Upload
vonga
View
214
Download
0
Embed Size (px)
Citation preview
Thematic Unit Plan-World Languages and CulturesName: Kayla Wheeler Date: November 27, 2012
Grade/Proficiency Level(s): 9th grade, Novice-Mid
Theme/Topic: Sports Duration of Unit: 10 days
Enduring UnderstandingStudents will understand that good teamwork results in more success,
maintaining good relationships, and still having fun despite losing as these are all demonstrated in many different cultures through various sports.
Unit Essential QuestionsWhy play team sports?
How do you communicate about sports in Spanish?How does good teamwork affect a team?
StandardsContent/Culture Standards SWBAT Link to LessonRecognize differences between team sports versus individual sports (1.1, 1.2, 1.3, 3.1)
Examine similarities and differences through examining the content of a sports page of an authentic Spanish newspaper (1.1, 3.1, 3.2, 4.1)
Day 3, Day 10
Day 7 (Newspaper Exploration)
Communication standardsDescriptors / Progress Indicators
Link to Lesson
Students will write and state sports they like and dislike (1.1)
Students will list the differences between individual and team sports using me/te/le gusta (1.1, 1.2, 1.3)
Students will name a variety of sports and items used in those sports (1.1, 1.2, 1.3)
Day 1, Day 2, Day 4, Day 5
Day 1, Day 3, Day 5, Day 10
Day 1, Day 2, Day 3, Day 4, Day 5, Day 6, Day 9, Day 10
Context and Background Knowledge
(How does this lesson ft into what students have been working on? What prior knowledge/understandings do they need to have for this lesson?)
This unit incorporates the theme of sports and more specifically focuses on teamwork therefore many of the activities in this unit are team-based. Students are at a novice-mid level of Spanish. They already know how to form the present tense of a variety of verbs, the present progressive tense, and understand many commands in the tú form. They also know the impersonal se and just completed a unit about food.
Vocabulary (you will list all of them although I didn’t here)Content obligatory: Baloncesto/Básquetbol – BasketballBéisbol – BaseballCampo – Field Cancha – CourtCascos – HelmetsCiclismo – CyclingCorrer – To runEntrenador – CoachEsquiar – To skiEsquís – SkisEstadio – StadiumFútbol – SoccerFútbol americano – FootballGanar – To winGimnasia – Gymnastics Gol – GoalGolf – GolfHockey – HockeyJugador – Player Jugar al – To play Luchar – To wrestle Nadar – To swimPartido – GamePatinar (sobre hielo) – To skate (Ice-skate)Pelota – BallPerder – To losePracticar – To play, practiceRaquetas – RacketsRed - NetTenis – TennisTorneo – TournamentVoleibol – Volleyball
Gustar – to likeEncantar – to love
Content compatible
Árbitro – Referee/UmpireTiro con arco – ArcheryAtletismo – Athletics Bate – Bat Boxeo – Boxing Diving – SaltoGuantes – GlovesFencing – EsgrimaLevantar pesas – To lift weightsMarcar – To scoreSnowboarding – SnowboardingTriathlon – Triatlón(-ista, -ador = player)
Performance Assessment
What project are the students going to do to show you that they have met your content and language objectives?
Students will work in groups of 3 to write a newscast and perform it in class on the final day. One person will be the reporter while the other two will be acting as athletes. One athlete will play an individual sport and one will play a team sport. Each will have to respond to the reporter’s questions with at least three reasons to back up why they play an individual sport vs. a team sport or vise versa. They will be based on the TPRS story as a type of example but will be expected to incorporate creativity.
EDU426 Unit Grid
Day Topic / Essential Question
Language Objectives
SWBAT
Content Objectives
SWBAT
Assessments Student Activities Adaptation for diverse learners
Materials
1 What are the names of sports in Spanish?
Act out TPR commands
Answer TPR questions correctly in Spanish
Generate ideas about teamwork
State preferences about teamwork and sports
Identify vocabulary relating to sports
Compare and contrast individual sports and team sports
Intro Prompt
Student response to TPR
Student participation
Twiccionario worksheet
Venn Diagram due Day 3
Intro Prompt: What do you think a team needs in order to work together well and be successful? Do you like working more in a team or by yourself? (In English) (students will work with their teams of 4 and brainstorm a list, then pick out their top three things and write them on a poster)
TPR on Sports-Present tense of new verbs
Twiccionario:(Twitter Worksheet)
Homework: Venn Diagram on Individual/team sports (Due: Day 3)
LinguisticKinestheticInterpersonalIntrapersonal
Intro promptPoster PaperMarkers
TPR pictures/ powerpointBaseball, Tennis Ball, Basketball, Soccer ball, Volleyball, Football (etc?)
