File - Laurie Jacob

Unit Plan Outline
Unit Title: Planning an International Camping Trip
Language/Level: Spanish 1, 9th grade
Author: Laurie Jacob Scenario/Unit Overview: After hearing about how fun camping in another country can
be, such as camping along El Camino de Santiago, students will investigate different
international camping trips that they could take. As a class, students will look at the
different parts of preparing a trip, what items are needed, what activities can be done,
and what sites can be visited. Then, pairs of students will plan their own virtual class
camping trip abroad and present it in class. Students will each choose their favorite
presented trip and defend their reasoning. Students will share these projects at the
school-wide open house for 8th graders.
Stage 1: What students should know and be able to do
Enduring Understanding(s): Some recreational activities are shared by other cultures,
although each culture has different ways of doing it, while some activities are unique to
each culture.
Essential Question(s):
What defines an activity as pertaining to a certain culture?
How does a culture turn an activity into one that is typical of that culture?
Targeted Question(s): What supplies and information do we need for a camping trip?
What do we do when we get there?
In what ways do these answers vary among cultures?
Targeted Standards:
National: Communication, Culture, Comparisons, Connections, Communities
State: Communication, Culture, Comparisons, Connections, Communities
Learning Goals:
Students will be able to:
Recognize the different discourses related to different text genres
Recognize pertinent information in research materials
Interpret research materials and student presentations
Create and describe a plan to others
Identify items needed for camping
Explain the necessity of items while camping
Compare and contrast options
Describe locations, both finite and relative
Explain and justify preferences and opinions
Recognize variation in cultural manifestations of the same activity
Apply geographic and cultural background knowledge to planning an outdoor
activity in another country
Recognize and apply that different countries use different currency
Stage 2: How students will demonstrate what they know and can do:
Performance-based Assessment
Interpersonal Task and Rubric: Role play in pairs, with one student as the parent and
the other as his/her child who is planning a camping trip with his/her friends; together
they must determine whether the child has remembered to plan all aspects of his/her
trip.
Interpretive Task and Rubric: Research information about camping in a Spanishspeaking country and in the United States, listing potential places and activities and
comparing among the countries.
Presentational Tasks and Rubric: Using information gathered in the interpretive task,
pairs of students will plan a class camping trip in chosen country and present the
complete plan to the class, who will each choose their favorite and write a short
explanation why. Projects will then be shared with 8th grade students at the open house.
Stage 3: Preparing students to demonstrate what they know and can do
Language/Communication:
Language Functions
Expressing preferences and needs
Describing the weather
Expressing and asking questions about the necessity of certain items for
certain activities
Evaluating and comparing multiple options
Identifying items and activities related to camping
Describing location
Recognizing discourse structures pertinent to certain text genres
Grammatical Structures
Comparisons
Present and composite future (I am going to…) tenses of 1st-, 2nd-, and
3rd-person singular and 3rd-person plural of verbs (like, want, need,
prefer, have, is, haber [there is/are], buy, go, poder [be able to])
Negation
Relative position prepositions
Vocabulary
Nouns for camping equipment, clothing, activities related to camping,
transportation, topography, food and drink, animals, plants,
weather, store types
Verbs for activities relating to camping, purchasing required items,
transportation, weather, remembering/forgetting
Adjectives for rating items and activities in comparison with one another,
for ordering steps
Culture(s):
products: topographic and other attractions, currency, food and drink
practices: availability/practice of camping
perspectives: which foods are appropriate in each culture for camping, how
camping is viewed by each culture
Subject Content (Connections):
Geography – topography of various countries
Language Arts – reflection upon and explanation of personal preferences
Mathematics – price comparison involving currency conversion rates
Essential Materials:
-websites
-http://www.govisitcostarica.co.cr/ (Costa Rica sites, search “camping”)
-http://www.acampamos.com/ (Spain guide + map)
-http://www.guiaverde.net/camping/ (Argentina)
-http://guia-de-camping-chile.webnode.es/ (Chile)
-maps
-http://www.pointofviewmagazine.com/mapa-interactivo-de-costa-rica/zonas-de
camping-en-costa-rica.html (map of Costa Rican sites)
-camping guides and brochures
-previous reading on transportation types
-http://www.welcomeecuador.com/ecuadortransporte.php (transportation options
in Ecuador)
Learning Activities and Performances
Beginning
teacher relates a personal story about camping in Spain
recall and order events as a class
Middle
identify items brought using actual items and pictures
think, pair, and share about items they will need on their trip
role play a conversation between parent and child to see if they have
thought of everything that they will need
ask questions about where students could get these supplies
information gap activity – store / supply
review transportation types, recall previous story/unit about transportation
in groups, list types and appraise them (write pros and cons of each, then
compare and contrast how they would work in various situations)
review Spanish-speaking countries and assign project countries
research information for project (at home)
round robin sharing of findings
organize information into charts
evaluate options and choose best
read and describe activities in camping brochures
debate the pros and cons of each activity, organize information into chart
research possible activities at their chosen campsite, add to own trip plans
End
develop and present their own trip to the class and at the open house
Comparisons: Compare and contrast camping practices in the United States and in
various Spanish-speaking countries
Communities: Share presentations at open house
Assessments
Overview: After hearing about how fun camping in another country can be, such as
camping along El Camino de Santiago, students will investigate different international
camping trips that they could take. Each pair of students will work with a different
Spanish-speaking country that they will choose during the first phase of assessment. As
a class, students will look at the different parts of preparing a trip, what items are
needed, what activities can be done, and what sites can be visited. They will role play
with a partner who will act as their neighbor who is from that country, ensuring that the
student has thought of everything they may need. Then, pairs of students will plan their
own virtual class camping trip abroad and present it in class. Students will each choose
their favorite presented trip and defend their reasoning. Students will share these
projects at the school-wide open house and preview for 8th graders that takes place
during the school day.
Interpretive Assessment
Task Title: Where Else Can We Go? (¿Adónde más podemos ir?)
