LA ROPA
MINI UNIT
FOREIGN LANGUAGE K-12 METHODS
Paulina Carrión
Fall 2009
Level: Spanish 1
Theme: A Vestirse
Topic: La Ropa
Date:
Block/period:
Objectives for today’s’ lesson:
•
•
•
•
•
Pre- Assess student’s prior knowledge
of clothing vocabulary
Introduce vocabulary words in context
through a story, Froggy se Viste
Recognize the clothes that Josefina
wears.
Locate the clothes when the teacher
names them.
Identify and recognize boy’s and girl’s
clothes.
Week:
Homework for next
class meeting:
•
Make a collage of the
different clothes from
catalogues and
magazines. Use
different kind clothes
depending on the
weather.
Standards:
X Communications
__Culture
X Connections
X Comparisons
__Communities
Extension
Activities:
__Art
__Technology
__Music
X Social Studies
X Literature
__Math
Extras:
Time:
10
min.
10
min.
10
min
5
min
15
min
5
min
Activity:
Warm-up: Pre- Assessment: Present the students with a
poster of a boy and a girl dressed with different kinds of
clothes (gender/weather). Students will label the clothes in
the poster. Review as a class and only leave the labels that
are correct. Set aside the incorrect ones to label the clothes
at the end of the unit.
Listening Activity: Read Froggy se Viste, emphasizing the
vocabulary and the onomatopoeic sounds that each
vocabulary word makes.
Introduce the students to Josefina. Talk about where she
comes from, what is her native language, where is her
family from, what the weather is like where she lives. Talk
about the different kinds of clothes that she wears.
Pass around Josefina’s clothes so students can see them and
touch them directly. When collecting the clothes, the
teacher will ask the question ¿Quién tiene la ….? or ¿Quién
tiene el….? Students will hand back the clothes to the
teacher when they listen to the question.
Game with paper dolls: Students will dress up the paper
dolls depending if it is a boy or a girl according to what the
teacher is saying. El niño lleva…. Or La niña lleva…
Closing Activity: Each student will receive a work sheet
with a picture of a boy or a girl and will need to color the
clothes after listening to the teacher say each vocabulary
word.
Materials:
Poster
Labels
Story book:
Froggy se
Viste
Josefina
Clothes
Pictures
Books
Josefina’s
clothes
Paper dolls
Vocabulary
worksheet
Done?
Differentiated instruction and adaptations
Critical Thinking Skills?
embedded in instruction for heritage learners,
X Comprehension
X Recall
special needs, LDs, and gifted?
For heritage learners encourage them to use as
much as they can the language in class and share
the culture with their peers.
For special need students, put them in groups with
stronger students so they can help each other
during the group activities. Make sure that there
are variety of activities, listening reading writing
and speaking.
For gifted students allow them the opportunity to
read books on the topic in the target language or
read cultural information about the topic.
Assessment(s):
Pre- Assessment: On day one students will
brainstorm about weather and clothes for each
season.
Futures Assessments and Dates:
•
•
•
Formative writing assessment Day….
Formative reading assessment Day….
Summative assessment Day…
Spanish 1
Activity Type: Pre-Assessment
Activity Name: ¿Quien lleva…?
Materials: Posters (boy and girl dressed)
Labels
Theme: A vestirse
Topic: La Ropa / Clothes
Time: (10 minutes)
Assessed Mastery Objectives
•
•
Identify boy’s and girls clothing
Label clothes in the posters presented in class
Essential Structures (New and review)
•
•
¿Qué llevan los niños?
¿Qué es esto?
Essential Vocabulary Topics (new and review)
• Clothing vocabulary
• Colors
• Weather Expressions
Objectives for the activity:
•
Students will be able to identify and label at least 3 pieces of clothing for each
boy and girl poster
Directions for the activity:
1. Present the students the two posters of the boy and the girl and talk about what they
see.
2. Ask them where they think they live, how is the weather where they live, what colors
are the different clothes that they area wearing.
3. Ask the students if they own clothes like the ones in the picture
4. Once they are familiar with the picture, ask for volunteers who would like to label the
different clothes.
5. The students will receive 15 labels and will have 5 minutes to label the posters.
6. When they are done, review with the students which labels are correct and which
labels are incorrect.
7. Remove the labels that are incorrect and set them aside to label again at the end of the
unit.
Spanish 1
Activity Type: Vocabulary Introduction
Activity Name: Muñecas de Papel
Materials:
• Paper Dolls
Theme: A vestirse
Topic: La Ropa /Clothes
Time: (15 minutes)
Assessed Mastery Objectives
• Exchange information about certain clothes that are use by boys or/and girls.