Twiccionario adapted from: (http://zachary-jones.com/zambombazo/documents/twiccionario/twiccionario_una_semana_de_deportes.pdf)
2 What are the names of sports in Spanish?
What sports do you like?
Act out TPR commands
Answer TPR questions correctly in Spanish
Act out vocabulary words
Identify vocabulary relating to sports
Student response to TPR
Student participation
Draw a picture:What is your favorite sport to play? Name the sport in Spanish (3 min)
Review/more TPR
LinguisticSpatialKinestheticInterpersonalIntrapersonal
Intro: Draw a Picture Activity
TPR picturesBaseball, Tennis Ball, Basketball, Soccer ball,
Use gustar in the first person singular present tense
Demonstrate recognition/ understanding of vocabulary words and their meanings
Draw a picture of favorite sport
with pictures/ questions (15 min)
Review present tense of new verbs/stem-changing verbs (10 min) (SMARTBoard PPT)
ME GUSTATalk with partner, share pictures: What is your favorite sport? (Mi deporte favorito es…, me gusta…) (7 min)
Charades (15 min)
Football, etc.
Charades words list
3 What are the differences between individual sports and team sports?
Identify basic characteristics of a soccer game
Use gustar in the first and second person singular present tense
Understand a Video in Spanish
Recognize basic characteristics of a soccer game
Illustrate differences between individual and team sports
Soccer Video Worksheet
Student participation
Venn Diagram
Video Clip of a soccer game: “El descubrimiento de un deporte” worksheet
Venn Diagram- partner share, write in new information
Class graph: ¿Qué te gusta más: Individual, con equipo, o no deportes?
Review comparisons (la
LinguisticLogicalMusicalSpatialInterpersonalIntrapersonal
Video: http://www.youtube.com/watch?v=zCyuQbvLo8I&feature=related
Worksheet for Video (El descubrimiento de un deporte)
Graph (with clickers?)
YouTube Video http://zachary-jones.com/zambombazo/clozeline-daddy-yankee-grito-mundial/
más, el menos)
Music Video: El Grito Mundial
4 What individual/ team sports do you like? What does your friend like?
Use correct forms of gustar
Identify vocabulary relating to sports
List preferences about sports
Student Participation
Response to TPR/Questions
Personal Survey
Student Bingo
Vocabulary Matching sheet
Student Bingo: Ask te gusta questions and respond with me gusta or no me gusta
Gustar Review:Personal Survey- what sports do you like? What do you like to watch?(What do you like to eat/drink at a sports event?)
Le/les gusta
Vocabulary Matching sheet
LinguisticLogicalKinestheticInterpersonalIntrapersonal
Bingo sheets
Personal Survey
Vocabulary Matching sheet
5 TPRS Story Match vocabulary words and their meanings correctly (in Spanish)
Act out TPR commands in skit
Respond to questions posed by teacher
Describe pictures through writing in Spanish
Distinguish different types sports for quiz
Create a comic strip highlighting the main points of the TPRS skit
Quiz
Comic Strip with rewritten story
Checkpoint Quiz #1 (Vocab, Me, Te Gusta)
TPRS Skit w/ questions
Comic Strip with rewritten story (students put their favorite athletes/teams as main characters)
LinguisticLogicalKinestheticInterpersonalIntrapersonal
Quiz
TPRS story
Comic strip handout
6 Who is your Produce State opinions Student Video clip: Track Linguistic YouTube Video
favorite sports team/athlete?
Why does he like his individual or team sport?
statements with le/les + gustar
Match vocabulary words and their meanings correctly (in Spanish)
about sports and athletes
Participation during game
Intro Prompt
Gustar Input homework
race with father and son
Intro Prompt: Who is your favorite athlete/sports team? What do they play? If none, favorite musical artist/band.
Nos gusta, Le gustan SMARTBoard PPT
Vocab Game: Matamosca
KinestheticSpatialInterpersonalIntrapersonal
Intro prompt
Gustar Homework
FlyswattersWhiteboardVocab words
7 What does a Spanish newspaper include in its sports section?
Distinguish items and people from an authentic Spanish newspaper
Develop a written script through working as a team
Assessment by clickers
Student Participation
Review gustar with clickers
Introduce Final Project (Explain model of TPRS story)Group work time
Look at the sports page from a Spanish newspaper and answer questions (Qué, de quienes son las fotos)
LinguisticSpatialKinestheticInterpersonalIntrapersonal
ClickersQuestions for Clickers
Final Project Rubric and instructionsFinal Project script
8 How does good and bad teamwork affect a team?
Demonstrate understanding of unit vocabulary
Collaborate with team to try and win
Due: Sports page homework if not finished in class
Intro to Activity
Relay obstacle course (in Gym?)
