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PLANNING FOR INSTRUCTION AND ASSESSMENTWhy Plan? 3General Information on Planning for Spanish Teachers 6Task-based or Project-based Language Learning 11Unit Planning 15Planning Tools 17Sample Plans 33Year 1: Family and Celebrations 35Year 3: Cultural Diversity in the Spanish-Speaking World 55Year 6: Current Issues 75

SPANISH LANGUAGE AND CULTURE (SIX-YEAR PROGRAM) • Planning

Planning – 3

Why Plan?! Creating a plan increases teacher awareness of curriculum outcomes

and student needs, and enhances teaching practices.

! Teachers are more likely to effectively meet the expectations of thecurriculum, school, students, and parents.

! Topics can be sequenced in a logical way, providing importantlinking for students.

! Planning well gives teachers confidence. It enables the teacher toanticipate and be prepared for meeting individual student needsand alternative situations that arise in the classroom.

! Planning well reduces many management problems in theclassroom.

! Advance planning helps teachers to access resources, and it reducesstress and increases effectiveness.

! Planning well ensures a sound rationale is evident and ready forpresentation to parents, students, and administrators.

! Collaborative planning allows teachers to engage in professionaldialogue about curriculum, successful practices, individual studentneeds, and effective use of resources.

Developing PlansIn developing plans, teachers need to effectively

! select an approach to planning

! read and understand the general and specific outcomes provided inthe Spanish Language and Culture curriculum

! consider student needs, background knowledge, and experience

! select the appropriate outcomes and the sequence in which theywill receive focus

! select teaching and learning activities

! select learning resources

! consider assessment and evaluation

PLANNING FOR INSTRUCTIONAND ASSESSMENT

Planning • SPANISH LANGUAGE AND CULTURE (SIX-YEAR PROGRAM)

Planning – 4

OutcomesOutcomes in Spanish Language and Culture assist classroom teachersand other educators to

! plan learning activities that support Spanish language growth andstudent achievement in Spanish Language and Culture

! establish goals for learning, instruction, and assessment in SpanishLanguage and Culture

! monitor student progress in achieving outcomes in SpanishLanguage and Culture

! communicate with students, parents, and guardians about studentprogress in Spanish Language and Culture

! select appropriate resources to support student learning

Planning with OutcomesThe outcomes separate the four components of communicativecompetence: language competence and applications, interculturalcompetence (Global Citizenship), and strategic competence. Whenplanning, teachers need to reflect on how these components can beintegrated through activities that involve meaningful communication.Planning needs to include a careful analysis of the outcome statementto determine appropriate instructional materials. The followingexample shows how the four components are integrated in onelearning activity.

Consider an activity where a student is asked to prepare a classroompresentation and a poster summarizing the information gathered on anaspect of the culture of a specific Spanish-speaking nation that he orshe finds appealing. The guidelines for the activity are as follows:

! Brainstorm potential themes or topics for the exercise and selectone. (Applications/Strategies/Global Citizenship)

! Use a concept map to detail what information is required, anddevelop a plan for gathering the information. (Strategies)

! Identify key vocabulary or terms related to the theme or area ofinterest. (Language Competence/Lexicon)

! Undertake research, drawing on at least four web-based and print-based Spanish resources and summarize information gathered.(Language Competence/Global Citizenship)

! Prepare presentation and poster using visuals to aid incommunicating your ideas. (Language Competence/Applications)

! Check and edit your presentation to ensure correct spelling andgrammatical structures. (Language Competence)

! Present to classroom. (Language Competence/Applications)


Planning – 5

! Reflect on the experience and identify what you learned, how youlearned it, what gaps in learning you perceived, and what was mostchallenging. (Strategies)

Selecting OutcomesSelecting outcomes is the critical component in developing unit orlesson plans. Which aspects of language learning do you want to focuson? Where are your students in their development of their linguisticand cultural skills?

In targeting outcomes for unit or lesson planning, teachers also need toconsider how they relate to one another. Once outcomes are identifiedthe next step is to consider which learning activities or tasks lendthemselves to the development of the outcomes.

Considering Assessment and EvaluationPlanning for assessment is an essential aspect of unit and lessonplanning. It is important that teachers consider what information theyneed to collect and what is directly related to the outcomes. How willstudents demonstrate these outcomes in the context of the learningtasks and activities selected?

Finally, it is important to select the type of assessment tools best suitedfor the assessment focus. See Classroom Assessment, page 9.

Selecting ResourcesPlanning lessons and assembling resources for a language coursemeans more than finding a good text with accompanying workbookand listening tapes. As much as possible, students should work with allkinds of resources. Authentic documents, that is, documents that weredesigned for Spanish speakers rather than for the purpose of secondlanguage teaching, are particularly interesting. By using authenticdocuments, students gain experience in finding, exploring, andinterpreting different kinds of texts, and have models for producingtexts of their own.

By using a variety of resources rather than a single text, teachers canbetter accommodate the diverse learning needs of students found in theaverage classroom. Even though all students in the class are workingon the same task, they may be using different resources depending ontheir preferred learning styles, level of proficiency, or cognitivedevelopment.


Planning – 6

Approaches to Planning There are several approaches to planning for instruction. These may becategorized as thematic, integrated, content/subject based, and task-based approaches. These are not mutually exclusive and often elementsof each will be used by teachers to plan for instruction.

Thematic approaches focus on a specific topic or central idea whichforms the basis for the unit or the lesson being planned. The themechosen serves as the organizer for the instructional activities. Themesmay be broad or may be specific in nature (e.g., Music of Chile versusthe Meaning of the Macarena song). School-based themes provide anopportunity for cross-subject and classroom collaboration.

Integrated approaches are closely related to thematic approaches. Theyfocus on choosing themes that allow for connections with varioussubject areas or for drawing on a broad range of skills and concepts.Integrated units allow for collaboration between subject area teachers.Students may value integrated learning experiences because they aremore “real-life” in nature and relate to other school subjects.

Task-based approaches focus on the engagement of students in verymeaningful tasks rather than elements of language. Generally, in task-based approaches, learning tasks have a clear beginning and end.

Regardless of the approach or combination of approaches one mayprefer, all of them may be applied to the development of yearly, unit, orlesson plans. These are described in the following section.

General Information on Planning for Spanish TeachersTypes of PlansYearly PlansIn creating a long-range plan, a teacher looks at students and elementsof curriculum, and considers the school’s goals and the year ahead. Onthis basis, the teacher makes a tentative sequencing of classroominstruction units that would be effective.Unit PlansTo develop a unit plan, a teacher looks at the students and their needs,and organizes strategies and selects specific learning activities whichare aligned with several identified curricular objectives or studentoutcomes.

Lesson PlansLesson plans ‘map out’ in detail instructional and learning activities insupport of one or more outcomes. Usually lesson plans refer to dailyplans.


Planning – 7

Planning for BalancePlanning for a balanced Spanish Language and Culture program needsto take the following into account:

! Specific outcomes stated are end-of-year outcomes; while studentsmay reach the level of competence described by the outcomes atany time during the year, the outcomes describe end-of-yearperformance. Educators must consider the series of instructionalsteps that will lead to accomplishment of the outcomes by the endof the year.

! Learning is recursive and integrative. Many of the outcomes need tobe addressed repeatedly in different ways throughout the schoolyear. Students need practice in many meaningful contexts toconsolidate new knowledge, skills, and strategies. As well asdeveloping new literacy skills and strategies, students need toreview, maintain, and refine those learned previously.

! Planning is continual and informed by needs that become evidentthrough classroom assessment.

! A variety of instructional approaches, classroom managementtechniques, assessment practices, tools and strategies, and languagearts learning experiences are essential.

! Students may be taught in a variety of organizational structures,including multi-graded classrooms.

Developing a balanced, integrated Spanish program is a creativeprocess. Instruction is shaped by the teaching style, resources, andstrengths of each teacher, by the interests, abilities, and talents that eachnew group of students brings to the classroom, and by the needs of thecommunity.

Some areas of balance to consider in planning include the following:

! four general outcomes

! three modes of communication: productive, interpretive, andinteractive

! text types: oral, written, and multimedia texts (which include avariety of expository or informational, narrative, poetic, anddramatic texts; and a variety of forms and genres such as videos,magazines, letters, charts, and computer programs)


Planning – 8

! various functions: imparting and receiving information; expressingemotions and personal perspectives; getting things done; extendingknowledge of the world; forming, maintaining, and changinginterpersonal relationships; and for imaginative purposes andpersonal enjoyment

! grouping patterns: individual, pairs, small groups, large groups,whole class, heterogeneous, homogeneous, student-directed,teacher-directed

! various levels of language proficiency and the language backgroundand experiences of the student

! various learning styles and multiple intelligences

! various rates of student learning, addressed by providing pre-teaching, review, and additional practice for some students, andchallenging extension activities for others

Planning for balance while ensuring sufficient instruction and practicein all the outcomes defined for a particular grade or course is achallenging task. Choosing particular ideas and strategies precludesusing others. It is unlikely that a teacher would use all the suggestionsfor instruction and assessment for a specific outcome with a particulargrade. For example, various types of journals and logs are discussed:personal journals, reader response journals, learning logs, and writers’notebooks. Students likely would not maintain all of thesesimultaneously.

Yearly PlanningLong-range planning is making difficult decisions about the directionof our programming based on our best professional judgment. Long-range planning is problem solving. Long range plans are often viewedas a finished product rather than a working document and as a “meansto an end.” If planning is to be effective and of value to the teacher, risktaking, continual monitoring, and subsequent modifications are valuedparts of the process. A real year plan will reflect changes and will be aworking document, not a polished masterpiece.

To begin long range planning:

! Know and use the curriculum.

! Focus on how the planning will help you and your students, not onthe product or what someone else might expect.

! Look at the different types of long-range planning and considerthose which best meet your needs.

! Remember that there is no one right way to plan.


Planning – 9

There are many types of long-range plans. Teacher should choose astyle that meets their needs and the needs of the specific instructiongroups.

Thematic PlanningTraditionally, thematic planning has been considered the domain ofprimary teachers although it has been widely used in gifted education.Varieties of thematic planning are now in many settings from earlyeducation onwards.

Thematic planning has proven especially helpful to teachers of multi-age and combined class groupings. Where teachers plan for a widerange of abilities, thematic teaching allows all students to buildknowledge, skills, and attitudes—experiencing success at their ownlevel within a collaborative whole-class environment.

Thematic planning also is chosen by teachers who tend to look at theglobal picture, rather than seeing discrete, sequenced units. It may alsobe preferred by teachers who like to work collaboratively with otherteachers or draw on the concepts and experiences which students arebeing exposed to in other settings. Although there are many approachesto thematic planning, basically thematic teaching differs from subject-based planning in that priority curricular expectations are linkedand/or clustered deliberately across subject areas. Thematic teachingoften takes place in larger blocks of time created by merging periods oftime apportioned to each subject area.

In another thematic approach, teachers pick up a common threadwithin several subject areas.

Teachers may sequence topics or units of study to coincide with oneanother. Similar ideas are taught together at the same time.

Some teachers base their year around large issues or questions thatencompass all or almost all areas of curriculum. This planning requiresin-depth knowledge of curricula and a willingness to create or modifyexisting resources.

Benefits of Thematic PlanningRecent brain research tells us that learning is enhanced when inter-related areas are linked. To maintain and extend memory networks,students need to test their memories in stimulating and meaningfulcontexts. Both the relevance of the material to the learner and theemotional involvement of the learner are important components ineffective learning. By choosing themes that are relevant and of interestto students in the classroom, thematic planning links and buildsknowledge in a “brain-friendly” way.


Planning – 10

Motivation is important in learning. In well-conceived thematicinstruction, successful experiences are fostered for a wide range ofstudents and differing expectations become the norm. Thematicplanning allows for more extensive and intensive exploration of aspecific area of interest or study. This helps students build enthusiasmand become more reflective and involved in their own learning.

The thematic approach allows a wide range of students to experiencesuccess and achievement at their own levels. Disadvantaged studentslink with their background knowledge and read materials on the themeat their own level, enhancing achievement. Gifted learners movebeyond a core of basic learning experiences. Thematic units that allowfor more indepth explorations and learning allow students to processmore and become more active learners. Authentic assessments tend tobe utilized within the thematic approach, allowing more students todemonstrate their success.

Effective instructional techniques are fostered within the thematicstructures. Teachers gain enthusiasm by learning along with students—acting as role models of continuous learning and problem solving.Important changes may occur in classroom dynamics as teacher andstudents use the word we more than I. With instruction that is lessfractured, many teachers enjoy the flow of thematic teaching andexperience a feeling of success in reaching more students.

Helpful Hints for Thematic Planning

! Choose themes and/or topics that are guided by the outcomes youwish to develop. These should be the focus of the planning.

! Carefully select themes that are appropriate for the age and interestsof students and complement the areas of experience recommended.

! Try, where you can, to choose broad rather than narrow thematictopics or open up topics through the use of ambiguous titles. Checkthe area of experience for each grade level to guide your selection ofunit and lesson plans.

! Start with a manageable project in thematic planning and buildfrom there. It’s all right to start your year with a theme, and thenfocus on specific tasks or areas of language development!

! Communicate learning goals for the year and your thematic plansto parents and students. Chart your thematic year plan for OpenHouse at the beginning of the year.

! Ensure that parents see curricular expectations specifically onstudent assignments, displays, evaluations, and portfolio samplesthroughout the year to reassure them. Regular newsletterspreviewing upcoming themes and activities add to parental buy-in.


Planning – 11

! Remember that a year plan is a working document that will beperiodically reviewed and revised.

! Teachers may choose to teach thematically, but continue routinetask-based learning activities such as dialogues, role-playing,learning journals, etc.

Long-Range Planning Review

! Choose a style of planning that suits your needs: subject-based,thematic (integrated), strategic, or a combination of several.

! Select priority expectations from the curriculum based on yourknowledge of your students, and highlight these on curricularchecklists.

! Develop a year plan that logically flows and develops prioritycurricular expectations.

! Remember that a year plan is a working document that will beperiodically reviewed and revised.

! Focus on what the students will learn, not just the activitiesthey will engage in.

Task-based or Project-based Language LearningA task-based approach to learning Spanish is designed to have studentsdevelop language competence and communicative skills by doingthings rather than by simply studying the language. The students nolonger begin by learning the form or grammar of the language. Instead,they find themselves in a situation where they must use the languagefor a definite purpose, to complete a clearly defined task or project. Thetask is defined at the outset and creates the need to know certainelements of the language, thus giving meaning and context to alllanguage activities.

All content, activities, and evaluation in the unit grow out of the task.Specific language content is determined once the task has beenidentified. Explicit teaching of grammar rules, exercises whichconcentrate on form, and practice of specific strategies all have theirplace in the classroom, but they will be done as a result of the students’need to know elements of the Spanish language in order to accomplishthe task more effectively. The task provides an organizationalframework within which all skills, knowledge, and attitudes aredeveloped.


Planning – 12

Choosing a Task or ProjectThe choice of tasks will be based on the interests of students while atthe same time covering as broad a range of areas of experience aspossible. It is important that the task be flexible enough to allow forsome differentiation. In this way, students with different levels ofproficiency, different interests, and different backgrounds can worktogether and learn from one another.

Good projects or tasks should• match the interests of the students• require students to focus on meaning and purpose• draw objectives from the communicative needs of students• involve language use in carrying out the task• provide opportunities for language practice• allow for flexible approaches to the task, offering different routes,

media, modes of participation, procedures• allow for different solutions, depending on the skills and strategies

drawn on by students• be challenging, but not threatening• require input from all students in terms of knowledge, skills, and

participation• promote sharing of information and expertise• allow for co-evaluation by the student and the teacher of the task

and of the performance of the task• provide opportunities for students to talk about communication

(metacommunication) and about learning (metacognition)• provide for monitoring and feedback• be effective and efficient (i.e., the effort to master aspects of the

language should “pay off” in terms of communicative competence,or cognitive and affective development of the learner)

The order in which the tasks are undertaken is usually decided basedon their level of difficulty, which depends on a number of factors:• the characteristics of the learner• the amount of contextual support provided to the learner• the cognitive difficulty of the task• the amount of assistance provided to the learner• the complexity of the language which the learner is required to use• the amount and type of background knowledge required


Planning – 13

Some of these factors are variable (e.g., the amount of supportprovided), while others are not (e.g., characteristics of the learner).

In the following table, some of the factors which determine the relativedifficulty of a task are outlined. By examining a task in relation to thesefactors, a task that is appropriate for the students can be chosen.