• Listen and interpret information describing clothes and when to wear them
Essential Structures (New and review)
•
•
•
El niño lleva…
La niña lleva…
Articles (el, la, los, las)
Essential Vocabulary Topics (new and review)
• Clothes
• Weather Expressions
• Colors
Objectives for the activity:
• Students will interpret information about clothes and which clothes are use by
each gender
• Students will exchange information with their partners about the items they need
to dress up their paper dolls.
Directions for the activity:
1. Divide the class in groups of two or three students
2. Show the students the dolls (a boy and a girl) that they are going to be playing with
3. Give each student a bag with two dolls and different kinds of clothing.
4. Let the students know the material they are going to be playing with
5. Say the phrases in a normal pace
6. Give the students time to dress talk between them and decide the clothes that they are
using for the dolls
7. Ask the students to show the dolls while the teacher walks around the room
8. Repeat a few times the same pattern
9. Ask the students to collect the clothes and put everything back in the bag.
10. Pick up the bags
LABELS FOR THE POSTER / VOCABULARY
1. LA CAMISA 2. EL PANTALON 3. LOS ZAPATOS 4. LAS MEDIAS / LOS CALCETINES 5. EL SUETER 6. LA BLUSA 7. LOS PANTALONES CORTOS 8. LAS BOTAS 9. EL PONCHO 10. LA CHAQUETA 11. LA GORRA 12. EL SOMBRERO 13. EL CITURON 14. LA FALDA 15. EL VESTIDO 16. EL ABRIGO 17. LA BUFANDA 18. LOS GUANTES 19. EL PANTALON DE BAñO 20. LA PIJAMA Level: Spanish 1
Theme: A vestirse
Topic: La Ropa
Block/period:
Week:
Standards:
Objectives for today’s’ lesson:
Homework for next
X Communications
• Students will identify the different
class meeting:
•
•
clothing vocabulary depending on the
description they hear.
Students will identify authentic
situations and decide the appropriate
clothing for each situation.
Students will determine which is the
most popular clothing used in the class.
•
Write in the Spanish
notebook 3 true
statements about your
clothing and 1 false
statement. Read to the
class the next day and
classmates will guess
which the false
statement is.
__Culture
__Connections
__Comparisons
__Communities
Date:
Extension
Activities:
__Art
__Technology
__Music
__Social Studies
__Literature
__Math
Extras:
Time:
5 min
Activity:
Warm-up: Memory Game: Put all the vocabulary cards on the board
so students can look at them for a minute. Turn them around and see
how many vocabulary words they can remember.
Materials:
Vocabulary
cards
15 min
Vocabulary Practice Activity: Riddles Students will receive two cards
one with a riddle there other one with a vocabulary picture/word. They
will need to go around the class reading the riddle to their peers and
looking for the matching card
Riddles cards
Vocabulary
cards
10 min
Interpretative Listening Activity: Going to the Mall: Students will
receive a worksheet with different drawings of people shopping for
clothes. Students will listen to the description of what each person is
buying and they will need to circle the correct answer.
20 min
Reading Activity: Students will work in groups of two or three
students.
Part A: Students will read the situation and write which is the
appropriate clothing for that specific situation. Students will need to
name 3 or 4 items for each situation.
Part B: Students will read the situation and decide if the clothing they
are describing is logic or illogic for that particular situation.
Groups will share the results with the rest of the class at the end of the
activity.
Worksheet
with drawings
of people
shopping.
LCD projector
Paragraphs
with different
situations.
5 min
Closing Activity: Draw in a chart on the board how many students are
wearing pants, shorts, dresses, sweaters etc…See which is the most
commonly used piece of clothing in the class.
Differentiated instruction and adaptations
embedded in instruction for heritage learners,
special needs, LDs, and gifted?
For LD students the listening activity can have an
Chart
markers
Critical Thinking Skills?
X Comprehension
X
Recall
Done?
option of reading a caption of the description so
they can listen and read to the description in case
they need it.
The reading activity is a more challenging activity
for students, because they are working in groups
this activity can be use with students at a different
level so they can help each other in the group.
Assessment(s):
Listening Activity
Reading Activity
Reflection/Suggestions for future use:
Futures Assessments and Dates:
•
•
Formative Writing Assessment
Summative Assessment
EXAMPLES OF SITUATIONS FOR READING ACTIVITY:
Part A:
1. Me llamo Paloma, hoy es mi cumpleaños. Mi mamá hizo un pastel y mis amigas
vienen a celebrar. Vamos a tener una fiesta. ¿Qué llevo?
2. Hola soy Andrés hoy me voy a la playa. Hace mucho sol y calor. ¿Qué llevo?
3. Mis amigos y yo nos vamos de paseo a la montaña. Necesitamos llevar poca ropa
pero cosas importantes. ¿Qué llevo?
4. Estoy enferma me quedo en casa todo el día mirando películas y leyendo libros.
¿Qué llevo?
5. Hoy e 25 de abril, es la primavera voy a la biblioteca pero llueve un poco. ¿Qué
llevo?
