Professional Documents
Culture Documents
-SWBAT identify different foods and items related Students will be able to acquire new academic
-SWBAT articulate background history of students will have time to practice speaking and
-SWBAT to read simple and new academic have mastered this vocabulary they will be able
need to be able to put sounds together to sound out assessment in regards to how well they can put
words. Students also need to have a background Spanish sounds together to read words. Taking
understanding of traditions and celebrations that this data into consideration, I can know which
they practice at home or be somewhat familiar with students will need additional support in this area.
common western celebrations during the winter Additionally, students will take a quick Do Now,
them share and gauge their level of understanding Commented [CP1]: By activating the students prior
knowledge I can use what they know as a resource and it
allows me to make sure that all students have a basic
of holiday celebrations for this time of year. understanding of what a traditional western of American
Christmas consists of. In ensuring that students have this
END OF LESSON ASSESSMENT knowledge I am preparing them for the culminating,
discovery activity of comparing and contrasting a Christmas
How will you know whether your students have made progress toward the objective? in the USA versus a traditional Latin American Christmas.
Students will be able to identify and match the new terms with their meanings in Spanish.
KEY POINTS
What three to five key points will you emphasize?
I know different traditions carried out during the Christmas time
I know the different items and foods used and eaten during Christmas
help of the smart board I will articulate and show students that we will be learning Agenda slide
about Christmas traditions in Latin America. This agenda sample is illustrated below: Do Now
-Video of Christmas origins Commented [CP2]: This exploratory activity will serve as
an engaging hook that captures student attention.
-New Vocabulary
-Practice
-Exit Ticket
In order to create investment in this topic I am going to relay to students that we will
what they are normally exposed to in school. Additionally, I am going to stress the
families may have practiced or currently practice. This will also serve to create interest
as well since students have really liked learning about traditions different to those of
the dominant culture. Additionally, investment will also be created through a brief
video that will allow students to visualize how Christmas came to be.
knowledge as a resource to create simple student friendly definitions and give their Spanish
notebooks
significance to Christmas celebrations in Latin America.
Students will also have a chance to take notes on these class created definitions in their
Spanish notebooks for future reference. This will ensure active learning and students
will be able to take ownership of the working definitions we will have created
together. Students may get this origin of Christmas confused with conflicting beliefs of
their own thoughts and practices. I will be sure to stress that different perspectives are
valued and welcome but for this particular study, in order to show mastery we need to
Formative Assessment for this portion of the lesson: Students will share with their
table groups using the new vocabulary about the history of Christmas. Teacher will
vocabulary terms with their partners. I will introduce and explain how to complete the Vocabulary Commented [CP4]: This exploratory activity gives
and sentence students a scaffolded practice that will be very similar to the
assessment at the end. It also help[s] students generate the
practice activity: starters on the basic understandings required to be successful in the later
smart board culminating activities (Jones et al).
First, you will take the index cards provided to you and write down a vocabulary term
on one side of each card. Next, you will provide a written and drawing for each term
on the other side of the card. Upon completing your vocabulary cards you will take
turns with a partner practicing identifying each term with each set of vocabulary cards.
These terms will include key food and items used throughout Latin American
Christmas celebrations, such as: nacimiento, piata, pozole, noche nuena, posadas.
I will be circulating the room and monitoring to make sure that students are on the
right path towards mastery. Engagement and interest will be created by allowing
students to have creative ability to create their own cards and practice reading and
Formative Assessment for this portion of the lesson: Teacher observations and
monitoring will ensure that students are on track for mastery in practicing with their
partners.
sample work. Students will independently complete a written synthesis of what their pencils Commented [CP5]: This discovery activity will allow
students to transfer their new understanding in a creative
fashion that is still tie[s] directly to the learning target
experience would like in s traditional Latin American celebration of Christmas. Given (Jones et al. pg. 3). By writing about how they might
experience a Latin American or particularly, Mexican
that students are on differing levels of Spanish written abilities, this activity will be Christmas students can apply newly acquired vocabulary
terms in a rigorous and meaningful way.
scaffolded with sentence stems. This activity will allow students to demonstrate that
they know how to use new academic vocabulary correctly in the context of Latin
American Christmas celebrations. This activity will appeal to students because they
have the opportunity to envision themselves in the context of the learning and apply
Formative Assessment for this portion of the lesson: The written activity will be
In an exit ticket students will be able to show mastery of new vocabulary through Exit ticket Commented [CP6]: Beginning with the end in mind, I
copies used backwards planning as suggested by Jones et al. in An
Integration of Backwards Planning Unit Deign with the
matching terms with their Spanish meanings. Additionally, students will have to make Two Step Lesson Planning Framework by envisioning
pencils how I would assess student mastery and what students would
a written connection between what they learned about Christmas in Latin America and need to be able to do by the end of the lesson. Since this is
the students first exposure to the vocabulary I want them to
be able to show that they can identify and match the meaning
what they already knew or practice at home or in the USA. Students will be asked to with pictures or words of the new terms and meanings. In
addition to this I would like students to synthesis their
learning about the origins of Christmas by relating it to the
respond to this prompt addressing both traditions and the history of Christmas. knowledge that they already have.
Students will have several opportunities to show mastery in the various key points that
were emphasized.
This particular version of the activity would be appropriate for my second grade classes as well as any
third and fourth graders whose Spanish abilities are very limited. I would expect most third and fourth
grade students to complete a similar version of this activity without so much scaffolding.