Learning Experience Plan

Subject: Spanish Grade level: 10

Unit: Oral Expression Length of LEP (days/periods/minutes): 1 day
Topic: Colloquialisms
Content Standards: (include only standards addressed in this LEP)

Literacy Standards: (include only standards addressed in this LEP)
Learning Experience Outcomes
(knowledge/skills)
Students will: Know that all Spanish-speaking
countries have developed a unique dialect
and identify a few key elements of the
development of Spanish colloquial language
Learning Experience Assessments
A summary of an article using a graphic
organizer to practice summarizing
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
These students might have
difficulty with the level of the
language in the article. Having
an English version of the
article to reference while
reading would be helpful,
especially considering that the
content of the article is the
main content of the lesson, no
matter what language its
written in. After a couple of
minutes of reading the Spanish
version, I would provide them
with the English so they can
use it as a reference to
understanding the full text.
***For the purpose of the
On-level
Students at this level
might have trouble
identifying the key points
of the lesson. If this were
to happen, I would
provide the students with
guiding questions like
How is slang developed
according to the article?
What kind of outside
influences affect the way
Spanish has developed?
Is it universal? Does
every country develop
language in the same way
at the same rate? Does
slang only include single
Beyond
These students wont have
trouble reading the article or
identifying the key points.
After they are done with
their work and the other
students are still working, I
would encourage them to
choose some of their
favorite slang terms in
English and think about how
these terms developed, was
it the influence of another
language? Abbreviations? A
pop culture influence?
teaching episode, because
none of my classmates study
Spanish, all students will be
provided with the English, all
summaries and graphic
organizers will be written in
English. In the usual case, we
would be reading the article in
Spanish and writing the
graphic organizers and
summaries in Spanish.***
slang words? Are there
other forms of colloquial
speech?
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Social Studies: Learning the different colloquialisms for different countries teaches about
diversity in our world. Almost every lesson in a Spanish class can be related to Social
Studies.

Materials Procedures/Strategies
Smartboa
rd,
http://w
ww.speak
inglatino.
com/auth
entic-
spanish-
words/
(informat
ional
text)
Handout
with true
or false
question
Handout
with list
of
Spanish
slang (list
from
http://w
ww.succe
ed-at-
spanish.c
om/spani
sh-
slang.htm
l)
Day 1 (add additional days as needed)
Sponge Activity (activity that will be done as students enter the room to get
them into the mindset of the concept involved)
Brainstorm American slang, and write any other slang you know from other
countries
After this, I will ask the students to share the examples of slang that they
wrote.
Anticipatory Set (focus question/s that will be used to get students thinking
about the days lesson)
How does slang develop?
Activating Prior Knowledge (what information will be shared with/among
students to connect to prior knowledge/experience)
Show memes/pic sets with subtitles of shows/movies that exemplify how slang
is diverse. I would then show the Call Me Maybe Geordie version to show
them how an American song can be changed into British/Geordie slang and
how even though both versions are technically English, they both sound
completely different due to how slang develops differently in each country and
language.
Direct Instruction (input, modeling, check for understanding)
I would explain that were going to be reading about the development of
Spanish slang, but to help us to become better readers, were going to be using
graphic organizers to help us pick out the important information of things we
read. Then I would explain that we would then use the graphic organizers to
create summaries based on the information weve chosen as the most
important.
I would put up an easy sample text and ask them to skim it briefly. Then I
would draw a sample graphic organizer on the board. I would ask them What
do you think the main topic is? What is this all about? I would write what they
said in the Topic portion of the graphic organizer. Then I would ask them what
evidence they had that made them believe this was the main topic, what were
the key points in the text? Then I would write one of the key points in the
designated area on the board. Then I would ask them what details they had
about this key point. Then I would explain that there is no set number of key
points and that it changes for every text. I would emphasize that its important
to include the main idea, the key points stemming off from this, and
supporting details for each one. Then I would ask them if they understood
what the purpose of the graphic organizer was, and if they saw how the
information was consolidated and organized for easier comprehension.
Guided Practice (how students will demonstrate their grasp of new learning)
I will tell them that were going to be reading an article that has to do with the
different elements of colloquial Spanish. I would hand out the article and tell
them to read it. After a couple of minutes I would hand out the graphic
organizer and ask them to start filling it in. I would walk around and check to
see that theyre staying on task and check to see if anyone has questions or
difficulties.
Closure (action/statement by teacher designed to bring lesson presentation to
an appropriate close)
I would ask the students to share what they came up with regarding key
points. Then I would ask the students to use their graphic organizers to write a
brief summary of the article. After 3-5 minutes, I would ask for volunteers to
share what they wrote. I would collect their summaries/graphic organizer as
an exit slip.
Independent Practice (what students will do to reinforce learning of the
lesson)
The students would write a brief reflection of what they found to be most
interesting about the way slang has developed in Spanish.

http://www.youtube.com/watch?v=UCOC1YwNwZw
Jos Mujica is one of the most unique Presidents in history. He is the President of
Uruguay. He is known as the poorest president in the world. He drives an old
Volkswagen Beetle, lives in a one story shack on a humble farm, and his only
security companion is his three-legged dog, Manuela. He donates 90% of his
salary to charity. During his presidency, Uruguay has seen productive
developments in the movements of same-sex marriage, cannabis legalization, and
abortion rights. Jos Mujica is truly a President concerned with the well-being of
the people


TOPIC
MAIN IDEA
Key Element
Summary
Key Element
Supporting Details








Supporting Details








Supporting Details








Key Element