Intro all about me project

Teacher: Dr. Stephanie L. Perry

Unit/Session: All About Me (likes/plays/goes/does)

All About Me Google Slide Project

Date of Instruction:  4/13

Standard/s: New MLI.IP1B Express like/dislike, emotions, and agreement/disagreement

Review/Repeat: MLI.IP1A Use basic greetings, farewells, and expressions of courtesy.

Learning Target/ Teaching Point: Students will express likes/dislikes, how they are feeling now, today, temporarily, and agree/disagree. They will also be able to ask someone else and listen for a correct reply.

Success Criteria: I can express likes/dislikes, how I’m feeling, and whether I agree or disagree. I can also ask someone else these questions and understand others’ responses.

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, we will be telling about ourselves. It’s human nature to want to learn about others and tell about ourselves. 

DIRECT INSTRUCTION: Start your project Todo sobre mi/All About Me."  Use at least seis (6) pantallas/screens in Google Slides, y no mas que 10. Create a Slide on the following topics: deportes/sports, familia/family, amigos/friends, escuela/school, actividades/activities, y carreras futuras/future careers. We will share these/Los compartiremos entre nosotros en Google Classroom.

VIDEO: Dr. Perry's Example "All About Me" Google Slideshow

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 example Google Slideshow and have more advanced students share theirs first. 

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:

¿Quién eres?/Who are you

Soy/I am

¿Cómo estás?/How are you?

Estoy bien/I’m well

Estoy mal/I’m bad

Estoy Así Así/I’m so so

¿Cómo te llamas?/What’s your name

Me llamo/I’m called . . .

¿Cuántos años tienes?/How old are you?

Tengo/I am . . .

¿Qué haces?/What do you do?

¿Qué juegas?/What do you play?

Juego/I play . . .

¿Qué juega?/What does s/he play?

Juega fútbol/s/he plays soccer

Juega béisbol/s/he plays baseball

Juega fútbol Americano/s/he plays football

Juega básquetbol/s/he plays basketball

Juega vóleibol/s/he plays volleyball

¿Qué hace él/ella?/What does s/he do?

lee/s/he reads

Escucha música/s/he listens to music

Mira la televisión/s/he watches TV

baila/s/he dances

Toca la guitarra/s/he plays guitar

Monta en monopatín/s/he rides a skateboard

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