LinguisticLogicalSpatialKinestheticInterpersonalIntrapersonal
(Lots of materials…)
9 What have you learned in this unit that incorporates the academic standards of learning a second language?
Demonstrate understanding of verbs like gustar
Ask and answer yes/no questions relating to vocabulary from unit
Initiate and respond verbally using yes/no questions relating to vocabulary from unit
Collaborate with team members on Final Project
Reflect on what they have learned in the unit proving they have met academic standards
Quiz
Student participation during game
Final Project Script
Reflections
Checkpoint Quiz #2
Game: ¿Quién/qué soy?
Group work time (15 – 20 min)
Reflections for Portfolio
LinguisticLogicalKinestheticInterpersonalIntrapersonal
Quiz
Vocabulary words on pieces of paper for game
10 How do you communicate about sports in Spanish?
How does good teamwork affect a team?
Demonstrate knowledge of sports vocabulary
Use gustar correctly
Present a newscast in Spanish about team sports versus individual sports
Use teamwork to collaborate on skits
Due: reflections if not completed Day 9
Final Project Presentations
Group work time (3-5 minutes)
Final ProjectPresentations (with worksheet for students to complete while watching)
Final sum-up of unit/evaluate group members, talk about teamwork
LinguisticKinestheticInterpersonalIntrapersonal
Rubrics (for grading)
Worksheet during presentations
Final Evaluation
Lesson Plan TemplateName: Kayla WheelerGrade/Proficiency Level(s): 9th Novice - MidSubject Area / Topic: Spanish – SportsDuration of Lesson: 50 minutes Day: 1
(You may delete the descriptions underneath the gray box when you write out your plan. Save one template as is so you can refer back to it as needed.)
Essential QuestionWhat are the names of sports in Spanish?
Content Objectives: SWBAT AssessmentGenerate ideas about teamwork
State preferences about teamwork and sports
Identify vocabulary relating to sports
Compare and contrast individual sports and team sports
Intro Prompt
Intro Prompt
Twiccionario worksheet
Los Deportes – Venn Diagram
Language Objectives: SWBAT AssessmentAct out TPR commands
Answer TPR questions correctly in Spanish
Student response to TPR
Student participation
Key vocabulary and concepts Types of visual or graphic supportBaloncesto/Básquetbol – BasketballBéisbol – BaseballCiclismo – CyclingEsquiar – To skiFútbol – SoccerFútbol americano – FootballGanar – To winGimnasia – Gymnastics Hockey – Hockey Jugar al – To play Luchar – To wrestle Nadar – To swimPartido – GamePatinar (sobre hielo) – To skate (Ice-skate)Perder – To losePracticar – To play, practiceTenis – TennisVoleibol – Volleyball
TPR pictures
Lesson Materials and Sources (props, YouTube sites, videos, etc.
- Intro prompt - Twiccionario - TPR pictures/powerpoint - Venn Diagram worksheet- poster paper, markers
Procedures: (When describing an activity, make sure to explicitly describe how you will address the designed content, language and learning strategy objectives. Your purpose/rationale should be reflected in your objectives).
Time frame
Pre-Activities/Warm up in French/Spanish Objectives Targeted
7 min
(Detailed description of procedures; Anticipatory set; Motivation, Building background knowledge and Presentation of Objectives)
Intro Prompt: What do you think a team needs in order to work together well and be successful? Do you like working more in a team or by yourself? (In English) (students will work with their teams of 4 and brainstorm a list, then pick out their top three things and write
them on a poster)
Write about teamwork
State preferences
about teamwork and
sports
Time frame
During-Activities Objectives Targeted
20 min
10 min
10 min
(Detailed description of procedures; Comprehensible input, strategies; guided practice; interaction)
TPR on Sports – I will use a Powerpoint and pictures to introduce sports vocabulary through TPR
Present tense of new verbs – briefly review on the board how to form the present tense of new verbs and reinforce through TPR
questions
Twiccionario (Twitter Worksheet): It primarily includes vocabulary that was introduced the first day of the unit but it involves an authentic setting so there are difficult words that students need to
use their previous learned reading strategies to get past the vocabulary they do not know.
