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Contents IntroductionTeaching PhilosophyForeign language StandardsWhy we should study another language?Language study in the United StatesFinal course reflectionMethodsRole outRole inputCommunicative competencesActivitiesOrganizing Content and Planning for Integrated Language InstructionFlip videos (students)Integration of authentic oral and printed texts (learning places with real pictures)Using and interactive approach to develop interpretative CommunicationElements of story-based Language LearningCreating an environment for communicationCommunicationsManaging small-Group and Partner ActivitiesUsing Assessment to Help Students and Programs GrowAddressing Diverse Need of Learners in the Language ClassroomDifferentiated Instruction/Multiple IntelligencesFLES AssessmentUsing Technology to Contextualize and integrate language instructionMicro teachingBlogsReflectionsClassroom managementUnit PlanFLES StrategiesFinal course reflection
My name is Elizabeth Reyes Viands. I am from Veracruz, Mexico. I have a Bachelor degree in Education Administration. I am married, I have a 4 year old daughter and 7 year old son. I teach Foreign Language at Sherwood Forest Elementary. I am taking classes at WSSU to clear my teaching license. I am planning in the future to get a master degree in administration Education or Counselor guidance. I believe the first step for teaching foreign language is to established a professional, respectful and friendly relationship with the students then encourage them in the learning process.
Teaching philosophy “Cognitive-experimentalisms, including constructivism” As a foreign language teacher I feel identify with the theory Cognitive-experimentalisms, including constructivism as this refers to the student as an active agent in the learning process, producing knowledge through interaction and cooperation with the teacher which is a facilitator who provides the necessary tools to students doing active thinking. According to the social constructivist approach, instructors have to adapt to the role of facilitators and not teachers (Bauersfeld, 1995). A facilitator helps the learner to get to his or her own understanding of the content, provides guidelines and creates the environment for the learner to arrive at his or her own conclusions; a teacher mostly gives a monologue, a facilitator is in continuous dialogue with the learners (Rhodes and Bellamy, 1999). A facilitator should also be able to adapt the learning experience by using his or her own initiative in order to steer the learning experience to where the learners want to create value. The learning environment should also be designed to support and challenge the learner's thinking (Di Vesta, 1987). While it is advocated to give the learner ownership of the problem and solution process, it is not the case that any activity or any solution is adequate. The critical goal is to support the learner in becoming an effective thinker. The students feel motivate when they feel free to be part active of the learning process gaining knowledge, comprehension from the social interaction.(Vygotsky) motivation encouroge greater effort from language learners and usually leads to greater success in terms of language proficiency. Young children develop their thinking abilities by interacting with other children, adults and the physical world. From the social constructivist viewpoint, it is thus important to take into account the background and culture of the learner throughout the learning process, as this background also helps to shape the knowledge and truth that the learner creates, discovers and attains in the learning process (Wertsch 1997). Vygotsky’s "zone of proximal development" (Vygotsky 1978) where learners are challenged within close proximity to, yet slightly above, their current level of development. By experiencing the successful completion of challenging tasks, learners gain confidence and motivation to embark on more complex challenges.
A facilitator should structure the learning experience just enough to make sure that the students get clear guidance and parameters within which to achieve the learning objectives, yet the learning experience should be open and free enough to allow for the learners to discover, enjoy, interact and arrive at their own, socially verified version of truth.
Foreign Language’s Standards The purpose of Standards for learning Spanish is to tailor the foreign language standards to the teaching and learning Spanish, by providing sample progress indicators and learning scenarios that describe stages of progress and activities for learning that are specific to Spanish. (referents or guidance) • Objectives at k-5 are stated grade by grade but repeated within grade ranges k-2 and 3-5. students may begging second language study at anytime k-5. moreover, there is great variation in the amount of instructional time, in both numbers of days per week and number of minutes per session. Teachers need to modify the stated objectives to math the amount of time a student receives second language instruction. • The standards course of study is organized in seven overarching goals adapted from standards for Foreign Language Learning: preparing for the 21 st Century. • The goals: • Interpersonal Communication: the learner will engage in conversations and exchange information and opinions orally and in writing in the target language. • Interpretative communication: the learner will understand and interpret written and spoken language on a variety of topics in the target language. • Presentational Communication: the learner will present information, concepts, and ideas to an audience of listeners or readers on variety of topics in the target language.
