SpanishII"LaRutinadelaMaana"

Author:ChristinaSantucciCzerny
Datecreated:02/05/20142:07PMEDTDatemodified:02/27/20142:17PMEDT

VITALINFORMATION
TotalNumberofStudents

20

Area(s)StudentsLiveIn

suburban

Free/ReducedLunch
EthnicityofStudents

3AfricanAmerican
6Hispanic/Latino
11white

EnglishLanguageLearners

2ellstudents

StudentswithSpecialNeeds

2studentswithlearningdisabilities
1advancedstudent

Subject(s)

ForeignLanguage

Grade/Level

Grade8

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

ESSENTIALQUESTION:Howdoesmycultureinfluencemydailymorninghabits?
Thisessentialquestioncouldbepartofalargerunitthatrevolvesaroundculturalcomparisonintermsofdailyactivities.
GuidingQuestions:
Whataremymorninghabits/rituals?
Howaremorningactivitiesdifferentcrossculturally?
Whatdictatesthechoiceswemakeintermsoffood,modesoftransport,andlifestyle?

LearningOutcome(s)

Attheendofthislesson,learnerscandescribeandcomparemorningactivitieswhichincludewakingup,chores,
breakfast,familyinteractions,washinghabits,dressinghabits,andmodesoftransporttoschoolinboththeirownlives
andinothercountries.Learnerscanexpressopinionsaboutmorninghabitsanddescribetheirsequence.Theycan
identifymodesoftransport,morningfoods,washingitemsandactivites(i.e:hairbrush,toothbrush,shower,washing
one'sface,etc.),andfamilyinteractionsthattakeplace.
Studentswillalsolearnhowtousethestructuresbefore/after(antesde/despusde)insentencescombiningtwoverb
formstheinfinitivetenseandtheconjugatedtense.

Standards

CAWorldLanguageContentStandardsforCaliforniaPublicSchools(2011)
Area:Content
Stage:StageI
Standard:1.0Studentsacquireinformation,recognizedistinctiveviewpoints,andfurthertheirknowledgeofother
disciplines.
Stage:StageII
Standard:2.1Studentsaddresstopicsrelatedtoselfandtheimmediateenvironment,including:
Indicator:
i.Curricularandextracurricularinterestsandevents
Area:Cultures
Stage:StageI
Standard:1.0Studentsuseappropriateresponsestorehearsedculturalsituations.
Standard:1.2Recognizesimilaritiesanddifferencesinthetargetculturesandbetweenstudentsowncultures.
Area:Structures
Stage:StageII
Standard:2.0Studentsusesentencelevelelements(morphologyorsyntaxorboth)tounderstandconcreteandfactual
topics.
Area:Settings
Stage:StageI

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Standard:1.0Studentsuselanguageinhighlypredictablecommondailysettings.

ASSESSMENTS
Assessment/Rubrics

FormativeAssessment
Inclass
coldcallingstudentstorespondtoquestionsofwhattheydosequentiallyusingtheantesdeanddespuesde
structures.
asequenceofamorningritualswillbepresentedintheformof34sentencesandingroupsofthree,students
willdraw,inchronologicalorder,thesequencesofeventstheyhavereadintheirgroupsontheboard,to
demonstrateunderstanding.Theywillalsoreadthesentencesoutloudtotheclass.
Homework
Studentswillwriteaparagraphabouttheirpersonalmorningritualdemonstratingunderstanding.
Questionresponse:Howisyourmorningritualdifferentthanthoseofpeoplefromotherpartsoftheworld?How
aretheythesame?

MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

Powerpointvisualsofyoungstudentsfromaroundtheworldengaginginmorningactivitieswithspanish
sentencedescribingtheaction
Asequenceofmorningactivities(vwrittenprompts)forgroupactivity
Handoutofhomeworkassignment
Attachments:
1. MorningRituals.pptx
2. PromptsforGroupActivity.docx

IMPLEMENTATION
SequenceofActivities

HookEngagingpriorknowledge:"Whatdoyoudowhenyouwakeupinthemorning?Whoexercises?Whowatchesthe
news?Doyouwakeupearly?Whatdoyoudo?Doyouturnthealarmclockoffandgobacktobed?Doyoueat
breakfast?Whatdoyoueat?etc.."
Engagestudentsinsharingwhattheydointhemorningthroughwholeclassdiscussion.
AgendaAddressagendawrittenontheBoard:
Quhacesporlamaana?(Q&A)
LaRutinadelaMaanaAntesde/Despusde(PP)
GrammaticalrulesofAntesde/Despusde(Lecture)
CheckInDowegetit?(Coldcallstudentstoassessunderstanding)
GroupActivityusingAntes/Despus
Gooverhomework
PowerpointThepowerpointusesthestructuresantes/despusinsentencestoshowhowtousethem.Thevisuals
addresshowstudentsmusttraverserivers,anduseziplinestogettoschool.Demonstratingthelengthspeoplemustgo
togetaneducation.Iwilldiscussthatinsomecountriesstudentsmustalsowalkformilestogettoschool.Wewill
discussdifferenteatinghabits,aswellaswaterissues(somepeoplehavelimitedwaterintheirhomes).Studentswillbe
askedtoreadthesentencesonthepowerpoint.
GrammaticalRulesIwilldiscusstheformat/rulesforusingantesde/despusde.I.e:twoverbforms"Antesde_____,
(infinitiveverbform),subjectpronoun+conjugatedverbform."
CheckInColdcallstudentstocheckassessment.Iwouldstartthesentenceandgivethemaverbtoconjugateor
leaveintheinfinitive.Severalexamplestoseeiftheyunderstand.
GroupActivityEachgroupof3studentsgetsareadingpromptwithasequenceofthreeevents.UsingbothAntesde
andDespusde.Theywillthendrawthesequenceontheboardandreadoutloudtoclass.(Think"Pair"Share)
HomeworkHandoutthehomeworkassignmentandreadoutloud.

DifferentiatedInstruction

Forstudentswithlearningdisabilities:
Homeworkwillbedifferentiatedbygivingthemahandoutwithsentencesandfillintheblanks(versustheparagraph
thatstudentswithoutdisabilitieswillbefreewriting).
Foradvancedstudents:
Homeworkwillbedifferentiatedbyexpandingupontheassignment.Theywillberequiredtowritetwoparagraghswith
atleast1213morningeventsexpandeduponwithopinionsandreflections.Theywillalsosharetheirthoughtsabout
culturalcomparisonsanddescribenotonlywhatisdifferentculturallybutwhytheythinkthesedifferencesexist,
promptingdiscussionaboutgovernmentalsystems,corruption,andpoverty.
ForELLstudents:

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Studentswillberequiredtodotheregularhomeworkassignmentbutwillbeprovidedwithvisual/verbalaidsthathave
themorningactivitiesandthespanishsentencebutonlywithverbsintheinfinitive.Theywillneedtoconjugatethe
verbsthemselvesanddeveloptheirownsequence.

REFLECTIONS
PriortoLesson

Assuranceofstudentoutcomeswillbeconfirmeduponreturnofthehomeworkassignment,aswellasduringthecold
callactivity.Groupparticipationwillalsobecloselymonitored.
FromwhatIunderstand,challengesinteachingforeignlanguagecanstemfromstudentsbeingshyorembarrassed
aboutoralassessmentintheclassroom.Ihopetoallevatethatbydoingchoralcallandresponsepriortocalling
individualstudents.

PostLesson

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