National Standards Goals: Communication, Cultures, Comparisons
Time Frame: 3 days
Description of Task: Your class decides that it wants to take a camping trip in a
Spanish-speaking country, but first you have to figure out where you all want to go. To
find the best place possible, you split up into pairs (to be randomly assigned) and each
researches a different countryʼs camping options. Since you have only ever been
camping a few times before, you look up some information about camping in the United
States so that you can compare the two. Some websites are provided to get you
started, though you are encouraged to find other websites as well. You decide to make
a chart of the different options, including at least three (3) campsites in the Spanishspeaking country and two (2) in the United States. To make sure that it is a fair
representation, only one of your U.S. sites is in your home state. At the bottom of your
chart, you summarize some of the similarities and differences between the two. Do not
forget a works cited page with all of the websites you used to make your chart.
Materials Needed: starter websites, internet access, list of information to include, works
cited information, reservation at computer lab
Teacher Notes: Model a search on a website and check that students are comfortable
using that technology while simultaneously reviewing some items that they should look
out for. Reserve the computer lab for the first and third days, with the second day for
students to meet with their partner and discus their progress. Do not assign other
homework these nights.
Assignment: The first set of directions is for students, the second set is the translation.
¿Adónde más podemos ir?
Los países [subraya el tuyo]: Costa Rica, España, Argentina, Chile, México, Venezuela,
Paraguay, Honduras, El Salvador, República Dominicana
Enlaces útiles [utiliza un mínimo de 5 sitios web]:
-http://www.govisitcostarica.co.cr/ (Costa Rica)
-http://www.pointofviewmagazine.com/mapa-interactivo-de-costa-rica/zonas-de-camping-encosta-rica.html (mapa de Costa Rica)
-http://www.acampamos.com/ (España)
-http://www.guiaverde.net/camping/ (Argentina)
-http://guia-de-camping-chile.webnode.es/ (Chile)
-http://owl.english.purdue.edu/owl/resource/747/01/ (el formato de una página “obras citadas”)
Información que se debe incluir (de 3 sitios de camping en vuestro país y 2 sitios de camping en
los EEUU):
-donde está (país, región, ciudad más cercana)
-cuanto cuesta cada noche (en dólares y en la moneda del país)
-comodidades que ofrecen (baño, ducha, piscina, restaurante/cafetería, horno, etc.)
-sitios de turismo o de interés que están cerca
Where else can we go?
Countries [underline yours]: Costa Rica, Spain, Argentina, Chile, Mexico, Venezuela,
Paraguay, Honduras, El Salvador, Dominican Republic
Useful links [use a minimum of 5 websites]:
-http://www.govisitcostarica.co.cr/ (Costa Rica)
-http://www.pointofviewmagazine.com/mapa-interactivo-de-costa-rica/zonas-decamping-en
costa-rica.html (Costa Rican map)
-http://www.acampamos.com/ (Spain)
-http://www.guiaverde.net/camping/ (Argentina)
-http://guia-de-camping-chile.webnode.es/ (Chile)
-http://owl.english.purdue.edu/owl/resource/747/01/ (format of a Works Cited page)
Information that should be included (about 3 campsites in your country and 2 campsites
in the US):
-where it is (country, region, nearest city)
-how much it costs per night (in dollars and in that countryʼs currency)
-amenities offered (bathroom, shower, pool, restaurant/cafeteria, oven, etc.)
-tourist attraction or places of interest that are nearby
Rubric:
Exceptional
Satisfactory
Unsatisfactory
ample, exemplary
sources
sufficient, varied
sources
insufficient sources
Depth of
Information
included location, cost,
amenities, tourist
opportunities, and
additional categories
(local food, local
animals/plants, etc.)
included location,
cost, amenities, and
tourist opportunities
did not include all
categories (location,
cost, amenities, tourist
opportunities)
Works Cited
Page
all websites used and
cited correctly
most websites used
and cited correctly
websites used and/or
not cited correctly
Comprehension
almost all information
correctly identified
most information
correctly identified
only some information
correctly identified
explain the effect of
exchange rates, give
full and logical
explanations of
cultural differences
and similarities
recognize the effect
of exchange rates,
attempt to explain
some cultural
differences in
camping practices
little or no mention of
the exchange rates,
some cultural
differences identified
but no explanations
given
Completeness
Comparison
Interpersonal Assessment
Task Title: Are You Sure You Have Everything? (¿Tienes todo?)
National Standards Goals: Communication
Time Frame: 1 day
Description of Task: You are working on your travel plans when your neighbor, Julieta,
comes over to talk to your mother. She sees that you are planning a trip to her native
country and so she starts to look over your plans. She asks you questions about how
your plan is going and whether your remembered all of the appropriate clothes and
equipment. She also provides some suggestions about things you seem to not have
thought about. You take notes so that you can show your partner the next day at school.
Materials Needed: guiding questions, studentsʼ investigations from interpretive task
Teacher Notes: Students will pair up with someone other than their project partner,
investigating a different country. This activity will act as a peer review of the projects,
with each partner of a group receiving feedback from a different person. Students will
switch roles after 5-10 minutes so that both projects are reviewed. Students should walk
away from this activity with a list in hand of suggestions that they can use to improve
their own projects. Students report their partnerʼs findings to the teacher as the teacher
walks around. Be sure to end the task with enough time so that both groups and the
class as a whole can debrief about the suggestions they received.
Assignment: The first set of directions is for students, the second set is the translation.
¿Tienes todo?
Preguntas y comentarios de Julieta:
¿Adónde vas en tu viaje?
¿Necesitas llevar _________ contigo?
Debes llevar ____________ también.
Preguntas de ti:
¿Voy a necesitar ________?
¿Debo buscar más información sobre _________?
Frases útiles:
Necesito/Necesitas ____________.
Voy a __________.
Do you have everything?
Julietaʼs questions and comments:
Where are you going on your trip?
Do you need to bring ____ with you?
You should bring ______ also.
Your questions:
Will I need ____?
Should I look for more information about ______?
Useful phrases:
I/You need ______.
I am going to ________.
Rubric:
Exceptional
Satisfactory
Unsatisfactory
The information I ask
for/give regarding my
trip is understood by
the teacher and
partner without
difficulty.
The information I ask
for/give regarding my
trip is understood by
the teacher and
partner with
occasional difficulty.
The information I ask
for/give regarding my
trip is understood by
the teacher and
partner with much
difficulty.
I understand my
teacher and my
partner without
difficulty.
I understand my
teacher and my
partner sometimes,
but I need repetition
or restatement.
Most of my responses
to my teacher and/or
my partner do not
reflect
comprehension.
How well do I use
the Spanish
language?
I am mostly correct
when producing
simple sentences.
I am mostly correct
with memorized and
familiar language.
I am accurate only
when using words.
(Vocabulary Use &
Language Control)
I attempt to create
with the language but
I make some
mistakes.
I make more mistakes I do not attempt to
when attempting to
create.
create.
Do we understand
you?
(Comprehensibility)
Do I understand the
person I am talking
to?
(Comprehension)
I recognize and use
vocabulary with ease.
How well do I keep I begin to recombine
the conversation some memorized
language to keep the
going?
conversation going.
(Communication
Strategies)
I recognize and use
most of the
vocabulary correctly.
I use a limited
number of words/
phrases.
I use memorized
I do not demonstrate an
chunks of language to ability to keep the
keep the conversation conversation going.
going.
I ask for repetition and/ I ask for repetition.
or clarification.
I tell my teacher and/or
my partner when I do
not understand.
adapted from “Discovering the World Around Us - Letʼs Go to the Beach” by Natalie
Serrano at http://flenj.org/CAPS/?page=149
Presentational Assessment
Task Title: Planning My Trip (Hago el Plan)
National Standards Goals: Communication, Cultures, Comparisons, Communities
Time Frame: 1 week + 1 class period at open house
Description of Task: Now that you and your classmates have gathered a lot of material
on your assigned countries, you and your partner must decide to which campsite you
would most like to go. Then, plan that trip and create a powerpoint and a poster and/or
brochure that you can use to show how great your trip would be. Since your classmates
have not studied your assigned country as much as you have, be sure to include
information about the unique foods, cultural sites, and camping items that the class may
get to experience on this trip. Also, include any information about camping practices in
that country; if our class would be the only ones camping, then we would want to know
ahead of time! After all trips are presented, you will each write about on which trip you
would prefer to go and why. On open house day, you will get to share your trips with the
8th graders. The students who plan the most popular trip will get to choose their
presentation space at the open house first.
Materials Needed: powerpoint software, directions, space at the open house,
reservation at the computer lab, reservation of portable computers
Teacher Notes: Make sure that all groups have access to poster board or printing. Day
1: Class discussion of what is expected and brainstorm what information could be
included. Partners meet to make a plan of action. For homework, students look up any
missing information. Day 2: Partners meet to share the information they found for
homework and identify still-missing information. For homework, students look up
remaining information and plan powerpoint. Day 3: Meet in computer lab to make
powerpoint. For homework, students should plan poster or brochure. If making a poster,
students must provide a tri-fold board. Day 4: Make poster (using own tri-fold poster
board) or brochure (using portable computers from cart). For homework, finish poster or
brochure and prepare and practice oral presentation. If making brochures, there must
be enough for all students and the teacher. Day 5: Five-minute presentations, all in
Spanish. For homework, students write a paragraph about their favorite trip and detail
why. In this assignment, they will also include a paragraph about how they think their
own presentation went (strengths, weaknesses, deserved grade, etc.). A third paragraph
will relate how the group work went (partner evaluations). The first paragraph should be
in Spanish, but the other two may be in English.
Assignment: The first set of directions is for students, the second set is the translation.
Hago el Plan
Día 1: hablamos en clase de las posibilidades
con tu pareja, hacer un plan para la semana
tarea: buscar la información que os falta
Día 2: compartir nueva información con tu pareja e identifica la información que todavía os falta
tarea: busca la información que todavía os falta, hacer un plan del powerpoint
Día 3: en el laboratorio de ordenadores, hacer el powerpoint con tu pareja
tarea: terminar el powerpoint y hacer un plan del folleto o del cartel
Día 4: en clase, hacer el cartel o el folleto
tarea: terminar el cartel o folleto y practicar la presentación oral
Día 5: presentaciones de 5 minutos
escribir sobre tu presentación favorita, qué tal tu presentación, y qué tal tu pareja
tarea: terminar el ensayito
Planning My Trip
Day 1:talk in class about various possibilities
with your partner, make a plan for the week
homework: search for information that you need
Day 2:share new information with your partner and identify the information that you still
need
homework: search the information that you still need, plan the powerpoint
Day 3:in the computer lab, make the powerpoint with your partner
homework: finish the powerpoint and plan your brochure or poster
Day 4:in class, make poster or brochure
homework: finish poster or brochure and practice oral presentation
Day 5:5-minute presentations
write about your favorite presentation, how your presentation went, and how it
was working with your partner
homework: finish this small writing
Rubric:
Exceptional
Satisfactory
Unsatisfactory
Do we understand I am understood by my I am understood by the I am not clearly
you?
audience without
audience most of the
understood. I have
difficulty.
time. I may have some frequent hesitations
(Comprehensibility)
hesitations or unnatural and unnatural pauses.
pauses.
How well do I use the I am mostly correct
I am mostly correct
I am correct only at the
Spanish language? when producing simple with memorized
word level.
sentences.
language and phrases.
(Language Control &
My vocabulary is
Vocabulary Use) My presentation is rich My choice of
limited and/or
in appropriate
vocabulary reveals
repetitive.
vocabulary.
basic information.
How well do I impact I use gestures, my
I use some gestures and I make no effort to get
the audience?
visual aides, and the my visual aides to
reader’s attention and
tone of my voice to
maintain the audience’s interest.
(Impact)
maintain audience’s
attention and interest.
attention and interest. My tone of voice is
acceptable.
How well do I
My main idea is
I talk about all the items I present the
organize the
supported by examples about my trip that I was information randomly.
presentation?
and by my visual aides. asked to discuss. All My visual aides do not
the items are also
include all the items.
(Communication
presented on the visual
Strategies)
aides.
How well do I act like I demonstrate some
I demonstrate some
I demonstrate a limited
a native speaker? awareness of my
awareness of my
awareness of my
country’s cultural
country’s cultural
country’s cultural
(Cultural Awareness) appropriateness.
appropriateness
appropriateness
How well do I work I have clearly prepared
with my partner? my presentation in
advance, splitting the
(Group Work)
presentational load
with my partner with
minimal uncertainty as
to who was to talk
about which aspects.
I have done some
I have clearly not
advance preparation
looked over the
with my partner, though material in advance or
there are still some
discussed the
moments where we are presentation with my
uncertain of what to talk partner.
about.
adapted from “Discovering the World Around Us - Letʼs Go to the Beach” by Natalie
Serrano at http://flenj.org/CAPS/?page=149
Next, write a paragraph discussing the role of summative assessment, formative
assessment and informal assessment (pre-assess, informal assessment, learning
checks, etc.) in your unit. Discuss examples of some of the above mentioned
assessments, discuss the purpose of these assessments, and how student
performance might impact your instruction:
In this unit, while all of the listed assessments are summative, the interpretive
and interpersonal assessments are more formative to allow me to adjust instruction and
students to identify areas of weakness before beginning the summative, presentational
assessment that feeds off of the previous assessments. Everyday activities will also
provide formative assessment, but the two larger formative assessments function to
gauge studentsʼ growing ability and comprehension of the material in both written and
spoken form. Informal assessments and learning checks will be done throughout, also
on a more daily basis, constantly checking in with students to see that they understand
the directions and the content. For example, at the beginning of this unit, before the
larger assessments come into play, I will present my own camping trip along El Camino
de Santiago and in Asturias to present the content and to model their final
presentations. I will pre-assess the students to see what parts of my presentation to
hone in on, I will ask questions during my presentation to check learning, and they will
answer questions afterward about the presented trip. These assessments will all help
me to guide the lesson in the most effective way possible.
Culture Activity
One of the places in Spain that people often go camping is along El Camino de
Santiago, a pilgrimage route from all over Europe and the world to the city of Santiago
de Compostela in Galicia, an autonomous community in northern Spain. To guide
pilgrims along the route, there are signs of various types using two main symbols: the
yellow arrow and a scallop shell. While similar in function to other trail markers, such as
those used in the United States and throughout the world, these signs are unique to the
Camino, especially the shell that is traditionally used by pilgrims as a drinking cup. The
teacher will describe her own experience with the signs and the importance of la vieira
in Spanish culture both historically and currently. For example, pilgrims, identifiable by
their shells, are respected for the difficulties they endure on the Camino. As a group,
the class and the teacher will co-construct a collage using words and phrases that
depict what la concha means for Spaniards and for pilgrims. Students will then
brainstorm some signs in their own culture that likewise have a deeper cultural
significance. They will share these cultural comparisons with their Spanish pen pals,
explaining their cultural symbols in terms of those of the Camino (compare and
contrast). They will include a personal symbol that they design that represents some
deeper meaning about their own life and/or personal history that helps to illustrate the
point.
Content-Based Instruction Activity
Since students are learning about the different kingdoms of living things in their ninthgrade biology classes, students will be able to identify the different kingdoms and some
examples of each that they may encounter on their camping trip. The teacher will ask
students to name any life forms that they know in the target language. With the help of
all of the students, the teacher will put the life forms into different lists based on
similarities. Pointing out that many of the lists follow the different biological divisions, the
teacher will help students to sort them out properly into kingdoms. To add to these lists,
the teacher will give each student a different life form (picture + name) and the students
will have to place them in the appropriate kingdom based on the determined
characteristics. In an information gap activity, each student will be given a list of some
characteristics depicting various life form and some life forms. The students will have to
work together to decide which description fits which life form.
Diversified Instruction
Overview
For category one, ideally, the classroom would be equipped with at least 2-3
computers to allow multiple students to work on 1A at the same time and utilize the links
already embedded into the authentic text, which provide further input as to the meaning
of some of the words. However, this activity can also be done with a print copy of the
websiteʼs list. All activities would be modeled before students are asked to begin.
For category two, students will already know vocabulary concerning bedroom
items and some city landmarks (ex. tienda ʻstoreʼ, iglesia ʻchurchʼ, etc.). In addition,
geographic vocabulary was presented in the initial presentation of vocabulary (ex.
montaña ʻmountainʼ, playa ʻbeachʼ, etc.). This vocabulary will be briefly reviewed at the
beginning of the class period. These two activities will serve to review the older
vocabulary and infuse it with the new grammatical concept, relative position
prepositions.
For the personal dictionary, this is a project that students work on throughout the
year, adding new vocabulary to it every unit. A translation of the entire activity set is
provided at the end.
Más práctica
Instrucciones: Elige una actividad en cada categoría.
Categoría 1: práctica en pareja
A: El equipo para ir de camping
Parte 1: Usa uno de los ordenadores de la clase para ir a este sitio de
web: http://decamping.com.ar/manual-camping-equipo-campamento
elememtos-articulos-camping-check-list.htm. Ojea (scan) la lista y haz
una lista de las cosas que TU quieres llevar a tu sitio de camping.
Parte 2: Con tu pareja, compara vuestras listas con un diagrama de Venn
en el lado blanco de la hoja de papel. De las cosas para camping
compartidas (en el centro del diagrama), usa por lo menos ocho (8) para
hacer el maletero del coche. Dibuja las cosas en el maletero en la hoja de
papel. Escribe por lo menos cinco (5) oraciones que describen dónde
están las cosas (la posición relativa, como “La persona está delante del
perro”).
B: Hacemos el sitio de camping
Parte 1: Estás de camping en el parque nacional “Aula de Clase”. Haz la
mochila con varias cosas para ir de camping y haz una lista de las
cosas mientras tanto para estar seguro de que tengas todo.
Parte 2: Lleva la mochila al sitio de camping en medio de la clase, donde
está la profesora. Arregla las cosas de la mochila en el sitio de
camping. Describe a la profesora donde pones estas cosas, en
relación con otras cosas. Por ejemplo, “La persona está dentro de la
tienda de camping”.
Categoría 2: práctica individual
A: Haz la página “¿Dónde estamos?”
B: Haz la página “Descríbeme tu habitación.”
Categoría 3: diccionario personal
A. Añade por lo menos diez (10) palabras a tu diccionario personal. Incluye un
dibujo.
El equipo para ir de camping
Haz el maletero: dibuja las cosas necesarias para ir de camping en el maletero debajo.
Escribe dónde están las cosas en relación con las otras.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Descríbeme tu habitación
Instrucciones: Fuiste de camping anoche con tu amiga, Rosa. Vosotros compartisteis
una tienda de camping. Pero ahora, Rosa quiere saber cómo es tu habitación en casa.
Descríbele a ella tu habitación. Escribe la última oración por completo. Después, dibuja
tu habitación.
Ejemplo: Tengo un bolígrafo __dentro de___ una caja.
En mi habitación, tengo una cama. La cama está _________________ la
ventana. También tengo un escritorio. El escritorio está ___________________ la cama
y ________________ la ventana. ___________________ el escritorio, hay unos
papeles y un bolígrafo. ____________________ el escritorio, hay también una
lámpara. Pero, ___________________ el escritorio, guardo mis lápices de color.
______________________________________________________________________
____________________________________________________________________.
¿Dónde estamos?
Instrucciones: Vas con tu amiga, Emilio, de camping. Pero primero hacéis una parada
en el pueblo para comprar comida. Empezáis en la entrada de la ciudad (☼) y termináis
en el supermercado, Mercadona (M). Elige tu propia ruta, pero cada número representa
una persona perdida. Ayuda a esa persona antes de seguir.
Ejemplo:
7. Hola, me llamo María. ¿Dónde está el puente?
El puente está al lado del río.
1. Hola, me llamo Pedro. ¿Dónde está la escuela?
___________________________________________________
2. Hola, me llamo Enrico. Busco la iglesia. ¿Sabéis dónde está la iglesia?
____________________________________________________
3. Hola, me llamo Silvia. Yo quiero ir a la playa. ¿Dónde está la playa en este pueblo?
___________________________________________________
4. Hola, me llamo Paco. Me gusta el senderismo. ¿Dónde está la montaña?
___________________________________________________
5. Hola, me llamo Xavi. ¿Dónde está el río?
___________________________________________________
6. Hola, me llamo Flor. Soy una turista. ¿Dónde está el monumento?
___________________________________________________
English Translation
More Practice
Directions: Choose one activity in each category.
Category 1: partner practice
A: Camping Equipment
Part 1: Use one of the class computers to go to this website:
http://decamping.com.ar/manual-camping-equipo-campamento
elememtos-articulos-camping-check-list.htm. Scan the list and make a
list of the things that YOU want to bring to your campsite.
Part 2: With your partner, compare your lists with a Venn diagram on the
blank side of the worksheet. Of the shared camping items (in the center of
the diagram), use at least eight (8) to pack the car trunk. Draw the items in
the trunk on the sheet of paper. Write at least five (5) sentences that
describe where the things are (relative position, such as, “The person is in
front of the dog.”).
B: Letʼs Make a Campsite
Part 1: You are camping in the national park “Classroom.” Pack the
backpack with various camping items and make a list of them as you go
to be sure that you have everything.
Part 2: Bring the backpack to the campsite in the middle of the class,
where the teacher is. Arrange the items from the backpack in the
campsite. Describe to the teacher where you place the items, in relation
to the other items. For example, “The person is inside of the tent.”
Category 2: individual practice
A: Do the worksheet “Where are we?”
B: Do the worksheet “Describe to me your bedroom.”
Category 3: personal dictionary
A: Add at least ten (10) words to your personal dictionary. Include a drawing.
Camping Equipment
Pack the trunk: draw the items that are necessary for camping in the trunk below.
Write where the items are in relation to each other.
Describe to Me Your Bedroom
Directions: You went camping last night with your friend, Rosa. You shared a tent. But
now, Rosa wants to know how your bedroom at home is. Describe to her your bedroom.
Write the last line entirely. Afterwards, draw your bedroom.
Example: I have a pen __inside__ a box.
In my bedroom, I have a bed. The bed is __________ the window. I also have a
desk. The desk is ____________ the bed and ________ the window. __________ the
desk, there are some papers and a pen. _____________ the desk, there is also a lamp.
But, _______ the desk, I keep my colored pencils. ____________________________.
Where Are We?
Directions: You go camping with your friend, Emilio. But first you make a stop in the
village to buy food. You start at the city entrance (☼) and end in the supermarket,
Mercadona (M). Choose your own route, but each number represents a lost person.
Help this person before you continue.
Example: 7. Hello, my name is Maria. Where is the bridge?
The bridge is next to the river.
1. Hello, my name is Pedro. Where is the school?
2. Hello, my name is Enrico. Iʼm looking for the church. Do you know where the church
is?
3. Hello, my name is Silvia. I want to go to the beach. Where is the beach in this village?
4. Hello, my name is Paco. I like hiking. Where is the mountain?
5. Hello, my name is Xavi. Where is the river?
6. Hello, my name is Flor. I am a tourist. Where is the monument?
Technology Activity
As a part of their interpretive proficiency-based assessment (PBA), the students
will be asked to use various websites about camping in order to find potential camping
sites in their assigned country and to compare those with camping sites in the United
States. The teacher will first assign each student his or her own Spanish-speaking
country. The teacher will provide each student with a list of possible websites for both
their Spanish-speaking country and for the United States. The students will find and list
2-3 pros and 2-3 cons about each campsite (minimum of two in the foreign country) and
then write 1-2 sentences comparing those campsites with one in the United States. This
activity will encourage students to practice reading hypertext, both in Spanish and in
English, and develop their ability to locate and evaluate pertinent information in a text. In
addition, they will be encouraged to explore each website, practicing the ability to
navigate a hypertext.
Literacy Activities
Activity 1
Text:
“Ecuador camping: Equipo de camping.” Retrieved from
http://www.ecuadorcamping.com/equipo-camping.php
Targeted Strategies:
-Activate Prior Knowledge
-Cultivate Vocabulary
-Strategies in Reading (scanning and organizing information to improve comprehension)
Activity:
During the first day of the unit, the teacher will present the unitʼs vocabulary and
introduce some cultural comparisons in preparation for the rest of the unit. As part of the
independent practice, students will be asked to read an article from an Ecuadorian
camping website that details the necessary items for a camping trip. Before they begin,
the class as a whole will read the title, look at the accompanying photographs, and
brainstorm to predict what the article could be about. As these are strategies that the
class uses frequently, they will not be presented but merely reviewed. However, this
review will be explicit (i.e., asking they class, “What should we look at first when reading
a text? What should we do with that information?”). Individually, then, students will
“read” the article. The first time, they should scan the article for familiar words. The
second time, they should look for further comprehension, placing those words in their
context and assigning greater meaning to them. Students will then list the camping
items mentioned in the text, organizing those items into two separate lists, one for the
main items and the other for other, smaller supplies and tools. To even further verify
comprehension and include practice with relative placement prepositional phrases,
students will compare their lists to make sure that they found all of the items. They will
design their own campsite using at least seven of the items on their lists. Following that
site design, they will draw and write at least five sentences that describe the relative
position of items in their site. This final part allows the teacher to verify that the students
have understood what each item is and how to describe their relative positions, acting
as a comprehension check as well.
Activity 2
Texts:
Ferdorta (2007). “La montaña.” Retrieved from http://www.mundopoesia.com/foros/tu
obra-maestra-en-verso/94663-la-montana.html
Henderson, R. (2012). “Mountains.” Retrieved from
http://www.poetryinnature.com/nature/poetry.asp?poem=5878
Targeted Strategies:
-Cultivate Vocabulary
-Teach for Comprehension
Activity:
Writing, both poetry and prose, are activities that some people prefer to do in the
quiet of nature, such as when they are camping. Students will explore the poetic genre
and the connection between people and the natural world through these poems written
by amateur poets and posted on online forums. Rather than viewing poetry as a
highfalutin mode of expression for a select few, the topic and location of this poem will
aid students in seeing that poetry is a mode of linguistic expression available to even
the common man, regardless of the language or culture. Grammatically, the Spanish
poem is interesting for its frequent use of commands and for sticking largely to the
present tense.
To begin, students will look at the English poem “Mountains” from an amateur
site for English-language poets. The class will take a brief look at the general idea,
emotions, and formatting found in it. The teacher will then read the Spanish-language
poem, “La montaña,” aloud once, very expressively. This will help to adapt the studentsʼ
ears to the intended flow of the poem, which can be pertinent to interpretations but
difficult for students to produce on the first read. During this first reading, students will
be asked to just listen for and write down the words they recognize. After the first
reading, the class will compile a list of the words and come up with a drawn symbol or
TPR move that represents their meanings. Each student will then be paired with one of
his or her classroom neighbors and assigned one of the stanzas for a large-scale jigsaw
activity. Each pair will brainstorm for a few minutes as to how the known words (kept up
on the board as a glossary) could work together to form a complete idea and what that
idea might be. Next, students will share their ideas with the class as they construct the
meaning of the poem together, stanza by stanza, with each pair acting as experts for
their stanza. As the surface meaning becomes clearer and the deeper meaning begins
to show itself, students will be asked to compare and contrast the formatting and
sentiments expressed by the two poems using a Venn diagram.
For homework, students will write a one-stanza poem about one natural feature
with which they are familiar. The model poems both use mountains, but students may
use any vocabulary from the part of this unit on natural features, including rivers and
prairies. Like the poems viewed in class, students should describe not just the physical
features but also the sentiments associated with them.
Sample Lesson Plan
Teacher Candidate
Laurie Jacob - EDT 445 - 4/25/12
Overview
Spanish I, 9th grade, novice mid, 50 minutes
Theme
Planning a Camping Trip: Day 1 – Camping Abroad
Lesson Topic
What do we need? (Supplies)
Language, Content,
and Culture Objectives
SWBAT:
- identify camping supplies and equipment in an authentic
text (content)
-design their own campsite using a given list of supplies
(content)
-identify the relative location of objects using placement
prepositions (language and content)
-research information (camping supplies) using the internet
(content)
-write comparisons in complete sentences (language)
-compare American and Spanish camping stores (culture)
-use reading strategies (brainstorming and skimming) to
increase comprehension of authentic texts (content)
Language Functions
-identifying camping items
-describing the location of items in relation to one another
-stating need/desire
-comparing and contrasting different storesʼ wares
-expressing an itemʼs price/cost
-organizing items into categories
-scanning a text for specific word identification and meaning
-interpreting questions, using and not using “question words”
Grammatical
Structures
-¿Dónde está ____?/ Where is _____?
-¿Hay ____?/ Is/Are there _______?
-Necesitamos ______./We need ________.
-¿Qué tipo de _____ es?/ What kind of ______ is it?
-present tense
-El/la _____ está en/dentro de/encima de/en frente de/etc.
del/de la ______. / The ______ is on/inside/on top of/in front
of/etc. of the ______.
-Cuesta ______ euros/dólares./ It costs _____ euros/dollars.