Cultures: the learner will gain knowledge an demonstrate understanding of the relationship among practices products and perspectives of cultures other than his/her own. Comparisons: The learner will develop insight into the nature of language and culture by comparing his/her own language (s) and culture (s) to others. Connections: The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. Communities: the learner will use language and/or demonstrate culture knowledge and understanding within and beyond the school setting for personal, educational and professional growth and enrichment.
Why we should study another language? We must acquire the ability to understand and be understood in the language of the worldwide neighborhood. Study another language give us the powerful key to successful communication. Facilitate genuine interaction with others, whether they are on another continent, across town or within the neighborhood. To study another language and culture enhances one’s personal education in many ways.
Language study in the United States • Foreign language programs are thriving at all grade levels in schools through the United States. • Beginning a language in high school does not provide much time for learning to communicate effectively. • Greater number of Successful elementary schools are adapting foreign language on their curriculum. • Multiple of language (French, Spanish, German, Latin etc.) • Al students are capable of learning other language given opportunities for quality instruction. Earlier starts with language instruction assure for more students. Program models: • K-8, kinder garden to middle school. • K-5 or 6, kinder garden to elementary school. (FLES) • 9-12, high school
How are Students Instructed in Spanish? The program is aligned with both PA and National Foreign Language Standards. Spanish/FLES classes are considered CORE classes, not Special Areas. We feel that FLES is a tool to strengthen thinking skills, language arts skills, and social studies learning. Multi-sensory lessons...use of manipulative. Use of Multiple Intelligences. Strong oral/aural component. Development of basic reading/writing skills. Use of Total Physical Response (TPR) Activities. Use of Total Physical Response Storytelling (TPRS.) Classes conducted mainly in the target language (Spanish.) Classes contain a strong cultural component. We focus on what students are able to DO in the target language. We help students to express needs, wants, and opinions in Spanish. Use of both Natural Approach and Communicative Approach to teaching language. Varied activities. Utilization of Spanish Journal/portafolio)created by T/E FLES teachers. Progress is reported each marking period for every student on the CORE section of the Progress Report. Teachers support IEP goals for students. Teachers use Differentiated Instruction and Self-Directed Learning. Teachers try to tie Spanish lessons to the community whenever possible.
Methods Music, objects to touch, pictures, maps, physical activities, dance, role play, games, creating learning experiences that call for sequencing, memorizing. Learning styles ( reaching the multiplies intelligent) Aspects that influence; contributions of volume, speed, and the tone of voice to the emotional layers of language become clear. Eye contact, facial expression and gestures. Connections; since the content of foreign language course deals with history, geography, social studies, science, math and fine arts.( connecting with the curriculum)
Role out (teacher need to provide opportunities for output that is meaningful and motivational.) Vygotsky; learning refers to gaining knowledge, comprehension from the social interaction. What the learner can do with assistance today, they will be able to do on their own tomorrow. Motivational factor play an important but complex role in language learning and performance in a language classroom. Interactive environment that model and presents a variety of social, linguistic and cognitive tools for structuring and interpreting participation in talk.
Role input(process of instruction)How does people learn language? Teacher provide enough comprehensible input in the acquisition process through strategies . Develop interesting topics.( language based on meaningful input. Student are not forced to speak until they are ready. Familiar structures-vocabulary Gestures Modifying the interaction. Asking questions
Activities (examine how much they are learning) • Observation how they are working in small group. • Creating real conversational models • Using songs to engage learners • Class discussion. • Etc..