Act out TPR commands
Answer TPR questions
correctly in SpanishIdentify
vocabulary relating to
sports
Time frame
Post-Activities/Wind-down Objectives Targeted
3 min
(Detailed description of procedures; practice and application; independent practice; review and assess objectives; closure and
extension)
Introduce Homework: Venn Diagram on Individual/team sports (Due: Day 3 – students need to complete worksheet comparing individual
sports and team sports
Compare and contrast
individual sports and
team sports
ReflectionWhat went well…What you want to change…
How would you improve this lesson?
Nombre: _______________________________________________________________
Intro PromptCon equipo:En tu equipo contesta esta pregunta: ¿Qué se necesita un equipo para trabajar bien juntos y tener éxito? (puede ser en inglés si necesita)
Brainstorm a list on a sheet of paper (you will turn this in) After you have about 10-15 things written, you will pick out your top 3 reasons
as a group (that you would be prepared to defend if asked) Write your top 3 on a piece of poster paper and write your names somewhere
on the paper
Individual:Después, responde a la siguiente pregunta:¿Te gusta trabajar en un equipo o por ti mismo? Da una razón o ejemplo.
@___________________________________________ (Nombre)
twiccionario: una semana de deportes #instrucciones: Subraya el deporte mencionado en cada tweet. En el último recuadro (el calendario), escribe cuándo se
juega cada deporte según la información de los tweets.Ejemplo:
@Juan_ZC Exelentes juegos de hockey... Encuentro deportivo domingo savio!!!!
1 @LeAtocha Ya me gustó ver el béisbol, el viernes YANKEES vs Tigers.
2 @LuisDiegoVilleg Final del fútbol americano nacional, el Tazón Tico, sábado a las 6 pm en el Cuty Monge de Desamparados!!
3 @shuubass Si si señores, hoy es jueves, hoy es TENIS. Esta noche a las 22:30hs en Teatro El piccolino
4 @JCMarruffo12 Martes de Mana en San Diego, Miercoles Juego de Estrellas de Baloncesto en Auditorio de Tijuana
5 @ 24por7com El Campeonato de España del peso wélter en 'La Noche del Boxeo' de @marcatv. viernes a las 22.45 horas!
6 @Uribex4 lunes libre = lunes de fútbol! :D
7 @ChrisniancoAF El miercoles de 14 a 15 seguiremos con mas esgrima en Alma Fiera Radio por FM...
8 @ValleUltzama En Lizaso, el domingo 29 de abril: Torneo de Golf con premios y sorteos...
9 @AndresPineyro Empezando bien el Martes ejercicio y un poco de voleibol.
10 @enmovimientohn Hoy lunes 23 de abril, dio inicio en #Guatemala, el Campeonato Panamericano de #Ciclismo Junior
lunes martes miércoles jueves viernes sábado domingo
hockey
Adapted from: http://zachary-jones.com/zambombazo 11/19/12
Nombre: ____________________________
Los Deportes – Venn DiagramEscriba tres características por los deportes individuales y tres por los deportes de equipo y una similitud en el centro. Después, da unos ejemplos de cada.
Ejemplos: Ejemplos:
Individual Con Equipo
Lesson Plan TemplateName: Kayla WheelerGrade/Proficiency Level(s): 9th Novice - MidSubject Area / Topic: Spanish – SportsDuration of Lesson: 50 minutes Day: 4
(You may delete the descriptions underneath the gray box when you write out your plan. Save one template as is so you can refer back to it as needed.)
Essential QuestionWhat individual/ team sports do you like? What does your friend like?
Content Objectives: SWBAT AssessmentIdentify vocabulary relating to sports
List preferences about sports
Vocabulary Matching sheet
Student BingoPersonal Survey
Language Objectives: SWBAT AssessmentState preferences about sports
Use correct forms of gustar
Student Bingo
Student BingoPersonal Survey
Key vocabulary and concepts Types of visual or graphic supportAll Vocabulary
Me/te/le/les gustaLesson Materials and Sources (props, YouTube sites, videos, etc.
Bingo sheets
Personal Survey
Vocabulary Matching sheet
Procedures: (When describing an activity, make sure to explicitly describe how you will address the designed content, language and learning strategy objectives. Your purpose/rationale should be reflected in your objectives).
Time frame
Pre-Activities/Warm up in French/Spanish Objectives Targeted
12 min
(Detailed description of procedures; Anticipatory set; Motivation, Building background knowledge and Presentation of Objectives)
Student Bingo: Each student has a bingo card (there will be about 5 different ones) with vocabulary words on them and in order to cross
one space off the student will need to ask te gusta questions with the word from the corresponding box and receive a response from a
student that likes that object. They will each respond with either me gusta or no me gusta when asked. The class goal is for at least one
student to be able to check off their whole grid.