Sometimes a task may, at first, appear too difficult for the students, butif it is of great interest to them, it can be sometimes be undertaken byadjusting some of the above variables to make it less difficult. In thesame way, the same task can also be made more or less difficult fordifferent groups of students in mixed-level classes.

less difficult more difficult

cognitive complexity describing sequencing choosing

classifying identifying principles evaluating

listening one speaker two speakers three speakers four or more speak-ers

familiar topic unfamiliar topic

speaking taking short turns taking long turns

familiar, sympathetic conversationpartner

unfamiliar, uninvolved individual orgroup

familiar topic, well-organized memory

new topic or experience, not well organized

text type description instructions storytelling providing and justifying opinions

few elements, properties, relationships, characters, factors

many elements, properties,relationships, characters, factors

ample contextual support (titles andsubtitles, pictures or diagrams, etc.)

little contextual support

language simple complex

less interpretation required (information is explicit)

more interpretation required(information is implicit)

more redundant (information isrepeated in different ways)

more dense (information is given onlyonce)

task type one-way transfer of information two-way exchange of information

convergent divergent

concrete, “here and now” abstract, different time or place

support more less


Planning – 14

The table below provides some ideas for tasks that students couldundertake at this level. Students can be expected to complete betweenfive and eight of the more complex tasks in the course. Some taskscould be the focus of a unit of study which could take from 15 to 20hours to complete. See the next section for more information on unitplanning.

Global Task List

Make a/an Learn a/an Do a/an

listbookletbig bookpamphlet or brochuredictionaryrecipe bookguidepicture albumpostermuralcollagemodelclass displaycrestmapcalendargreeting cardmenufamily treecover (book, CD, video)game boardadvertisementcomic strippuppetclassified ad

gamesportsongdancepoemstorynursery rhymecraft(then make up a new one)

surveyresearch projectsimulationrole playinterviewdemonstrationdebatebiographycritique

Keep a log of Plan a/an

books readTV programs watchedweathertravel

Present a/an

fashion showpuppet showplaydanceconcert

tripself-improvementprojectexchangeimmersion weekendexcursionmealcelebrationguest speakervisit

Solve a problem

jigsaw taskinformation gapcloze activitygrammar dictationscience experimentmath problemmake a decision

Write and send a/an

personal lettergreeting cardemail messageletter to the editorbusiness letterinvitation


Planning – 15

Unit PlanningUnit planning when using a task-based approach to second languagelearning is a little different than planning for a more traditionallanguage-based approach. Instead of beginning with the linguisticcontent (vocabulary, grammar, functions), you begin with a theme ortopic and a task. The language content grows out of the task and theresources used for the task. The following steps provide a list ofconsiderations for unit planning:

1. Choose a theme or a topic which is of interest to the students,which offers possibilities for developing the students’communicative competence in Spanish, and which allows for somegeneral learning as well. Students can participate in this step of theplanning process.

2. Decide on a unit task that is appropriate to the theme, is of interestto the students, and is within their capabilities, both from acognitive and a language point of view. Students can participate inthis step as well. This task becomes the main element around whichthe unit is organized. The unit task will most often take the form ofa project that can be worked on over a period of several weeks. Seethe Global Task List on the preceding page for suggestions.

3. Look for resources which might be useful in preparing students tocarry out the task. Resources should be attractive and rich in visualsupports such as charts, pictures, diagrams, etc. Once the resourceshave been found, analyze them for elements that might need to beintroduced, for example, a particular accent in an audio text, acultural reference, strategies needed to deal with an authenticdocument, idiomatic expressions, and so on.

4. Analyze the task to determine what the students will need to knowand to learn in order to be able to carry out the task. Think aboutthe product the students will produce (the project or task), but alsoabout the process they will go through in producing the product(e.g., working in groups, doing research, interviewing people).Think about language functions, vocabulary, grammar, text types,historical and contemporary elements of the culture, strategies,general knowledge, and so on. Think about the resources you havefound for the unit.


Planning – 16

5. Outline a series of steps or mini-tasks directly related to the unittask to help the students learn and practise the language they willneed to carry out that task. Some of these mini-tasks might focus onparticular language functions (applications), building vocabularyaround the theme or topic, learning and practising specificgrammatical structures, analyzing the characteristics of a particulartext type, developing a cultural element, working on a learningstrategy, and so on.• It is a very good idea to begin a unit with an activity that

stimulates the students’ interest in the topic, and helps themmake connections between what they already know about thetopic and what they will be learning. This introductory activityalso starts to establish the linguistic base necessary for therest of the unit, although it should not include the formalteaching of a pre-determined list of vocabulary. Vocabulary forthe unit is better taught as the need arises throughout thewhole unit.

• It is also very helpful to end the unit with an activity thatleads students to reflect on the unit. This can includediscussion about what they learned, the strategies they used,and how their attitudes may have changed. It can also includeplanning for future units based on perceived gaps in theirknowledge and skills. This step is important for developingmetacognitive strategies and independent learning.

6. Determine the specific objectives for the unit, keeping in mind allfour components (applications, language competence, globalcitizenship, and strategies).

7. Think about aspects of the unit that could be adapted toaccommodate the needs, interests, and aptitudes of differentstudents. Be prepared to be as flexible as possible withoutcompromising the objectives of the unit.

8. Plan student assessment and evaluation. Integrate assessmentthroughout the unit.

Although unit planning is presented above as a series of steps, for mostpeople, it will involve going back and forth between steps, rather thanprogressing straight through from step 1 to 8. Some of the planning willtake place beforehand, and some as the unit progresses.

PLANNING TOOLS


Planning – 19

Areas of ExperienceSee Appendix D for a list of appropriate areas of experience.

Grammatical ElementsFor lists of grammatical elements, see Outcome 2.1.4 on pages Year 1–30 to32, Year 2–26 to 30, Year 3–28 to 32, Year 4–30 to 34, Year 5–28 to 32, and Year6–28 to 32.

Learning ResourcesIn planning yearly unit and lesson plans, teachers will find it helpful to referto the annotated bibliography of Spanish learning resources. The annotatedbibliography may be found online at the Manitoba Education, Citizenshipand Youth website at

http://www.edu.gov.mb.ca/ks4/learnres/spanish/sp7-s4com2000-2003.pdf.


Planning – 20

Planning Your YearGrade Level(s):__________ School Year: __________ Teacher(s): ____________________________________

September October November December January

Unit(s)

Outcomes

InstructionalApproaches

andLearningActivities

Resources

Assessmentand

Evaluation


Planning – 21

Planning Your YearGrade Level(s):__________ School Year: __________ Teacher(s): ____________________________________

February March April May June

Unit(s)

Outcomes

InstructionalApproaches

andLearningActivities

Resources

Assessmentand

Evaluation


Planning – 22

Unit Components

Unit Focus

Grade Level(s)

Lesson TopicsResources

Duration/TimeAllotment

Spanish GeneralOutcomes

StudentActivities/Projects

InstructionalTechniques/

Teaching Strategies

Spanish SpecificOutcomes (including

linguistic content)

Planning forLearner Diversity

Curriculum Integration(if applicable)

Assessment andEvaluation


Planning – 23

Unit Components

Unit Focus

Lesson 1

Lesson 2Lesson 11

Lesson 10 Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 9

Lesson 8

Lesson 7


Planning – 24

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Planning – 25

Unit Plan Outline

Unit Focus: Grade Level(s):

Duration/Time Allotment

Lesson Topics

Spanish Language and CultureOutcomes

! General Outcomes

! Specific Outcomes(including linguistic content)


Planning for Learner Diversity

Instructional Strategies/Teaching Techniques

Student Activities/Projects

Resources

Assessment and Evaluation


Planning – 26

Integrated Unit Plan Overview

Unit Focus:___________ Grade Level(s): ________ Teacher(s): ________________________________

Spanish Language and Culture

General Outcomes:

Specific Outcomes:

________________ Subject Area

Outcomes:

Instructional Strategies and Learning Activities

Planning forDiversity of

Learners

Resources Assessmentand

Evaluation


Planning – 27

Unit Planning Checklist

" Have you selected the outcomes you wish to focus on in this unit?

" Have you considered student needs, interests, and abilities and incorporatedstudents’ input?

Have you considered the relevance of this unit to

" students’ lives outside of the school context?

" students’ language and learning experiences in other subjects?

" students’ continued language development?

" Can you identify the outcomes related to language competence andapplications that students will attain?

" Have you incorporated appropriate global citizenship outcomes into the unit?

" Can you identify the historical and contemporary elements of the Spanish-speaking cultures present in the language competence content of the unit?

" Can you provide a rationale for the unit?

" Have you selected interesting, useful, and varied resources to accompany theunit?

" Have you included a variety of instructional strategies, language experiences,and activities?

" Have you provided opportunities for students to apply listening, speaking,reading, and writing skills in different contexts?

" Does the unit plan allow for flexibility and adaptation?

" Have you provided opportunities for student input and collaborativedecision-making?

" Have you determined appropriate assessment and evaluation techniques?

" Have you considered possible unit extensions and applications?


Planning – 28

Integrated Lesson Plan Overview

Lesson Title: _________________________________________________ Lesson #: __________________

Unit Title:_______________________ Level(s): ___________ Dates/Duration: _____________________

Outcomes

Spanish Language and Culture:

! General Outcomes

! Specific Outcomes

! Other Subject Area Connections

Lesson Description(Learning Activities, Instructional Strategies, Sequence,

etc.)

Background Information/Notes

Planning for Diversityof Learners

Resources Assessment andEvaluation


Planning – 29

Integrated Unit Plan Overview

Unit Focus: ____________________________ Integrated Subjects: ________________________

Grade Level(s): __________ Teacher(s) _________________________ Duration: ____________

Spanish Language and Culture

General Outcomes:

Specific Outcomes(including linguistic content):

Subject: ____________________________

Outcomes:

Instructional Strategies and Learning Planning forDiversity of

Learners

Resources Assessment/Evaluation


Planning – 30

Lesson Plan FormatSubject(s): ________________________________________________________________________________

Lesson plan made by: _____________ Grade: _______ School: _________________ Date: ____________

Learner Outcomes:

Organization decisions to achieve the outcomes:

Planning for diversity of learners: Prerequisite knowledge, skills, strategies,and attitudes:

Time Learning Activities InstructionalStrategies

Resources

Introduction

Sequence ofactivities inmain body oflesson

Conclusion



Planning – 31

Lesson Plans

Outcomes:

Planning for Diversity:

Resources:

Method:

Assessment/Evaluation:


Planning – 32

Long-Range Plans

Grade Level(s): ________ School Year:___________ Teacher: __________________________________

Unit Focus:

Duration:

Unit Description:

Outcomes:

Unit Focus:

Duration:

Unit Description:

Outcomes:

Unit Focus:

Duration:

Unit Description:

Outcomes:

Unit Focus:

Duration:

Unit Description:

Outcomes:

SAMPLE PLANS


Planning – 35

Year 1: Sample Unit

Family and Celebrations


Planning – 37

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ío. ¿

Cóm

o se

llam

a tu

tío?

–M

i tío

se

llam

a A

ndre

w. ¿

Cuá

ndo

naci

ó tu

pad

re?

–Mi p

adre

nac

ió e

l cin

co d

e ju

lio.

Dat

es:e

l tre

inta

de

agos

to, e

l cua

tro

de m

arzo

. Nam

es o

f com

mon

fam

ily c

eleb

ratio

ns:

el c

umpl

eaño

s, la

bod

a. V

ocab

ular

yfo

r ta

lkin

g ab

out c

eleb

ratio

ns:c

eleb

rar,

rom

per

la p

iñat

a, c

omer

. Pos

sess

ive

adje

ctiv

es(m

i, m

is, t

u, tu

s, su

, sus

).

Proc

ess:

Voca

bula

ry a

nd s

truc

ture

s fo

r m

anag

ing

turn

-tak

ing:

Es

tu tu

rno.

¿Es

mi t

urno

? N

o, e

s el

turn

o de

Sar

a. T

e to

ca a

ti. ¿

A q

uién

le to

ca?

Le to

ca a

Sar

a. T

iene

squ

e es

pera

r tu

turn

o. V

ocab

ular

y fo

r cr

ossw

ord

puzz

les:

¿Cuá

l es

el n

úmer

o ci

nco

hori

zont

al?

Wor

ds fo

r ca

tego

rizi

ng:i

dént

ico,

cas

i idé

ntic

o, d

ifere

nte.

Phra

ses

for

enco

urag

ing

part

icip

atio

n:¿E

mm

a, q

ué p

iens

as?

Paul

o, ¿

pued

es a

yuda

rnos

? Vo

cabu

lary

for

the

proj

ect:

mi á

rbol

gen

ealó

gico

, ¿C

ómo

se d

ice

en e

spañ

ol?

Gen

eral

Out

com

es

Spec

ific

Out

com

es

The

follo

win

g sp

ecif

ic o

utco

mes

are

the

focu

s of

all

or m

ost o

f the

inst

ruct

iona

l str

ateg

ies

desc

ribe

d in

the

sam

ple

unit

belo

w:

In a

dditi

on, o

ther

spe

cifi

c ou

tcom

es r

elat

ed to

par

ticul

ar in

stru

ctio

nal s

trat

egie

s ar

e in

dica

ted

in th

e le

ft-h

and

colu

mn

oppo

site

the

desc

ript

ion.

In th

e ca

se o

f Str

ateg

ies,

the

left

-han

d co

lum

n lis

ts s

peci

fic

stra

tegi

es th

at a

re s

ugge

sted

in th

e le

arni

ng a

ctiv

ities

.

App

lica

tion

s (A

)St

uden

ts w

ill u

se S

pani

sh in

ava

riet

y of

sit

uati

ons

and

for

ava

riet

y of

pur

pose

s

Lang

uage

Com

pete

nce

(LC

)St

uden

ts w

ill u

se S

pani

sh e

ffec

tive

lyan

d co

mpe

tent

ly

Glo

bal C

itiz

ensh

ip (G

C)

Stud

ents

will

acq

uire

the

know

ledg

e, a

ttitu

des,

and

ski

lls t

obe

eff

ectiv

e gl

obal

cit

izen

s

Stra

tegi

es (S

)St

uden

ts w

ill k

now

and

use

str

ateg

ies

to m

axim

ize

the

effe

ctiv

enes

sof

lear

ning

and

com

mun

icat

ion

App

lica

tion

s (A

)•

Ask

for

and

shar

e in

form

atio

n•

Und

erst

and

and

resp

ond

to s

impl

epr

edic

tabl

e qu

estio

ns

Lang

uage

Com

pete

nce

(LC

)•

Use

a r

eper

toir

e of

wor

ds a

ndph

rase

s in

fam

iliar

con

text

s,w

ithin

the

area

s of

exp

erie

nce

ofth

e fa

mily

and

fam

ily c

eleb

ratio

ns•

Inte

ract

, in

mod

elle

d si

tuat

ions

,us

ing

shor

t, si

mpl

e w

ords

and

phra

ses

Glo

bal C

itiz

ensh

ip (G

C)

•R

ecog

nize

sim

ilari

ties

betw

een

thei

r ow

n cu

lture

and

Spa

nish

-sp

eaki

ng c

ultu

res

Stra

tegi

es (S

)•

Use

cog

nitiv

e, m

etac

ogni

tive,

soci

al, a

nd a

ffec

tive

stra

tegi

es w

ithgu

idan

ce to

enh

ance

lang

uage

lear

ning

•U

se in

tera

ctiv

e, in

terp

retiv

e, a

ndpr

oduc

tive

stra

tegi

es w

ithgu

idan

ce


Planning – 38

Inst

ruct

iona

l Str

ateg

ies

Ass

essm

ent,

Res

ourc

es, N

otes

Spec

ific

Out

com

es

1.

Show

a fa

mily

pic

ture

, pre

fera

bly

take

n on

the

occa

sion

of a

fam

ily c

eleb

ratio

n, a

nd a

sk s

tude

nts

who

they

thin

k th

epe

ople

are

, how

they

are

rel

ated

to e

ach

othe

r, an

d w

hat

they

app

ear

to b

e do

ing.

As

the

stud

ents

spe

cula

te a

bout

the

fam

ily m

embe

rs, w

rite

the

wor

ds fo

r va

riou

s fa

mily

mem

bers

on

char

t pap

er. A

dd v

ocab

ular

y an

d st

ruct

ures

toth

e ch

art t

hrou

ghou

t the

act

iviti

es th

at fo

llow

. Kee

p th

ech

art p

oste

d in

the

clas

sroo

m th

roug

hout

the

unit.