Organizing Content and Planning for Integrated Language Instruction. • Conceptual Orientation: • The new paradigm for planning assumes the use of a variety of materials beyond the textbook and ongoing performance assessments of student progress toward meeting the standards. • Teachers develop interesting topics and contexts. • How can I connect the FL with their subject areas? • L2 input and Teacher talk (allow them to speak, classroom interaction, discourse. • Classroom Discourse (teacher initiates an assertion or asks question, student responds, teacher evaluates by giving and evaluative statement such as very good or by asking the same question to a different student. • IRE and IRF (teacher initiates, student respond, teacher feedback (assisting questions)
Students tracing a bodylearning body parts/Las partes del cuerpo
Teacher ask-Student respond-teacher feedback (“tell me more” “what do you mean by that”) Plan interesting Topics and contexts
Reflection de flip videos Alguno de los objectivos de usar flip videos en claseespararefleccionaracerca de mi ensenanza y de la respuesta de los estudiantes y de quemaneraalcanzar a aquellosque no estaninvolucrados en el proceso de aprendizaje. Otroobjectivoesmostrar a los padres y administradores lo que los estudianteshacen en la clase. Y uno de los principalesesmotivar a los estudiantes, pues el simple hecho de saber queestansiendofilmadossuparticipacionesmasactiva. En uno de los videos se muestra los estudiantescantando la cancionfeliznavidad, en otro se muestra los estudiantessiguiendoinstrucciones en espanol, y en otroestantrabajando en la elaboracion del cuerpo.
Integration of authentic oral and printed texts (learning places with real pictures) Text reflecting the natural context. (learning topic that they will use: restaurant, greeting etc.) Written and oral communications produced by members of a language and culture group for members of the same language and culture group Restaurant de comida rapida La escuela La iglesia
CBI Making connections: Integrating Language and Content Learning ( enfocar el idioma con lasmatematicas, estudiossociales, geografia, ciencias etc.) Long term Planning for Instruction (framework based on the national standards: describes what learners are able to do at three levels of ability: beginning, developing and expanding. A thematic unit is a series of related lessons around a topic, a particular context, or a particular subject-content theme. An objective describe what learners will be able to do in /with the target language in terms of meaningful language use. Lesson plan: informal planning, written daily lesson plan. Planning phase (content) Teaching phase (activities, what am I doing? What students doing?) Reflection phase ( adaptations to lesson, self reflection on lesson effectiveness).
Using and interactive approach to develop interpretative Communication • 3 modes of communication are interpersonal, interpretative and presentational. • Interpersonal: oral or written communication and negotiation of meaning (face to face or phone). • Interpretative: receptive communication, listener, viewer, reader works with visual or recorded materials. • Presentational: productive communication using oral or written language. ( para la audiencia)one way communication Integrandooriginalestextos tales como: peridodicos, revistas, radio en español. Top-down and bottom-up processes are used together in comprehension.(presentarles la estructura de un topico del interes de ellosmediantefotos, objetos y textos lo cual les ayuden a comprender el tema). Reader and listener-based factors include topic familiarity, memory capacity, comprehension strategies, the purpose of the task, and anxiety level. Edit the task to the level of students’ interpretive abilities.
Text 5 phases of interaction: • Preparation • Comprehension • Interpretation • Application • extension • Teachers should spend sufficient time in the preparation phase.
Using a story-based Approach to Teach GrammarConceptual orientation: • Traditional grammar instruction emphasized explicit knowledge of language rules without providing occasions for learners to communicate. • Not able to exchange information, participate in target language cultures or develop and nature a social relationship in a second language. • Ability to use the language in variety ways: to “know how, when, and why to say what to whom” • “Focus on form” largely depends on what learners need for communication purposes rather than on a predetermined grammatical syllabus. • Grammatical structures will become internalized only if the learners are placed in a situation in which they need to use the structures for communicative purposes. • Contracts implicit and explicit approach to learning • Implicit explanations Learners analyze the grammar explanation for themselves • Guided Participation Teacher and learners collaborate on and co-construct the grammar explanation. • Explicit Explanations Teacher provides explanation for learners.
It provides learners with “feel” for what is to come. One of the best times for them (learners) to attend to form is after comprehension has been achieved and in conjunction with their production of meaningful discourse” Learners can b guided to reflect on language to create their own meanings. Model for integrating form: Presentation: grammar explanation through the use of stories, poems, taped selections, songs etc. literal comprehension and meaning. Attention: teacher assists the learners in focusing their attention on particular language form or grammatical structure. Co-Construction: Using guiding questions, teacher and learners co-construct the grammar explanation by discovering the underlying patterns or consistent forms. Extension: through integrative extension activities, the learners need to use the grammatical structure(s) in order to carry out a particular function or task. Basic principles:
Elements of story-based Language Learning Teachers need to design cognitively demanding activities that will encourage learners to hypothesize, predict, take risks, makes errors, and self-correct. Learners become active participants in the learning process. Creative extension activities are critical, for the afford learners plenty of opportunity to develop interpersonal communication. Voices of learners Opinions of learners regarding the story-based language learning activities for foreign language. What did you like the most about the storytelling activities? Or regarding any other activities in the class.