List preferences about sports
State preferences about sports
Use correct forms of gustar
Time frame
During-Activities Objectives Targeted
13 min
19 min
(Detailed description of procedures; Comprehensible input, strategies; guided practice; interaction)
Gustar Review:Personal Survey- what sports do you like? What do you like to watch?
(What do you like to eat/drink at a sports event?)
Le/les gusta – write on the whiteboard notes: Él/ella/Ud. – le gusta Ellos/Ellas/Uds. – Les gusta
(Last section of the paradigm)Practice with Student Bingo questions reviewing what other students
like(¿Qué le gusta ___________? A él le gusta …)
List preferences about sports
State preferences about sports
Use correct forms of gustar
Time frame
Post-Activities/Wind-down Objectives Targeted
6 min
(Detailed description of procedures; practice and application; independent practice; review and assess objectives; closure and
extension)
Vocabulary Matching sheet – students need to complete worksheet, if not done they may turn it in the next day
Identify vocabulary relating to
sports
ReflectionWhat went well…What you want to change…
How would you improve this lesson?
Nombre: __________________¡Lotería!Pregunta otro estudiante, “te gusta…” con una palabra de una caja. Si responde, marca la caja con el nombre del estudiante. Si no, hay que encontrar otra persona que le gusta el objeto. Trata de llenar todos las cajas.
Esgrima Ciclismo Fútbol americano Voleibol Nadar
Hockey Tenis Snowboarding Baloncesto ¿Otro deporte?
Esquiar Levantar pesas Gratis Triatlón Fútbol
Salto Luchar Correr Patinar sobre hielo Golf
Béisbol Patinar Tiro con arco Gimnasia Boxeo
Nombre:________________________________
¿Cuál deporte te gusta más? ¿Te gusta verlo o
jugarlo más?
Pon un círculo en uno de las dos opciones: Pon un V (ver) o J (jugar):
1. El hockey El tenis __________
2. El baloncesto El esquí __________
3. El ciclismo El boxeo
__________
4. El voleibol La esgrima __________
5. El snowboard La natación __________
6. El béisbol El golf __________
7. El fútbol El fútbol americano __________
8. El correr Levantar pesas __________
9. La lucha El patinaje __________
10. La gimnasia El tiro con arco
__________
Responde a las preguntas con oraciones completas.
1. ¿Qué deporte te gusta jugar o no te gusta jugar?
2. ¿Qué deporte te gusta ver o no te gusta ver?
Elementos de Deportes Nombre: ____________________
¿Qué se usa en cada deporte? Marca un X en las cajas correctas.
El Bate
El Campo
La Canch
aLos
CascosEl
Estadio
El golLos
Guantes
La nieve
La Pelota La Red
Las Raquet
asBaloncesto
Béisbol
Boxeo
Esgrima
Esquí
Fútbol
Fútbol americano
Golf
Hockey
Patinar sobre hielo
Snowboarding
Tenis
Voleibol
Lesson Plan TemplateName: Kayla WheelerGrade/Proficiency Level(s): 9th Novice - MidSubject Area / Topic: Spanish – SportsDuration of Lesson: 50 minutes Day: 5
(You may delete the descriptions underneath the gray box when you write out your plan. Save one template as is so you can refer back to it as needed.)
Essential QuestionTPRS Story
Content Objectives: SWBAT AssessmentDistinguish different types sports
Create a comic strip highlighting the main points of the TPRS skit
Checkpoint Quiz #1
Comic strip about TPRS skit
Language Objectives: SWBAT AssessmentMatch vocabulary words and their meanings correctly (in Spanish)
Act out TPR commands in skit
Respond to questions posed by teacher
Describe pictures through writing in Spanish
Checkpoint Quiz #1
Informal assessment of student participation during TPRS unit
Comic strip about TPRS skitKey vocabulary and concepts Types of visual or graphic supportAll vocabulary None
Lesson Materials and Sources (props, YouTube sites, videos, etc.Quiz
TPRS story
Comic strip handout (Or use ComicLife if access to computers)
Procedures: (When describing an activity, make sure to explicitly describe how you will address the designed content, language and learning strategy objectives. Your purpose/rationale should be reflected in your objectives).
Time frame
Pre-Activities/Warm up in French/Spanish Objectives Targeted
10 min.
(Detailed description of procedures; Anticipatory set; Motivation, Building background knowledge and Presentation of Objectives)
Checkpoint Quiz #1: Students will be tested briefly on some of the vocab they have learned and me/te gusta.
