Intro Sp. - Addams Family & House

Teacher: Dr. Stephanie L. Perry

Unit/Session: Addams Family & House

Addams Family & House

Date of Instruction:  1/26 

Standard/s: MLI.INT2A Differentiate among statements, questions, and exclamations.

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 questions and statements about a story strip.

Success Criteria: 

[ ] Students can listen to and comprehend statements, questions, and exclamations about a story strip with at least 80% accuracy.

[ ] Students can read a story with at least 80% comprehension.

[ ] Students can answer questions orally.

[ ] Students can listen intently to the story.

[ ] Students can translate vocabulary and make flashcards. 

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: The Addams family is a very strange family. We all have families that are a little strange. We will learn to talk about our families and our houses by first getting to know the Addams family! 

DIRECT INSTRUCTION: As always, I am going to get details from the students to make the story more relevant to them, but because the pictures cannot change, there is more control with a story strip.

When using a story strip to review structures, I follow the same steps as I do when asking an oral story with actors: introduce main character, introduce any secondary characters, set up the problem, attempt to solve the problem, and then solve the problem.

VIDEO/SLIDE SHOW:

Addams Family & House Presentation

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:  Throughout the story strip, I check for comprehension, asking the class or individual students questions until everyone understands. In your notebook, answer the following questions after viewing/listening to the story:

¿Qué es la mascota?

¿Cómo se llama la familia?

¿Wednesday le gusta el lobo?

¿Quién es el lobo?

¿Dónde vive la familia Addams?

¿Dónde fue el mono?

¿Te gustan las casas grandes o pequeñas?

¿Dónde vives?

¿Prefieres vivir en el campo o la ciudad?

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Since this is the final day of using our targeted structures, students may well be able to re-tell or write the story individually, in pairs, in groups, or collaboratively as a whole.

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 will write for 10-minutes without stopping, not worrying about spelling, all they can remember about the story.

Formative Assessment: Use scaffolded easier YES/NO questions, moderate EITHER/OR and WHAT/WHERE/ WHEN/WHO questions, and more challenging WHY/HOW questions throughout the story and as a summary.

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.