Queens High School of Teaching
Queens High School of Teaching 74-20 Commonwealth Boulevard, Bellerose, New York 11426 Phone: 718-736-7100 · Fax: 718-736-7117 Website: www .qhst.org ·Twitter:www .twitter .com/qhst · Box: www .box.com/qhst Jae Cho, Principal Ean Corrado,Assistant Principal Organization Brian Chaback, Director Emerson SLC Camille Gardner,Assistant Principal Freire SLC Cindy Kontente, Assistant Principal Montessori SLC
SLC Lesson Plan Template Date(s) 5/6/2015
Grade Level FS2-01 & FS2-02
Subject Spanish
Topic of Study:
Resources/Materials
La Casa (The House)
Binders, Worksheets, Dictionaries, Pen/Pencil
Essential Question: How does one identify the rooms in the house? Focus Question: ¿Cómo es la casa de tu amigo? Daily Student Friendly Learning Goals: • Compare their own house to the house of their friends
•
Describe house related nouns and adjectives in both the plural and singular forms
NYS and Common Core Learning Standards Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Daily Procedures/ Agenda: (Provide detail around what will students will be expected to do and what the teacher will be doing to facilitate the discussion) Time 1) Warm-up –(Opening/Framing the Lesson/Introduction/Early Assessment) Students will enter the classroom and follow normal daily procedures (enter classroom, take seat, take out binder and homework, begin Do Now). Students will be given a worksheet for Do Now to be completed. Section 1 – Worksheet on labeling parts of the house, fill in the sentence, and writing sentences. Section 2 – La Casa Mini Crossword Puzzle The students will have 6 minutes to do the Do Now; in that time I will collect the previous night’s homework and take attendance. Then we will go over the Do Now so that all students have the correct answers.
11 minutes
2) Mini-lesson (Be specific in detailing how this will be facilitated) In the previous unit, the students learned about adjectives and how they can change based on whether they are masculine, feminine, singular, or plural. We will reinforce that today by practicing adjectives about items in the house. In addition, we will be practicing with the prepositions [they will review ones that they have previously learned, as well as new ones such as encima de (above), debajo de (below), & delante de (before)] in the places of the house. Students will practice with some sentences in regards to where things are in the house; all of these sentences will in the third person to better help the students’ understand what the activity will be like. I will provide examples for the students using “Hay”, “Tener”, “Estar”, and “Su”. Provided Examples: En mi dormitory, hay dos cortinas azules. Él tiene un sillón en su sala. Su televisión está encima de la mesa.
15 minutes
Once 4 examples have been provided a worksheet will be provided for the class to complete as a whole. This worksheet focuses on the plural, singular, masculine, and feminine forms of words. It is a tool, to reinforce what we just reviewed in our mini lesson. 3) Activity Once we have reviewed how to change adjectives, and how the singular and plural nouns work, students will be broken up into pairs. As pairs, they will have to describe each other’s houses. They will need to write 4 sentences about their partner’s house. These four sentences should include adjectives, family members, prepositions, verbs such as “Hay”, “Tener”, and “Estar”, and any other relevant vocabulary. Once they have completed writing about the first partner, they will switch and write about the house of the other partner.
20 minutes
As they are completing this activity, I will be walking around assessing their understanding and progress; in addition, I will be providing any necessary feedback to them based on what I see. 4) Wrap-up – We will come back as a group and students will share their work with the class. Students will have the opportunity to correct their peer’s work as it is being read. In addition, I will collect their work to further assess their understanding and provide and necessary feedback or edits
14 minutes
In addition, homework will be distributed to the class, as well as any work that is owed to them. Checks for Understanding/Formative Assessment (How will learning be assessed?): Group Assessment/Peer Review – During the Do Now, Mini Lesson, Activity, & Wrap Up students will be working collaboratively; as a result they will be able to assess each other and provide feedback to help develop understanding. One to One feedback – During the Do Now & Activity, I will be able to provide uniquely tailored feedback based on students’ individual progress and understanding. Questions/Activity – Students will demonstrate understanding of the vocabulary by being able to correctly modify the adjective or nouns based on whether it is singular, plural, masculine, or feminine. Differentiation Strategies/Modifications : Proximity Control – to keep my students on task, I will be constantly moving throughout the classroom. Worksheets to write on – To address my visual and kinesthetic learners Group Work – to provide students the opportunity to learn from each other and facilitate their own learning. One to One Feedback – My providing unique feedback to my students, I can further assist them in their own unique learning style that helps them best understand the lesson.