Creating an environment for communication • Meaningfulness as a priority for classroom activity: • Attention and memory are focused on what is meaningful • Familiar language be able and useful comes more memory • Context creates an environment that allows the brain to do what it does better: Identify patterns and make connections • Link new information to existing knowledge for effective storage and recall
When is… Communicative • Opportunity for natural communication • Questions and answers would have a communicative purpose. Not Communicative • Drills that provide no opportunities for actual sharing of information.
Developing Contexts for Tasks and Activities • Revision of traditional activities • Surrounding Experiences with Language. The link between language and actions enhances the impact of the language itself and encourages its retention in long memory. • Games, songs, rhymes and finger plays. • Props, Materials, and hands-on experiences • Content-related Instruction, stories, dialogues • Role Play, Partner and small-group work.
Interpersonal CommunicationPartners and Small Groups One-Way CommunicationThe Interpretive and the Presentational Modes (1.2, 1,3) 1.2 communication in the Interpretative mode • Listening (is the first contact with the target language: storytelling, story reading, etc) • Reading (literacy skills. Students will work longer connected text, including authentic materials ; letters, news paper, magazine ) 1.3 Communication in the presentational mode. • Speaking (Songs, performances, videotapes, media presentations, small groups presentations) • Writing (written products, pattern poems, etc) Learners of every age and every linguistic level will benefit from the opportunity to experience and develop the roles described in the communication standard 1.1, 1.2, 1.3 Cooperative Structures: Cooperative Learning and Interactive Tasks Theory tell us that for children to learn, it is important for them to express themselves orally. Developing Cooperative Skills • Assigned roles: • Encourager/praiser • Manager/timekeeper • Secretary • Spokesperson/speaker
Managing small-Group and Partner Activities • Classroom management changes dramatically in the implementation of cooperative learning activities. • Teacher needs to plan for developing the social skills, as well as the language skills, that are necessary for effective interaction and use of time in partner and small group activities. Organizing Small Groups • The group could be formed by counting, by putting together a puzzle, by countries etc. Organizing partner Activities Classes can be organized for pairs activities in a variety of ways: By twos, by two circles, turn to the person next to you etc. Guiding Small-Group and Partner Activities • It can only be effective if it is carefully organized and consistently monitored. Guidelines: • Keep the group size small; start with pair activities. • Set the stage; motivate the activity • Set clear goals • Make sure the students have the target language they need to accomplish the activity, that they know how to say and what they will need to say. • Give exact directions for every step of the task. (model the sequence of the activity.) • Set a time limit. • Circulate among the students throughout the activity. • Establish a system for getting the attention of the students back to you. • Elicit communicative feedback and process group effectiveness at the end of the activity.
Using Assessment to Help Students and Programs Grow • Student Assessment (games, patterns for visuals, recipes for in class food activities, songs) • Tests that measure an ability to use language effectively to attain communicative goals. Importance of Assessing Student Performance • Because the natural of the program goals and the large number of students each teacher sees in a day or in a week, assessment may receive little priority in these programs. • Teachers are concerned that testing of any kind will raise anxiety levels and lower motivation in their classes. • Effective assessment is a complex and ongoing process.
Powerful assessment: Performances tasks that allow the students to use the language they have learned in a meaningful and purposeful way. Focus in the unit and guides the planning of all unit component and activities. Checklist and rubrics help to evaluate performances on theses tasks and help develop student skills in self assessment. The most effective assessment tools will test what has been taught in the way it has been taught. The communicative, standards-based reorientation of language teaching is a dramatic change in approach that requires a cooperative effort from all members of the teaching team.
