7th&6th Gr Intro to Sp

Teacher: Dr. Stephanie L. Perry

Unit/Session:  Family Life in Hispanic Countries

Family Lesson Plan

Family Video

Date of Instruction:  5/12-13

Standard/s: MLI.CU1A Demonstrate knowledge of cultural contributions. MLI.CU1B Identify commonly held cultural viewpoints. MLI.CU1C Describe cultural customs and traditions. MLI.CCC1A Demonstrate basic geographical knowledge.

Learning Target/ Teaching Point: Students will develop a knowledge and understanding of family life in Hispanic countries.

Success Criteria: When students can identify similarities and differences in cultures, they will be successful.

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: Everyone make a T chart and on the left write at least 3 things that families all over the world have in common and on the right write at least 2 things that might differ between families in the U.S. and families in Spain, Mexico, Puerto Rico, Ecuatorial Guinea, Guatemala, Peru, or any other Hispanic country.

DIRECT INSTRUCTION: I will present a Slideshow explaining similarities and differences in families in Hispanic countries. I will read, discuss, and ask questions. Students will translate and answer questions about the slides.

VIDEO (16 min.): 

Hispanic family life

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 stop and ask individual students and the class as a whole questions about the differences and similarities between families in the U.S. and Latin America and Spain. We will also practice saying “Esta es mi familia/This is my family, Este es mi hermano/this is my brother, Esta es mi hermana.” 

Family life

Use the following verbs in the singular and plural:

Yo como - I eat   Nosotros comemos

Yo visito - I visit   Nosotros visitamos

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Students will draw a picture of their family and write the given names and the Spanish word for that family member. They can include relatives as well. Spanish 2 students must also include primos/cousins, abuelo/grandfather, abuela/grandmother, tío/uncle, tía/aunt, sobrino/nephew, sobrina/niece.

PROJECT - Students will choose a country and create a Google Slideshow entitled “A Day in the Life of a(n) Peruvian/Ecuadorian.” Rubric is below.

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 will show me their drawings of mother, father, themselves, brothers and sisters, and other relatives as a ticket out the door.

Formative Assessment: All throughout I will check on their comprehension by asking yes/no, either/or, or question-word questions.

Homework

Students will call their parents and siblings by their Spanish name - Mamá, Papá, hermano, and hermana.