First Activity
Topic: Un Amigo o Una Amiga
Level: Spanish I
ELPS - Writing 4(D) Use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text.
Strategy: Visual Scaffolding – “is an approach in which the language used in instruction is made more understandable by the display of drawings or photographs that allow students to hear English words and connect them to the visual images being displayed.” Herrey & Jordan, 2012)
Activity: The student will be able to understand the Spanish word “un amigo”and“una amiga”
Step 1 - The students will see the following picture "Un Verdadero Amigo"
Step 2 - The students will see a collection of slides in a video, about the topic “Amigos como tu”
Step 3 - The students will take pictures with their friends in their community, in the malls, in the schools, etc., as the sample attached "Amigos or Amigas."
Step 4 - The students will create an iMovie video with their own "amigos or amigas" pictures and they present orally their project to the class.
Step 5 - At the end of the lesson, the students will learn how to sing the song "amigos como tu - Lyrics" with the teacher's guidance.
Rationale:
This activity encourages active involvement. The Spanish language learners as well as, English language learners (ELLs) will be success learning L2 when they are supported by the language instruction that is contextualized (connected to real objects, visuals, actions), and when they are able to see and experience connections between new vocabulary and their prior knowledge. Also, the students will be engage when they are participating in classroom situations without fear of embarrassment at their individual language level. (Herrel & Jordan, 2012)
ELPS - Writing 4(D) Use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text.
Strategy: Visual Scaffolding – “is an approach in which the language used in instruction is made more understandable by the display of drawings or photographs that allow students to hear English words and connect them to the visual images being displayed.” Herrey & Jordan, 2012)
Activity: The student will be able to understand the Spanish word “un amigo”and“una amiga”
Step 1 - The students will see the following picture "Un Verdadero Amigo"
Step 2 - The students will see a collection of slides in a video, about the topic “Amigos como tu”
Step 3 - The students will take pictures with their friends in their community, in the malls, in the schools, etc., as the sample attached "Amigos or Amigas."
Step 4 - The students will create an iMovie video with their own "amigos or amigas" pictures and they present orally their project to the class.
Step 5 - At the end of the lesson, the students will learn how to sing the song "amigos como tu - Lyrics" with the teacher's guidance.
Rationale:
This activity encourages active involvement. The Spanish language learners as well as, English language learners (ELLs) will be success learning L2 when they are supported by the language instruction that is contextualized (connected to real objects, visuals, actions), and when they are able to see and experience connections between new vocabulary and their prior knowledge. Also, the students will be engage when they are participating in classroom situations without fear of embarrassment at their individual language level. (Herrel & Jordan, 2012)
Second Activity
Don Quijote y Sancho Panza (Literature)
Here is a picture of two famous characters in Spanish literature. Write as much as you can about each of them.
1. Don Quijote _______________________________________
_______________________________________
2. Sancho Panza
_______________________________________
_______________________________________
1. Don Quijote _______________________________________
_______________________________________
2. Sancho Panza
_______________________________________
_______________________________________
Level: Native Spanish Speakers
ELPS Reading 4(F) Use visual and contextual assistance and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structure, and backgrounds knowledge needed to comprehend increasingly challenging language.
Strategy: Interactive Read-Aloud - "Interactive reading aloud is reading books out loud, using facial expressions, different voices for different characters, and gestures, and with the active participation of listeners through predicting, discussion, and checking for understanding." (Herrey & Jordan, 2012) This strategy is a motivational powerful tool for ELLs and foreign language learners because provides a strong language model and reduces anxiety among students. In combination with graphic organizers, interactive read-aloud will support prior knowledge retrieval and reading comprehension skills.
Activity: The student will be able to understand the story elements from one of the most famous classical writings in the Spanish literature: "Don Quijote de la Mancha"
Step 1 - Read aloud Interactively "Don Quijote de la Mancha - Chapter 1. (Choose an appropriate book)
Step 2 - Discussions, predictions and connections, during the reading. (Preread and plan interactions)
Step 3 - Using graphic devices like story mapping to keep the students interested (Stop for interactions)
Step 4 - Students act-out the story, retelling or paraphrasing the story. (Assess student progress and understandings)
Step 5 - Visual scaffolding vocabulary development through a video "Don Quijote de La Mancha - Capitulo 1"
Rationale:
This activity supports productive and receptive language, also increases students prior knowledge and improves reading fluency. During Interactive read aloud, the teacher makes explicit connections between new learning, material, vocabulary, and concepts. "The research on teaching literacy skills to second-language learners emphasizes the quality of instruction, the importance of interactions, and active participation. The value of extensive interaction with English reading materials, particularly verbal interaction about the material read, is extremely positive." (Herrel & Jordan, 2012) With this activity, literacy development involves more complex set of skills and attitudes.
