Sp. 1 #23 There's something strange on the table

Teacher: Dr. Stephanie L. Perry

Unit/Session: Sp. 1 #23 A boy does annoying things

Sp. 1 #22 There's something strange on the table

Date of Instruction:  

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

MLI.INT2B Recognize basic non-verbal cues.

MLI.IP1D Ask for clarification.

MLI.IP1E Give simple descriptions.

MLI.IP1G Ask questions and provide responses based on suggested topics.

MLI.PIH Use sequenced information meaningfully.

Learning Target/ Teaching Point: Students WILL listen to, participate in, comprehend, write, and tell the class story.

Success Criteria: Students CAN:

[ ] translate new and recycled vocabulary.

[ ] listen to and comprehend statements, questions, and exclamations (with at least 80% accuracy).

[ ] participate in the class story.

[ ] read a story using the new and recycled vocabulary.

[ ] write for 5 minutes non-stop.

[ ] speak to the class for 30 seconds non-stop so the class can comprehend what you are saying.

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 esson.TKES 1, 2, 3,4,5, 8,10

INTRODUCTION/CONNECTION: 

In addition to the Super 7 Verbs, you will use this NEW VOCABULARY: 

si no ha dicho nada - if s/he hasn’t said nothing

si no había dicho nada - if s/he hadn’t said nothing

tiene que escribir - s/he has to write

tenía que escribir - s/he had to write

hasta luego - until later

Novecientos - 900

DIRECT INSTRUCTION:

Teacher leads a class story in which the students help decide what will happen, and basically it is about a girl who doesn’t believe in Santa.

VIDEO (6:18 mins.):

Sp. 1 #23 A boy does annoying things

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:  After establishing meaning on the board and with gestures, I ask students personalized questions and they answer (PQA), which helps make the vocabulary and story more familiar and relevant to them. 

¿Quién tiene que escribir?

¿Cuándo tienes que escribir?

¿Quién tiene que lavar los platos?

¿Quién tiene que sacar la basura?

¿Quién tiene que cuidar a los hermanitos?

The Story Strips include a 5-step process. We: 

1. Introduce main character

2. Introduce secondary character

3. Set up the problem

4. Attempt to solve the problem (unsuccessfully)

5. Solve the problem

IHayNDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Story-asking is a collaborative effort between students and teacher. After completing the class story, studentst should be able to read independently, write independently, and speak indepescr escndently.

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 can use their flashcards to check their understanding. To summarize their learning, they will: 1) read a story with at least 80% comprehension; 2) write for 10 minutes nonstop with 80% comprehensibility; and, 3) speak 30 seconds so that listeners can understand at least 80% of what they say.

Formative Assessment: Easier YES/NO questions, moderate EITHER/OR and WHAT/WHERE/WHEN/WHO questions, and more challenging WHY/HOW questions.

Homework

Listen to the teacher recording of the story. Time and record yourself for 30 seconds telling a part of the story. You can do this with your parents, siblings, friends, or alone in front of a mirror or on your phone. Then do it again if need be. Time yourself for 5 minutes writing the whole story. After you write the story, translate it for a friend.