Addressing Diverse Need of Learners in the Language ClassroomDifferentiated Instruction/Multiple Intelligences The students population continues to grow in diversity (gender, race, age, national origin and ethnicity). How to address these needs so that language learning is facilitated for all learners. Learning style. Learning about special needs of disabled, gifted, and heritage learners Gardner(1993) each intelligence can be activated in an appropriate cultural setting. An intelligence is a bio psychological potential to process information in certain ways.
Language learning Style A learning style is a general approach a learner uses to learn. 5 key dimensions of language learning style: analytic global, sensory preferences, intuitive/random and sensory/sequential learning, orientations to closure, competition-cooperation. A sign of a good teacher is the ability to flex one’s teaching style to better fit the needs of those being taught. A standards based teaching approach that provides for a variety of activities, individual guidance, and an emphasis on meaning can enable students to experience many ways of learning. Language learning strategies are specific actions, behaviors, steps, or techniques used by students to enhance their own learning. The use of appropriate learning strategies often results in increased language proficiency and greater self-confidence. Teachers can individualize learning to engage learners on their basic of their background knowledge, interest, needs, goals, and motivation.
Disabilities: accommodating learners through inclusion Through a provision called inclusion, students who have physical, intellectual, or emotional impairments are now often part of regular classroom and receive special accommodations in those classrooms. Providing effective learning experiences for At-Risk Student: They are at risk because of a wide variety of circumstances they faces outside of school (poverty, dysfunctional family life, neglect, abuse, or cultural/ethnic/racial background, suicidal behavior) Gifted Learners: children who give evidence of high performance capability in areas such as intellectual, creative, artistic. Leadership capacity, or specific academic fields and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities. Heritage Language Learners: heritage or home background learners languages other than English at home in the United States, as a result of their cultural or ethnic backgrounds
FLES Assessment The paradigm shift in assessment practices: Is the emphasis on the use of multiple measures in assessing student progress in order to provide ongoing opportunities for students to show what they know and can do with the language. Continuum test item types: • Natural-situational • Unnatural-contrived • Direct • Indirect • Integrative/global • Discrete point Teachers work toward designing and implementing authentic assessment that measure students progress in attaining the standards. Purposes of the Test: formative assessment are designed to help form or shape learners’ ongoing understanding or skill while the teacher and learners still have opportunities to interact for the purposes of repair and improvement within the instructional setting. Summative assessment often occurs at the end of a course and is designed to determine what the learner can do with the language at that point.
Assessment formats: • In a portfolio, learners have an opportunity to select evidence of their learning, reflect on it, and make it part of the assessment of their learning. • Portfolio artifacts include student products, student goals, and self-reflections. • Interactive foreign language homework is a way to involve parents/caretakers in schoolwork. • The function of CAT Is to “improve the quality of student learning, not to provide evidence for evaluating or grading students. • The OPI is a testing program is administered by Language Testing International face to face, tape recorder interview lasting from 5 to 30 minutes and is conduce by a certified proficient tester. Pro achievement (oral or written, based performance with grammatical structures and vocabulary) Performance-based assessments require learners to use their repertoire of knowledge and skills to create a product or a response, either individually or collaboratively. Pal, authentic task require learners to address an actual audience and mirror challenges faced by real individuals in real-world settings.