Brie

fly

disc

uss

the

conc

ept o

f ext

ende

d fa

mily

and

nuc

lear

fam

ily, a

nd a

sk s

tude

nts

wha

t kin

ds o

f eve

nts

thei

r fa

mily

cele

brat

es to

geth

er.

•U

se a

pic

ture

from

a te

xt b

ook,

a p

erso

nal

fam

ily p

ictu

re, o

r a

pict

ure

of a

fam

ous

His

pani

c fa

mily

.•

Stud

ents

will

pro

babl

y be

fam

iliar

with

the

conc

epts

of e

xten

ded

and

nucl

ear

fam

ily fr

omso

cial

stu

dies

. Mak

e th

e co

nnec

tion

toSp

anis

h-sp

eaki

ng c

ultu

res.

•K

eep

anec

dota

l rec

ords

of t

he s

tude

nts’

part

icip

atio

n, a

nd th

eir

will

ingn

ess

to o

bser

vedi

ffer

ence

s w

ithou

t pas

sing

judg

men

t.

•R

epea

t wor

ds o

r ph

rase

s, a

ssoc

iate

new

wor

ds o

r ex

pres

sion

s w

ith fa

mili

ar o

nes

(S—

cogn

itive

)

2.

Dis

cuss

the

task

with

stu

dent

s. D

ecid

e to

geth

er w

hat

info

rmat

ion

shou

ld b

e in

clud

ed o

n th

e fa

mily

tree

(e.g

.,no

mbr

e, fe

cha,

y lu

gar

de n

acim

ento

) and

wha

t for

m th

epr

esen

tatio

n of

the

proj

ect c

an ta

ke (e

.g.,

incl

ude

a br

ief

desc

ript

ion

of o

ne fa

mily

cel

ebra

tion)

. Dis

cuss

wha

tst

uden

ts w

ill n

eed

to le

arn

in o

rder

to b

e ab

le to

car

ry o

utth

e ta

sk. E

stab

lish

crite

ria

for

the

asse

ssm

ent o

f the

pro

ject

.

•W

hen

stud

ents

hav

e a

proj

ect o

r a

task

that

they

are

wor

king

tow

ards

, and

are

abl

e to

mak

e ch

oice

s ab

out h

ow th

ey le

arn,

mot

ivat

ion

is g

ener

ally

incr

ease

d.

•M

ake

choi

ces

abou

t how

they

lear

n,m

ake

a pl

an in

adv

ance

abo

ut h

ow to

appr

oach

a la

ngua

ge le

arni

ng ta

sk(S

—m

etac

ogni

tive)

3.

Play

the

gam

e “L

a lis

ta in

term

inab

le”

in g

roup

s of

five

tose

ven

stud

ents

. The

firs

t stu

dent

beg

ins

by s

ayin

g, “

En m

ifa

mili

a, e

stá

mi m

adre

.”Th

e se

cond

stu

dent

rep

eats

wha

t the

firs

t one

sai

d an

d ad

ds a

noth

er fa

mily

mem

ber,

“En

mi

fam

ilia

está

mi m

adre

y e

stá

mi h

erm

ano.

”C

ontin

ue in

this

way

until

eve

ryon

e ha

s ha

d a

turn

. If n

eces

sary

, do

a m

ini-

less

onon

pos

sess

ive

adje

ctiv

es b

efor

e pl

ayin

g th

e ga

me.

•M

onito

r th

e st

uden

ts’ u

se o

f the

pos

sess

ive

adje

ctiv

e an

d th

e vo

cabu

lary

for

fam

ilym

embe

rs (i

nclu

ding

pro

nunc

iatio

n).

Rev

iew

and

rete

ach

as n

eces

sary

.•

If n

eces

sary

, tea

ch s

tude

nts

the

phra

ses

need

ed to

man

age

turn

-tak

ing.

Te

toca

a ti

.¿E

s m

i tur

no?

No,

le to

ca a

Sar

a.

•U

se p

osse

ssiv

e ad

ject

ives

(mi,

mis

, tu,

tus,

su, s

us) i

n m

odel

led

situ

atio

ns(L

C—

atte

nd to

form

)•

Man

age

turn

-tak

ing

(A—

gett

ing

thin

gsdo

ne)

4.

Hav

e th

e st

uden

ts w

ork

in p

airs

to d

o an

inte

ract

ive

cros

swor

d pu

zzle

. One

stu

dent

has

the

vert

ical

clu

es a

ndth

e ot

her

has

the

hori

zont

al c

lues

. Stu

dent

s fi

rst c

ompl

ete

thei

r ha

lf o

f the

puz

zle

and

then

take

turn

s as

king

thei

rpa

rtne

r fo

r th

e re

mai

ning

clu

es. T

hey

do n

ot lo

ok a

t eac

hot

her’

s pu

zzle

unt

il th

e en

d of

the

activ

ity.

•C

opie

s A

and

B of

a c

ross

wor

d pu

zzle

for

each

pai

r. (¡

Dim

e! U

no,p

. 162

)•

Usi

ng a

che

cklis

t or

ratin

g sc

ale,

mon

itor

the

exte

nt to

whi

ch s

tude

nts

use

Span

ish

duri

ngvo

cabu

lary

bui

ldin

g ac

tiviti

es. S

ee “

Rat

ing

Scal

e fo

r In

tera

ctiv

e A

ctiv

ities

” fo

r an

exam

ple.

•M

anag

e tu

rn-t

akin

g (A

—ge

ttin

g th

ings

done

)•

Use

a r

eper

toir

e of

wor

ds a

nd p

hras

esin

fam

iliar

con

text

s, w

ithin

the

area

s of

expe

rien

ce o

f the

fam

ily•

Inte

ract

, in

mod

elle

d si

tuat

ions

, usi

ngsh

ort,

sim

ple

wor

ds a

nd p

hras

es


Planning – 39

Inst

ruct

iona

l Str

ateg

ies

Ass

essm

ent,

Res

ourc

es, N

otes

Spec

ific

Out

com

es

5.

Giv

e st

uden

ts a

list

of w

ords

rel

ated

to th

e th

eme

of fa

mily

in S

pani

sh, E

nglis

h, F

renc

h, G

erm

an, I

talia

n, a

ndPo

rtug

uese

. Hav

e st

uden

ts w

ork

in c

oope

rativ

e gr

oups

toca

tego

rize

the

wor

ds a

ccor

ding

to c

omm

onal

ities

. Ask

stud

ents

to s

pecu

late

on

the

reas

ons

for

the

sim

ilari

ties

they

have

obs

erve

d an

d to

dra

w s

ome

conc

lusi

ons

abou

t how

lang

uage

s ev

olve

.

Whe

n st

uden

ts a

re w

orki

ng in

coo

pera

tive

grou

ps, p

re-

teac

h on

e gr

oup

skill

and

hav

e th

em fo

cus

on th

at s

kill

duri

ng th

e ac

tivity

(e.g

., en

cour

age

part

icip

atio

n fr

om a

llgr

oup

mem

bers

).

If n

eces

sary

, tea

ch s

tude

nts

som

e vo

cabu

lary

for

cate

gori

zing

ele

men

ts o

f a li

st (e

.g.,

idén

tico,

cas

i idé

ntic

o,di

fere

nte)

and

for

enco

urag

ing

part

icip

atio

n (e

.g.,

Emm

a,¿q

ué p

iens

as d

e es

to/e

so?

Paul

, ¿pu

edes

ayu

darn

os?)

.

•O

ne c

opy

per

grou

p of

the

wor

kshe

et“A

noth

er K

ind

of F

amily

”•

See

“The

Indo

-Eur

opea

n La

ngua

ge F

amily

Tree

” fo

r ba

ckgr

ound

info

rmat

ion.

For

addi

tiona

l inf

orm

atio

n an

d co

lour

cha

rts,

see

“Fam

ily T

ree

of In

do-E

urop

ean

Lang

uage

s” a

t<h

ttp:

//w

ww

.dan

shor

t.com

/ie/

>.•

Kee

p an

ecdo

tal r

ecor

ds o

f the

stu

dent

s’pa

rtic

ipat

ion,

and

thei

r ab

ility

to r

ecog

nize

sim

ilari

ties

and

diff

eren

ces.

•O

rgan

ize,

cat

egor

ize,

and

seq

uenc

eel

emen

ts (A

—ex

tend

thei

r kn

owle

dge

of th

e w

orld

)•

Rec

ogni

ze s

imila

ritie

s an

d di

ffer

ence

sbe

twee

n th

eir

firs

t lan

guag

e an

dSp

anis

h (G

C—

affi

rm d

iver

sity

)•

Kno

w th

at la

ngua

ges

can

be g

roup

edin

to fa

mili

es b

ased

on

com

mon

ori

gins

(GC

—af

firm

div

ersi

ty)

6.

Play

“In

form

atio

n Se

arch

.” A

sk s

tude

nts

to c

ompl

ete

aqu

estio

nnai

re r

elat

ed to

fam

ily m

embe

rs a

nd fa

mily

cele

brat

ions

. Aft

er th

ey h

ave

foun

d a

pers

on fo

r ea

chqu

estio

n, th

ey s

houl

d as

k a

supp

lem

enta

ry q

uest

ion

to g

etm

ore

info

rmat

ion

(e.g

., —

¿Tie

nes

un h

erm

ano?

—Sí

—¿C

ómo

se ll

ama

tu h

erm

ano?

—M

i her

man

o se

llam

a Ju

stin

).

Aft

er th

e ac

tivity

, dis

cuss

the

info

rmat

ion

gath

ered

by

the

stud

ents

. Dis

cuss

fam

ily c

eleb

ratio

ns, w

hat e

vent

s ar

ece

lebr

ated

by

the

who

le fa

mily

, as

wel

l as

sim

ilari

ties

and

diff

eren

ces

from

one

fam

ily to

ano

ther

, and

one

cul

ture

toan

othe

r.

•If

nec

essa

ry d

o a

min

i-le

sson

on

the

ques

tion

form

s ne

eded

to d

o th

e ac

tivity

.•

See

“Rat

ing

Scal

e fo

r In

tera

ctiv

e A

ctiv

ities

”fo

r an

exa

mpl

e of

cri

teri

a fo

r as

sess

ing

stud

ents

dur

ing

the

“Inf

orm

atio

n Se

arch

.”•

Kee

p an

ecdo

tal r

ecor

ds o

f the

stu

dent

s’pa

rtic

ipat

ion

in th

e di

scus

sion

and

thei

rw

illin

gnes

s to

obs

erve

diff

eren

ces

with

out

pass

ing

judg

emen

t.

•U

se in

terr

ogat

ive

sent

ence

s [y

es/n

oqu

estio

ns a

nd q

uest

ion

wor

ds ¿

Qui

én(e

s)?

¿Qué

? ¿C

ómo?

¿C

uál(e

s)?

¿Cuá

ndo?

] in

mod

elle

d si

tuat

ions

(LC

—at

tend

to fo

rm)

7.

Hav

e st

uden

ts v

iew

a v

ideo

feat

urin

g so

meo

ne p

rese

ntin

g a

fam

ily. B

efor

e vi

ewin

g th

e vi

deo

ask

stud

ents

to s

ugge

stso

me

wor

ds a

nd p

hras

es th

ey m

ight

exp

ect t

o he

ar. W

rite

key

wor

ds a

nd p

hras

es o

n th

e bo

ard.

Pla

y th

e vi

deo

seve

ral

times

, ask

ing

stud

ents

to li

sten

for

part

icul

ar in

form

atio

nea

ch ti

me.

For

exa

mpl

e, th

e fi

rst t

ime

have

stu

dent

s lis

ten

only

for

the

nam

es o

f fam

ily m

embe

rs. T

he n

ext t

ime,

ask

them

to li

sten

for

the

age

of fa

mily

mem

bers

, and

so

on.

•V

ideo

from

¡Dim

e!U

no, u

nida

d4,

lecc

ión

1•

Hav

e th

e vi

deo

avai

labl

e to

stu

dent

s to

use

as

a m

odel

whe

n th

ey a

re p

repa

ring

to p

rese

ntth

eir

fam

ily.

•H

ave

stud

ents

ref

lect

on

thei

r us

e of

stra

tegi

es u

sing

the

“Ref

lect

ive

Che

cklis

t for

Stud

ent S

elf-

Ass

essm

ent o

f Str

ateg

ies.

”

•U

nder

stan

d th

e m

eani

ng o

f sim

ple

sent

ence

s in

gui

ded

situ

atio

ns

(LC

—au

ral i

nter

pret

atio

n)•

List

en o

r lo

ok fo

r ke

y w

ords

(S

—in

terp

retiv

e)


Planning – 40

Inst

ruct

iona

l Str

ateg

ies

Ass

essm

ent,

Res

ourc

es, N

otes

Spec

ific

Out

com

es

8.In

coo

pera

tive

grou

ps h

ave

the

stud

ents

rea

d an

aut

hent

icte

xt a

bout

a fa

mily

, suc

h as

the

web

site

of t

he r

oyal

fam

ilyof

Spa

in, a

nd a

nsw

er s

peci

fic

ques

tions

. C

oach

stu

dent

s on

read

ing

stra

tegi

es, s

uch

as lo

okin

g fo

r co

gnat

es a

ndde

duci

ng m

eani

ng fr

om c

onte

xtua

l clu

es. T

hey

do n

ot n

eed

to u

nder

stan

d ev

ery

wor

d in

the

text

s.

Ask

stu

dent

s ab

out t

he r

ole

of th

e ro

yal f

amily

in S

pani

shso

ciet

y. H

ow d

oes

it co

mpa

re w

ith th

e ro

le o

f the

Bri

tish

roya

l fam

ily, f

or e

xam

ple?

•W

ebsi

te o

f the

Spa

nish

roy

al fa

mily

:<h

ttp:

//w

ww

.cas

area

l.es/

casa

real

/fam

ilia.

htm

l> a

nd a

ctiv

ity s

heet

“La

Fam

ilia

Rea

l”•

Alte

rnat

ivel

y, c

hoos

e a

text

abo

ut a

diff

eren

tfa

mou

s Sp

anis

h-sp

eaki

ng fa

mily

.•

“Ref

lect

ive

Che

cklis

t for

Stu

dent

Sel

f-A

sses

smen

t of S

trat

egie

s”•

Kee

p an

ecdo

tal r

ecor

ds o

f the

stu

dent

s’pa

rtic

ipat

ion

in th

e di

scus

sion

, and

thei

rw

illin

gnes

s to

obs

erve

diff

eren

ces

with

out

pass

ing

judg

men

t.

•U

nder

stan

d th

e m

eani

ng o

f sho

rt,

sim

ple

text

s in

gui

ded

situ

atio

ns

(LC

—w

ritt

en in

terp

reta

tion)

•In

fer

prob

able

mea

ning

of u

nkno

wn

wor

ds o

r ex

pres

sion

s fr

om c

onte

xtua

lcl

ues

(S—

inte

rpre

tive)

9.St

uden

ts p

repa

re th

eir

proj

ects

. The

y sh

ould

hav

e as

muc

hfr

eedo

m a

s po

ssib

le to

cho

ose

the

part

icul

ar fo

rmat

they

will

use

for

thei

r fa

mily

tree

with

in th

e gu

idel

ines

esta

blis

hed

at th

e be

ginn

ing

of th

e un

it. A

lthou

gh th

ey a

rew

orki

ng o

n in

divi

dual

fam

ily tr

ees,

they

can

wor

k in

grou

ps, s

hari

ng m

ater

ials

and

equ

ipm

ent a

nd p

rovi

ding

peer

feed

back

.

•En

cour

age

stud

ents

to u

se w

ord

lists

and

gram

mar

cha

rts

post

ed in

the

clas

sroo

m, t

heir

pers

onal

dic

tiona

ries

, as

wel

l as

thei

rcl

assm

ates

to c

orre

ct th

e fi

nal v

ersi

on o

f the

irfa

mily

tree

.•

“For

m fo

r A

sses

smen

t of P

roje

ct a

nd O

ral

Pres

enta

tion”

•Pr

oduc

e m

eani

ngfu

l sho

rt, s

impl

eph

rase

s an

d se

nten

ces

in g

uide

dsi

tuat

ions

(LC

—w

ritt

en p

rodu

ctio

n)•

Use

a v

arie

ty o

f res

ourc

es to

cor

rect

text

s (S

—pr

oduc

tive)

10. S

tude

nts

pres

ent t

heir

pro

ject

to th

eir

clas

smat

es a

ndan

swer

que

stio

ns a

bout

thei

r fa

mily

and

thei

r fa

mily

cele

brat

ion.

