Lesson Plan Week 2, Day 1
La crisis sobre agua en la ciudad de México – The Water Crisis in Mexico
Rationale: This unit will primarily focus on the environment, particularly environmental concerns in Latin American countries and Spain. This lesson will introduce the water crisis in Mexico, specifically in Mexico City, to the students so that they can understand issues of water conservation in relation to environmental awareness. The lesson will also allow for a discussion about how meanings of words change depending on the country, a topic that will be discussed throughout the year. The environmental vocabulary that they have learned from the previous classes will also be used in the video clips and therefore will also be reinforced through group discussion.
Learning Goals: Students will be able to discuss the water crisis in Mexico and have a basic understanding of the main issues with water conservation. Students will be able to use the new environmental vocabulary they have learned in applicable discussions. Students will be able to analyze the effectiveness of Mexican advertisements. Students will also be able to apply their knowledge of the water crisis in Mexico to the greater global problem of water conservation.
Learning Objectives: This lesson will allow students to comprehend the significance of water conservation throughout the globe by focusing in on a specific Spanish speaking country, Mexico. Students will have a greater understanding of how words can have different meanings in different Spanish speaking countries.
Grade Level: Spanish Level 2
Standards Addressed
1.19 Discuss national, international, or current events
2.20 Identify the main points and details in a radio or TV news program
6.15 Compare and contrast how international events are or have been reported in the target culture’s media
7.4 Obtain information and knowledge related to other disciplines from sources in the target language
Common Core:
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics.
3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
Teaching Methods: Video – I will play several Mexican commercials promoting environmental concern as well as a video clip of the President of Mexico promoting the new governmental campaign CONAGUA. Direct instruction with visuals – I will present the clean water issue in Mexico to the students for students to take notes on, but will include a multimedia presentation through pictures in a Power Point presentation that emphasize CONAGUA campaign advertisements.
References & Materials: A handout titled “Para Empezar” will be at students’ desks as a “Do Now” with a series of verb tenses so that while the students are waiting for class to begin they can conjugate one of the new vocabulary verbs they have learned earlier in the week. I have created a PowerPoint with advertisements to show to the class while having a discussion on each advertisement done by the Mexican government’s CONAGUA program. The PowerPoint include four video clips from YouTube – 3 videos are commercials about ways to lower your carbon footprint and the final video is a presentation by the President of Mexico about conserving water through the CONAGUA program.
Student and Teacher Activities:
“Para Empezar” handouts will be on the desks and students will be expected to take their seats and begin the Do Now assignment (a routine that will already be established in my classroom). The verb to be conjugated will be on the blackboard, for this lesson the verb will be: contaminar (to contaminate) in the usted form – 3 minutes
I will call on students to state their answer to each of the verb conjugations on the handout just to be sure that everyone understands the new vocabulary word contaminar. – 4 minutes
Que saben de la crisis con agua en Mexico? I begin the discussion by asking students what they think they already know or have heard about relating to the water problem in Mexico and will allow for students to give their input and background knowledge on the topic – 5 minutes
Power Point – I will then pull up my power point presentation using the first slide with the video clip of the Mexican President Felipe Calderon – 3 minutes
De que habla? After the video clip from President Calderon I will ask the students what the president discussed and have them dialogue about what point he was trying to get across. We will also discuss how language can be stylistically different from country to country by citing specific words the President uses that are not typically used or do not have the same meaning in different Spanish-speaking countries. I will explain to the students that words that have a specific meaning in Mexico but not in other countries are referred to as “mexicanismos.” – 14 minutes
The slide show will then continue with popular advertisements from the Mexican Conagua program. I will introduce the Conagua program’s goals and then continue going through the slides and asking students what each advertisement says and what type of audience each ad would be targeted at. – 8 minutes
De que se trata? There will also be 3 commercials from the Conagua program that we will watch along with the slide show. After each video I’ll ask the students what the commercial was about and ask them if there are similar commercials here in the United States. We will also discuss any “mexicanismos” that the students hear in the commercials. – 8 minutes
Solo va a ser un problem para Mexico? To conclude the class I will ask the students what their opinion is on whether or not the water problem is and will only be a problem for Mexico or if it is a greater global problem and what our responsibility entails. I will also remind students that they will have a mini quiz on environmental vocabulary the following day. – 5 minutes
Assessment: As a form of formative assessment students will be assessed on their participation in class discussion and whether or not students understand the media presentation that they will be watching. In terms of summative assessment students will be evaluated at the end of the unit based on their contribution to their bilingual family pamphlets.
