Teacher: Dr. Stephanie L. Perry, |
Unit/Session: Sp2 L5 (1st) Movie Talk - Los pulpos enamorados/The octopi in love Octopi in Love
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Date of Instruction: 11/18-19 |
Standard/s: MLI.INT1A Identify the main ideas and some details when reading and listening MLI.INT1D Demonstrate Novice-Mid proficiency in listening, viewing and reading comprehension |
Learning Target/ Teaching Point: Students will listen to and understand movie clips in Spanish with at least an 80% comprehension rate. |
Success Criteria: Students will know they comprehend Spanish when they can listen to and respond in Spanish with at least 80% accuracy.
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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: What do many of us do in the afternoons to wind down and entertain ourselves? Many of us watch TV. One of the best ways to learn a 2nd language is to watch familiar shows in the target language. We will spice things up by acquiring Spanish with a fun movie talk. |
DIRECT INSTRUCTION: It’s called a movie talk because we will be talking about the short movie - slide by slide. I will say the sentence on the slide and then begin by asking yes/no questions to the whole class and other questions to individuals. new vocabulary: Pulpo - octopus Estaban enamorados - they were in love Agarró - s/he grabbed No sabía - s/he didn’t know Pasó - it happened Tenía miedo - s/he was scared Pesó - s/he weighed Puso - s/he put La hielera - the cooler Llevó - s/he took El camión - truck El cocinero - cook Cortar en trozos - to cut into pieces Se puso - s/he became Quería salvar - s/he wanted to save Condujo - s/he drove Trató de rescatar - s/he tried to rescue Lo pegó - s/he hit him Tiró el treno - s/he pulled the brake Escaparon - they escaped Estuvo inconsciente - s/he was unconscious Buscó - s/he looked for Estaba enojado - s/he was mad Levantó - s/he lifted Se tiraron - they dove Nadaron - they swam Saltaron a otra piscina - they jumped to another pool Siguieron saltando - they continued jumping Saltó - s/he jumped Chorrearon tinta - they squirted ink Tendedero - clothes line Chocaron - they crashed San y salvo - safe and sound Voló - s/he flew Iba a volar - s/he was going to fly Tras - after VIDEO:
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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: Being mindful of different abilities, I will ask mid students who, what, where, and when questions, and top students how and why questions. I will add more information with each slide, asking the questions in white before moving on and making sure that everyone understands. Right before the end/punchline, watch the entire video and then watch the punchline slides and discuss. |
INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: The class could watch the video again with the teacher narrating it. Then students will do a timed writing using the target structures. Students will also draw a picture of the beginning, middle parts, and end of the story, then narrate the story in a group of 3-4 students, speaking non-stop for 30 seconds |
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: After much practice and watching and narrating the video, ask comprehension questions.
Formative Assessment :Teacher will stop every minute to ask comprehension questions and see who is slower to respond. |
Homework | Students will look up the movie clip on YouTube and try to narrate it at home.
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