Distinguish different
types sportsMatch
vocabulary words and
their meanings
correctly (in Spanish)
Time frame
During-Activities Objectives Targeted
25 min
(Detailed description of procedures; Comprehensible input, strategies; guided practice; interaction)
TPRS skit Students will act out the skit while I read it in Spanish. There will be questions asked during the skit which students will be expected to
participate in answering. Some grammar concepts may be addressed briefly.
Act out TPR commands
Respond verbally to questions
Time frame
Post-Activities/Wind-down Objectives Targeted
15 min
(Detailed description of procedures; practice and application; independent practice; review and assess objectives; closure and
extension)
Comic Strip of TPRS story – Students will be given a worksheet in which they have to draw a picture in the boxes on the left side that depict an important step in the story and write a sentence or two
explaining the idea for each picture. Whatever students do not finish will be due at the start of the next class.
Create a comic strip highlighting
the main points of the
TPRS skit
Describe pictures through
writing in Spanish
ReflectionWhat went well…What you want to change…
How would you improve this lesson?
Nombre: _____________________________Checkpoint Quiz #1Matching:
1. _______ Voleibol a. Baseball2. _______ Baloncesto b. Game3. _______ Esquiar c. Volleyball4. _______ Tenis d. Wrestle5. _______ Nadar e. Ski6. _______ Ganar f. Basketball7. _______ Gimnasia g. Gymnastics8. _______ Béisbol h. Swim9. _______ Luchar i. Tennis10. _______ Partido j. Win
Escriba 2 cosas que te gusta en oraciones completas:11. ___________________________________________________
12. __________________________________________________
Complete las oraciones con me o te.13. ¿A ti _________ gusta jugar al fútbol?14. No, a mi _________ gusta el snowboarding.
TPRS Story – Day 5
Hay un chico. Se llama Rafael Nadal y tiene 10 años. Le gusta jugar a los
deportes pero no sabe que le gusta el más. Quiere encontrar un deporte para
practicar todos los días. Él va a buscar algunas ideas en el parque.
Rafael Nadal llega a un partido de baloncesto. Los jugadores dicen, “¡Ven y
jugar con nosotros!” Rafael juega al baloncesto por un rato. Después, decide que
a él no le gusta tanta presión para salir bien. Continúa explorar por el parque.
Algunas chicas le inviten a jugar al voleibol con ellas. Él se divierte pero muchas
veces falla la pelota y no le gustan tantos espectadores. Ahora, trata de hacer el
ciclismo. Pasa 3 minutos y él está aburrido pero le gusta la competencia con sí
mismo. Finalmente, llega a una cancha de tenis. Él practica con un entrenador y
le disfruta mucho. Le gusta todo este deporte y tiene el talento natural. Rafael
quiere practicar todos los días y tal vez, ¡va a ser un profesional!
Las Preguntas
¿Es Rafael Nadal?¿Es Rafael Nadal o el presidente?¿Quién es?
¿Tiene 10 años?¿Tiene 10 años o 80 años?¿Cuántos años tiene?
¿Le gusta jugar a los deportes?¿Le gusta lavar o jugar a los deportes?¿Qué le gusta hacer?
¿Él va al parque?¿Va a McDonald’s o al parque?¿Dónde va?
¿Llega a un partido de baloncesto primero?¿Llega a un partido de baloncesto o béisbol?¿Dónde llega en el parque primero?
¿Rafael juega al baloncesto por un rato?¿Rafael juega o llama al baloncesto?¿Qué hace Rafael?
¿A él no le gusta la presión?¿No le gusta la presión o la lluvia?¿Qué no le gusta?
¿Algunas chicas le inviten a jugar al voleibol?¿Le inviten jugar al gato o voleibol?¿Qué le inviten a jugar?
¿Falla la pelota?¿Falla la pelota o la televisión?¿Qué falla?
¿No le gustan tantos espectadores?¿No le gustan tantos edificios o tantos espectadores?¿Qué no le gustan?
¿Trata de hacer el ciclismo?¿Trata de hacer el ciclismo o arte?¿Qué trata de hacer?
¿Está aburrido?¿Está aburrido o cómico?¿Cómo está?
¿Finalmente llega a una cancha de tenis?¿Llega a un estadio o una cancha de tenis?¿A dónde llega?
¿Le gusta todo el deporte?¿Le gusta todo el deporte o el restaurante?¿Qué le gusta?
Nombre: __________________________
Una tira cómicaAhora tú vas a narrar el cuento. Dibuja una foto en cada cuadro que representa un punto importante del cuento. Por la derecha, escriba una oración que explica el punto principal.
Puedes cambiar el atleta y los deportes a tus favoritos.1.