Sources:
http://www.doe.mass.edu/frameworks/foreign/1999.pdf
http://www.actfl.org/files/public/StandardsforFLLexecsumm_rev.pdf
HYPERLINK "http://www.youtube.com/watch?v=umLsznyo1Mk"http://www.youtube.com/watch?v=umLsznyo1Mk -
HYPERLINK "http://www.youtube.com/watch?v=7jW5VplcHCQ&feature=PlayList&p=E89302DCB2DC39FB&index=0"http://www.youtube.com/watch?v=7jW5VplcHCQ&feature=PlayList&p=E89302DCB2DC39FB&index=0
HYPERLINK "http://www.youtube.com/watch?v=aL-2C-iaMdo&feature=PlayList&p=E89302DCB2DC39FB&index=2"http://www.youtube.com/watch?v=aL-2C-iaMdo&feature=PlayList&p=E89302DCB2DC39FB&index=2
HYPERLINK "http://www.youtube.com/watch?v=_ykcbX-gor8&feature=PlayList&p=E89302DCB2DC39FB&index=1"http://www.youtube.com/watch?v=_ykcbX-gor8&feature=PlayList&p=E89302DCB2DC39FB&index=1
http://www.conagua.gob.mx/
Rationale: This unit will primarily focus on the environment, particularly environmental concerns in Latin American countries and Spain. This lesson will introduce the water crisis in Mexico, specifically in Mexico City, to the students so that they can understand issues of water conservation in relation to environmental awareness. The lesson will also allow for a discussion about how meanings of words change depending on the country, a topic that will be discussed throughout the year. The environmental vocabulary that they have learned from the previous classes will also be used in the video clips and therefore will also be reinforced through group discussion.
Learning Goals: Students will be able to discuss the water crisis in Mexico and have a basic understanding of the main issues with water conservation. Students will be able to use the new environmental vocabulary they have learned in applicable discussions. Students will be able to analyze the effectiveness of Mexican advertisements. Students will also be able to apply their knowledge of the water crisis in Mexico to the greater global problem of water conservation.
Learning Objectives: This lesson will allow students to comprehend the significance of water conservation throughout the globe by focusing in on a specific Spanish speaking country, Mexico. Students will have a greater understanding of how words can have different meanings in different Spanish speaking countries.
Grade Level: Spanish Level 2
Standards Addressed
1.19 Discuss national, international, or current events
2.20 Identify the main points and details in a radio or TV news program
6.15 Compare and contrast how international events are or have been reported in the target culture’s media
7.4 Obtain information and knowledge related to other disciplines from sources in the target language
Common Core:
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics.
3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
Teaching Methods: Video – I will play several Mexican commercials promoting environmental concern as well as a video clip of the President of Mexico promoting the new governmental campaign CONAGUA. Direct instruction with visuals – I will present the clean water issue in Mexico to the students for students to take notes on, but will include a multimedia presentation through pictures in a Power Point presentation that emphasize CONAGUA campaign advertisements.
References & Materials: A handout titled “Para Empezar” will be at students’ desks as a “Do Now” with a series of verb tenses so that while the students are waiting for class to begin they can conjugate one of the new vocabulary verbs they have learned earlier in the week. I have created a PowerPoint with advertisements to show to the class while having a discussion on each advertisement done by the Mexican government’s CONAGUA program. The PowerPoint include four video clips from YouTube – 3 videos are commercials about ways to lower your carbon footprint and the final video is a presentation by the President of Mexico about conserving water through the CONAGUA program.
Student and Teacher Activities:
“Para Empezar” handouts will be on the desks and students will be expected to take their seats and begin the Do Now assignment (a routine that will already be established in my classroom). The verb to be conjugated will be on the blackboard, for this lesson the verb will be: contaminar (to contaminate) in the usted form – 3 minutes
I will call on students to state their answer to each of the verb conjugations on the handout just to be sure that everyone understands the new vocabulary word contaminar. – 4 minutes
Que saben de la crisis con agua en Mexico? I begin the discussion by asking students what they think they already know or have heard about relating to the water problem in Mexico and will allow for students to give their input and background knowledge on the topic – 5 minutes
Power Point – I will then pull up my power point presentation using the first slide with the video clip of the Mexican President Felipe Calderon – 3 minutes
De que habla? After the video clip from President Calderon I will ask the students what the president discussed and have them dialogue about what point he was trying to get across. We will also discuss how language can be stylistically different from country to country by citing specific words the President uses that are not typically used or do not have the same meaning in different Spanish-speaking countries. I will explain to the students that words that have a specific meaning in Mexico but not in other countries are referred to as “mexicanismos.” – 14 minutes
The slide show will then continue with popular advertisements from the Mexican Conagua program. I will introduce the Conagua program’s goals and then continue going through the slides and asking students what each advertisement says and what type of audience each ad would be targeted at. – 8 minutes
De que se trata? There will also be 3 commercials from the Conagua program that we will watch along with the slide show. After each video I’ll ask the students what the commercial was about and ask them if there are similar commercials here in the United States. We will also discuss any “mexicanismos” that the students hear in the commercials. – 8 minutes
Solo va a ser un problem para Mexico? To conclude the class I will ask the students what their opinion is on whether or not the water problem is and will only be a problem for Mexico or if it is a greater global problem and what our responsibility entails. I will also remind students that they will have a mini quiz on environmental vocabulary the following day. – 5 minutes
Assessment: As a form of formative assessment students will be assessed on their participation in class discussion and whether or not students understand the media presentation that they will be watching. In terms of summative assessment students will be evaluated at the end of the unit based on their contribution to their bilingual family pamphlets.