6. En el verano vamos a la finca de mis abuelos. Necesito empacar una maleta. ¿Qué
llevo?
7. No se esquiar muy bien, pero me gusta ir con mis padres a la montaña en el
invierno. ¿Qué llevo?
8. Mi hermana Celeste y yo somos gemelos, hoy es nuestro primer dia de la escuela.
¿Qué llevamos?
Part B:
1. Hoy es la fiesta de Navidad en casa de mis tíos. Toda la familia esta reunida se
ven muy elegantes. Llevo traje de baño y unas sandalias.
2. Hace mucho frío, es invierno. Voy a la escuela y llevo mi gorra y guantes en las
manos.
3. Me gusta ir de paseo al parque y subirme al columpio y las resbaladeras, llevo
vestido.
4. Hoy es 31 de octubre, Día de las Brujas, llevo mi disfraz de espantapájaros.
5. Vivo en Puerto Rico y vamos a la playa los fines de semana. Llevo mis botas de
nieve y mi bufanda.
6. Mis padres nos llevan al parque de diversiones a mis hermanos y a mí. Llevamos
vaqueros, camisetas y zapatos de tenis para poder correr.
7. Cuando voy a la playa en mi país, Venezuela, llevo mi traje de baño, pantalones
cortos y una camiseta. Nunca olvido mis gafas de sol.
8. Hoy mi hermana Julieta se gradúa de la escuela. Voy a la ceremonia. Llevo mi
pijama y mis pantuflas.
Riddles for Vocabulary Practice
Es azul y muy cómodo. Chicos y chicas
lo llevan a la escuela
Los vaqueros, jeans
Es de muchos colores. Chicos y
chicas lo llevan cuando van de
El traje de baño
vacaciones a la playa o cuando van a la
piscina.
Es de cuero o de plástico. Los niños lo
llevan cuando llueve o cuando nieva.
Es de diferentes colores. Las chicas
lo llevan cuando van a una fiesta. Son
muy bonitos, pueden ser largos o
cortos
Los chicos y las chicas lo llevan
cuando hace frío. Se lo ponen en las
manos. Son de lana y de muchos
colores.
Los chicos y las chicas lo llevan en el
verano cuando no llevan pantalón
Las botas
El vestido
Los guantes
Los pantalones cortos
Los chicos y las chicas lo usan en los
pies antes de ponerse los zapatos.
medias / los calcetines
En el verano muchas personas las
usan. Protegen a los ojos del sol
Las gafas
Esta hecha de lana de oveja o de
alpaca. Las personas lo usan cuando
El suéter
hace frío en invierno o en el otoño.
Spanish 1
Theme: A vestirse
Activity Type: Vocabulary Practice
Topic: La Ropa / Clothes
Activity Name: Las Adivinanzas
Time: (15 minutes)
Materials:
• Flash cards with pictures of clothing vocabulary
• Flash cards with the riddles for each word
Assessed Performance Indicators:
• Students will communicate ideas in an organized manner using appropriate visual
support.
• Demonstrate awareness of unique characteristics of each vocabulary word they
have learned.
Essential Structures
•
•
Articles (el, la, los, las)
Weather expressions
•
Essential Vocabulary Topics
Clothing Vocabulary
Objectives for the activity:
•
Students will identify each clothing vocabulary depending on the description they
hear.
Directions for the activity:
1. Begin by asking for volunteers to come to the front and pick up a “surprise” piece of
clothing from Josefina’s suitcase.
2. When they take it out say: Esto es un / una…describe its color, texture, when do you
use it and basic characteristics of this particular piece of clothing. Continue doing this
until there are no more clothes in the suit case.
3. Give each student a card with a picture/ word of clothing and a card with a riddle of a
piece clothing. Make sure the student receive two cards that don’t match.
4. Tell the students that they have 5 minutes to go around the class looking for their
matching cards.
5. Make sure they are reading clearly the description to their classmates and looking for
the matching card using only Spanish.
6. At the end of the activity each student should have at least 1 set of cards
7. Collect the cards by saying the name of the clothing and the student/s that has it will
read the riddle and give it back.
Level: Spanish 1
Theme: A vestirse
Topic: La Ropa
Date:
Block/period:
Objectives for today’s’ lesson:
•
•
•
Students will compare clothing that is
used in different weather and occasions
Students will describe characteristics of
different clothes.
Students will compare and contrast
between their lives and other kids in
other countries.
Week:
Homework for next
class meeting:
•
Draw a picture of their
costume for “Dia de
las Brujas” and a
description using
adjectives and
structures they have
learned.
