Autobiographies

Teacher: Dr. Stephanie L. Perry

Unit/Session: Autobiographies

Autobiographies

Date of Instruction:  2/22

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

Learning Target/ Teaching Point: Students will express likes/dislikes and tell about themselves, their families, their friends, their hobbies, their activities, their sports, their personalities, and what they look like.

Success Criteria: I can express likes/dislikes, how I’m feeling, what I am like, and what other people are like who are close to me. 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: You will write about these topics: deportes/sports, familia/family, amigos/friends, escuela/school, actividades/activities, y carreras futuras/future careers, among other topics. We will share these/Los compartiremos entre nosotros when you are done.

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

Autobiographies

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 what they have written first. 

90-100 - You have filled up each line with descriptions in Spanish and have not used a translation app.

80-90 - You have almost filled up each line and have rarely used a translation app.

70-80 - You have filled up half the lines and used a translation app quite a bit.

60-70 - You have barely filled up the lines and used a translation app a lot.

60-below - You barely did anything.

0 - You did nothing.

You will share your autobiographies with a small group.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: After students share out, 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