Sources:
http://www.doe.mass.edu/frameworks/foreign/1999.pdf
http://www.actfl.org/files/public/StandardsforFLLexecsumm_rev.pdf
HYPERLINK "http://www.youtube.com/watch?v=umLsznyo1Mk"http://www.youtube.com/watch?v=umLsznyo1Mk -
HYPERLINK "http://www.youtube.com/watch?v=7jW5VplcHCQ&feature=PlayList&p=E89302DCB2DC39FB&index=0"http://www.youtube.com/watch?v=7jW5VplcHCQ&feature=PlayList&p=E89302DCB2DC39FB&index=0
HYPERLINK "http://www.youtube.com/watch?v=aL-2C-iaMdo&feature=PlayList&p=E89302DCB2DC39FB&index=2"http://www.youtube.com/watch?v=aL-2C-iaMdo&feature=PlayList&p=E89302DCB2DC39FB&index=2
HYPERLINK "http://www.youtube.com/watch?v=_ykcbX-gor8&feature=PlayList&p=E89302DCB2DC39FB&index=1"http://www.youtube.com/watch?v=_ykcbX-gor8&feature=PlayList&p=E89302DCB2DC39FB&index=1
http://www.conagua.gob.mx/
Lesson Plan- Week 2, Day 3
Arreglando el medio ambiente – Fixing the Environment
Rationale: This unit will primarily focus on the environment, particularly environmental concerns in Latin American countries and Spain. This lesson will introduce students to environmental advancements that have occurred recently in relation to Spanish speaking countries. The articles will show students examples of expository text from Latin America, specifically Costa Rica and will also expose students to media from Spain.
Learning Goals: Students will be able to use the new environmental vocabulary they have learned in applicable discussions. Students will be able to read aloud text relating to the new unit of the environment. Students will be able to summarize the purpose of a literary text and the focus of a media clip. Through the video clip from Spain, students will be able to discuss the variation in accents of different Spanish speaking countries.
Learning Objectives: This lesson will allow students to understand (cognitive) the ways in which Spanish speaking countries have attempted to become more environmentally conscious and environmentally friendly. Students will also be exposed to expository text and will be able to comprehend the significance of expository text, which revolves around everyday life. Students will understand how international events are significant globally and also domestically.
Grade Level: Spanish Level 2
Standards Addressed:
1.19 Discuss national, international, or current events
1.23 Discuss and analyze literary texts
6.15 Compare and contrast how international events are or have been
reported in the target culture’s media (affective)
7.4 Obtain information and knowledge related to other disciplines from
sources in the target language
Common Core:
3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
1.2 Students understand and interpret written and spoken language on a variety of topics.
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions,
and exchange opinions.
Differentiation:
Elena
Student Information: Elena is a 15 year-old 10th grader and an English learner. She is from Mexico and both of her parents are professionals. Her extended family includes aunts, uncles, and cousins. Her grandparents live in Mexico and she and her family visit them in the summer. She has been in the United States for one and a half years. She is literate in Spanish and often reads Spanish literature. Her report cards from her school in Mexico indicate above average grades. Elena is somewhat shy socially but is well liked and works well in small groups. She is seldom absent from school. The CELDT results indicate overall score in the Early Intermediate range, and she has been identified as an English learner.
Differentiation of Product: She enjoys representing herself and her culture in means other than spoken language. The use of art and dance can assist her focusing on the positive gains in her education. Giving her the choice of how much English is required would be a great start as long as there is a slowly increasing English inclusion standard. By asking Elena to share an aspect from her culture in English, she is able to share something she is passionate about in a comfortable setting. Her peers respect her for her abilities in Spanish.
