8th Gr. Sp. 1 Lesson 14: Boy and Gorilla

Teacher: Dr. Stephanie L. Perry

Unit/Session: Sp. 1 #14 Strip, Boy has a gorilla in his closet

Sp. 1 #14 Strip - Boy has a gorilla in his closet

Lesson 14 Slides

Date of Instruction:  2/14-18

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:

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

[ ] participate in class story

[ ] write for 10 minutes non-stop so that I can comprehend at least 80% of your writing.

[ ] speak to the class for 30 seconds non-stop so the class can comprehend at least 80% of 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: 

siempre cree - s/he always believes

siempre creía - s/he always believed

llega y encuentra - s/he arrives and finds

llegó y encontró - s/he arrived and found

trae - s/he brings

trajo - s/he brought

treinta - thirty

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 mins.):

Sp. 1 #14 Strip - Boy has a gorilla in his locker

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. 

Questions include:

Quién cree en monstruos?

Por qué crees en monstruos

En cuáles monstruos crees?

Crees que un monstruo vive debajo de tu cama?

Crees que un monstro vive en tu armario?

Qué encuentras debajo de tu cama?

Qué encuentras dentro tu armario?

Qué encuentras dentro tu mochila?

Qué encuentras dentro tu bolsillo?

Encuentras un hipopótamo dentro tu fiambrera

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

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

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 teacher recording of story. Time and record yourself for 30 seconds telling a part of the story. Then do it again if need be. Time yourself for 10 minutes writing the whole story.