Standards:
x_Communications
x Culture
Connections
x Comparisons
__Communities
Extension
Activities:
x Art
__Technology
__Music
x Social Studies
x_Literature
__Math
Extras:
Time:
5 min
20 min
15 min
Activity:
Warm-up: Four Corners Activity: Post in each corner a chart paper
written with the name of a season. Divide the class in groups and give
them a different color marker. Send each group to one of the corners to
write the clothing vocabulary related to that season. Then the group will
take their marker and move to the next chart. They will have 1 minute in
each corner.
Structure Introduction: “Una Fiesta de Disfraces”: Present to the
students the power point. When finished ask them the question: ¿Qué
llevas tu para el Día de las Brujas? Students will answer the question.
Answers will vary. Introduce Lola to the students and explain to them
the activity ¿Qué lleva Lola?” Show them the sample, talk about what
you expect.
Culture Activity: Students will listen to the stories about Celina
(Brazil), Carlitos (Argentina), Oscar (Bolivia) and Omar (Mexico), from
the book “Children Just Like Me” (UNICEF). They will learn about
their families, lives, foods, and clothing. After listening students will
answer a questionnaire with true and false questions
10 min Oral Formative Assessment: Divide the class in pairs. Give each
5 min
student a card with a picture/word of the vocabulary list. One person
needs to ask yes or no questions and guess what that item is. Remind
them to ask questions using that structure they just learned. Ex: ¿Mi
mamá lleva esta ropa? Each student has 5 minutes to complete.
Closing Activity: Exit card: Students will write 3 things they have
learned that day
Differentiated instruction and adaptations
embedded in instruction for heritage learners,
special needs, LDs, and gifted?
For LD students: During the Structure
introduction Activity, they can have a list of
vocabulary/structures with them while working.
For gifted Students: During structure Introduction
Activity they can include all seasons plus
holidays to describe what Lola wears.
Materials:
Chart Paper
Markers
Power Point
LCD Projector
Lola
Worksheets
Children Just
Like Me
(UNICEF
book)
Questionnaire
Picture cards
Exit cards
Critical Thinking Skills?
X Comprehension
X Recall
Done?
Assessment(s):
Futures Assessments and Dates:
•
- Spot check the results of the structure
introduction activity worksheet
- Spot check the true and false questionnaire
- Presentational Oral formative Assessment.
Reflection/Suggestions for future use:
Spanish 1
Activity Type: Introduction to a Structure
Activity Name: ¿Qué ropa Lleva Lola?
Materials:
Theme: A vestirse
Topic: La Ropa /Clothes
Time: (20 minutes)
Power point presentation
Activity worksheet
Crayons, pens, pencils
Assessed Performance Indicators:
• Students will answer question on what they are wearing using the verb llevar in
the yo form.
• Students will describe what other people wear (Lola) in different occasions using
the el/ella/usted form of the verb llevar in the present tense. They will use clothes
vocabulary, adjectives to describe them with a correct number gender agreement,
weather expressions previously learned.
Essential Structures (New and review)
•
•
•
Gender number agreement
Conjugation verb Llevar
The question: ¿Qué lleva…? / ¿Qué
llevas tú?
Essential Vocabulary Topics (new and review)
• Clothes
• Colors
• Weather
• Celebrations
Objectives for the activity:
• Students will use the verb llevar in the el/ella/usted form to describe what
Lola is wearing for different occasions and in different weather.
• Students will use the verb llevar in the yo form to describe what they are
wearing.
Directions for the activity:
1. Begin talking about the different clothes people use for different occasions, like
parties, school days, pool or beach days, holidays.
2. Talk about the next coming holiday “Halloween” (El Día de las Brujas”) and show
them the Power Point presentation “Una Fiesta de Disfraces”.
3. Ask them what they are going to be for “El Dia de las Brujas”. Use the question ¿Qué
llevas tú para el Día de las Brujas? Students will answer this question by using the
verb llevar in the yo form. Answers will vary.
4. After the oral activity introduce “Lola” to the students. Present them the sample
worksheet where they can see the different clothes she wears depending on the
weather or the time of the year. Encourage the students to be creative and to use the
verb “llevar” in the correct form and as much vocabulary and structures learned in
past units when creating their own “Lolas” and writing about them.
5. At the end of the activity ask for 3 or 4 volunteers to share their work with the class.
Later place all the “Lolas” in the bulletin board.
Contesta verdadero (V) o falso (F) a las siguientes preguntas:
1. Celina vive en Brasil, en el bosque tropical cerca del rio Amazonas. ____
2. A Carlitos le gusta mucho jugar futbol. ____
3. Oscar lleva una camiseta y ropa de lana cuando hace frio. ____
4. Carlitos toma café. ____
5. Celina tiene cinco hermanas. ____
6. Celina nunca lleva zapatos. ____
7. Carlitos lleva una faja en la cabeza. ____
8. Oscar es de Puerto Rico. ____
9. Carlitos come milanesa. ____
10. A Oscar le gusta la sopa de fideos. ____
11. Celina duerme en una cama. ____
12. Oscar habla español y aimara. ____
Paulina Carrion
Foreign Language K-12 Methods
ML#4
November 3, 2009
Spanish 1
Activity Type: Cultural Lesson
Activity Name: Learning about Latin
America
Theme: La Ropa
Topic: (La Ropa de las Americas)
Time: (20 minutes)
Materials:
• Power Point
• Worksheets
Assessed Mastery Objective:
•
Students will be able to identify clothing from different parts of Latin America
Essential Structures
•
En (name of a country) se
lleva…/llevan…..