Using Technology to Contextualize and integrate language instruction Technology is a meditational tool that enables learners to expand their oral expression, acquire new language, learn about cross-cultural perspectives, and interact with content knowledge Overhead projector Multimedia center Video Simulation Email Chat room Web quest Distance learning Reading assistant blog
Communication, Culture, Comparison, Connections and Communities: The Fusion of the iPod in the Foreign Language Classroom Educational Uses of the iPod • Study skills development • Personal organization • Text enhancements • Audio/video fusion • Personal creative applications iPod can be used in the foreign language classroom to address the learning styles and intelligences of the millennial generation and meet foreign language standards and competencies “Millennial students (born between 1979 and 1994) grew up with the Internet, instant messaging and video games. They make quick choices and are multi-taskers. They learn by doing and get their information through their social networks…” There is a critical need for teachers who can incorporate technology to enhance learning in order to make students active learners…” Podcasting Video Audio
Micro teaching • Microteaching lesson plan format • Instructor: Elizabeth Reyes Viands Grade: 3-6 Level: Spanish Basic Subject: Spanish • Dates: Tentative 10/15/09 Lesson Focus: Learn about ourselves and greeting • Learner Goal: The learner will understand a basic Spanish vocabulary of parts of the body, numbers, basic greeting and after several repetitions, will demonstrate comprehension by responding to simple commands, question and expressions needed for daily-life situations. • Behavioral Objectives: • .By the end of the lesson the student will be respond to 3 simple commands, 4 of 7 questions and expressions with 80 % accuracy. • .By the end of the lesson the student will sing a Spanish song with 80% of mastery • .Through cooperative group actions the students will trace and label 10 of 15 body parts in Spanish on construction paper. • .Student will be able to read a simple book in Spanish about body parts and their functions with 80 accuracy. • .Students will interpret the text in the book to illustrate the book appropriately with 100 accuracy. • NCSCOS • INTERPERSONAL COMMUNICATION: The learner will engage in conversation and exchange information and opinions orally and in writing in the target language. • 1.01 Interact with teachers and others using greetings, farewells, and expressions of courtesy orally and in writing. • 1.03 Asks and answer questions using learned material orally and writing. • 1.05 Engage in conversations to exchange information about everyday topics. • INTERPRETATIVE COMMUNICATION: The learner will understand and interpret written and spoken language on variety of topics in the target language. • 2.01 Follow oral and written directions, commands, and requests. • 2.03 Identify key words and main idea (s) from simple oral and written passages. • 2.05 Comprehend and make inferences from simple oral and written passages (e.g., conversations, dialogs, narratives, advertisements, songs, rhymes, chants, and adolescent readings) about familiar topics. • 2.05 Interpret phrases presented with accompanying gestures, intonation, and other visual or auditory cues.
Continue… Prior Learning: Students known greeting gestures which will help them connect the target language with their prior knowledge on English. Student will connect the sound of the Spanish song with the English one. Rationale: The purpose of this lesson is to show the students that learning a second language is fun and easy also increases their marketability. Materials: Hand puppet, Vocabulary cards, Flash cards, paper, Spanish song’s lyrics, Mexican hat. Set Induction: Conversation Puppet-Instructor Instructional Task & Activities: Dialogue, using the puppet.(Use of examples/stimulus variations/set of induction) Teacher: Hola, Paco. Como estas? Paco (puppet): Hola, Senora Reyes. Estoy bien gracias. Como esta usted? Teacher: Muy bien, gracias. Hola clase. Class: Hola! Continue by asking each student how they are doing (Use probing questions) (verbal Linguistic) Have students point to the parts on their faces as the say the words. ( Verbal Linguistic)(Stimulus variations) Continue by giving TPR commands and having children respond either using the flash cards or their own faces.(visual and Linguistic) (use of examples) Teach the song “ojos, nariz, orejas y boca”. pantomime as I teach the words. (Musical/rhythmic)(Planned repetition) Extra activity sheets for early finishers (word search, body cross word, etc.) (imprinting) Procedures: Explain to the students the class purpose ( Objective) (5 seconds) Warm up dialogue: Puppet-Instructor (greeting) (1 minute) Continue by asking each student how they are doing, Hola ! Como estas (student’s name) ?(1 minutes) Practice the number 1-12 by using a Mexican hat using the puppet(20 seconds) Pass the Mexican hat to the students, they need to take turns wearing it at the same time they count in Spanish (1 minute or less) Presentation: Introduce la cara, los ojos, la boca, la nariz, las orejas; Que es esto? Que son esos? Son _______. Use the flash cards
Continue… to model each part of the face, following the procedure for presenting new words (1minutes) Teacher: Estos son los ojos. ( pointing to the flash card and then to your own eyes) Have students point to the parts on their faces as the say the words. Continue by giving TPR commands and having children respond either using the flash cards or their own faces.(2 minutes) Activities: Teach the song “ojos, nariz, orejas y boca”. pantomime as I teach the words. Encourage the students to pantomime as they repeat the words and them sing along. I will Challenge them asking to sing and point the parts of their body faster and slowing.(2 minutes) By the end of the class. I will ask one of them to trace his/her body on paper (just the body line). Then from a vocabulary list they’ll try to guess and label it using the Spanish names. (1 minute) Assessments: Working on group I will ask one of them to trace his/her body on paper (just the body line). Then from a vocabulary list they’ll try to guess and label it using the Spanish names. Asking questions during the class TPR commands “touch your head” “Tocatucabeza” “Tocatuboca” whereisyou… “Donde esta tu boca” etc. Extentions: Practice and teach the song “cabeza, ojos “ (body parts) at home, then teach it to his/her parents. (involving parents in learning process, sharing time, and foreign language advocacy.) Draw mom or dad head, then label it using the Spanish vocabulary. Plan for Absent students: Email parents at the beginning of the school year or write a letter encourage parent to check teacher’s website, where they will find the learning tasks. Have a list of websites where students can find different topics and games to practice Spanish at home. Offer extra time after school to students. Closing: Clase! (class) what did you learn today? Wait for their answer Adios !!