•“F

orm

for

Ass

essm

ent o

f Pro

ject

and

Ora

lPr

esen

tatio

n”•

Prod

uce

mea

ning

ful w

ords

, phr

ases

,an

d sh

ort,

sim

ple

sent

ence

s in

gui

ded

situ

atio

ns (L

C—

oral

pro

duct

ion)

•U

se p

osse

ssiv

e ad

ject

ives

(mi,

mis

, tu,

tus,

su, s

us) i

n m

odel

led

situ

atio

ns(L

C—

atte

nd to

form

)

11. L

ook

back

on

the

unit

and

guid

e st

uden

ts to

ref

lect

on

wha

tth

ey h

ave

lear

ned,

wha

t the

y fo

und

inte

rest

ing

and

wha

tth

ey n

eed

to d

o m

ore

wor

k on

.

•“R

efle

ctiv

e C

heck

list f

or S

tude

nt S

elf-

Ass

essm

ent o

f Str

ateg

ies”

•M

ake

a no

te o

f cha

nges

that

wou

ld im

prov

eth

e un

it if

it w

ere

taug

ht a

gain

in th

e fu

ture

.

•Ev

alua

te th

eir

own

perf

orm

ance

or

com

preh

ensi

on a

t the

end

of a

task

(S—

met

acog

nitiv

e)


Planning – 41

Unit Components

Unit Focus:La familia y las

celebraciones enfamilia

Lesson 1Actividad con fotografía

de la familiaUse picture to generate interest ina discussion about the family

Lesson 2Proyecto del árbol genealógico

Explain and establish criteria

Lesson 11Evaluación

Self-evaluation

Lesson 10Presentación de la familia

Oral presentation using visuals,possessions, short “sentences,”and answering questions

Lesson 3Juego “La lista interminable”

Family member game—oralactivity to practise familymembers’ possessives

Lesson 4Crucigrama de la familia

Pair activity—oral productionand comprehension of familyvocabulary

Lesson 5Actividad del origen de la

palabraCategorize and sequenceelements and recognizesimilarities and differencesbetween groups of languages

Lesson 6Búsqueda de información

Oral practice using interrogativesentences in modelled situations

Lesson 9Preparación del árbol genealógicoIndividual projects but sharematerials and provide peerfeedback

Lesson 8Lectura de un texto genuino

Read short text and infermeaning from contextual clues

Lesson 7Actividad del video de la familiaListen and look for key words,understand meaning


Planning – 42

Lesson Plan FormatSubject(s): ________________________________________________________________________________

Lesson plan made by: _____________ Grade: _______ School: _________________ Date: ___________

Learner Outcomes:

Organization decisions to achieve the outcomes:

Planning for diversity of learners:

Provide a variety of family pictures.

Prerequisite knowledge, skills, strategies,and attitudes:

Students will be familiar with concepts ofextended and nuclear family from socialstudies.

Time* Learning Activities InstructionalStrategies

Resources

Introduction 15 Students talk aboutwho they think thepeople are and howthey relate to eachother.

Show a familypicture and askquestions.

Family picture

Sequence ofactivities inmain body oflesson

20 Students speculateabout family members.

Write the wordsfor various familymembers on chartpaper.

Chart paper

Conclusion 20 Students discuss theconcept of extended andnuclear family andfamily celebrations.

Add vocabularyand structures tothe chart and keepthe chart posted inthe classroom.


Keep anecdotal records of the students’ participation and willingness to observe differences andconnections to the Spanish-speaking cultures.

The Family and Family Celebrations

* Lesson plans are made on the assumption that classes are approximately 60 minutes.


Planning – 43

The Indo-European LanguageFamily TreeBy Jack Lynch,

Rutgers—Newark

The chart below shows the relations among some of the languages in the Indo-Europeanfamily. Though you wouldn’t think it to look at the tangle of lines and arrows, the chart isvery much simplified: many languages and even whole language families are left out. Use it,therefore, with caution. The coverage is most thorough, but still far from complete, in theGermanic branch, which includes English.

The dotted line from French to Middle English suggests not direct descent, but the influx ofFrench vocabulary in the centuries after the Norman Invasion.

Some caveats. In the interest of making this readable, I’ve left out dozens of languages. I'veeven omitted the entire Anatolian, Albanian, and Tocharian families; I’ve included nolanguages from the Baltic branch or the Continental Celtic branch; I’ve grossly oversimplifiedthe Indo-Iranian family; and so on. The historical phases of some languages—Old Swedish,Middle Swedish, Modern Swedish; Vedic Sanskrit, Middle Indic—have been left out. I’vemade no attempt to distinguish living languages from dead ones. My goal is simply to givesome idea of the origins of the English language, and its relations to other familiarlanguages—along with a few less familiar ones.

CELTIC

Proto-Indo European

INDO-IRANIAN HELLENIC ITALIC

Indic

Iranian

Avestan

Greek Polish Russian

Norwegian

Old Norse

Icelandic

Swedish

North Germanic

West Germanic

Old High GermanOld Dutch

Middle Dutch Middle High German

Anglo-Frisian

Old Frisian

Frisian

Old English

Middle English

Modern English

Serbo-Croatian

Italian

Catalan

YiddishGermanAfrikaansDutchFlemish

Rumanian

French Spanish Portuguese

Manx Irish WelshScottish

Kurdish

Gujarati

Farsi

Urdu

Hindi

Middle Persian

Old Persian

Sanskrit

Bengali

BALTO-SLAVIC GERMANIC

Latin

Prepared by Jack Lynch, [email protected]


Planning – 44

Another Kind of Family

On this page you will find 30 words from six different languages. In your group try tocategorize these words based on similarities. When you are finished, answer the questions atthe bottom of the page.

brother vater irmão familiafratello tía familia tantetante sobrina zia sobrinhafather pai aunt pèrefamiglia frère niece padrenièce familie nipote tíafamily bruder famille hermanopadre nichte

1. What are the six languages? (¿Cuáles son las seis lenguas?)

2. What characteristics do you use to categorize the words? (¿Qué características usas paracategorizar las palabras?)

3. Speculate on the reasons for the similarities you found. (Adivina por qué son similares.)

4. Can you think of ways of using these similarities to help you learn Spanish? (¿Cómo puedesusar estas semejanzas para aprender español?)


Planning – 45

Another Kind of Family—Answer Key

On this page you will find 30 words from six different languages. In your group try tocategorize these words based on similarities. When you are finished, answer the questions atthe bottom of the page.

brother vater irmão familiafratello tía familia tantetante sobrina zia sobrinhafather pai aunt pèrefamiglia frère niece padrenièce familie nipote tíafamily bruder famille hermanopadre nichte

1. What are the six languages? (¿Cuáles son las seis lenguas?)

2. What characteristics do you use to categorize the words? (¿Qué características usas paracategorizar las palabras?)

3. Speculate on the reasons for the similarities you found. (Adivina por qué son similares.)• Common origins of Romance languages (Spanish, French, Italian, Portuguese) in

Latin/Orígenes comunes de las lenguas romance (español, francés, italiano, portugués) en latín• English has origins in both French and German/El inglés tiene sus orígenes en el francés y

el alemán

4. Can you think of ways of using these similarities to help you learn Spanish? (¿Cómo puedesusar estas semejanzas para aprender español?)• Try to transfer knowledge of one language with which you are familiar to another (e.g.,

If you speak Portuguese, you should be able to guess that “Sobrina” = “Sobrinha.”).

inglés alemán francés español italiano portuguésbrother bruder frère hermano fratello irmão

aunt tante tante tía zia tía

father vater père padre padre pai

niece nichte nièce sobrina nipote sobrinha

family familie famille familia famiglia familia


Planning – 46

Another Kind of Family—Answer Key (continued)

8. Can you think of ways of using these similarities to help you learn Spanish./¿Cómo puedesusar estas semejanzas para aprender español?Cognitive language learning strategies such as the following:/Estrategias cognitivas para elaprendizaje de la lengua, tales como:• Look for patterns and relationships./Busca estructuras comunes y relaciones.• Identify similarities and differences between Spanish and English (and other languages

you know or are learning)./Identifica semejanzas y diferencias entre el español y el inglés (yotras lenguas que conoces o que estás aprendiendo.

• Group together sets of things with similar characteristics./Asocia nuevas palabras oexpresiones con las ya conocidas.

• Associate new words or expressions with familiar ones./Agrupa palabras concaracterísticas similares.


Planning – 47

Rating Scale for Interactive Activities—Formative Assessment/Escala de clasificación para actividades interactivas—Evaluación formativa

Name of Activity/ Date/Título de la actividad: ___________________________________ Fecha: _____________________________

Criteria forAssessment/Criterios deevaluación !

Names ofstudents/ Nombre de losestudiantes "

Uses Spanish (short,simple words andphrases) wheninteracting withother students/Usa el español (breve,palabras o frasessimples) cuandointeractúa con otrosestudiantes

Is able to understandand respond tosimple, predictablequestions inSpanish/Es capaz decomprender yresponder en españolpreguntas sencillas yfáciles de predecir

Uses the vocabularyfor family memberswith increasingaccuracy andconfidence/Usa el vocabulariopara miembros de lafamilia con crecienteprecisión y confianza

Understands thatplaying interactivegames is an effectivestrategy for languagelearning/Comprende que eljugar juegosinteractivos es unaestrategia eficaz paraaprender idiomas

0-not al all/nunca; 1-occasionally/a veces; 2-often/con frecuencia; 3-consistently/con consistencia

Additional Comments/Comentarios adicionales


Planning – 48

La Familia RealVisita el siguiente sitio web: <http://www.casareal.es/casareal/familia.html>. Haz un clic enS.M. el Rey Don Juan Carlos, S.M. la Reina Doña Sofía, S.A.R. el Príncipe Don Felipe.

1. Nombra cognados (palabras que son similares al inglés).

2. Nombra palabras que adivinas a través del contexto.

Lee con atención:

A. Haz un clic en S.M. el Rey Don Juan Carlos o visita<http://www.casareal.es/casareal/reybg.html> y responde a las siguientes preguntas enespañol.

1. ¿Cómo se llama el rey? ________________________________________________________.

2. ¿De dónde es el rey? __________________________________________________________.

3. ¿Cuándo es su cumpleaños? ___________________________________________________.

4. ¿Cómo es el rey? _____________________________________________________________.

B. Haz un clic en S.M. la Reina Doña Sofía (<http://www.casareal.es/casareal/rnabg.html>) yresponde a las siguientes preguntas en español.

1. ¿Cómo se llama la reina? ______________________________________________________.

2. ¿De dónde es la reina? ________________________________________________________.


4. ¿Cómo es la reina? ___________________________________________________________.


Planning – 49

C. Haz un clic en S.A.R. el Príncipe Don Felipe(<http://www.casareal.es/casareal/ppebg.html>) y responde a las siguientes preguntasen español.

1. ¿Cómo se llama el príncipe? ___________________________________________________.

2. ¿De dónde es el príncipe? _____________________________________________________.


4. ¿Cómo es el príncipe? _________________________________________________________.

D. Haz un clic en árbol genealógico de la familia real(<http://www.casareal.es/casareal/arbfr.html>) y responde a las siguientes preguntas enespañol.

1. ¿Cuántos hermanos tiene la reina Doña Sofía? __________________________________.

2. ¿Quién es la madre de Don Juan Carlos? _______________________________________.

3. ¿Cómo se llama un tío de Don Juan Carlos? ____________________________________.

4. ¿Quién es la hermana de Doña Sofía? __________________________________________.

5. ¿Cuántos hijos tienen Don Juan Carlos y Doña Sofía? ___________________________.

6. ¿Cómo se llama el abuelo de Don Juan Carlos? _________________________________.

7. ¿Cómo se llaman los primos de Pablo? _________________________________________.

8. ¿Quién es el esposo de Elena? _________________________________________________.

9. ¿Cómo se llama el tío del hijo de Don Juan Carlos? _____________________________.

10. ¿Quién es Pilar? _____________________________________________________________.


Planning – 50

Bus

ca a

una

per

sona

Firm

aH

az u

na p

regu

nta

adic

iona

l re

laci

onad

a y

escr

ibe

la r

espu

esta

aqu

í

1. q

ue ti

ene

un h

erm

ano

(¿Ti

enes

un

herm

ano?

)

2. q

ue ti

ene

una

herm

ana

casa

da (¿

Tien

es u

nahe

rman

a ca

sada

?)

3. q

ue ti

ene

su c

umpl

eaño

s en

juni

o (¿

Es tu

cum

plea

ños

en ju

nio?

)

4. q

ue ti

ene

más

de

cinc

o pr

imos

(¿Ti

enes

más

de

cinc

o pr

imos

?)

5.qu

e in

vita

a s

us a

buel

os a

su

cum

plea

ños

(¿In

vita

sa

tus

abue

los

a tu

cum

plea

ños?

)

6. q

ue ti

ene

una

boda

en

la fa

mili

a es

te a

ño (¿

Tien

esun

a bo

da e

n la

fam

ila e

ste

año?

)

7.qu

e su

abu

ela

vive

en

su c

asa

(¿Tu

abu

ela

viv

e en

tu c

asa?

)

8.qu

e tie

ne u

n pa

rien

te q

ue h

abla

esp

añol

(¿Ti

enes

un p

arie

nte

que

habl

a es

paño

l?)

9. q

ue ti

ene

un tí

o so

ltero

(¿Ti

enes

un

tío s

olte

ro?)

10.

que

tiene

una

mad

rast

ra o

un

padr

astr

o (¿

Tien

esun

a m

adra

stra

o u

n pa

dras

tro?

)


Planning – 51

Family Tree/Arbol genealógico

• has provided names and dates of birth and death (if applicable) of at leastthree generations in Spanish/ha proporcionado en español los nombres y lasfechas de nacimiento y defunción (si es necesario) de por lo menos tres generaciones

/20

• has organized the information so as to clearly show relationships/haorganizado la información para mostrar claramente las relaciones /5

• has indicated his/her relationship to each family member/ha indicado surelación con cada miembro de la familia /10

• has used vocabulary for family members correctly/ha usado correctamente elvocabulario para los miembros de la familia /5

• has used possessive adjectives correctly/ha usado correctamente los adjetivos /5

• has used a variety of resources (including word lists, peers, teacher) tocorrect the final version of his/her family tree/ha usado una variedad derecursos (incluyendo listas de palabras, a sus compañeros, al profesor/ a la profesora)para corregir la versión final de su árbol genealógico

/5

TOTAL /50

Assessment of Project (Family Tree) and Oral Presentation/Evaluación del proyecto

(El árbol genealógico) y de la presentación oral

Student’s Name/Nombre del estudiante: ______________________________________________________

Date/Fecha: ________________________________________________________________________________

(continued/continuado)


Planning – 52

Assessment of Project (Family Tree) and Oral Presentation (continued)/Evaluación del proyecto

(El árbol genealógico) y de la presentación oral (continuado)

Presentation and Response to Questions/Presentacion y respuesta a las preguntas

• has provided additional information about family members/ha proporcionadoinformación adicional sobre los miembros de su familia /10

• has identified a family celebration and provided some additionalinformation/ha identificado una celebración familiar y ha proporcionadoinformación adicional

/10

• is able to form short, simple sentences when speaking to the group/es capazde enunciar oraciones cortas y sencillas cuando habla frente al grupo /10

• uses vocabulary for the family and possessive adjectives with reasonableaccuracy/usa el vocabulario para la familia y los adjetivos posesivos con razonableprecisión

/10

• understands and responds to questions from classmates using short, simplewords and phrases/comprende y responde a las preguntas de sus compañerosusando palabras y frases cortas y sencillas

/5

• uses interactive and productive strategies as needed with guidance from theteacher if necessary/usa estrategias interactivas y creativas según se necesite conayuda del profesor/ la profesora si es necesario

/10

TOTAL/TOTAL /50

PROJECT MARK/PUNTAJE DEL PROYECTO /100

Comments/Comentarios:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


Planning – 53

Reflective Checklist for Student Self-Assessment of Strategies/

Lista de verificación para el estudianteAutoevaluación de las estrategias

Student’s Name/Nombre del estudiante: _______________________________________________________

Date/Fecha: _______________________________________________________________________________

Watching a video/Para mirar un video:

# Before watching the video, I tried to predict some words and phrases I would hear./Antes de mirar el video, traté de predecir algunas palabras y frases que iba a escuchar.

# During the video, I tried to focus only on the information I needed to find./Durante elvideo, traté de concentrarme sólo en la información que necesitaba encontrar.

# During the video, I tried to use the pictures to help me understand the words./Durante elvideo, traté de usar las imágenes para ayudarme a entender las palabras.