Essential Vocabulary Topics
•
•
Clothing
Countries from Central and South
America
Objectives for the activity:
•
•
•
Students will be able to recognize clothing vocabulary orally and in writing
clothes vocabulary.
Students will be able to exchange information about clothing that is used in
different countries of Central and South America.
Students will be able to identify clothing and the country of its origin.
Directions for the activity:
1. The teacher will introduce the different clothes used in Central and South
America through a power point presentation. Each student will have a map and
they will go through talking about the countries and locating them in the map.
2. The power point presentation ends with a question and the students will answer
that question talking about what they are wearing at the moment.
3. Students will have a worksheet where they would need to put together the clothes
with the name of the country and label each piece of clothing afterwards.
4. Students will make comparisons of the clothes they use here on the US in
holidays and celebrations as well as the daily clothing.
Level: Spanish 1
Theme: A vestirse
Topic: La Ropa
Block/period:
Week:
Standards:
Objectives for today’s’ lesson:
Homework for next
X Communications
•
Students will describe orally clothing
class meeting:
•
that they and their friend and family
wear on a daily basis.
Students will compare and contrast the
clothes that different people in Latin
America use.
•
Bring your favorite
clothing and describe
to the class.
X Culture
X Connections
X Comparisons
__Communities
Date:
Extension
Activities:
__Art
X Technology
__Music
X Social Studies
__Literature
__Math
Extras:
Time:
5 min
15 min
10 min
20 min
5 min
Activity:
Materials:
Warm-up: Game: Stand up – Sit down: Students will listen to the
teacher and will stand up if they are wearing what she is describing.
Structure Practice Activity: Students will describe the clothes that 4
people (family and friends) are wearing with out giving out their names.
Then the class will be divides I groups and group members will guess
who they are describing. Student will take turns describing and guessing
Formative Assessment: Students will receive a template of a suit case
and pictures to paste in the suitcase depending where they are going on
a little vacation. They will choose the place they will go and then write
a paragraph describing the weather in that place and what they need to
take for the trip.
Cultural Activity: Students will watch a power point presentation
about clothes from different parts of Latin America. After talking a little
of what are wearing that day to school they will do an activity matching
the country with the clothes that belong to that country.
Personal
descriptions
Template of
the suitcase
Picture of
clothes
Power Point
LCD projector
Activity
worksheet
Closing Activity: Inside Outside circle: Students will make two
circles one inside the other one and will go around telling their partners
what they have learned in that class.
Differentiated instruction and adaptations
embedded in instruction for heritage learners,
special needs, LDs, and gifted?
For LD students the Structure Practice Activity
will have pictures and words to make things more
clear. Or they can have and oral assessment
instead of a written one.
For gifted students the list of vocabulary can be
extended to words known only in specific
countries. Ex: huipil, faja, ojotas, alpargatas,
bombachas, anaco etc…
Critical Thinking Skills?
_x_Comprehension
_x _Recall
Done?
Assessment(s):
- Formative Assessment
Reflection/Suggestions for future use:
Futures Assessments and Dates:
•
Summative Assessement
Spanish 1
Activity Type: Interpretative Writing
Assessment
Activity Name: Going on a trip
Materials: Worksheet and template of
a suit case
Theme: A vestirse
Topic: La Ropa /Clothes
Time: (20 minutes)
Assessed Performance Indicators:
•
The student will describe basic information about clothes he/ she will need to
bring in his/her suit case when planning for a trip
Essential Structures (New and review)
•
•
•
Verb llevar
Adjectives
Structure: “Yo voy a….”
Essential Vocabulary Topics (new and review)
• Basic clothing vocabulary
• Weather vocabulary
•
Objectives for the activity:
•
Student will explain in writing the needs of packing the correct clothing
depending on the weather and the place that they are going.
Directions for the activity:
1. Provide the students with the template of the suitcase and a different kind of
pictures to cut out and paste in the suit case
2. Give the opportunity to the students to go to the map (if they need) and pick a
place (country, city town) to go on a vacation trip.
3. Hand out the work sheet where they are going to write the assignment.
4. Ask the students to write 3 or 4 sentences describing where are they going what
the weather is like an what clothes they need to pack to go to their vacation.
5. Ask for 3 or 4 volunteers that want to share their travel information with the
class.