2.
3.
4.
5.
6.
7.
8.
9.
Lesson Plan TemplateName: Kayla WheelerGrade/Proficiency Level(s): 9th Novice - MidSubject Area / Topic: Spanish – SportsDuration of Lesson: 50 minutes Day: 9
(You may delete the descriptions underneath the gray box when you write out your plan. Save one template as is so you can refer back to it as needed.)
Essential QuestionWhat have you learned in this unit that incorporates the academic standards of learning a second language?
Content Objectives: SWBAT AssessmentReflect on what they have learned in the unit proving they have met academic standards
Collaborate with team members on Final Project
Initiate and respond verbally using yes/no questions relating to vocabulary from unit
Portfolio Reflection
Final Project group work time
Game: ¿Quién/qué soy?
Language Objectives: SWBAT AssessmentDemonstrate understanding of verbs like gustar
Ask and answer yes/no questions relating to vocabulary from unit
Checkpoint Quiz #2
Game: ¿Quién/Qué soy?
Key vocabulary and concepts Types of visual or graphic supportAll vocabulary from unit
Gustar, encantar (me, te, le, nos, les)
None
Lesson Materials and Sources (props, YouTube sites, videos, etc.Checkpoint Quiz #2
Vocabulary words on pieces of paper for game
Procedures: (When describing an activity, make sure to explicitly describe how you will address the designed content, language and learning strategy objectives. Your purpose/rationale should be reflected in your objectives).
Time frame
Pre-Activities/Warm up in French/Spanish Objectives Targeted
7 min
(Detailed description of procedures; Anticipatory set; Motivation, Building background knowledge and Presentation of Objectives)
Checkpoint Quiz #2 – Students will be assessed on their ability to use the form of gustar correctly, translation of a basic sentence, and 2
things that are associated with soccer.
Demonstrate
understanding of verbs like gustar
Time frame
During-Activities Objectives Targeted
8 min
27 min
(Detailed description of procedures; Comprehensible input, strategies; guided practice; interaction)
Game: ¿Quién/qué soy? Students are given a piece of paper with a certain role or object in
Spanish that is related to sports. Without looking at the paper, they put it on their forehead and when the teacher says go, they walk
around and ask classmates yes/no questions until they figure out who or what they are.
Group work timeInstructor will monitor small groups as they are finishing writing their
scripts and will correct scripts right away when groups complete them. Students will be deciding how to present their newscast for
the following day and beginning to practice it.
Ask and answer yes/no
questions relating to vocabulary from unit
Initiate and respond verbally
using yes/no questions
Collaborate with team
members on Final Project
Time frame
Post-Activities/Wind-down Objectives Targeted
8 min
(Detailed description of procedures; practice and application; independent practice; review and assess objectives; closure and
extension)
Portfolio Reflections - Students are given time choose an assignment/assessment/activity on which to write a reflection in
English about a standard they feel they have met through it and why to include in Portfolio (students complete this after every unit)
Reflect on what they
have learned in the unit
proving they have met academic standards
ReflectionWhat went well…What you want to change…
How would you improve this lesson?
Nombre: _____________________________Checkpoint Quiz #2
Complete las oraciones con me, te, le, nos, o les en el primer espacio y gusta o gustan en el segundo.
1. Siempre a Ud. ________ ______________ ir a los partidos de
baloncesto.
2. ¿A ti ________ __________________ tus zapatos?
3. Yo juego al tenis. ________ _______________ los días soleados.
4. A ellos no _________ __________________ esquiar.
5. Yo quiero nadar, pero a él no _________ _____________ el agua.
6. A nosotros __________ _________________ la gimnasia.
Traduzca a Español:
I love (encantar) to play baseball.
____________________________________________________
¿Cuáles son dos cosas que se asocian con el deporte de
fútbol?
1. __________________________________
2. __________________________________
(Vocabulary for Game: ¿Quién/qué soy?)
Árbitro
Baloncestista
Beisbolista
Boxeador
Ciclista
Corredor
Deportista
El Bate
El Campo
El Estadio
El Gol
El Patín
El Torneo
Esgrimista
Esquiador
Futbolista
Futbolista
americano
Gimnasta
Golfista
Jugador de
Hockey
La Cancha
La Pelota
La Raqueta
La Red
Los esquís
Luchador
Nadador
Patinador
Tenista
Tirador con arco
Un Casco
Voleibolista
Lesson Plan TemplateName: Kayla WheelerGrade/Proficiency Level(s): 9th Novice - MidSubject Area / Topic: Spanish – SportsDuration of Lesson: 50 minutes Day: 10
Essential QuestionHow do you communicate about sports in Spanish?