Other strategies I used to help me understand/Otras estrategias que usé para ayudarme acomprender: ________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Reading about a family/Para leer sobre una familia:

# Before reading the text, I looked for words that are the same as or similar to Englishwords./Antes de leer el texto, busqué palabras que son iguales o similares a palabras en inglés.

# When I found a word I did not know, I tried to guess the meaning from the other wordsaround it./Cuando encontré una palabra que no conocía, traté de adivinar el significado a travésde las palabras alrededor de ella.

# I used the questions as a guide to try to find the information I needed. I understand that Idon't need to understand every word./Usé las preguntas como una guía para tratar deencontrar la información que necesitaba. Yo comprendo que no tengo que entender cada palabra.

Other strategies I used to help me understand/Otras estrategias que usé para ayudarme acomprender: _______________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

(continued/continuado)


Planning – 54

Reflective Checklist for Student Self-Assessment of Strategies (continued)/

Lista de verificación para el estudianteAutoevaluación de las estrategias (continuado)

Reflection on the Unit/Reflexión sobre la Unidad:

1. The most useful thing I learned in this unit was/La cosa más útil que aprendí en esta unidadfue

________________________________________________________________________________

________________________________________________________________________________

2. The most interesting or most fun activity was/La actividad más interesante o más divertida fue

________________________________________________________________________________

________________________________________________________________________________

3. What I need to work on next is/Lo siguiente que necesito trabajar es

________________________________________________________________________________

________________________________________________________________________________


Planning – 55

Year 3: Sample Unit

Cultural Diversity in theSpanish-Speaking World


Planning – 57

Sam

ple

Uni

t on

Div

ersi

ty in

Spa

nish

-Spe

akin

g C

ount

ries

Top

ic/T

hem

e:La

div

ersi

dad

cultu

ral e

n lo

s pa

íses

de

habl

a hi

pana

Gra

de L

evel

:Ye

ar 3

Tas

k: P

repa

re a

nd p

rese

nt a

pos

ter/

colla

ge o

f one

imm

igra

nt g

roup

to a

Spa

nish

-spe

akin

g co

untr

y.A

lter

nate

Tas

ks:R

esea

rch

proj

ect o

n th

e cu

ltura

l div

ersi

ty o

f one

Spa

nish

-spe

akin

g co

untr

y, in

clud

ing

info

rmat

ion

abou

t diff

eren

t clim

ates

, his

tory

, and

how

thes

e fa

ctor

s co

ntri

bute

to c

ultu

ral d

iver

sity

of

the

coun

try.

Ana

lysi

s of

lang

uage

nee

ds to

com

plet

e ta

sk:

Prod

uct:

Voca

bula

ry r

elat

ed to

imm

igra

tion:

la r

aza,

los

indí

gena

s (a

ztec

a, m

aya,

inca

), la

pob

laci

ón, l

os m

ulat

os, l

os m

estiz

os, l

a in

mig

raci

ón, l

os in

mig

rant

es, l

aem

igra

ción

, los

em

igra

ntes

, la

min

oría

, la

dem

ogra

fía, l

a co

nqui

sta,

la d

istr

ibuc

ión,

la in

fluen

cia,

el o

rige

n, la

com

unid

ad, e

tc.

Voca

bula

ry r

elat

ed to

coun

trie

s, la

ngua

ges,

nat

iona

litie

s:la

div

ersi

dad,

mul

ticul

tura

l, di

vers

idad

de

raza

s, el

clim

a, la

s in

dust

rias

, la

hist

oria

, la

polít

ica,

la e

cono

mía

Proc

ess:

Voca

bula

ry r

elat

ed to

map

s: n

orte

, sur

, est

e, oe

ste,

arri

ba, a

bajo

, a la

der

echa

, a la

izqu

ierd

a, a

quí,

allí,

en

esta

zon

a/re

gión

Voca

bula

ry r

elat

ed to

pre

pari

ng a

n in

terv

iew

: ¿C

uánd

o ...

? ¿D

esde

cuá

ndo

...?

¿Hac

e cu

ánto

tiem

po q

ué ..

.? ¿

Por

qué

inm

igró

...?

¿C

ómo

es ..

.?Ph

rase

s fo

r m

akin

g a

gues

t fee

l wel

com

e: B

ienv

enid

o/a/

s, G

raci

as p

or v

enir

, Muc

hísi

mas

gra

cias

, Le

agra

dece

mos

Gen

eral

Out

com

es

Spec

ific

Out

com

es

The

follo

win

g sp

ecif

ic o

utco

mes

are

the

focu

s of

all

or m

ost o

f the

inst

ruct

iona

l str

ateg

ies

desc

ribe

d in

the

sam

ple

unit

belo

w:

In a

dditi

on, o

ther

spe

cifi

c ou

tcom

es r

elat

ed to

par

ticul

ar in

stru

ctio

nal s

trat

egie

s ar

e in

dica

ted

in th

e le

ft-h

and

colu

mn

oppo

site

the

desc

ript

ion.

In th

e ca

se o

f Str

ateg

ies,

the

left

-han

d co

lum

n lis

ts s

peci

fic

stra

tegi

es th

at a

re s

ugge

sted

in th

e le

arni

ng a

ctiv

ities

.

App

lica

tion

s (A

)St

uden

ts w

ill u

se S

pani

sh in

ava

riet

y of

sit

uati

ons

and

for

ava

riet

y of

pur

pose

s

Lang

uage

Com

pete

nce

(LC

)St

uden

ts w

ill u

se S

pani

sh e

ffec

tive

lyan

d co

mpe

tent

ly

Glo

bal C

itiz

ensh

ip (G

C)

Stud

ents

will

acq

uire

the

know

ledg

e, a

ttitu

des,

and

ski

lls to

be e

ffec

tive

glob

al c

itiz

ens

Stra

tegi

es (S

)St

uden

ts w

ill k

now

and

use

str

ateg

ies

to m

axim

ize

the

effe

ctiv

enes

sof

lear

ning

and

com

mun

icat

ion

App

lica

tion

s (A

)•

inqu

ire

abou

t and

giv

e si

mpl

ere

ason

s fo

r th

ough

ts a

ndpr

efer

ence

s •

ask

ques

tions

to g

ain

know

ledg

ean

d cl

arif

y un

ders

tand

ing

•re

cord

, org

aniz

e, c

ateg

oriz

e, a

ndse

quen

ce e

lem

ents

usi

ng a

var

iety

of s

ourc

es

•us

e la

ngua

ge c

reat

ivel

y an

d fo

rae

sthe

tic p

urpo

ses

Lang

uage

Com

pete

nce

(LC

)•

prov

ide

a va

riet

y of

mea

ning

ful,

shor

t, si

mpl

e te

xts

in g

uide

d an

dun

guid

ed s

ituat

ions

•

atte

nd to

form

(gra

mm

atic

al c

hart

) •

oral

pro

duct

ion

•au

ral,

wri

tten

, and

inte

ract

ive

flue

ncy

•us

e of

form

al a

nd in

form

al r

egis

ters

Glo

bal C

itiz

ensh

ip (G

C)

•un

ders

tand

maj

or fa

ctor

s th

atin

flue

nce

dive

rsity

•

know

that

div

ersi

ty e

xist

s w

ithin

the

cultu

re o

f any

Spa

nish

-sp

eaki

ng c

ount

ry•

show

an

inte

rest

in o

ther

lang

uage

s an

d cu

lture

s

Stra

tegi

es (S

)•

sele

ct a

nd u

se s

ocia

l and

aff

ectiv

est

rate

gies

inde

pend

ently

to e

nhan

cela

ngua

ge le

arni

ng (

e.g.

take

par

t in

grou

p)•

sele

ct a

nd u

se c

ogni

tive

stra

tegi

esin

depe

nden

tly to

enh

ance

lang

uage

lear

ning

(loo

k fo

r pa

tter

ns a

ndre

latio

nshi

ps)


Planning – 58

Inst

ruct

iona

l Str

ateg

ies

Ass

essm

ent,

Res

ourc

es, N

otes

Spec

ific

Out

com

es

1.

As

an in

trod

ucto

ry a

ctiv

ity, p

rovi

de s

tude

nts

with

fort

une

cook

ies.

In s

mal

l gro

ups,

hav

e st

uden

ts d

iscu

ss th

e fo

rtun

esan

d ch

oose

one

fort

une,

wri

te it

in S

pani

sh a

nd p

rese

nt it

toth

e cl

ass.

Dis

cuss

the

fact

that

fort

une

cook

ies

are

ofte

nas

soci

ated

with

the

Chi

nese

cul

tura

l gro

up, w

hich

has

imm

igra

ted

to C

anad

a an

d to

Spa

nish

-spe

akin

g co

untr

ies.

•Th

e Ev

olvi

ng M

ultic

ultu

ral C

lass

room

Ros

e R

eiss

man

, ASC

D, U

SA, 1

994

•<h

ttp:

//w

ww

.chc

p.or

g/V

fort

une.

htm

>•

<htt

p://

ww

w.d

emoc

racy

web

.com

/m

odel

min

ority

.com

/his

tory

/coo

kies

.htm

>•

Ass

essm

ent b

ased

on

obse

rvat

ion

of g

roup

inte

ract

ion

and

disc

ussi

on

•Se

lect

and

use

soc

ial a

nd a

ffec

tive

stra

tegi

es in

depe

nden

tly to

enh

ance

lang

uage

lear

ning

(e.g

., ta

ke p

art i

ngr

oup)

2.

Brai

nsto

rm w

ith s

tude

nts

the

diff

eren

t Spa

nish

-spe

akin

gim

mig

rant

gro

ups

that

hav

e co

me

to C

anad

a.•

Imm

igra

tion

Can

ada

on In

tern

et•

Ass

essm

ent—

Web

of d

iffer

ent i

mm

igra

ntgr

oups

•Sh

ow a

n in

tere

st in

oth

er la

ngua

ges

and

cultu

res

3.

Hav

e st

uden

ts e

xam

ine

map

s th

at in

dica

te la

ngua

ges

spok

en in

cou

ntri

es o

f the

wor

ld. H

ave

stud

ents

iden

tify

diff

eren

t cul

tura

l gro

ups

that

exi

st in

Can

ada

and

in L

atin

Am

eric

a.

•Im

mig

ratio

n C

anad

a on

Inte

rnet

•A

tlase

s, m

aps

•K

now

that

div

ersi

ty e

xist

s w

ithin

the

cultu

re o

f any

Spa

nish

-spe

akin

gco

untr

y•

Show

an

inte

rest

in o

ther

lang

uage

san

d cu

lture

s

4.

Hav

e st

uden

ts w

ork

in p

airs

or

in s

mal

l gro

ups

to r

ead

anar

ticle

on

imm

igra

tion

patt

erns

in L

atin

Am

eric

a. H

ave

stud

ents

pre

pare

a c

hart

that

list

s va

riou

s Sp

anis

h-sp

eaki

ngco

untr

ies,

the

imm

igra

nt g

roup

(s) w

ho c

ame

to th

atco

untr

y, a

nd r

easo

ns fo

r th

eir

imm

igra

tion

•Bu

en V

iaje

2, C

apítu

lo 9

, p. 2

66-2

67•

Buen

Via

je 3

, Cap

ítulo

8, p

. 383

•D

ime

Pasa

port

e al

mun

do 2

1•

Obt

ain

and

copy

art

icle

: Cha

pter

8:

Latin

oam

éric

a a

vist

a de

páj

aro,

pag

es 1

31-1

38fr

om A

rtur

o A

. Fox

, Lat

inoa

mér

ica:

Pre

sent

ey

pasa

do, P

rent

ice

Hal

l, U

pper

Sad

dle

Riv

er,

New

Jer

sey

0745

8, 1

998

•A

sses

smen

t: C

hart

of I

mm

igra

tion

Patt

erns

inLa

tin A

mer

ica

•R

ecor

d, o

rgan

ize,

cat

egor

ize,

and

sequ

ence

ele

men

ts u

sing

a v

arie

ty o

fso

urce

s•

Und

erst

and

maj

or fa

ctor

s th

atin

flue

nce

dive

rsity

5.

Dir

ect I

nstr

uctio

n of

Pre

téri

toan

d Pr

etér

ito P

erfe

cto

•A

tten

d to

form


Planning – 59

Inst

ruct

iona

l Str

ateg

ies

Ass

essm

ent,

Res

ourc

es, N

otes

6.

Hav

e st

uden

ts w

ork

indi

vidu

ally

or

in p

artn

ers

to p

repa

re a

post

er/c

olla

ge o

f one

imm

igra

nt g

roup

to a

Spa

nish

-sp

eaki

ng c

ount

ry. S

tude

nts

mus

t pro

vide

wri

tten

info

rmat

ion

abou

t the

imm

igra

nt g

roup

as

wel

l as

reas

ons

why

the

grou

p im

mig

rate

d. H

ave

stud

ents

use

an

inqu

iry

plan

suc

h as

that

pro

vide

d on

pag

es Y

ear

3 –

85–8

6 in

ord

erto

gui

de th

em in

thei

r re

sear

ch. H

ave

stud

ents

pre

sent

thei

rpo

ster

and

info

rmat

ion

oral

ly a

nd th

en d

ispl

ay in

the

clas

s.

•A

sses

smen

t: —

Inqu

iry

Exit

Slip

—R

epor

t Che

cklis

t—

Ora

l Pre

sent

atio

n C

heck

list

—O

ral P

rese

ntat

ion

Self

-Ass

essm

ent

Alte

rnat

e Ta

sk:

7. a

) D

o a

stud

y w

ith th

e st

uden

ts a

bout

nat

ive

cultu

ral

dive

rsity

with

in a

cou

ntry

. Hav

e st

uden

ts w

atch

a v

ideo

abou

t Chi

le a

nd it

s di

ffer

ent r

egio

ns. N

ote

with

stu

dent

sth

e di

ffer

ence

s in

the

cultu

res

and

lifes

tyle

s of

the

peop

lefr

om th

e de

sert

nor

th to

the

snow

y so

uthe

rn ti

p. H

ave

stud

ents

exa

min

e ho

w c

limat

e af

fect

s th

e di

ffer

ence

s in

lifes

tyle

.

b) H

ave

each

stu

dent

pic

k a

Span

ish-

spea

king

cou

ntry

and

rese

arch

the

cultu

ral d

iver

sity

of t

he c

ount

ry. D

iffer

ent

clim

ates

, ind

ustr

ies,

and

his

tory

sho

uld

be a

ddre

ssed

and

how

thes

e fa

ctor

s co

ntri

bute

to c

ultu

ral d

iver

sity

and

trad

ition

s in

eac

h re

gion

of t

he c

ount

ry. V

isua

lsm

ust b

e in

clud

ed a

s w

ell a

s a

bibl

iogr

aphy

of c

urre

ntre

sour

ces.

•Pa

sapo

rte

al m

undo

21

•Lo

nely

Pla

net/

Pilo

t Gui

des

•W

est o

f the

And

es—

IRU

#843

6•

Intr

oduc

ing

Chi

le

•G

lobe

Tre

kker

—C

hile

and

Eas

ter

Isla

nd

•Fu

ll C

ircl

e w

ith M

icha

el P

alin

:Chi

le/B

oliv

iaan

d Pe

ru•

Los

Mila

gros

de

Chi

le•

Mag

allo

nes,

Chi

le•

Rut

a de

l des

cubr

imie

nto

•Lo

nely

Pla

net/

Pilo

t Gui

des

•A

brir

Pas

o•

Vid

eo R

esou

rces

:—

Intr

oduc

ing

Latin

Am

eric

a,

Part

2: T

he P

eopl

e—

Un

Pase

o po

r Bo

livia

—U

n Pa

seo

por

Col

ombi

a—

Un

Pase

o po

r Ec

uado

r—

Un

Pase

o po

r Pe

rú—

Un

Pase

o po

r Ve

nezu

ela

—Bi

en v

enid

os a

Cos

ta R

ica

—M

exic

an P

opul

ar C

usto

ms

(Spa

nish

Vers

ion)

•A

sses

smen

t: —

Inqu

iry

Exit

Slip

—R

epor

t Che

cklis

t—

Ora

l Pre

sent

atio

n C

heck

list

—O

ral P

rese

ntat

ion

Self

-Ass

essm

ent

Rub

ric

for

rese

arch

pro

ject

Spec

ific

Out

com

es

•U

se la

ngua

ge c

reat

ivel

y an

d fo

rae

sthe

tic p

urpo

ses

•Pr

oduc

e a

vari

ety

of m

eani

ngfu

l, sh

ort

sim

ple

oral

and

wri

tten

text

s in

gui

ded

and

ungu

ided

situ

atio

ns

•K

now

that

div

ersi

ty e

xist

s w

ithin

the

cultu

re o

f any

Spa

nish

-spe

akin

gco

untr

y•

Show

an

inte

rest

in o

ther

lang

uage

san

d cu

lture

s

•K

now

that

div

ersi

ty e

xist

s w

ithin

the

cultu

re o

f any

Spa

nish

-spe

akin

gco

untr

y•

Ora

l/W

ritt

en P

rodu

ctio

n—Pr

oduc

e a

vari

ety

of m

eani

ngfu

l, sh

ort,

sim

ple

text

s, in

gui

ded

and

ungu

ided

situ

atio

ns


Planning – 60

Inst

ruct

iona

l Str

ateg

ies

Ass

essm

ent,

Res

ourc

es, N

otes

Spec

ific

Out

com

es

8.

