Sp1&2 Biography

Teacher: Dr. Stephanie L. Perry

Unit/Session: Famous Person Biographies

Biographies

Date of Instruction:  2/1

Standard/s:

Learning Target/ Teaching Point: 

Success Criteria: I can tell about a famous person in context with their culture.

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

(Morpheme: FAC/FACT=to make-fácil, factible, facultad, facilitar, factor)

INTRODUCTION/CONNECTION: In this project, you will write and tell about a famous Hispanic person.

DIRECT INSTRUCTION: Start your biography project using  at least seis (6) pantallas/screens in Google Slides, y no mas que 10. Create a Slide on the following topics: educación, familia, actividades, talentos, carreras, y país. We will share these/Los compartiremos entre nosotros en Google Classroom.

VIDEO: 

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:  I will share my writing samples and others. 

You will be graded according to the following rubric:

90-100 - 1) You have at least 6 slides. 2) You have included at least 5 of the topics given above. 3) Every slide has colorful photos, pictures, drawings, graphs, diagrams, or other visuals. 4) You include at least 3 sentences (a paragraph) on each topic. 5) Your writing is interesting, comprehensible, and contains little or no errors.

80-90 - You are lacking in only one (1) of the five (5) areas above.

70-80 - You are lacking in two (2) of the five (5) areas above.

60-70 - You are lacking in three (3) of the five (5) areas above.

60-below - You are lacking in four (4) or more of the five (5) areas above.

You will share your Slides presentation here in Google Classroom. 

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: After students present, I differentiate students’ abilities by asking the slower learners YES/NO questions, moderate learners EITHER/OR questions, and more advanced learners WHO, WHAT, WHERE, and WHEN questions - all questions revolving around their interests in their projects. 

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:

Choose one last student who is willing/enthusiastic to ask basic questions. (1) What is his/her name?/¿Cómo se llama? (2) What does s/he like?/¿Qué le gusta? (3) What does s/he do?/¿Qué hace él/ella? (4) How is s/he?/¿Cómo esta él/ella? (or How does s/he feel? ¿Cómo se siente? (5) What does s/he play? /¿Qué juega él/ella?

Formative Assessment: Have all students put thumb down for “No/NO” thumb up for “Sí/YES”; point to thing or person for “o/EITHER/OR”

Homework

Make flashcards of the following vocabulary: