structures, strong attempts at more complicated structures

You will be graded according to the following Holistic Speaking Rubric:


Rubric 1 2 3 4

Task Completion

Minimal completion and/or content frequently inappropriate

Partial completion, content mostly appropriate yet ideas are underdeveloped

Completion, content appropriate and ideas adequately developed

Superior completion, content appropriate, ideas well-developed and organized

Vocabulary Limited vocabulary, inadequate and/or inaccurate

Limited vocabulary, somewhat inadequate, too basic for this level

Adequate use of vocabulary, accurate for this level

Extensive use of vocabulary, accurate

Mechanics Inaccurate spelling and use of diacritical marks

Somewhat accurate spelling and use of diacritical marks

Mostly accurate spelling and use of diacritical marks

Few or no errors in spelling and use of diacritical marks

Comprehensibility / Level of Discourse

Barely comprehensible, fragments, repetitive sentences

Mostly comprehensible, requiring interpretation by the reader, complete sentences, some repetitive, few cohesive devices

Comprehensible, minimal interpretation by reader, some variety of sentences, some cohesive devices

Readily comprehensible, no interpretation by reader, variety of complete sentences, cohesive devices

Grammar Inaccurate use of basic structures, serious grammatical errors

Emerging use of basic structures, too simple for this level

Emerging control of basic structures, some attempts at more complicated structures

Control of basic language structures, strong attempts at more complicated structures

Score your partner using the following Holistic Speaking / Writing Rubric:


El FIN Colegas

theme: a birthday party conceptual lens: communication and culture

Documents

espaol la clase

ito la clase

celebrations of spanish

spanish language

spanish classroom

possession subconcepttopics

use of possessive adjectives

papel picado subconcepttopics