Hav

e st

uden

ts in

terv

iew

a n

ativ

e Sp

anis

h-sp

eake

r fr

omth

eir

scho

ol o

r in

vite

a n

ativ

e Sp

anis

h-sp

eake

r to

cla

ss.

Hav

e st

uden

ts li

sten

to th

e sp

eake

r’s

life

stor

y. H

ave

stud

ents

pre

pare

que

stio

ns fo

r th

e gu

est a

bout

his

/her

nativ

e co

untr

y an

d hi

s/he

r re

ason

s fo

r im

mig

ratin

g.

•A

sses

smen

t: O

bser

vatio

n: H

ave

the

stud

ents

mad

e th

e sp

eake

r fe

el w

elco

me?

Hav

e th

e st

uden

ts s

how

n a

legi

timat

e in

tere

stin

the

spea

ker’

s lif

e?A

re th

e qu

estio

ns r

elev

ant a

nd w

ell t

houg

ht-

out?

•A

pply

inte

rper

sona

l ski

lls to

initi

atin

gan

d m

aint

aini

ng n

ew r

elat

ions

hips

(mak

e a

new

cla

ssm

ate

feel

wel

com

e)

9.

To fi

naliz

e th

e un

it, d

iscu

ss w

ith th

e cl

ass

ster

eoty

pes

and

gene

raliz

atio

ns th

at a

re m

ade

of S

pani

sh-s

peak

ing

peop

le.

Hav

e st

uden

ts e

nter

a r

efle

ctio

n in

thei

r jo

urna

l in

resp

onse

to th

e fo

llow

ing

ques

tion:

How

did

this

uni

t cha

lleng

ege

nera

lizat

ions

abo

ut S

pani

sh-s

peak

ing

peop

le?

•A

sses

smen

t: R

efle

ctio

n Jo

urna

l•

Aur

al In

terp

reta

tion—

unde

rsta

nd th

em

eani

ng o

f a v

arie

ty o

f sim

ple

text

s, in

guid

ed a

nd u

ngui

ded

situ

atio

ns•

Inte

ract

ive

Flue

ncy—

inte

ract

usi

ng a

com

bina

tion

of s

ente

nces

, in

gui

ded

and

ungu

ided

situ

atio

ns•

App

ly in

terp

erso

nal s

kills

to in

itiat

ing

and

mai

ntai

ning

new

rel

atio

nshi

ps


Planning – 61

Uni

t Pla

n: L

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idad

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país

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e ha

bla

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ana

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onPl

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adic

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Planning – 62

Uni

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n: L

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cul

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los

país

es d

e ha

bla

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ana

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/Se

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sson

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arni

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orR

esou

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essm

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onPl

anni

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orD

iver

sity

of

Lear

ners

Day

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país

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Planning – 63

Less

on 1

: La

dive

rsid

ad c

ultu

ral e

n lo

s pa

íses

de

habl

a hi

span

a

Tim

eO

rgan

izat

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oups

of 3

/4fo

rtun

e co

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tten

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ract

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uden

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ith fo

rtun

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s an

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ve s

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uss

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fort

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ose

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dual

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ies

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nd to

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e I

Stud

ents

wri

te o

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rtun

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ose

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pani

sh

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rodu

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age

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uden

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nt th

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clas

s

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ass

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ies

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uage

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dcu

lture

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clus

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ents

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cuss

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fact

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une

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ies

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n as

soci

ated

with

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Chi

nese

cultu

ral g

roup

s w

ho h

ave

imm

igra

ted

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anad

a an

d th

eSp

anis

h-sp

eaki

ng c

ount

ries

Less

on P

lan

Tim

e: 4

5 m

inut

es


Planning – 64

Observación: La interacción del grupoFecha: ____________________

Grupo:____________________

Actividad: de “La Galleta de la Fortuna”

Escala: Alto Bajo

5 4 3 2 1

Nombres de los miembros del grupo

Contribuye ideasy sugerencias

Escucha lassugerencias delos demás

Usa bien sutiempo y seconcentra en sutarea.

Motiva laparticipación delos miembros desu grupo


Planning – 65

Los idiomas y los países del mundo

Nombre :_____________________

Fecha: _______________________

En Canadá: ¿Cuáles son algunos idiomas importantes en Canadá? (Nombra seis idiomas)

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

En el mundo: ¿Cuáles son los idiomas más comunes en el mundo? (Nombra seis idiomas)

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

En los países hispanos: Aparte del español, ¿cuáles son otros idiomas comunes?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


Planning – 66

La inmigración y Latinoamérica

País Grupo inmigrante Razón(de su inmigración)


Planning – 67

Ejemplo de un plan de búsqueda (Adapted from Linda Ross, as found in Manitoba Education and Training, Grades 5 to 8 English

Language Arts: A Foundation for Implementation, Grade 8 – 184–185)

Nombre:________________________________________ Fecha: __________________________________

Etapa 1—Preparar un objetivo y un plan

Tema: ______________________________________________________________________________

Etapa 2—Obtener información

Haz una lluvia de ideas e identifica algunos temas de investigación/búsqueda. Apunta tusideas y preguntas de investigación aquí abajo.

Conocimientos previos: ¿Qué sabes ya sobre este tema? Apunta lo que sabes en formaesquemática o en un organizador gráfico.

¿Qué quieres saber? Prepara preguntas relevantes sobre el tema para establecer un objetivopara tu búsqueda. Escribe tus preguntas aquí abajo.

Marca los recursos usados

__ catálogos en línea __ periódicos __entrevistas __ enciclopedias __ internet

__ experimentos __ CD-Roms __ diagramas __ tablas, gráficos __ encuestas

__ recursos humanos __ almanaques __ videos __ documentales __ foros

__ biografías __ debates __ artefactos __ otros

Prepara y usa un plan.

Mi audiencia es____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Mi resultado final será______________________________________________________________

Prepararé mis apuntes usando ... (Marca lo que usarás).

___ forma esquemática ___ esquema ___ Slim Jims

___ tabla, gráfico ___ organizador gráfico ___ Web/internet/red

___ Tabla SQA Plus* ___ I-tabla

* See Teaching and Learning, p. 59.


Planning – 68

Recuerda lo siguiente:

• Evalúa la exactitud, la fluidez, utilidad, cantidad (suficiente) y fiabilidad de los materiales dereferencia usados. Evalúa usando una lista de criterios preparada por la clase o por ti. Adjuntatu evaluación de información a este organizador.

• Prepara tus apuntes usando el método que indicaste en la Etapa 1. Adjunta tus apuntes a esteorganizador.

Revisa tus apuntes para determinar si la información en tus apuntes es actual, pertinente ycompleta. Haz las correcciones necesarias en tus apuntes.

Etapa 3—Información de procesoEscribe tu borrador. Asegúrate de usar detalles para sustentar las ideas principales. Adjunta tuborrador a este plan.

• Revisa usando un color diferente para:! eliminar información no pertinente! indicar brechas en la información presentada! aclarar ideas e información! ordenar la secuencia de ideas e información! generar interés del lector: escribiendo frases de manera eficaz y que expresen claramente el

contenido

• Corrige usando un color diferente para: ! el uso apropiado de palabras de transición y de conectores ! la ortografía exacta ! la puntuación y el uso apropiado de la letra mayúscula ! las oraciones completas! la variedad de frases ! el vocabulario apropiado ! la gramática: el tiempo verbal, sujeto/verbo y la concordancia del sustantivo/ pronombre

personal, modificadores apropiados! el tono apropiado para la audiencia

• Primero, revisa y corrige tu trabajo. Luego, revísalo y corrígelo con un compañero o con ungrupo. Finalmente, revísalo y corrígelo con tu profesor.

Etapa 4—Presentar el resultado final Comparte el resultado final de tu búsqueda con tu audiencia.

Etapa 5—Autoevaluarse y Reflexionar

Mis referencias de información son:

Escribe: Nombre del autor, título de referencia, fecha de publicación, lugar de publicación ynombre del editor.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Piensa en lo que aprendiste durante este proceso de investigación. ¿Cómo te afectó? ¿Cuálesfueron tus habilidades durante esta búsqueda? Apúntalas. Prepara nuevos objetivos para tupróxima búsqueda. Escribe tus reflexiones aquí abajo.


Planning – 69

Boleta de salida de la investigación (Adapted from Manitoba Education and Training, Grades 5 to 8 English Language Arts:

A Foundation for Implementation, Grade 8 – 186)

Pida que los estudiantes rellenen esta boleta de salida después de cada clase de investigación.Se puede incluir lo siguiente en la boleta de salida de la investigación: sus reflexiones de lo queha logrado o sus planes o agenda para la próxima clase.

Boleta de salida de la investigación

Nombre: ________________________________ Fecha: _______________________

Hoy he logrado:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Boleta de salida de la investigación

Nombre: ________________________________ Fecha: _______________________

Mis planes y mi agenda para la próxima clase de investigación:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


Planning – 70

Lista de verificación para el informe (Adapted from Manitoba Education and Training, Grades 5 to 8 English Language Arts:


Lista de verificación para el informe

Nombre ________________________________ Fecha_____________________________

Tema ______________________________________________________________________

" Repasa la información de cada categoría. Agrega algunos detalles o suprimeinformación repetida, si es necesario.

" Elige un título informativo para tu informe y para cada categoría.

Para cada categoría:

" Lee toda la información en la categoría.

" Organiza la información en secciones.

" Decide lo más importante o interesante en orden de importancia (primero, segundo,etc).

" Nombra las secciones en orden, empezando por la información más importante.

" Prepara una introducción animada y cautivante para presentar tu tema.

" Prepara y usa apoyo visual (tablas, diagramas, fotografías) para atraer la atención de tu audiencia y para realizar tu presentación.

" Escribe los datos en tus proprias palabras. Da ejemplos o agrega detalles paraque tus párrafos sean más interesantes.

" Termina tu presentación de manera cautivante y con un final convincente.

" Repasa y corrige.

" Prepara un resumen en forma esquemática usando fichas para tu presentaciónoral.

" Usa accesorios o artefactos apropiados para tu presentación oral.

" Usa apoyo auditivo pertinente como música de fondo o efectos de sonido.


Planning – 71

Lista de verificación para el informe: Presentación oral

(Adapted from Manitoba Education and Training, Grades 5 to 8 English Language Arts: A Foundation for Implementation, Grade 5 – 399)

Lista de verificación Nombre ___________________________________ Fecha _____________________________________________

Título de la presentación Código: C—lo demuestra de manera consistente__________________________________________ S—lo demuestra a veces

A—intenta demostrardoN—necesita mejorarlo

ContenidoEl estudiante:

" La presentación está bien organizada y tiene unorden lógico.

" La información es pertinente al tema

" Añade comentarios evaluativos " Usa apoyo visual, gráfico, informativo, cuadros,diagramas y fotografias que cautivan a laaudiencia y realizan la presentación

" Mantiene a la audiencia interesada

OrganizaciónEl estudiante:

" Usa una introducción eficaz para atraer la atenciónde la audiencia

" Conoce bien el tema

" Presenta las ideas principales de una manera clara " Amplia la información y ofrece detalles

" Se mantiene en el tema " Mantiene el orden lógico

" Ofrece una conclusión eficaz

Pragmática—Como el estudiante usa la lengua.El estudiante:

" Usa volumen y énfasis apropiados " Usa entonación apropiada

" Usa un ritmo apropiado " Habla con oraciones completas

" Usa una variedad de estructuras de oraciones " Usa tipos de oraciones variadas (frases imperativasy declarativas, preguntas, exclamaciones)

" Usa palabras descriptivas " Usa vocabulario preciso relacionado al tema

" Explica el vocabulario que pueda ser desconocidopara la audiencia

" Usa expresiones faciales apropriadas

" Demuestra el contacto visual culturalmenteapropiado

" Usa gestos manuales apropriados

" Mantiene una postura apropiada " Responde a preguntas con seguridad

" Amplía y explica las respuestas

" Se relaciona bien con la audiencia


Planning – 72

Autoevaluación: Presentación oral (Adapted from Manitoba Education and Training, Grades 5 to 8 English Language Arts:


Nombre _______________________________________ Fecha ______________________________

Título de mi presentación ____________________________________________________________

Marca uno

1. Preparé un plan para mi presentación. Sí No

2. Preparé el plan yo mismo(a). Sí No

3. Preparé apuntes en forma esquemática. Sí No

4. Guardé mis fichas en un lugar específico. Sí No

5. Mi trabajo durante este proceso estuvo bien organizado. Sí No

6. Practiqué lo que iba a decir antes de presentar. Sí No

7. Incluí apoyo visual (tablas, fotos , artefactos, etc). Sí No

8. Usé apoyo auditivo (música, sonidos, etc). Sí No

9. Mi audiencia estaba interesada en mi presentación. Sí No

10. Mi audiencia escuchó atentamente a lo que decía. Sí No

11. Contesté las preguntas de la audiencia. Sí No

12. La mejor cosa de mi presentación fue

______________________________________________________________________________

______________________________________________________________________________

13. Una cosa que puedo mejorar la próxima vez es______________________________________________________________________________

______________________________________________________________________________

14. Una cosa que haría nuevamente la próxima vez sería______________________________________________________________________________

______________________________________________________________________________

15. En resumen, evaluaría mi presentación ...______________________________________________________________________________

______________________________________________________________________________


Planning – 73

Observación—Invitado(a)

EscalaExcelente Bien Poco satisfactorio

5 4 3 2 1

Cuando el invitado habla con su clase, observe que los estudiantes: 1. Hacen preguntas pertinentes 2. Escuchan atentamente al invitado 3. Hacen un esfuerzo para hablar en español

Nombre delestudiante

Hacepreguntaspertinentes

Escuchaatentamenteal invitado

Hace unesfuerzopara hablaren español


Planning – 74

Notes


Planning – 75

Year 6: Sample Unit

Current Issues


Planning – 77

Sam

ple

Uni

t on

Cur

rent

Iss

ues

Top

ic/T

hem

e:Su

ceso

s de

act

ualid

ad

Gra

de L

evel

:Ye

ar 6

Tas

k: P

repa

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nd p

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nt a

TV

new

s br

oadc

ast a

bout

a c

urre

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sue.

Alt

erna

te T

asks

:Pre

pare

and

pre

sent

a m

ini d

ebat

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rese

ntin

g po

ssib

le s

olut

ions

for

a cu

rren

t iss

uest

udie

d.

Ana

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s of

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ds to

com

plet

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sk:

Prod

uct:

Voca

bula

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elat

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med

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ews:

el/l

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el l

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a em

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oz, l

a se

ñal,

el b

olet

ín d

ein

form

ació

n, la

s no

ticia

s de

act

ualid

ad in

tern

acio

nale

s/na

cion

ales

New

spap

ers:

el e

dito

rial

, la

colu

mna

, las

tira

s có

mic

as, e

l sup

lem

ento

, la

prim

era

pági

na y

otr

as.

Proc

ess:

Tran

sitio

n w

ords

: pué

s, qu

izás

, por

lo ta

nto.

Con

nect

ors:

pero

, y, a

dem

ás. W

ords

for

sequ

ence

: pri

mer

o, d

espu

és, l

uego

, al f

inal

. Voc

abul

ary

rela

ted

tosu

mm

arie

s:en

est

e ar

tícul

o, s

egún

est

e ar

tícul

o, s

e di

ce q

ue. V

ocab

ular

y to

dis

cuss

how

issu

es a

re p

rese

nted

:¿C

uále

s so

n lo

s pu

ntos

de

vist

a? ¿

Podr

ía o

curr

ir/s

uced

eraq

uí?

¿Ha

suce

dido

alg

o si

mila

r aq

uí?

Expr

essi

ons

for

deba

te:A

mí m

e pa

rece

, est

oy/n

o es

toy

de a

cuer

do, s

egún

mi o

pini

ón, d

iscu

lpe,

no m

e in

terr

umpa

, por

favo

r, es

mi

turn

o, u

n m

omen

to.