Alex
Student Information: Alex is a 15-year-old boy in the 10th grade. He had difficulty with the development of his early literacy skills, including the acquisition of sound/symbol relationships and word identification, demonstrated in both his reading and writing. In the second grade, Alex was identified as a student with specific learning disabilities. Since then, Alex has received special education support primarily in a resource room for language arts, while he is included in the general education curriculum. He is able to independently read text at a 7th grade level and continues to struggle with decoding words. Alex also has asthma for which he takes daily medication and occasionally needs to use an inhaler. He is a self-isolating person who does not readily join into whole-class conversations or contribute to group learning situations. His tendency is to sit alone at lunch and to be by himself during transitional time. There is no in-class support for this student.
Differentiation of Product: An assortment of visual based products that promote further reading understanding will be very beneficial to Alex and allow him to practice while not being forced to dwell on his reading difficulties.
Teaching Methods: Reading Activity – For this lesson I will use the reading of two sources from Costa Rica. The text will be read aloud by having each student read a paragraph going down the room in order. Video – I will play a video clip concerning wind energy in Spain and then the class will discuss what the video focused on. Lecture/Direct Instruction – I will introduce the latest advancements in environmental action specifically related to Spanish speaking countries.
References & Materials: Mini quiz on environmental vocabulary, 2 articles on Costa Rica’s reduction of military spending, and YouTube video clip on Spain’s solar energy (handouts are attached and sources for video and articles are listed at the bottom).
Student and Teacher Activities:
When students arrive in class they will be seated at their desks and then begin a 10 point mini quiz on environmental vocabulary from the new words they learned earlier in the week. – 8 minutes
I will collect the quizzes, pass out the handouts of articles about Costa Rica and then ask the students to read the two articles aloud by reading a paragraph each and going down the rows. – 10 minutes
I will ask the students to pair off and discuss the two texts and look up and define any words that they did not know before reading the article. – 6 minutes
Students will be asked to summarize the main arguments of each article and to compare and contrast each article while I take notes in a compare/contrast diagram on the board. – 8 minutes
The students will then watch a YouTube video clip “Energía eólica española.” – 6 minutes
I will then ask what the students noticed about the film, what they found interesting, and what they did not understand and we will discuss those points as a class. I will also point out the narrator’s Castilian accent and ask students how they related to hearing a different accent, what the effects of it were, and whether or not it made it more or less difficult to pay attention and to understand the film. – 8 minutes
To conclude the class I will ask students if they know of any other countries that are making environmental advancements and will ask them to begin thinking of ways that we can make a difference in our homes in preparation for the following days lesson. – 4 minutes
Assessment: For formative assessment, students will be evaluated on class participation and discussion. I will be looking to see if students volunteer to read the text aloud and if students are engaged in group discussions. In terms of summative assessment, students will be evaluated at the end of the unit based on their exam that incorporates the entire unit's objectives
Sources:
http://www.doe.mass.edu/frameworks/foreign/1999.pdf
http://www.actfl.org/files/public/StandardsforFLLexecsumm_rev.pdf
http://ecodiario.eleconomista.es/internacional/noticias/873585/11/08/Costa-Rica-pais-sin-ejercito-llama-a-reducir-presupuestos-militares.html
http://adventure-costarica.com/viajes/parques_nacionales/
YouTube video clip “Energía eólica española” http://www.youtube.com/watch?v=mx_eCE5-V1E
Rationale: This unit will primarily focus on the environment, particularly environmental concerns in Latin American countries and Spain. This lesson will introduce students to environmental advancements that have occurred recently in relation to Spanish speaking countries. The articles will show students examples of expository text from Latin America, specifically Costa Rica and will also expose students to media from Spain.
Learning Goals: Students will be able to use the new environmental vocabulary they have learned in applicable discussions. Students will be able to read aloud text relating to the new unit of the environment. Students will be able to summarize the purpose of a literary text and the focus of a media clip. Through the video clip from Spain, students will be able to discuss the variation in accents of different Spanish speaking countries.
Learning Objectives: This lesson will allow students to understand (cognitive) the ways in which Spanish speaking countries have attempted to become more environmentally conscious and environmentally friendly. Students will also be exposed to expository text and will be able to comprehend the significance of expository text, which revolves around everyday life. Students will understand how international events are significant globally and also domestically.