Key Vocabulary
-assorted verbs:
-llevar (1st sing, 3rd sing, 3rd plural)/ to bring
-tener (1st sing, 1st plural, 2nd sing)/ to have
-costar (3rd sing, 3rd plural)/ to cost
-verbs related to camping story:
-ir de camping/ to go camping
-empezar/ to begin
-anochecerse/ to get dark (sunset)
-cenar/ to eat dinner
-explorar/ to explore
-encontrar/ to find
-ver/ to see
-jugar/ to play
-hacer/ to do, to make, or to set up
-deshacer/ to dismantle or undo
-nouns for camping items:
-la tienda de camping/ tent
-la carpa de camping/ tent
-la bolsa para dormir/ sleeping bag
-la mochila para camping/ camping backpack
-los alimentos/ foodstuffs
-los implementos/ tools
-las botas/ boots
-la linterna/ flashlight
-la silla/ chair
-el coche/ car
-la ropa/clothes
-la toalla/towel
-nouns for food and drink:
-el pan/ bread
-el tomate/ tomato
-la carne/ meat
-el queso/ cheese
-el vino/ wine
-la fruta/ fruit
-el postre/ dessert
-nouns for natural features:
-la montaña/ mountain
-la colina/ hill
-la playa/ beach
-el mar/ sea
-la cueva/ cave
-la niebla/ fog
-las plantas/ plants
-las flores/ flowers
-un sendero/ path
-nouns for animals:
-la cueva/ cave
-la niebla/ fog
-las plantas/ plants
-las flores/ flowers
-un sendero/ path
-nouns for animals:
-los animales/ animals
-la oveja/ sheep
-la abeja/ bee
-la vaca/ cow
-el caballo/ horse
-el erizo/ hedgehog
-nouns for tourist sites:
-la iglesia/church
-los cubos/ cubes
-el monumento/ monument
-los nativos/ the locals
-la ciudad/ city
-el puente/ bridge
-adjectives:
-escondido(a)/hidden
-viejo(a)/ old
National Standards
1.2 – Interpretive Communication
1.3 – Presentational Communication
4.2 – Cultural Comparisons
Ohio Benchmarks and
Indicators
Communication
Benchmark G: Use a variety of reading and listening
strategies to derive meaning from texts.
Grade Nine – Interpretive – 7. Use listening and reading
strategies (e.g., skimming and scanning techniques) to
determine main idea and purpose.
Benchmark H: Analyze information from a variety of oral,
written and visual sources by summarizing, critiquing and
explaining texts.
Grade Nine – Presentational Artifacts – 9. Use information
acquired from target language sources to solve everyday
problems and situations (e.g., using a newspaper to make
plans to see a movie, perusing a catalogue to shop for a
birthday gift, watching weather forecast to help plan an
activity).
Benchmark J: Present information on a range of topics.
Grade Nine – Presentational – 11. Present differences in
products and perspectives (e.g., sports, celebrations, school
life) found in the target culture.
Comparisons
Benchmark C: Analyze and discuss how products, practices
and perspectives of the studentsʼ own culture and the target
culture overlap and differ.
Grade Nine – Cultural Comparisons – 4. Investigate and
compare how people meet basic needs (e.g., food, clothing,
shelter).
Benchmark D: Discuss the concept of culture through
analysis of products, practices, and perspectives of the
target culture and studentsʼ own culture.
Grade Nine – Concept of Culture – 7. Explain how products,
practices, and perspectives of the target culture vary from
those of the studentsʼ own culture (e.g., sports, celebrations,
school).
Routine
As students walk in, they are asked how they are doing and
what they did yesterday/last night [past tense is new to
students, but they will be expected to answer in only words
and phrases, though some may produce full sentences].
Hook
A slideshow (Appendix A) of pictures of the teacherʼs
camping trip will be set playing on repeat.
Recycling of Material
Stopping the slideshow and using the pictures, the teacher
will ask students what each person is wearing to review
clothing items.
- “¿Qué lleva el chico?”/ “What is the boy wearing?”
- “¿Qué lleva la chica en esta foto?”/ “What is the girl
wearing in this picture?”
Pre-Assessment
The teacher will perform an informal assessment building off
and going a step beyond the Recycling of Material. The
teacher will ask various students to point to other items in
the slideshow pictures.
- “¿Dónde está la tienda o la carpa de camping?”/
“Where is the tent?”
- “¿Dónde está la silla?”/ “Where is the chair?”
- “¿Dónde está la mochila?”/ “Where is the backpack?”
The teacher will then ask some yes/no questions in which
the entire class can participate using the pre-established
classroom procedure [In this procedure, the teacher asks the
yes/no question. Students raise their right hand if they think
that the answer is “yes” but raise their left hand if they think
that the answer is “no”].
- “¿Hay un saco de dormir o una bolsa para dormir?”/ “Is
there a sleeping bag?”
- “¿Hay una persona que lleva botas?”/ “Is there
someone wearing boots?”
- “¿Hay una linterna?”/ “Is there a flashlight?”
Comprehensible Input
Presentation of New
Material
Comprehensible Input – Using a powerpoint (Appendix B),
the teacher will relate the teacherʼs previous camping trip
through Asturias and along El Camino de Santiago. The
teacher will present the vocabulary and grammatical
structures that students will need in this lesson (include
vocabulary, questions, and prepositions).
- “Yo fui de camping en Asturias, en el norte de España, con
mis amigos Max, Andrew y Ryan un fin de semana. Llevé
una linterna, los alimentos, una bolsa para dormir, la ropa, y
una toalla conmigo. [pack items in backpack] Puse todo en
mi mochila. Max llevó una silla y Andrew llevó una carpa de
camping, lo que también se llama una tienda de camping.
Ryan condujo el coche, porque no había un bus ni un tren al
sitio de camping. Como casi todos los coches en España,
era un coche de la transmisión manual, no la transmisión
automática. Los coches manuales tienen ese cambio de
marcha así [show slide 3]. Llegamos al sitio de camping muy
bonito e hicimos la tienda. En nuestro sitio de camping,
además de la carpa, tenemos una silla, unas botas, y unas
bolsas para dormir (lo que también se llaman los sacos de
dormir). Las bolsas para dormir están dentro de la tienda,
pero la silla y las botas están fuera. [emphasize relative
positions] Entonces, fuimos a la ciudad cercana de Llanes.
Es un pueblo al lado del mar. [emphasize relative positions].
Vimos una iglesia y los famosos Cubos de Llanes, unos
bloques de piedra pintada. Esa noche, cenamos en la
playa. Cenamos el pan con el tomate, la carne y el queso.
Tomamos vino y comimos la fruta como el postre. El
segundo día, exploramos más. Fuimos por un sendero
estrecho y ¡encontramos una playa escondida! Allí jugamos
y pasamos la tarde con los nativos. Más tarde, fuimos a
Ribadesella, otro pueblo cerca de Llanes. Allí hay unas
cuevas en que pintaron unos seres humanos hace miles de
años. A pesar de la niebla en esa ciudad, también vimos a
mucha naturaleza: una montaña cerca de un puente,
muchos animales (una oveja, una abeja, una vaca, un
caballo e ¡incluso un erizo!) y varias plantas y flores bonitas.