Gen

eral

Out

com

es

Spec

ific

Out

com

es

The

follo

win

g sp

ecif

ic o

utco

mes

are

the

focu

s of

all

or m

ost o

f the

inst

ruct

iona

l str

ateg

ies

desc

ribe

d in

the

sam

ple

unit

belo

w:

App

lica

tion

s (A

)St

uden

ts w

ill u

se S

pani

sh in

ava

riet

y of

sit

uati

ons

and

for

ava

riet

y of

pur

pose

s

Lang

uage

Com

pete

nce

(LC

)St

uden

ts w

ill u

se S

pani

sh e

ffec

tive

lyan

d co

mpe

tent

ly

Glo

bal C

itiz

ensh

ip (G

C)

Stud

ents

will

acq

uire

the

know

ledg

e, a

ttitu

des,

and

ski

lls t

obe

eff

ectiv

e gl

obal

cit

izen

s

Stra

tegi

es (S

)St

uden

ts w

ill k

now

and

use

str

ateg

ies

to m

axim

ize

the

effe

ctiv

enes

sof

lear

ning

and

com

mun

icat

ion

App

lica

tion

s (A

)•

shar

e de

taile

din

form

atio

n on

asp

ecif

ic to

pic

•ex

pres

s op

inio

ns•

supp

ort o

wn

opin

ions

Lang

uage

Com

pete

nce

(LC

)•

spea

k cl

earl

y an

d in

telli

gibl

y in

a v

arie

ty o

f situ

atio

ns•

sele

ct v

ocab

ular

y an

d ex

pres

sion

s fr

om w

ithin

thei

r re

pert

oire

tofu

lfill

a v

arie

ty o

f pur

pose

s in

a v

arie

ty o

f con

text

s•

Aur

al In

terp

reta

tion—

unde

rsta

nd th

e m

ain

poin

t and

som

esu

ppor

ting

deta

ils o

f len

gthy

text

s on

fam

iliar

topi

cs in

gui

ded

situ

atio

ns•

Ora

l Pro

duct

ion—

prod

uce

shor

t tex

ts o

n un

fam

iliar

topi

cs in

guid

ed s

ituat

ions

•V

isua

l Int

erpr

etat

ion—

prop

ose

seve

ral i

nter

pret

atio

ns o

f the

visu

al e

lem

ents

in a

var

iety

of m

edia

in g

uide

d si

tuat

ions

•R

epre

sent

atio

n—ex

plor

e a

vari

ety

of w

ays

that

mea

ning

can

be

expr

esse

d th

roug

h th

e vi

sual

ele

men

ts o

f a v

arie

ty o

f med

ia in

guid

ed s

ituat

ions

•in

terp

ret a

nd u

se a

var

iety

of n

on-v

erba

l beh

avio

urs

in a

var

iety

of c

onte

xts

•us

e ap

prop

riat

e w

ords

or

phra

ses

to s

how

rel

atio

nshi

ps in

text

s

Glo

bal C

itiz

ensh

ip (G

C)

•or

gani

ze a

nd r

epre

sent

info

rmat

ion

abou

tel

emen

ts o

f Spa

nish

-sp

eaki

ng c

ultu

res

in a

vari

ety

of w

ays

•ex

plor

e an

d id

entif

yso

me

elem

ents

of

Span

ish-

spea

king

cultu

res

•ap

ply

know

ledg

e of

elem

ents

of S

pani

sh-

spea

king

cul

ture

sde

rive

d fr

om a

var

iety

of s

ourc

es to

inte

rpre

tbe

havi

ours

and

text

s

Stra

tegi

es (S

)•

eval

uate

the

succ

ess

of a

vari

ety

of a

ppro

pria

tein

terp

retiv

e st

rate

gies

tode

al w

ith s

peci

fic

com

mun

icat

ive

situ

atio

ns•

eval

uate

the

succ

ess

ofap

prop

riat

e m

etac

ogni

tive

stra

tegi

es to

enh

ance

gene

ral l

earn

ing

in s

peci

fic

situ

atio

ns


Planning – 78

Inst

ruct

iona

l Str

ateg

ies

Ass

essm

ent,

Res

ourc

es, N

otes

Spec

ific

Out

com

es

1.a)

H

ave

stud

ents

cho

ose

artic

les

or p

rovi

de th

ree

artic

les

on c

urre

nt is

sues

. Hav

e st

uden

ts fi

rst r

ead

the

text

indi

vidu

ally

and

hig

hlig

ht tr

ansi

tion

wor

ds, c

onne

ctor

s,an

d w

ords

that

hel

p es

tabl

ish

sequ

ence

. Stu

dent

s th

enw

ork

in p

artn

ers

to r

evie

w th

e w

ords

foun

d. D

iscu

ssfi

ndin

gs a

s a

clas

s an

d pu

t the

key

wor

ds o

n po

ster

s.

b)

Hav

e st

uden

ts w

ork

in p

artn

ers

to s

umm

ariz

e on

ear

ticle

, usi

ng th

e Pa

ragr

aph

Fram

e as

wel

l as

the

outli

ne fo

r an

issu

e-ba

sed

artic

le a

naly

sis

prov

ided

on

page

s 83

–85.

c)

Hav

e st

uden

ts p

rese

nt s

umm

arie

s to

the

clas

s. H

ave

stud

ents

als

o pr

epar

e tw

o qu

estio

ns to

ask

cla

ssm

ates

afte

r su

mm

arie

s ha

ve b

een

pres

ente

d.

•w

ww

.el-

cast

ella

no.c

om•

Che

cklis

t to

Ass

ess

Att

itude

s an

d V

alue

sre

late

d to

an

Issu

e•

Aná

lisis

de

artíc

ulo

basa

do e

n un

asu

nto

•Po

ster

of k

ey w

ords

—tr

ansi

tion

wor

ds,

conn

ecto

rs, a

nd w

ords

that

hel

p es

tabl

ish

sequ

ence

•Pa

ragr

aph

fram

e/Es

truc

tura

de

párr

afo

•R

ubri

c fo

r O

ral S

umm

ary

•U

se a

ppro

pria

te w

ords

and

phr

ases

to

sho

w r

elat

ions

hips

in te

xts

•Sh

are

deta

iled

info

rmat

ion

on s

peci

fic

topi

cs•

Eval

uate

the

succ

ess

of a

var

iety

of

inte

rpre

tive

stra

tegi

es to

dea

l with

spec

ific

com

mun

icat

ive

situ

atio

ns

2.a)

A

fter

sum

mar

ies

are

pres

ente

d, h

ave

stud

ents

list

curr

ent i

ssue

s. In

gro

ups,

hav

e st

uden

ts c

hoos

e on

ecu

rren

t iss

ue th

at in

tere

sts

them

. For

two

wee

ks,

stud

ents

mus

t gat

her

info

rmat

ion

from

Spa

nish

-sp

eaki

ng n

ewsp

aper

s, m

agaz

ines

, etc

. abo

ut th

eir

part

icul

ar is

sue.

One

per

son

in th

e gr

oup

focu

ses

on

the

hist

ory

of th

e is

sue,

one

per

son

exam

ines

the

actu

alsi

tuat

ion,

and

one

per

son

sugg

ests

pos

sibl

e so

lutio

ns.

b)

Hav

e st

uden

ts fi

nd a

vis

ual r

epre

sent

atio

n of

the

issu

e(p

ictu

re, e

dito

rial

, car

toon

, ad,

etc

.). H

ave

stud

ents

prop

ose

seve

ral i

nter

pret

atio

ns o

f the

vis

ual e

lem

ents

used

.

c)

Hav

e st

uden

ts d

iscu

ss a

ll th

e in

form

atio

n fo

und

in

thei

r gr

oups

as

wel

l as

keep

a r

efle

ctio

n jo

urna

l in

whi

ch th

ey e

xam

ine

thei

r le

arni

ng p

roce

ss, h

oww

orki

ng in

a g

roup

hel

ped

them

, and

wha

t the

y fo

und

chal

leng

ing.

•R

efle

ctio

n Jo

urna

l•

Expr

ess

and

supp

ort o

pini

ons

•Pr

opos

e se

vera

l int

erpr

etat

ions

of t

hevi

sual

ele

men

ts u

se d

in a

var

iety

of

med

ia•

Eval

uate

the

succ

ess

of a

ppro

pria

tem

etac

ogni

tive

stra

tegi

es to

enh

ance

gene

ral l

earn

ing

in s

peci

fic

situ

atio

ns


Planning – 79

Inst

ruct

iona

l Str

ateg

ies

Ass

essm

ent,

Res

ourc

es, N

otes

Spec

ific

Out

com

es

3.H

ave

stud

ents

vie

w a

new

s br

oadc

ast s

uch

as C

NN

en

espa

ñol.

a)

Wor

king

in s

mal

l gro

ups,

hav

e st

uden

ts m

indm

ap th

em

ain

issu

es p

rese

nted

and

how

the

new

s is

pre

sent

ed.

b)

Hav

e st

uden

ts d

iscu

ss h

ow is

sues

are

pre

sent

ed in

the

broa

dcas

t:•

Wha

t are

the

poin

ts o

f vie

w?

•C

ould

a p

artic

ular

issu

e/ev

ent o

ccur

in C

anad

a?W

hy o

r w

hy n

ot?

•H

as a

nyth

ing

like

this

hap

pene

d be

fore

?c)

How

is r

epor

ting

sim

ilar?

Diff

eren

t?

•M

indm

ap•

Obs

erva

tion

of G

roup

Wor

k•

Scor

ing

Cri

teri

a fo

r C

olla

bora

tion

•Ex

plor

e an

d id

entif

y so

me

elem

ents

of

Span

ish-

spea

king

cul

ture

s•

App

ly k

now

ledg

e of

ele

men

ts o

fSp

anis

h-sp

eaki

ng c

ultu

res

deri

ved

from

a v

arie

ty o

f sou

rces

to in

terp

ret

beha

viou

rs a

nd te

xts

4.H

ave

stud

ents

pre

pare

a T

V n

ews

broa

dcas

t abo

ut th

e is

sue

for

whi

ch th

ey h

ave

colle

cted

info

rmat

ion

for

two

wee

ks,

incl

udin

g in

form

atio

n ab

out t

he h

isto

ry, a

ctua

l situ

atio

n,an

d su

gges

tions

for

solu

tions

.

Alt

erna

te T

ask:

Hav

e st

uden

ts w

ork

in g

roup

s to

pre

pare

am

ini-

deba

te. E

ach

grou

p pr

esen

ts th

e so

lutio

ns th

ey h

ave

crea

ted

for

the

curr

ent i

ssue

that

they

stu

died

for

two

wee

ks. H

ave

one

grou

p of

thre

e st

uden

ts a

ct a

s ju

dges

and

choo

se th

e be

st s

olut

ion

of th

ose

pres

ente

d. C

hang

e gr

oups

of ju

dges

reg

ular

ly.

•¡E

n es

paño

l! 2,

Uni

dad

5, E

tapa

3•

¡En

espa

ñol!

3, U

nida

d 2,

Eta

pa 1

-3•

¡Bue

n V

iaje

! 3, C

apítu

lo 5

•A

sses

smen

t—R

ubri

c fo

r N

ews

Broa

dcas

tA

sses

smen

t of g

roup

wor

k—co

llabo

ratio

n,pa

rtic

ipat

ion,

eng

agem

ent i

n pr

epar

atio

n of

task

—D

aily

Ref

lect

ion

on g

roup

par

ticip

atio

n—

Gro

up a

sses

smen

t que

stio

nnai

re

•A

sses

smen

t—R

ubri

c fo

r M

ini D

ebat

e

•O

ral P

rodu

ctio

n—Pr

oduc

e sh

ort t

exts

on

unfa

mili

arto

pics

•O

ral P

rodu

ctio

n—Pr

oduc

e sh

ort t

exts

on

unfa

mili

arto

pics

5.Pr

ovid

e st

uden

ts w

ith a

ppro

pria

te e

xpre

ssio

ns fo

r a

deba

tean

d di

scus

s us

e of

form

al o

r in

form

al r

egis

ter.

•U

se a

ppro

pria

te w

ords

and

phr

ases

tosh

ow r

elat

ions

hips

in te

xts


Planning – 80

Unit Plan Outline

Unit Focus: Current Issues Grade Level(s): Year 6

Duration/Time Allotment 3 weeks

Lesson Topics 1. Introducción a los sucesos de actualidad, vocabulario2. Representación visual de un suceso3. Transmisión de noticias en español—Análisis4. Preparación de una transmisión de noticias5. Debate

Spanish Language and CultureOutcomes

! General Outcomes

! Specific Outcomes(including linguistic content)

See Unit Planning Template, page 1.

1. Share detailed information on specific topics2. Propose several interpretations of elements in visual

media3. Explore and identify some elements of Spanish-

speaking cultures


1. Generate ideas about current issues by referring toother subject areas—science, social studies, physicaleducation, etc.

2. N/A3. N/A

Planning for Learner Diversity 1. Offer students of Spanish-speaking origins to focustheir study on a particular country or event.

2. Ensure small groups are of mixed ability and culturalorigins.

3. Offer an alternative exercise that focuses on radiobroadcasts or an audio presentation for visuallyimpaired students

Instructional Strategies/Teaching Techniques

1. Provide three articles on current issues. Read, highlightkey words. Discuss findings with class.

2. Present techniques used in visual representation of anissue. Offer several examples, discuss as class.

Student Activities/Projects 1. Students put key words from readings on posters.2. Students must find visual representation of the issue

and identify techniques to create message.

Resources 1. ww.el-castellano.com2. pictures, editorial, cartoon, ad from Spanish

newspapers, magazines3. CNN en español—news broadcast

Assessment and Evaluation 1. Observe student part in discussion2. Reflection Journal3. Mindmap

Observation of Group WorkScoring Criteria for Collaboration


Planning – 81

Lesson 1: Introducción a los sucesos de actualidad, vocabulario

Outcomes:

Use appropriate words and phrases to show a variety of relationships within texts.

Planning for Diversity:

Teacher selects pairs (strong/weak student)

Resources:

www.el-castellano.com

Method:

Have students choose articles or provide three articles of current issues. Have studentsfirst read the text individually and highlight transition words, connectors, and wordsthat help students establish sequence. Students then work in partners to review the wordsfound. Discuss findings as a class and put the key words on posters.

Assessment/Evaluation:

Poster key words—transition words (e.g., pués, quizás, por lo tanto), connectors (e.g., pero, y, además), and words that help establish sequence (e.g., primero, después,luego, al final).


Planning – 82

List

a de

ver

ific

ació

n pa

ra e

valu

ar a

ctit

udes

y v

alor

esre

laci

onad

os a

un

asun

to

Tem

a __

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

Fech

a: _

____

____

____

____

____

____

____

____

____

_

Nom

bres

de

los

estu

dian

tes

Leyó

el

mat

eria

l,m

iró

lape

lícul

a/es

cuch

ó al

pres

enta

dor

o al

cas

ete

Part

icip

óac

tivam

ente

en la

disc

usió

n en

clas

e

Sigu

ió la

estr

uctu

rapa

ra la

disc

usió

nen

cla

se

Expr

esó

su opin

ión

pers

onal

sobr

e el

asun

to

Res

pond

ióa

las

opin

ione

sde

otr

oses

tudi

ante

s

Busc

ó m

ásin

form

ació

nso

bre

elas

unto

Citó

info

rmac

ión

para

apo

yar

su p

osic

ión

Dem

ostr

ó un

desa

rrol

loin

tros

pect

ivo

de s

upo

sici

ónpe

rson

al

Def

endi

ósu po

sici

ón

Ace

ptó

críti

cade

su

posi

ción

pers

onal


Planning – 83

Aná

lisi

s de

art

ícul

o ba

sado

en

hech

os

Not

e:Th

e Fa

ct-B

ased

and

Issu

ed-B

ased

Art

icle

Ana

lysi

s sh

eets

mus

t be

copi

ed b

ack-

to-b

ack.

Whe

n yo

u re

ad th

e ar

ticle

, did

itpr

esen

t a c

erta

in p

oint

of v

iew

abo

ut a

n is

sue

unde

r di

sput

e? If

so,

use

the

othe

r si

de o

f thi

s sh

eet.

If th

e ar

ticle

info

rmed

you

but

did

not r

aise

any

con

cern

s, u

se th

is s

ide.

Con

cept

o cl

ave

(esc

rito

en

una

orac

ión)

.

Dib

uja

una

repr

esen

taci

ón.

Nom

bra

tus

preg

unta

s (u

n m

ínim

o de

dos

).

