8th Gr Sp 1 - Lesson 15: Movie Talk Fish & Chef

Teacher: Dr. Stephanie L. Perry, 

Unit/Session: Movie Talk - A Fish tries to escape the boiling pot of a chef

Sp. 1 #15 Movie Talk - Fish & Chef

Lesson 15 Fish & Chef Movie Talk

Date of Instruction:  3/8/21

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 and understand movie clips in Spanish with at least an 80% comprehension rate.

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: What do many of us do in the afternoons to wind down and entertain ourselves? Many of us watch TV. One of the best ways to learn a 2nd language is to watch familiar shows in the target language. We will spice things up by acquiring Spanish with a fun movie talk.

Vocabulario:

pez globo - puffer fish

agarró - s/he grabbed

puso - s/he put

atrapó - s/he caught

iba a meterse - s/he was going to put

hervía - it was boiling

se hinchó - blew/puffed up

empezó - s/he started to

se subió - s/he climbed/ go in/ went up

vio - s/he saw

cerró - s/he closed

DIRECT INSTRUCTION: It’s called a movie talk because we will be talking about the short movie - slide by slide. I will say the sentence on the slide and then begin by asking yes/no questions to the whole class and other questions to individuals. 

New vocabulary: tomó-s/he drank, estaba roto-it was broken, la manija se cayó al suelo/the handle fell on the floor, miró-s/he looked, salió-s/he left, se preparó para irse-s/he got ready to go, sacó su enchufe con duras penas-he unplugged himself with great sorrow, trató-s/he tried, era demasiado grande-s/he was too big, se giró-s/he turned, anduvo-s/he walked, se burlaron/they made fun of him, se sentía muy mal-s/he felt really bad

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: Being mindful of different abilities, I will ask mid students who, what, where, and when questions, and top students how and why questions. I will add more information with each slide, asking the questions in white before moving on and making sure that everyone understands. Right before the end/punchline, watch the entire video and then watch the punchline slides and discuss.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:  The class could watch the video again with the teacher narrating it. Then students will do a timed writing using the target structures.