Lesson planInstructor: Elizabeth Reyes Viands Grade level: Upper ElementarySubject Area: Foreign Language Learner Goal: The students will discuss Spanish-speaking countries in the world. Developing general knowledge about the location, cultural background of these countries, ancient cultures in Mexico, Central America and Peru, Spanish conquistadors in 16th, the independence, and current development. CULTURESGain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied CONNECTIONSConnect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. COMPARISONSDevelop Insight into the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Behavioral Objectives: By the end of the lesson the students will verify Spanish-speaking countries from world map recognize (pointing) 6 from 16 Latin-American countries with 100 % accuracy. By the end of the lesson the students will use library or Internet to find one characteristic of each Hispanic countries. By the end of the lesson the student will label a Latin American map with 80 % accuracy. By the end of the lesson the students will simulate (acting)Mexican independence day with 80 % accuracy. Materials and Resources Needed Library resources: Big world wide map and American map, Children's Encyclopedia, a series of books to introduce separately these Hispanic countries. Internet Music, cd. Procedures: Give students a clear unit goal why they need to explore Hispanic world before or while learning Spanish. Ask students to brainstorm the Spanish speaking countries on the world wide map and list these counties' name on the white board. (use probing questions) (visual and linguistic)(set induction) Divide students into groups of 5 to search information from encyclopedia or from other books to verify that these countries are really use Spanish as official language. (imprinting) (visual and linguistic)(cooperative learning) Reconvene as a whole group and have each search group to share their findings with whole class. (Interpersonal Intelligence)(Verbal Linguistic) Make sure that all Hispanic countries are on the list. Ask student to brainstorm general knowledge about these countries, like the reason why these countries are Spanish-speaking countries, the famous ancient cultures in these area, the ethnics and the current development in these countries, etc. (probing questions)(verbal linguistic)(planned repetition). Assessment: Ask students to write assignment on their first impressions of Hispanic world. (probing questions)(imprinting)(verbal linguistic) Ask the student to point to a special Spanish country. Closing: Clase what did we learn today? Wait for answers, feedback. Adios!!
Instructor: Elizabeth Reyes Viands Subject: Spanish Level:3-5Unit: Día de los Muertos Lesson Plan Geography of Mexico- Time: October (class period, 45 minutes) NCSCOS INTERPERSONAL COMMUNICATION: The learner will engage in conversation and exchange information and opinions orally and in writing in the target language. 1.01 Interact with teachers and others using greetings, farewells, and expressions of courtesy orally and in writing. 1.03 Asks and answer questions using learned material orally and writing. 1.05 Engage in conversations to exchange information about everyday topics. INTERPRETATIVE COMMUNICATION: The learner will understand and interpret written and spoken language on variety of topics in the target language. 2.01 Follow oral and written directions, commands, and requests. 2.03 Identify key words and main idea (s) from simple oral and written passages. CULTURES Gain Knowledge and Understanding of Other Cultures 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Behavioral Objectives: 1. By the end of the lesson the student will map and label important regions, states, and places listed on a handout provided in class with 80 % of mastery. 2. By the end of the lesson the student will describe the physical location of Mexico, in terms of the neighboring countries and surrounding bodies of water with 80% of mastery. 3. By the end of the lesson the student will describe in their journals why the regions they mapped are significant to the celebration of Día de los Muertos, and compare and contrast the physical geography of Mexico to that of the United States.
