Sp. 2 #8 Story-asking, A sea otter that wanted to eat an ice cream sandwich
- What
- Sp. 2 #8 Story-asking, A sea otter that wanted to eat an ice cream sandwich
- When
- 10/19/2020
- Where
- Room 807
NMS Daily Lesson Plan for Instruction (Spanish 2) Teacher: Dr. Stephanie L. Perry Unit/Session: #8 Story-asking, A sea otter that wanted to eat an ice cream sandwich Date of Instruction: 10/13, 15 Standard/s: MLI.INT2A Differentiate among statements, questions, and exclamations. MLI.INT2B Recognize basic non-verbal cues. MLI.IP1D Ask for clarification. MLI.IP1E Give simple descriptions. MLI.IP1G Ask questions and provide responses based on suggested topics. MLI.PIH Use sequenced information meaningfully. Learning Target/ Teaching Point: Students will be able to listen to, participate in, and translate target structures/vocabulary in a story. Success Criteria: Students can listen and comprehend statements, questions, and exclamations with at least 80% accuracy. Opening (I Do) An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson. TKES 1, 2, 3,4,5, 8,10 INTRODUCTION/CONNECTION: Listening is the foundation of ALL communication.I establish meaning by writing target structures on the board with the translation and by gesturing in order to evoke muscle memory (a powerful way for students to kinesthetically remember vocabulary). These structures contain meaningful grammar to illustrate how the language works - not merely a list of vocabulary words. The Super 7 Verbs are used in EVERY story and should be memorized by now. DIRECT INSTRUCTION: I introduce students to the new vocabulary used in our class story: nutria marina - sea otter un sándwich de helado - ice cream sandwich hacía mucho sol - it was very hot nunca tenía antes - never had one before parecía delicioso - it seemed delicious quería comer - s/he wanted to eat salió el océano - s/he left the ocean los cangrejos pellizcaban - the crabs pinched lo vio - s/he saw it otra vez - again lo comió - s/he ate it se acercó - s/he got closer no apareció ningún cangrejo - no crab appeared ya no tenía hambre - s/he wasn’t hungry any more regresó - s/he returned tuvo hambre - was hungry estaba muerto - s/he was dead VIDEO (9 min.): Sp. 1 #8 Ask, A Girl Wants to Go to a Dance Work Period (We Do, You Do) Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period. TKES 1, 2, 3, 4, 5, 7. 8,10 GUIDED PRACTICE: After establishing meaning on the board and with gestures,. Asking a story is a 5-step process: Introduce main character Introduce secondary character Set up the problem Attempt to solve the problem (unsuccessfully) Solve the problem Integrated into story-asking is PQA (Personal Questions and Answers - a more complete explanation is in the lesson plan below this lesson plan). Questions asked for this story include, but are not limited to: ¿Qué no tiene la misma forma cuando es adulto? ¿Adónde ibas a ir este fin de semana pero no fuiste? ¿Qué hay antes del pollo? ¿Cuál celebridad fue gorda pero ahora no es? ¿Dónde hubo una fiesta este fin de semana? INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Story-asking is a collaborative effort between students and teacher. We usually complete the first two steps on the first day and the last three steps on the second day, but sometimes can complete a story in one day. I introduce main character: Bring a student actor to play themselves or a fictitious character. Start by making a statement, “There was a boy/girl.” Adjust statement to describe first character: what do they look like?, how old are they?, what was their name?, what are their hobbies? After establishing a fact about the character, I verify that information directly with the actor in the present tense. If they can’t produce the first person themselves, I assist them by having them read it from the board, repeating after me, or speak for them in a funny voice. When I talk about the character to the class, I speak in the past tense. I follow the same steps with the 2nd character. Closing (We Check) Describe the instructional process that will be used to close the lesson and check for student understanding . TKES : 1,2,3, 4,5,6,7,8 SUMMARIZE/CHECK FOR UNDERSTANDING: Students can use their flash cards to check their understanding. Formative Assessment: Easier YES/NO questions, moderate EITHER/OR and WHAT/WHERE/WHEN/WHO questions, and more challenging WHY/HOW questions. Homework Study flashcards of phrases and words that were difficult during the story-asking.You can use a mirror or literally switch places and practice conversing. Practice writing the story.