Al final del día, deshicimos el sitio de camping y volvimos a
la ciudad. Nuestro fin de semana de camping se había
terminado”.
// “I went camping in Asturias, in the north of Spain, with my
friends Max, Andrew, and Ryan one weekend. I brought a
flashlight, food, a sleeping bag, clothes, and a towel with
me. [pack items in backpack] I put them in my backpack.
Max brought a chair and Andrew brought a tent, which is
also called a tent. Ryan drove the car, because there was
neither a train nor a bus to the campsite. Like almost all cars
in Spain, it was a manual car, not automatic. Manual cars
have that gearshift like this. [show slide 3] We arrived to the
very pretty campsite and pitched the tent. In our campsite,
besides a tent, we have a chair, some boots, and some
sleeping bags (which are also called sleeping bags). The
sleeping bags are inside the tent, but the chair and boots are
outside. [emphasize relative positions]. Then, we went to the
nearby city of Llanes. It is a village next to the sea
[emphasize relative positions]. We saw a church and the
famous Cubos de Llanes, painted stone blocks. That night,
we ate dinner on the beach. We ate bread with tomatoes,
meat, and cheese. We drank wine and had fruit for dessert.
The second day, we explored more. We went along a skinny
path to a hidden beach! Later, we went to Ribadesella,
another village near Llanes. There, there are caves in which
humans painted thousands of years ago. Despite the fog in
this city, we also saw a lot of nature: a mountain near a
bridge, a lot of animals (a sheep, a bee, a cow, a horse, and
even a hedgehog!) and various plants and beautiful flowers.
At the end of the day, we took down our campsite and went
back to the city. Our camping weekend was over.”
Teacher Guides Practice
Guided Practice
The teacher will have placed actual camping items
throughout the classroom before class. The teacher will
invite the students to help her locate the items and build a
campsite in the middle of the room. The students will only
have to point at the appropriate items at this stage. The
teacher will provide the phrase describing an itemʼs location
once students have pointed to it.
- “Primero, necesitamos la tienda de camping. También
se llama la carpa de camping. ¿Dónde está la tienda
o la carpa?” / “Then, we need the tent. It is also called
the tent. Where is the tent?”
- “La tienda de camping está encima del escritorio.” /
“The tent is on top of the desk.”
- “Luego, necesitamos la bolsa para dormir. ¿Dónde
está la bolsa para dormir?” / “Next, we need the
sleeping bag. Where is the sleeping bag?”
- “¿Hay una mochila para camping?”/ “Is there a
camping backpack?”
- “¿Hay alimentos en la clase? / “Is there food in the
class?”
- “¿Qué tipo de alimentos tenemos?” / “What kind of food
do we have?”
Once the campsite is ʻmade,ʼ the teacher will point to various
objects and ask students what they are (“¿Qué es/son?”).
Students will respond verbally this time. The teacher will
continue to move the objects to various positions, asking for
their relative positions.
- “¿Dónde está la bolsa para dormir? ¿Está dentro o
encima de la carpa?” / “Where is the sleeping bag? Is
it inside or on top of the tent?”
Grammar
Students will be able to employ placement prepositions by
the end of this lesson:
During the initial presentation, these will be pointed out
along with the other material.
During the guided practice, these words will be invoked once
the campsite is made and the teacher asks for their relative
positions.
- “¿Dónde está la mochila? ¿Está fuera de o dentro de
la tienda?” / “Where is the backpack? Is it outside or
inside the tent?”
- “¿Dónde están las botas? ¿Están entre la linterna y la
mochila o están al lado de la silla?” / “Where are the
boots? Are they between the flashlight and the
backpack or to the side of the chair?”
The teacher will then begin to rearrange items, asking for
descriptions of their placement within the campsite and in
relation to other items.
- “Ahora, ¿dónde está la mochila?” / “Now where is the
backpack?”
- “Ahora, ¿dónde están la linterna y la tienda?”/ “Now
where are the lantern and the tent?”
During the independent practice, the students will practice
this concept in describing their own campsite.
Interaction
Independent/Pair/
Group Practice
Research Practice Activity (Appendix D) – In preparation, we
will read the title and look at the accompanying photographs
as a class and brainstorm what it might be about. Students
will review the web article (Appendix C) individually, using
scanning, and make a list of items they found on the
website. This list will be put on the accompanying worksheet
that divides the items by category, as is found in the article.
Then, with a partner, students will devise how they would set
up a campsite using those materials. They will write a few
sentences describing the placement of items, accompanied
by a student-created drawing of said campsite.
Lesson Plan Information
Research Connections
This lesson plan was made using the backward design
suggested by Curtain & Dahlberg, in which the assessment
was designed first. The independent practice needed to
accomplish that was then designed to practice the same
functions and vocabulary needed in the assessment. The
guided practice and presentation of material were designed
to reflect those same elements as well, with the former
acting as a link between the latter and the independent
practice.
During the presentation of new material, the teacher will use
visuals (including the powerpoint), gestures, and emphasis
when presenting the placement prepositions and vocabulary.
This follows Krashenʼs comprehensible input theory by
increasing the comprehensibility of information through
adding visual cues and associations to the target language.
Following the Schema Theory (Bartlett, 1932; Minsky, 1975;
Schank & Abelson, 1977), students will use the strategies of
reading the title and subtitles and brainstorming to predict
the context based on illustrations. Practicing these reading
strategies will help activate the studentsʼ prior knowledge
(schema) to ease them into the text rather than asking to
attempt to read it right away. This should improve
comprehension and lower the affective filter proposed by
Krashen.
Performance Tasks
and Assessments
Students will review available camping items on the Corte
Inglés website (Appendix E). Given a theoretical budget of
200€, students must compile a list of supplies for a future
camping trip of their own. They will also describe any
differences that they see between camping items offered at
El Corte Inglés and those of the American site, Dickʼs
Sporting Goods. These comparisons will be discussed the
following day in class as each student briefly presents his/
her choices of items.