¿Cuá

les

son

los

hech

os?

Nom

bra

un m

ínim

o de

cinc

o.Pe

rtin

enci

a ac

tual

: Es

impo

rtan

te o

no

esim

port

ante

por

que

. . .

Escr

ibe

un r

esum

en o

def

inic

ión

en tu

s pr

opia

spa

labr

as. N

o no

mbr

es h

echo

s. D

a un

a pe

rspe

ctiv

age

nera

l.

Nom

bra

un m

ínim

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co p

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ras

clav

es.


Planning – 84

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Planning – 85

Estructura de párrafoTítulo: ____________________________________________________________________________

Frase preliminar ____________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Primera frase informativa (comienza con una palabra de transición) ______________________

____________________________________________________________________________________

____________________________________________________________________________________

Frase siguiente (incluye más información sobre la primera frase informativa) ______________

____________________________________________________________________________________

____________________________________________________________________________________

Segunda frase informativa (comienza con una palabra de transición) ______________________

____________________________________________________________________________________

____________________________________________________________________________________

Frase siguiente (incluye más información sobre la segunda frase informativa) ______________

____________________________________________________________________________________

____________________________________________________________________________________

Tercera frase informativa (comienza con una palabra de transición) ________________________

____________________________________________________________________________________

____________________________________________________________________________________

Frase siguiente (incluye más información sobre la tercera frase) __________________________

____________________________________________________________________________________

____________________________________________________________________________________

Frase final (comienza con una palabra de transición) ____________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Palabras de transición: Primero, Segundo, Tercer(o), Por la mañana, Por lo mismo, Por latarde, Al principio, Después, Antes, Durante, Luego, Lo más importante, Al contrario, Otroejemplo, Por ejemplo, Además, Mientras, Por consiguiente, De la misma manera, También ...Palabras de transición para concluir: En resumen, Para concluir, Se ve que, Como resultadode, Por lo tanto, Entonces, En conclusión

Paragraph Frame: Adapted by permission of KU-CRL, Strategic Instruction Model, University of Kansas.


Planning – 86

Evaluación: Póster

Miembros del grupo: ________________________________________________________________

Criterios de evaluación:5/5• Se identifican todos los conectores y palabras que indican secuencia y transición• Todas las palabras claves están organizadas lógicamente en el póster

4/5• Se identifica la mayoría de los conectores y de las palabras que indican secuencia y

transición• En general, las palabras claves están organizadas en el póster, con algunas excepciones

mínimas

3/5• Se identifican algunos conectores y palabras que indican secuencia y transición. La lista no

está completa.• Se ha hecho un esfuerzo para organizar las palabras claves. Sin embargo, es posible que

falten palabras o que estén organizadas bajo la categoría incorrecta.

2/5• Se identifican pocos conectores y palabras que indican secuencia y transición.• Se ha hecho poco esfuerzo para organizar las palabras claves. Es posible que varias palabras

falten o estén organizadas bajo la categoría incorrecta.

1/5• El trabajo está incompleto. Casi no se demuestra comprensión de las palabras claves. Las

palabras clave no están organizadas en categorías.

0/5• No hubo esfuerzo para hacer la tarea. Respuestas erróneas.


Planning – 87

Hoja de evaluación: Resumen oral de un artículo

Nombre(s): ________________________________________________________________________________________________________________________________________________

Criterio de evaluación para la presentación:El estudiante:5/5• Habla correctamente y con habilidad y utiliza la lengua, el tono, el ritmo, el contacto visual

y los gestos de manera persuasiva y con entusiasmo• Está completamente preparado para que la presentación sea eficaz• Utiliza palabras de transición, conectores y palabras que marcan la secuencia de manera

eficaz• Brinda información relevante• Concluye de manera eficaz, de modo que crea el efecto deseado

4/5• Habla correctamente y con fluidez y utiliza la lengua, el tono, el ritmo, el contacto visual y

los gestos deliberadamente• Está preparado de manera competente para inspirar confianza al presentar• Utiliza varias palabras de transición, conectores y palabras que marcan la secuencia• En general, brinda información relevante. Es posible que falten detalles mínimos o que sean

innecesarios• Concluye de manera eficaz

3/5• Habla claramente, aunque con vacilación y utiliza la lengua, el tono, el contacto visual y los

gestos para comunicarse de manera significativa• Está preparado adecuadamente para que la presentación establezca un panorama básico• Utiliza algunas palabras de transición, conectores y palabras que marcan la secuencia• Brinda información relevante pero carece de detalles o son innecesarios• Concluye adecuadamente

2/5• Habla con vacilación y en general utiliza la lengua y el ritmo de manera ineficaz• Fallas debido a falta de preparación• Utiliza pocas palabras de transición, conectores y palabras que marcan la secuencia• Brinda poca información relevante y carece de varios detalles• Concluye con poca claridad

1/5• No habla claramente, de manera que los oyentes tienen dificultad para comprender y utiliza

la lengua y el ritmo de manera ineficaz• En general, no está preparado• No utiliza palabras de transición, conectores y palabras que marcan la secuencia• Brinda muy poca información y carece de muchos detalles• No concluye


Planning – 88

Criterio de evaluación para la presentación

Nombre(s): ________________________________________________________________________________________________________________________________________________

El estudiante:5/5• Habla correctamente y con habilidad y utiliza la lengua, el tono, el ritmo, el contacto visual

y los gestos de manera persuasiva y con entusiasmo• Está completamente preparado para que la presentación sea eficaz• Utiliza palabras de transición, conectores y palabras que marcan la secuencia de manera

eficaz• Brinda información relevante• Concluye de manera eficaz, de modo que crea el efecto deseado

4/5• Habla correctamente y con fluidez y utiliza la lengua, el tono, el ritmo, el contacto visual y

los gestos deliberadamente• Está preparado de manera competente para inspirar confianza al presentar• Utiliza varias palabras de transición, conectores y palabras que marcan la secuencia• En general, brinda información relevante. Es posible que falten detalles mínimos o que sean

innecesarios• Concluye de manera eficaz

3/5• Habla claramente, aunque con vacilación y utiliza la lengua, el tono, el contacto visual y los

gestos para comunicarse de manera significativa• Está preparado adecuadamente para que la presentación establezca un panorama básico• Utiliza algunas palabras de transición, conectores y palabras que marcan la secuencia• Brinda información relevante pero carece de detalles o son innecesarios• Concluye adecuadamente

2/5• Habla con vacilación y en general utiliza la lengua y el ritmo de manera ineficaz• Falla debido a falta de preparación• Utiliza pocas palabras de transición, conectores y palabras que marcan la secuencia• Brinda poca información relevante y carece de varios detalles• Concluye con poca claridad

1/5• No habla claramente, de manera que los oyentes tienen dificultad para comprender y utiliza

la lengua y el ritmo de manera ineficaz• En general, no está preparado• No utiliza palabras de transición, conectores y palabras que marcan la secuencia• Brinda muy poca información y carece de muchos detalles• No concluye


Planning – 89

Diario de reflexiones—Sucesos de actualidad

1. ¿Qué comprendiste/aprendiste sobre el suceso de actualidad que estudiaste con tu grupo?

2. ¿Qué aprendiste sobre las técnicas que usan los medios de comunicación para crear unmensaje?

3. ¿Qué no comprendiste?

4. ¿Con qué punto estuviste de acuerdo? ¿Con qué puntos no estuviste de acuerdo?

5. a) ¿Cómo te ayudó el trabajo en grupo para comprender?

b) ¿Qué desafíos, si hubo alguno, encontrastre al trabajar en tu grupo?

6. ¿Qué preguntas tienes todavía?

7. ¿Cómo puedes encontrar respuestas a tus preguntas?


Planning – 90

Observación de trabajo en grupo

Cooperative Language: Write Observations focusing on students’ use of cooperative languageon self-stick notes for inclusion in the students’ files or on a form such as the following, whichlists the students’ names across the top.

Hoja de observación

Grupo: _____________________________________ Fecha: ______________________________

Marca cada vez que un estudiante usa lenguaje cooperativo.

El estudiante

Motiva

Pide aclaración

Mantiene algrupo en la tarea

Expresadesacuerdo


Planning – 91

Criterios de evaluación para habilidades de cooperación

La siguiente norma de evaluación es un ejemplo de una norma de evaluación general paraevaluar las habilidades de colaboración y las actitudes.

Criterios de evaluación para la colaboración

Al evaluar la colaboración, considere• la actitud del estudiante por medio de su participación responsabilidad y enfoque.• las habilidades del estudiante, evidente en el escuchar y contribuir a la discusión en grupo.• los roles que el estudiante asume para ayudar al desarrollo del grupo.

5 El estudiante• es un miembro eficaz, responsable, que inicia acción y se involucra en la

tarea• escucha activamente, contribuye de una manera eficaz y construye sobre

las ideas de otros• asume roles de liderazgo, da orientación, pide contribuciones, aclara y

evalúa

4 El estudiante• es un miembro de grupo muy trabajador que es un participante activo y

concentrado• escucha atentamente, contribuye de manera constructiva y emplea las ideas

de otros• asume roles importantes, organiza y motiva a otros y aclara ideas

3 El estudiante• es un miembro de grupo atento, cooperativo y que aporta al grupo• escucha, respeta las ideas de otros y ayuda al grupo a tomar decisiones• asume roles de apoyo, se involucra al grupo, pero muy raras veces como

líder

2 El estudiante• es a menudo un observador y puede distraerse de la tarea• escucha al principio, pero pierde enfoque o limita el enfoque a ideas

personales• asume roles de apoyo esporádicamente

1 El estudiante• generalmente no se involucra al grupo, y puede distraer a los otros o crear

conflicto• está tan enfocado en sus perspectivas personales, que cuando escucha se

enfoca en las diferencias • casi nunca asume roles constructivos

Insuficiente El estudiante• no hace ningún esfuerzo para trabajar con otros

Scoring Criteria for Collaboration: Copyright © 1997 English 10: Teacher Manual: Classroom Assessment Materials,Alberta Education.


Planning – 92

Hoja de evaluación: Programa de televisión o radio

Criterios de evaluación para el programa de televisión

5/5Contenido• La información es pertinente, con muchos detalles importantes e interesantes• El programa está organizado lógicamente o en forma creativa• El vocabulario y las expresiones específicos están integrados de manera eficaz en el

programa• Se nota que hubo preparación detallada• Se utiliza apoyo visual de manera eficaz

Presentación• Se habla con claridad• La pronunciación es correcta• Se habla de manera fluida

4/5Contenido• El material es pertinente con algunos detalles importantes e interesantes• El programa está organizado lógicamente, en cierta forma creativa• El vocabulario y las expresiones específicos están generalmente integrados en el programa,

es posible que haya errores u omisiones mínimos• Se nota que hubo una buena preparación • El apoyo visual es apropiado y agrega valor a la presentación

Presentación• En general, se habla con claridad• En general, la pronunciación es correcta aunque es posible que no se pronuncien

correctamente las palabras difíciles o no conocidas• Se habla con cierta fluidez pero con posible vacilación mínima

3/5Contenido• La información es mayormente pertinente, puede carecer de detalles importantes e

interesantes• En general, el programa está bien organizado, pero puede carecer de creatividad• Se ha hecho un esfuerzo para integrar el vocabulario y las expresiones específicos, hay

errores u omisiones• Se nota que hubo preparación, pero algunas partes del programa pueden parecer

desorganizadas o incompletas• Se utiliza apoyo visual, pero es insuficiente o inapropiado

Presentación• Algunas palabras no son claras• Algunas palabras no se pronuncian correctamente • Se habla con cierta lentitud


Planning – 93

2/5Contenido• Varios aspectos de la información no son pertinentes, carece de muchos detalles

importantes e interesantes• El programa está organizado sólo en ciertas partes, pero carece de creatividad• Se ha hecho poco esfuerzo para integrar el vocabulario y las expresiones específicos, hay

muchos errores u omisiones• Preparación mínima • Se utiliza poco apoyo visual y de manera ineficaz

Presentación· No se habla con mucha claridad· Muchas palabras no se pronuncian bien · En general, se habla con demasiada lentitud o demasiada rapidez

1/5Contenido• La información no es pertinente y es inapropiada• El programa carece de organización, estructura y creatividad • No se ha hecho esfuerzo para integrar el vocabulario y las expresiones específicos • Carece de preparación• El apoyo visual es mínimo o inexistente

Presentación• La mayoría de las palabras no son claras• La mayoría de las palabras no se pronuncian correctamente• Se habla con demasiada lentitud o demasiada rapidez


Planning – 94

Hoja de evaluación: Debate

Criterios de evaluación para el debate

5/5Contenido• La información es correcta, detallada y convincente• El vocabulario y las expresiones específicos están integrados de manera efectiva en el debate• El lenguaje/registro formal es utilizado correctamente y de manera eficaz• Se nota que hubo preparación detallada

Presentación• Se habla con claridad• La pronunciación es correcta• Se habla de manera fluida

4/5Contenido• La información es correcta, con algunos detalles importantes y convincentes• El vocabulario y las expresiones específicos están generalmente integrados en el debate, es

posible que haya errores u omisiones mínimos• En general, el lenguaje/registro formal es utilizado correctamente aunque pueden haber

errores u omisiones mínimos• Se nota que hubo una buena preparación

Presentación• En general, se habla con claridad• En general, la pronunciación es correcta, es posible que no se pronuncien correctamente las

palabras difíciles o no conocidas • Se habla con cierta fluidez pero con mínima vacilación

3/5Contenido• La información es mayormente pertinente, puede carecer de detalles importantes• En general, el debate está bien organizado, pero no es muy convincente• Se ha hecho un esfuerzo para integrar el vocabulario y las expresiones específicos, hay

errores u omisiones• Se ha hecho un esfuerzo para utilizar lenguaje/registro formal, hay errores• Se nota que hubo preparación, pero algunas partes del debate pueden parecer

desorganizadas o incompletas

Presentación• Algunas palabras no son claras• Algunas palabras no se pronuncian correctamente • Se habla con demasiada lentitud


Planning – 95

2/5Contenido• Varios aspectos de la información no son pertinentes, carece de muchos detalles

importantes• El debate está organizado sólo en ciertas partes• Se ha hecho poco esfuerzo para integrar el vocabulario y las expresiones específicos, hay

muchos errores u omisiones• Se ha hecho poco esfuerzo para utilizar lenguaje/registro formal de manera correcta• Preparación mínima

Presentación• No se habla con mucha claridad• Muchas palabras no se pronuncian bien • En general, se habla con demasiada lentitud o demasiada rapidez

1/5Contenido• La información no es pertinente y es inapropiada• El debate carece de organización y de estructura • No se ha hecho esfuerzo para integrar el vocabulario y las expresiones específicos • No se ha hecho esfuerzo para utilizar lenguaje/registro formal de manera correcta• Carece de preparación

Presentación• La mayoría de las palabras no son claras• La mayoría de las palabras no se pronuncian correctamente • Se habla con demasiada lentitud o demasiada rapidez


Planning – 96

Reflexión cotidiana sobre la participación del grupo

Nombre: __________________________________________________________________________

Grupo: ____________________________________________________________________________

Fecha:______________________________________________________________________________

Escala: Excelente Poco satisfactorio5 4 3 2 1

5. Tres cosas que he hecho para motivar a los demás a participar:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

6. Un problema que nuestro grupo ha tenido ha sido:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

7. Una solución previsible para este problema sería:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

1. ¿He contribuido algunas ideas hoy? 5 4 3 2 1

2. ¿He invitado la contribución de los demás? 5 4 3 2 1

3. ¿He escuchado a los demás? 5 4 3 2 1

4. ¿He cumplido con mis responsabilidades en el grupo? 5 4 3 2 1


Planning – 97

Cuestionario: Evaluación de grupo

1. ¿Nos pusimos de acuerdo como grupo al tomar decisiones?

2. ¿Respetamos los enfoques y habilidades de cada miembro del grupo?

3. ¿Invitamos a los miembros a desarrollar un nuevo papel?

4. ¿Cómo tratamos el problema de la ausencia o la falta de participación de los miembros?

5. ¿Usamos nuestro tiempo de manera eficaz?

6. ¿Hablamos abiertamente de nuestras inquietudes en lugar de dejar aumentar la tensión?

7. ¿Pedimos ayuda de otros cuando no pudimos ponernos de acuerdo?

8. ¿Qué debilidades en nuestro producto final podrían haber sido discutidas por medio deun proceso de grupo diferente?

9. ¿Qué teníamos que haber hecho más, menos?

10. ¿Nuestro producto final logra representar las habilidades y talentos de cada miembrodel grupo?


Planning – 98

Notes

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