6. Collect the assignment and grade it according to the following rubric.
Point Values:
Grammar
7
6
5
4
Use of the verb
llevar is accurate.
The student uses
all of his or her
available tools.
Vocabulary usage
is correct above
and beyond the
student’s expected
level.
4 or more
excellent written
sentences
Interesting and
complete
information on the
place he/she is
going.
Use of the verb
llevar is below the
appropriate level
at this point in the
student’s Spanish
level.
Vocabulary usage
is mostly correct
and/or just below
the student’s
expected level.
2-3 sentences.
Does not
understand the use
of the verb llevar
when writing
sentences.
Vocabulary
Usage
Use of the verb
llevar is at the
appropriate level at
this point in the
student’s Spanish
level
Vocabulary usage
is correct and at
the student’s
expected level.
Length
Content
3 or 4 well written
sentences
Complete
information on the
place that he/she is
going.
Not much in
formation on the
place that he she is
going.
Vocabulary usage
is poor and well
below the
student’s level.
1 sentence or there
is no sentence
structure.
No information on
the place that
he/she is going
Spanish 1
Activity Type: Structure Practice
Activity Name: Las Estaciones y la Ropa
Materials:
Theme: A vestirse
Topic: La Ropa / Clothes
Time: ( 15 minutes)
Assessed Performance Indicators:
•
•
Exchange information with a classmate about clothes your friends and family
members wear depending on the season.
Listen and interpret information provided by your partners by asking what
clothes their friends and family members wear.
Essential Structures (New and review)
•
•
•
•
Weather expressions
Articles
Gender and number agreement
Verb Llevar ( yo, tu , el/ella/usted
form)
Essential Vocabulary Topics (new and review)
• Clothes vocabulary
• Seasons: (ie: En otoño el lleva….)
Objectives for the activity:
• Students will describe by writing the clothes that their family members and
friends wear depending on the season.
• Students will tell to their partners what clothes their family members and
friends wear depending on the season.
• Students will interpret and identify what their partners describe, and will
guess who the person is.
Directions for the activity:
1. Ask students to take a piece of paper and write their names on it
2. Students will think of 4 people they know (father, mother (sibling), teacher, and
a friend in school. They will recall the clothes they wore that morning when they
saw them before going to school. In the case of the friend in school, they need to
describe what she/he is wearing that day.
3. Students will write a description of each person without writing their name.
They need to begin the sentence by saying what the weather is like and what the
season is.
4. Give students an example of what is expected. Ex: Es otoño, hace un poco de
frío, lleva vaqueros y un suéter rosado.
5. When they are done writing their 4 sentences students will make groups of two
or three people.
6. Each student will read their first sentence to the group and their peers will guess
who that person is. After the first sentence students will take turn reading the
restSpanish
of the sentences.
Level:
1
Theme: A vestirse
Topic: La Ropa
Date:
Block/period:
Objectives for today’s’ lesson:
•
•
Students will compare and contrast the
clothes between different countries in
Latin America and the United States.
Students will explore and present in
Spanish general information on
countries in Latin America using
visuals and props in a fashion show.
Week:
Homework for next
class meeting:
•
Finish the project with
the group.
Standards:
X Communications
X Culture
X Connections
X Comparisons
__Communities
Extension
Activities:
X Art
__Technology
__Music
X Social Studies
__Literature
__Math
•
Extras:
Time:
5 min
Activity:
Materials:
Warm-up: Teacher will read 10 statements from different countries in
Latin America and its culture. The students will answer true or false in
a piece of paper. Students will review their answers after the final
presentation is done.
10 min Introduction: The teacher will present the project, explain the rubric,
select the groups and students will choose their countries.
Rubric
Student check
list
List of
countries
Props, books,
art materials
Evaluation for
the students
35 min Work group: Give the students all the materials needed to begin
working in their projects. The teacher will go around the class checking
if they need help with their assignment. They will receive a 5 minute
warning to wrap up what they are doing and at the end of the class they
will have a 5 minute Q&A period.
Closing Activity: Question and answer period. Students will be
reminded they need to work outside the class to finish the project and if
they have any questions they can contact the teacher for help during
office hours.
The next Spanish period will begin with the presentations of the group.
Differentiated instruction and adaptations
embedded in instruction for heritage learners,
special needs, LDs, and gifted?
-
Students will have available different
ways to research.
Critical Thinking Skills?
X Comprehension
X
Recall
Done?
-
Groups will be multi level so students can
get help from each other,
Assessment(s):
Summative Assessment
Reflection/Suggestions for future use:
Futures Assessments and Dates:
•
Paulina Carrion
Foreign Language k-12 Methods
Fall 2009
ML #5
Peer Observation Sheet La Ropa de las Américas Nombre: _________________________ Fecha:____________________________ Grupo #1 Miembros del grupo: 1._________________________ 2. _________________________ 3. _________________________ ¿De qué país hablo el grupo?