How does good teamwork affect a team?
Content Objectives: SWBAT AssessmentPresent a newscast in Spanish about team sports versus individual sports
Use teamwork to collaborate on skits
Final Assessment newscast – students will write scripts and perform them in groups of 3. Their newscasts will represent both team and individual sports incorporating new vocabulary, forms of gustar, and creativity. (The model will be the TPRS story but explained a little more in-depth)
Language Objectives: SWBAT AssessmentDemonstrate knowledge of sports vocabulary
Use gustar correctly
Final Assessment newscast
Key vocabulary and concepts Types of visual or graphic supportAll of the vocabulary from unit (based on students’ choices on what they need to use)
None
Lesson Materials and Sources (props, YouTube sites, videos, etc.
Rubrics (for grading)
Worksheet during presentations
Final Evaluation
Procedures: (When describing an activity, make sure to explicitly describe how you will address the designed content, language and learning strategy objectives. Your purpose/rationale should be reflected in your objectives).
Time frame
Pre-Activities/Warm up in French/Spanish Objectives Targeted
3-5 min
(Detailed description of procedures; Anticipatory set; Motivation, Building background knowledge and Presentation of Objectives)
Group work time – Groups of students will be given time to collaborate and put the final touches together for their
newscasts before presenting them.
Use teamwork to collaborate
on skits
Time frame
During-Activities Objectives Targeted
40 min
(Detailed description of procedures; Comprehensible input, strategies; guided practice; interaction)
Present newscasts – Groups of 3 students will present the newscasts they have developed through the reading of
their scripts and dramatization
Present a newscast in
Spanish
Demonstrate knowledge of
sports vocabulary
Time frame
Post-Activities/Wind-down Objectives Targeted
5 min.
(Detailed description of procedures; practice and application; independent practice; review and assess objectives; closure and
extension)
Final sum-up of unit/evaluate group members, talk about teamwork (Students fill out evaluations and as a class we
state at least 3 things in Spanish that we have learned about teamwork)
How does good
teamwork affect a team?
ReflectionWhat went well…What you want to change…
How would you improve this lesson?
Nombres: _____________________________
_____________________________
_____________________________________
Final Project Newscasts: RubricCATEGORY 8-7 6-5 4-3 2-0
Performance/Creativity
Students perform with energy and enthusiasm and have incorporated creativity.
Students show some enthusiasm and have displayed some creativity.
Students show little energy and little creativity.
Students do not have energy and did not show any creativity.
Preparedness Students are completely prepared and have obviously rehearsed.
Students seem pretty prepared but might have needed a couple more rehearsals.
The students are somewhat prepared, but it is clear that rehearsal was lacking.
Students do not seem at all prepared to present.
Collaboration with Peers
The group almost always listens to, shares with, and supports the efforts of others in the group. Everyone tries to work well together.
The group usually listens to, shares with, and supports the efforts of others in the group. Not everyone works together.
The group sometimes listens to, shares with, and supports the efforts of others in the group but sometimes does not work together.
The group rarely listens to, shares with, and supports the efforts of others in the group. Team members do not work together.
Grammar Grammar has correct conjugations and includes 2 or more verbs like gustar
Grammar has some minor errors and uses 2 verbs like gustar
Grammar has quite a few errors and an attempt is made to use verbs like gustar
Grammar has many major errors and does not incorporate any verbs like gustar
Vocabulary Vocabulary is correctly used and includes at least 5 new words from the unit.
Vocabulary has minor errors or only has 3-4 new vocabulary words from the unit.
Vocabulary has multiple errors or only has 2 new words and does not incorporate new vocabulary well.
Vocabulary has many errors and does not include any new vocabulary form unit.
Total: __________/ 40 puntos
Nombre: ___________________________Las Entrevistas de Atletas
Según todas las presentaciones (excepto de tuya), complete cada columna. Después de “Le gusta” escriba el deporte que esa persona le gusta la más.
Pres. #
Reportero(nombre)
Deporte Individual(nombre)
Deporte de equipo(nombre)
1
Le gusta: Le gusta:2
Le gusta: Le gusta:3
Le gusta: Le gusta:4
Le gusta: Le gusta:5
Le gusta: Le gusta:6
Le gusta: Le gusta:7
Le gusta: Le gusta:8
Le gusta: Le gusta:9
Le gusta: Le gusta:
Nombre: ___________________________Final Team Evaluation
1. Give an example of how your team showed good teamwork throughout this project?
2. What could your team have done better on?
3. What did you personally do well on?
4. What could you personally have done better?