ELPS Reading 4(F) Use visual and contextual assistance and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structure, and backgrounds knowledge needed to comprehend increasingly challenging language.
Strategy: Interactive Read-Aloud - "Interactive reading aloud is reading books out loud, using facial expressions, different voices for different characters, and gestures, and with the active participation of listeners through predicting, discussion, and checking for understanding." (Herrey & Jordan, 2012) This strategy is a motivational powerful tool for ELLs and foreign language learners because provides a strong language model and reduces anxiety among students. In combination with graphic organizers, interactive read-aloud will support prior knowledge retrieval and reading comprehension skills.
Activity: The student will be able to understand the story elements from one of the most famous classical writings in the Spanish literature: "Don Quijote de la Mancha"
Step 1 - Read aloud Interactively "Don Quijote de la Mancha - Chapter 1. (Choose an appropriate book)
Step 2 - Discussions, predictions and connections, during the reading. (Preread and plan interactions)
Step 3 - Using graphic devices like story mapping to keep the students interested (Stop for interactions)
Step 4 - Students act-out the story, retelling or paraphrasing the story. (Assess student progress and understandings)
Step 5 - Visual scaffolding vocabulary development through a video "Don Quijote de La Mancha - Capitulo 1"
Rationale:
This activity supports productive and receptive language, also increases students prior knowledge and improves reading fluency. During Interactive read aloud, the teacher makes explicit connections between new learning, material, vocabulary, and concepts. "The research on teaching literacy skills to second-language learners emphasizes the quality of instruction, the importance of interactions, and active participation. The value of extensive interaction with English reading materials, particularly verbal interaction about the material read, is extremely positive." (Herrel & Jordan, 2012) With this activity, literacy development involves more complex set of skills and attitudes.
Third Activity
Articulos - el, la, un, una
Level: Native Spanish Speakers and Spanish I
ELPS Speaking (C) Speak using a variety of grammatical structures, sentence lengths, sentences types, and connecting words with increasing accuracy and ease as more English is acquired.
Strategy: Syntax Surgery- "Is a strategy that allows students to see the relationship of elements within a sentence that may be confusing to understand. Syntax surgery involves writing a sentence on a sentence strip and then cutting the sentence apart to rearrange it into more understandable pieces." (Herrell & Jordan, 2012)
Activity: The student will be able to complete a cartoon using different syntax sentence strips.
Step 1 - Problematic Sentences:
Step 3 - Rearrange the Spanish sentence strips in a sequence, in order students can read read them aloud.
Rationale:
This activity uses an strategy for language development and addresses language acquisition in classroom setting. This approach encourages teachers to think about the ways in which language is used to learn, and supports students participation in class where they can demonstrate understanding. "Language is vital in every lesson and activity and the students must be acknowledgeable about appropriate verbal responses, and receive support as they begin to produce words, phrases, sentences, and questions in their new language. (Herrel & Jordan, 2012)
ELPS Speaking (C) Speak using a variety of grammatical structures, sentence lengths, sentences types, and connecting words with increasing accuracy and ease as more English is acquired.
Strategy: Syntax Surgery- "Is a strategy that allows students to see the relationship of elements within a sentence that may be confusing to understand. Syntax surgery involves writing a sentence on a sentence strip and then cutting the sentence apart to rearrange it into more understandable pieces." (Herrell & Jordan, 2012)
Activity: The student will be able to complete a cartoon using different syntax sentence strips.
Step 1 - Problematic Sentences:
- a. Felipe Lugones es alumno en la escuela Franklin.
- b. Ella es alumna en la escuela Franklin tambien.
- c. No, ella es alumna en el Colegio de San Agustin en Santurce.
Step 3 - Rearrange the Spanish sentence strips in a sequence, in order students can read read them aloud.
Rationale:
This activity uses an strategy for language development and addresses language acquisition in classroom setting. This approach encourages teachers to think about the ways in which language is used to learn, and supports students participation in class where they can demonstrate understanding. "Language is vital in every lesson and activity and the students must be acknowledgeable about appropriate verbal responses, and receive support as they begin to produce words, phrases, sentences, and questions in their new language. (Herrel & Jordan, 2012)