________________________________________________________________________
Escribe tres cosas que aprendiste de este país.
1._______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________ Grupo#2 Miembros del grupo: 1._________________________ 2. _________________________ 3. _________________________ ¿De qué país hablo el grupo?
________________________________________________________________________
Escribe tres cosas que aprendiste de este país.
1._______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
Grupo #3 Miembros del grupo: 1._________________________ 2. _________________________ 3. _________________________ ¿De qué país hablo el grupo?
________________________________________________________________________
Escribe tres cosas que aprendiste de este país.
1._______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
Paulina Carrion
Foreign Language k-12 Methods
Fall 2009
ML #5
RUBRIC FOR GROUP PRESENTATION
7
6
5
4
Exceeds Expectations: Students demonstrated a very creative used of the
props and materials given by the teacher. Students developed and used their
own props for the presentation. Students used materials given by the teachers
to research as well as their own materials (internet). The group developed a
very creative visual with clear and interesting information on the country.
During the presentation students used correctly the grammar structures
learned in the unit as well as recycle and new vocabulary. Students
demonstrated enthusiasm and effort in the project
Meets Expectations: Students used props and materials given by the teacher.
Students used research materials given in class. The group developed a clear
visual with information about the country. During the presentation students
used the grammar structures learned in the unit as well as the new vocabulary
learned. Some self correct errors that do not interfere with the communication
of the meaning.
Students demonstrated enthusiasm in the project.
Almost Meets Expectations: Students used props and materials given by the
teacher for the presentation. Students used materials given in class for
research. The group developed a visual with some information on the country.
During the presentation students used some grammar structures learned in the
unit as well as some vocabulary. Errors were not self corrected and needed
teacher intervention. Errors interfere with communication of meaning.
Students demonstrated some interest in the project.
Below Expectations: Students used some props given by the teacher.
Students used some materials given in class for research. The group
developed a visual with limited information on the country. During the
presentation students used very little grammar structure and vocabulary.
Errors needed intervention of the teacher. Errors interfere with the
communication of meaning. Students show little effort.
Desfile de Modas
Summative Assessment
Student/ Grup Check List
1. __ Select a country from the lottery 2. __ Get together wit your group 3. __ Research basic facts and information about the country you have selected (location, capital, bordering countries, food, holidays, weather, clothing, music etc...) Books will be provided by the teacher and you can use other source of information like internet. 4. __ Decide in your group who is going to be the narrator, who is going to be the emcee and who is going to be the model. 5. __ Write a paragraph describing the country 6. __ Make a poster (visual) that represents your research and the country. Be as creative as you can. 7. __ Decide the clothes that the model is going to use 8. __ Write a paragraph describing what the model is wearing 9. __ Practice 10.__ Present to the class Paulina Carrion
Foreign Language k-12 Methods
Fall 2009
ML #5
Spanish 1
Activity Type: Summative Assesment
Activity Name: Desfile de Modas
Theme: La Ropa de las Américas
Topic: La ropa
Time: 15 minutes introduction 30 minutes
group work
Materials:
Assessed Performance Indicators:
•
•
•
•
•
•
1.1, 1.3 Present written and oral information gathered from researching basic facts
about countries in Latin America (weather, food, flag, clothing)
1.2 Identify clothing from different countries in of Latin America
2.1 Understand the differences and similarities between different clothes use in
different countries in Latin America.
3.1 Connect the knowledge of other disciplines like Geography, through the
Spanish Language. (location of the country, capital, weather, food)
3.2 Through research students will acquire information about the culture of
different countries in Latin America through the Spanish Language.
4.1 Compare and contrasts clothing used in the US and in different countries in
Latin America
5.2 Use Spanish to communicate with others in real life situations.
Essential Structures (New and review)
•
•
Verb llevar in the present tense
Weather expressions
Essential Vocabulary Topics (new and review)
• Clothes Vocabulary
• Name of Countries and capitals
• Colors, Adjectives
Objectives for the activity:
•
•
•
•
Students will compare and contrast different countries in Latin America
Students will collaborate with classmates to write a paragraph describing a
country in Latin America and making a visual that represents these countries with
the information they have gathered.
Students will use the verb llevar (in the present tense) to write and present to the
class information about what people wear in other countries in Latin America.
Students will present this information orally while a “model” shows the clothes to
the rest of the class.
Directions for the activity:
1. Present the students the project’s idea and rubrics. Read aloud instructions and
rubrics to the class. Take questions.
2. Assign the students in groups of three. (One is the presenter of the visual, one is the
model and the other one is the emcee).
3. Present the students with all the materials and props that there are available in class
for the research as well as for the presentation. Tell students they can bring any
prop/material from home if they need to.
