Intro & Spanish 1 Listening

Teacher: Dr. Stephanie L. Perry

Unit/Session: Listening Skills

Listening is Everything!

Date of Instruction: 1/5

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 class stories and respond appropriately.

Success Criteria: Students will know they comprehend Spanish when they can listen to and respond in Spanish with at least 80% accuracy.

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: Listening and Reading are the two most important skills in early learning of any language. This is called “input,” and you have to have a lot of input before the “output” of speaking and writing can take place.

DIRECT INSTRUCTION: The teacher will model how to listen: 1)Listen w/intent to understand; 2)One person speaks, others listen; 3)Suggest cute answers; 4)No English; 5)Stop me when I’m not clear to you; 6)sit up, square shoulders, clear hands and lap, eyes on speaker; 7)Do your 50%; 8)Show me when you get it, show me when you don’t; 9)Actors sync actions w/speakers words; 10)Answer Spanish questions in Spanish. 

VIDEO:Comprehensible Input (LISTENING!!)

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 tell students a story, stopping frequently to ask for their input. The end goal is to get as much class input as possible (more like story-asking than telling) to make the story relevant, natural, and interesting to them. We all have a story to tell, and we want to hear other peoples’ stories as well. I will gesture and point to English words when necessary.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:  This is a collaborative effort because the goal is to have students listening to, reading, speaking, and eventually writing in Spanish the entire class period. I will ask yes/no questions for slower learners, either/or questions for middle learners, 5 Ws for mid-advanced learners, and why and how for advanced learners.

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: Teacher will look and listen for comprehension. I will also give students a story to read with 3-5 comprehension questions afterwards to answer.

Formative Assessment : I will ask the class chorally, in groups, or in pairs to translate the Spanish to English.

Homework

Students will tell as much of the story as they can at home.