Dana Kester 2012

Lesson Plan Template

LESSON TITLE: Costa Rica in Poetry GRADE LEVEL: 6 SUBJECT AREA: Spanish TIME ALLOCATION: 50 minutes

OBJECTIVES: -After viewing the PowerPoint, students will be able to apply cultural knowledge to assist in their comprehension of the poem. -After viewing the PowerPoint, students will be able to apply new vocabulary to assist in their comprehension of the poem. -Given the Costa Rica poem, students will be able to follow the basic structure and create a new poem. STANDARDS: NATIONAL: CONNECTION: Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language COMPARISON: Develop Insight into the Nature of Language and Culture Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. STATE: Communication: Benchmark J: Present original work and cultural material Grade 6: Create and present student-generated works (e.g., skits, songs, poems, stories, reports) GROUPING OF STUDENTS & RATIONALE: Activity 1/Advanced Organizer: whole class; get attention and provide information to the entire class that all students will need for the remainder of the lesson Activity 2: Whole class; teacher reads poem to entire class and then individual students read stanzas Activity 3: Pairs; students have another student to rely on, but still get an active role in writing the poem MATERIALS: -One copy of Costa Rica per students -Teacher-made PowerPoint about Costa Rica PRIOR KNOWLEDGE NEEDED: -Basic Spanish vocabulary -Basic knowledge of Spanish phonetics (for rhyming)

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: -Large print font, double spaced on individual copy of poem for vision impaired students -Copy of PowerPoint slide handouts for at-risk learners -Higher achieving students will be paired with lower achieving students during activity 3 (write a stanza of poetry)

SAFETY CONSIDERATIONS: -Projector cords will be out of the way to avoid the possibility of tripping over them INSTRUCTIONAL MODEL(S) & RATIONALE Direct: Lecture (Activity 1): Teacher has information to convey to the students before they can continue with the

Dana Kester 2012 rest of the lesson Integrated: (Activity 2): Students and teacher read the poem, students are more involvedas the teacher is reading they are marking the poem to assist in comprehension Indirect: (Activity 3): Students are creating a stanza of poetry themselves, the teacher acts as the facilitator encourages independence.

PROCEDURE AND ACTIVITIES (Name teaching strategy for each activity (cooperative learning, presentation teaching, guided inquiry, etc.) 1. PRE-ACTIVITY: ADVANCE ORGANIZER [see Moore, p. 139] PowerPoint about Costa RicaExplains important places and new vocabulary necessary to know for the poem to be read later in class. (Geography, socioeconomic statuses, demography, culture, food, customs, etc.) Transition: Now that you know a little bit about Costa Rica, were going to read a poem. The poem is written entirely in Spanish and it describes many important features of Costa Rica we just learned about. Pay attention to the poem and while were reading it, see if you can figure out what each stanza is referring to. 2. ACTIVITY: Read through poem 3x 1. Teacher reads poem, students underline any unfamiliar words (Teacher and students help to define the underlined words) 2. Teacher reads again and students write the feature of Costa Rica the stanza is referring to (Go through each stanza as a class and determine the reference in each stanza) 3. Students are selected to read one stanza each

TIME ALLOCATIONS 1. 10 Minutes 2. 15 Minutes 3. 25 Minutes

Transition: Now that youve seen that poem about Costa Rica, were going to make our own about the United States. Lets make a list of important people and places from the United States. (Brainstorm and write on chalk board). 3. Post-Activity: In pairs, the students will select an important feature of the United States (from the list on the board) and will write a stanza of a poem following the same basic structure of the Costa Rica poem. Closure: The teacher will read the combined poem out loud to the class. The teacher will have written the first and last stanzas of the poem. SUMMATIVE ASSESSMENT: During Part 2: Activity. Students will write the name of the feature(s) of Costa Rice referred to in each stanza and turn in at the end of the lesson.

Dana Kester 2012

Costa Rica por Lara Ros Mi pas es lindo, Mi pas es chico Y a sus habitantes Se les llama ticos. Vamos a estudiarlo Con mucho cuidado, Por si a ustedes algo Se les olvidado. Cules son los puertos que tiene el pas, y en cules provincias se siembra el maz? Y saben los nombres de nuestros dos mares
y si viajan barcos a otros lugares? Cules son los ros de ms importancia? De aqu al Chirrip cul es la distancia? Qu saben de historia, y de un navegante que en tres carabelas lleg muy triunfante? Cul volcn de todos nos ba en ceniza? Saben si la lava por l se desliza? Tenemos un hroe. Ya saben su nombre y cul fue la hazaa famoso de este hombre? Como las preguntas Bien han contestado Me rasco la bolsa y Les compro un helado!