4. Assign each group a country by lottery.
5. Give the students 35 minutes to work in their research of the country, the visual and
the oral part describing the clothes from each country. Write the beginning time and
the ending time on the board. Remind them 5 minutes before time is over so they cab
begin wrapping up things and picking up all the materials.
6. Remind the students that they would have to work outside of class in the project and
to come prepare to present for next class. Remind them they can contact you any time
during the week if they need feedback or have any question.
7. On the day of the presentation, give the students 10 minutes before the presentation
begin to take out their materials and get ready.
8. Have students sit down and get them ready to watch each group. Hand out evaluation
sheets and make sure they understand all of the questions. Let them know they need
to complete this evaluation as part of their grade.
9. Let them volunteer which group wants to go first, second, etc. Ask them to begin and
to hand you their script.
10. Have the students watch each group and fill the evaluations. While they are
presenting, fill the rubric. At the end collect the evaluations from the students.
Unit Closure
11. Discuss with the students what they have learned during this unit and how they can
use this
information in the future.
WARM UP ACTIVITY:
LIST OF VOCABULARY WORDS
• LOS PANTALONES
• LOS ZAPATOS
• EL PONCHO
• LAS BOTAS
• LAS MEDIAS / LOS CALCETINES
• EL SOMBRERO
• LA CAMISA
• LOS PANTALONES CORTOS
• LA BUFANDA
• EL TRAJE DE BAñO
• LA CHAQUETA
• LOS GUANTES
Topic Outline Page
Level: Spanish 1
Theme: A vestirse
Topic: Clothes
Suggested Time Frame: 2 weeks
Mastery Objectives of the Unit of Instruction: Students will be able to:
•
•
•
•
•
•
•
1.1 Exchange information about clothes that are used in different parts of Latin
America.
1.2 Interpret spoken and written information about clothes that are use in celebrations
and on a daily basis here in the US and in other countries of Latin America.
1.3 Share oral and written information with their peers about different types of clothes
that are used according to the weather.
2.1 Describe when, where and why they wear the different clothing items.
2.2 Describe articles of clothing from different countries and why they wear certain
fabrics and colors.
3.1 Connect the knowledge of Geography through the Spanish Language.
4.2 Compare and contrast the differences between the clothes that are used in
different countries and when they are used.
Activities and assessments included in this topic:
•
•
•
•
•
•
•
Pre- Assessment: Seasons and Clothes, test students recall of the weather vocabulary
and ask them to brain storm any clothing vocabulary that they know, labeling posters.
Vocabulary Introduction: Story Time, students listen to a story book (Froggy se
Viste) and are be exposed to new vocabulary and grammar structures that are used in
children’s literature. Activities playing with paper dolls,
Vocabulary Practice Activities: Meeting Josefina, the Latin American doll and her
ward robe, worksheets and flash cards. Riddle time. Students will play a guessing
game in groups.
Structure Introduction: “Una Fiesta de Disfraces” introduction to the structures of
the present tense of the verb llevar through a power point presentation, in which the
students’ names are included to make it more affective and communicative. Activity:
¿Qué lleva Lola? Students will describe what Lola wears depending on the weather
and the time of the year (holidays).
Structure Practice Activity: Students will write a description of the clothes that 4
people (friends and family members) are wearing that day. They will not write their
names and their partners in the group will have to guess who are they.
Reading and Listening Formative Interpersonal Assessment: Students present to
the class what their “Lolas” are wearing using the structures and vocabulary learned
in the unit.
Interpretive Writing Formative Assessment: Students will plan a vacation trip.
Find a place in the map where they want to go, and pack a suitcase. A template of a
suit case and pictures of different clothes will be provided. Students will need to
Janet Parker 11/18/02 9:12 AM
Deleted:
•
•
write a paragraph on where are they going, what the weather is like, and what they
need to take to their vacation trip.
Integrated Cultural Activity: “La Ropa de las Americas” power point presentation
in which the students are exposed to different and authentic people in Latin America
and their culture. After the power point presentation students will work on an activity
in which they will have to match clothes, with country names.
Summative Assessment: Create a group a Fashion Show based on the research done
on a country selected by lottery. Develop a visual with information about the country
and write a paragraph that describes the country and the clothes a model in the group
will be wearing. In this activity students will be a reading, speaking and writing in
Spanish.
Supplemental Activities:
Daily warm ups: Design to reactivate student’s previous knowledge and prepare
them for the class.
• Daily Closing Activities: Design to wrap up the class and reflect on their own
progress and learning.
•
Resources
•
•
•
•
•
•
Story book: Froggy se viste
Children Just Like Me (UNICEF)
The Fabulous Book of Paper Dolls by Julie Collings (Klutz)
Song/ Game: Juguemos en el Bosque, Traditional song from Latin America
Josefina’s Story from the collection of American Doll books
Teacher created power points to introduce grammar structures and culture awareness