6th & 7th Grade Intro to Spanish: Monsters Mad Lib

Teacher: Dr. Stephanie L. Perry

Unit/Session: Los mónstruos en la clase (Halloween) v. Day of the Dead/Día de los muertos 

Los mónstruos en la clase

Dates of Instruction:  10/26, 10/28

Standard/s: MLI.CU1A Demonstrate knowledge of cultural contributions. MLI.CU1B Identify commonly held cultural viewpoints. MLI.CU1C Describe cultural customs and traditions. MLI.CCC1A Demonstrate basic geographical knowledge.

Learning Target/ Teaching Point: Students WILL develop a knowledge and understanding of the differences and similarities between Día de los muertos in Mexico and Halloween in the U.S. by creating a monster using their knowledge of numbers, body parts, and colors.

Success Criteria: Students are a success when they CAN:

[ ] identify similarities and differences in cultures.

[ ] describe cultural customs and traditions.

[ ] demonstrate their knowledge of numbers 1-10, body parts, and colors in Spanish.

[ ] create a monster based on their understanding of numbers, body parts, and colors.

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: Last class we learned about Día de los muertos, and today we will celebrate the similarities between Día de los muertos and Halloween by drawing a monster - using our knowledge of the numbers, body parts, and colors. Be prepared to tell about similarities and differences between the two holidays.

History of Halloween

DIRECT INSTRUCTION: 1) I will read a Mad Lib type of paragraph to the students, and they will translate it. 2) Then they will choose from numbers 1-10 to complete the paragraph. 3) Afterwards, they will draw their monster based on what numbers they wrote and what they comprehend about the paragraph. 

(1 VIDEO (8 min.): 

Sp. 1 & Intro to Sp. - Los monstruos en nuestra clase

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: Students will practice what they know about the body parts, colors, and numbers in order to draw their monsters - “Los mónstruos de nuestra clase.” Those who need individual help will receive it. 

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Students will translate, write their paragraph, and draw their monsters. They may collaborate with a partner if they need to. If they finish early, they may read their Day of the Dead magazine and complete the comprehension activities.

Spanish 1 will begin reading a novel La Tumba about Day of the Dead.

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 be evaluated based on the successful drawings of their monsters.

Formative Assessment: All throughout I will check on their comprehension by asking yes/no, either/or, or question-word questions on the numbers, body parts, and colors.

Homework

Students will show their parents their monsters and tell them the numbers 1-10, the 10 body parts used in the drawing, and the 11 colors they learned.  If they do not finish drawing and coloring their monsters, they can do it for homework.