Homework: A worksheet will be given to the students incorporating use of the vocabulary (fill in the blank paragraph), translations of prepositions and phrases, as well as their own writing skills.
SLC Lesson Plan Template Date(s) 5/6/2015
Grade Level FS2-01 & FS2-02
Subject Spanish
Topic of Study:
Resources/Materials
La Casa (The House)
Binders, Worksheets, Dictionaries, Pen/Pencil
Essential Question: How does one identify the rooms in the house? Focus Question: ¿Cómo es la casa de tu amigo? Daily Student Friendly Learning Goals: • Compare their own house to the house of their friends
•
Describe house related nouns and adjectives in both the plural and singular forms
NYS and Common Core Learning Standards Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Daily Procedures/ Agenda: (Provide detail around what will students will be expected to do and what the teacher will be doing to facilitate the discussion) Time 1) Warm-up –(Opening/Framing the Lesson/Introduction/Early Assessment) Students will enter the classroom and follow normal daily procedures (enter classroom, take seat, take out binder and homework, begin Do Now). Students will be given a worksheet for Do Now to be completed. Section 1 – Worksheet on labeling parts of the house, fill in the sentence, and writing sentences. Section 2 – La Casa Mini Crossword Puzzle The students will have 6 minutes to do the Do Now; in that time I will collect the previous night’s homework and take attendance. Then we will go over the Do Now so that all students have the correct answers.
11 minutes
2) Mini-lesson (Be specific in detailing how this will be facilitated) In the previous unit, the students learned about adjectives and how they can change based on whether they are masculine, feminine, singular, or plural. We will reinforce that today by practicing adjectives about items in the house. In addition, we will be practicing with the prepositions [they will review ones that they have previously learned, as well as new ones such as encima de (above), debajo de (below), & delante de (before)] in the places of the house. Students will practice with some sentences in regards to where things are in the house; all of these sentences will in the third person to better help the students’ understand what the activity will be like. I will provide examples for the students using “Hay”, “Tener”, “Estar”, and “Su”. Provided Examples: En mi dormitory, hay dos cortinas azules. Él tiene un sillón en su sala. Su televisión está encima de la mesa.
15 minutes
Once 4 examples have been provided a worksheet will be provided for the class to complete as a whole. This worksheet focuses on the plural, singular, masculine, and feminine forms of words. It is a tool, to reinforce what we just reviewed in our mini lesson. 3) Activity Once we have reviewed how to change adjectives, and how the singular and plural nouns work, students will be broken up into pairs. As pairs, they will have to describe each other’s houses. They will need to write 4 sentences about their partner’s house. These four sentences should include adjectives, family members, prepositions, verbs such as “Hay”, “Tener”, and “Estar”, and any other relevant vocabulary. Once they have completed writing about the first partner, they will switch and write about the house of the other partner.
20 minutes
As they are completing this activity, I will be walking around assessing their understanding and progress; in addition, I will be providing any necessary feedback to them based on what I see. 4) Wrap-up – We will come back as a group and students will share their work with the class. Students will have the opportunity to correct their peer’s work as it is being read. In addition, I will collect their work to further assess their understanding and provide and necessary feedback or edits
14 minutes
In addition, homework will be distributed to the class, as well as any work that is owed to them. Checks for Understanding/Formative Assessment (How will learning be assessed?): Group Assessment/Peer Review – During the Do Now, Mini Lesson, Activity, & Wrap Up students will be working collaboratively; as a result they will be able to assess each other and provide feedback to help develop understanding. One to One feedback – During the Do Now & Activity, I will be able to provide uniquely tailored feedback based on students’ individual progress and understanding. Questions/Activity – Students will demonstrate understanding of the vocabulary by being able to correctly modify the adjective or nouns based on whether it is singular, plural, masculine, or feminine. Differentiation Strategies/Modifications : Proximity Control – to keep my students on task, I will be constantly moving throughout the classroom. Worksheets to write on – To address my visual and kinesthetic learners Group Work – to provide students the opportunity to learn from each other and facilitate their own learning. One to One Feedback – My providing unique feedback to my students, I can further assist them in their own unique learning style that helps them best understand the lesson.
Homework: A worksheet will be given to the students incorporating use of the vocabulary (fill in the blank paragraph), translations of prepositions and phrases, as well as their own writing skills.