Grade Level: Spanish Level 2
Standards Addressed:
1.19 Discuss national, international, or current events
1.23 Discuss and analyze literary texts
6.15 Compare and contrast how international events are or have been
reported in the target culture’s media (affective)
7.4 Obtain information and knowledge related to other disciplines from
sources in the target language
Common Core:
3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
1.2 Students understand and interpret written and spoken language on a variety of topics.
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions,
and exchange opinions.
Differentiation:
Elena
Student Information: Elena is a 15 year-old 10th grader and an English learner. She is from Mexico and both of her parents are professionals. Her extended family includes aunts, uncles, and cousins. Her grandparents live in Mexico and she and her family visit them in the summer. She has been in the United States for one and a half years. She is literate in Spanish and often reads Spanish literature. Her report cards from her school in Mexico indicate above average grades. Elena is somewhat shy socially but is well liked and works well in small groups. She is seldom absent from school. The CELDT results indicate overall score in the Early Intermediate range, and she has been identified as an English learner.
Differentiation of Product: She enjoys representing herself and her culture in means other than spoken language. The use of art and dance can assist her focusing on the positive gains in her education. Giving her the choice of how much English is required would be a great start as long as there is a slowly increasing English inclusion standard. By asking Elena to share an aspect from her culture in English, she is able to share something she is passionate about in a comfortable setting. Her peers respect her for her abilities in Spanish.
Alex
Student Information: Alex is a 15-year-old boy in the 10th grade. He had difficulty with the development of his early literacy skills, including the acquisition of sound/symbol relationships and word identification, demonstrated in both his reading and writing. In the second grade, Alex was identified as a student with specific learning disabilities. Since then, Alex has received special education support primarily in a resource room for language arts, while he is included in the general education curriculum. He is able to independently read text at a 7th grade level and continues to struggle with decoding words. Alex also has asthma for which he takes daily medication and occasionally needs to use an inhaler. He is a self-isolating person who does not readily join into whole-class conversations or contribute to group learning situations. His tendency is to sit alone at lunch and to be by himself during transitional time. There is no in-class support for this student.
Differentiation of Product: An assortment of visual based products that promote further reading understanding will be very beneficial to Alex and allow him to practice while not being forced to dwell on his reading difficulties.
Teaching Methods: Reading Activity – For this lesson I will use the reading of two sources from Costa Rica. The text will be read aloud by having each student read a paragraph going down the room in order. Video – I will play a video clip concerning wind energy in Spain and then the class will discuss what the video focused on. Lecture/Direct Instruction – I will introduce the latest advancements in environmental action specifically related to Spanish speaking countries.
References & Materials: Mini quiz on environmental vocabulary, 2 articles on Costa Rica’s reduction of military spending, and YouTube video clip on Spain’s solar energy (handouts are attached and sources for video and articles are listed at the bottom).
Student and Teacher Activities:
When students arrive in class they will be seated at their desks and then begin a 10 point mini quiz on environmental vocabulary from the new words they learned earlier in the week. – 8 minutes
I will collect the quizzes, pass out the handouts of articles about Costa Rica and then ask the students to read the two articles aloud by reading a paragraph each and going down the rows. – 10 minutes
I will ask the students to pair off and discuss the two texts and look up and define any words that they did not know before reading the article. – 6 minutes
Students will be asked to summarize the main arguments of each article and to compare and contrast each article while I take notes in a compare/contrast diagram on the board. – 8 minutes
The students will then watch a YouTube video clip “Energía eólica española.” – 6 minutes
I will then ask what the students noticed about the film, what they found interesting, and what they did not understand and we will discuss those points as a class. I will also point out the narrator’s Castilian accent and ask students how they related to hearing a different accent, what the effects of it were, and whether or not it made it more or less difficult to pay attention and to understand the film. – 8 minutes
To conclude the class I will ask students if they know of any other countries that are making environmental advancements and will ask them to begin thinking of ways that we can make a difference in our homes in preparation for the following days lesson. – 4 minutes
Assessment: For formative assessment, students will be evaluated on class participation and discussion. I will be looking to see if students volunteer to read the text aloud and if students are engaged in group discussions. In terms of summative assessment, students will be evaluated at the end of the unit based on their exam that incorporates the entire unit's objectives
Sources:
http://www.doe.mass.edu/frameworks/foreign/1999.pdf
http://www.actfl.org/files/public/StandardsforFLLexecsumm_rev.pdf
http://ecodiario.eleconomista.es/internacional/noticias/873585/11/08/Costa-Rica-pais-sin-ejercito-llama-a-reducir-presupuestos-militares.html
http://adventure-costarica.com/viajes/parques_nacionales/
YouTube video clip “Energía eólica española” http://www.youtube.com/watch?v=mx_eCE5-V1E