File - Laurie Jacob
Transcripción
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.