BYU ID: 960532059 Brigham Young University Spanish Teaching Major Winter 2013 TEACHER WORK SAMPLE Los desastres naturales Natural disasters Timpanogos High School Alpine District Spanish II Grades 10-12 CONTEXTUAL FACTORS In this section, we are going to discuss relevant factors including the community, the school, the classroom, and some student characteristics that may affect the teaching and learning process. COMMUNITY Located in Utah County, on the eastern shore of Utah Lake, the city of Orem is a flourishing community of approximately 88,328 people, making it the fifth largest city in the state. Its recent fast development and growth have resulted in an ethnic combination of 77.5% white, 0.7% African American, 0.9% American Indian, 1.9% Asian, 1.0% Pacific Islander, 16.1% Hispanic, and 3.4% other races. With a total size of 18.4 square miles, the city holds an average population density of 4,826.6 per square mile. The median yearly income for a family is $47,529, which implies an income of $16,590 per capita. Sadly, about 8.4% of the population lives below the poverty line. Orem is now the commercial and technological center for Central Utah. The city is home to more than 4,000 businesses. Some of these are Walmart, Target, and Costco. More than 236 high-technology companies live within the city limits. Other internationally recognized companies such as Novell, WordPerfect, and PowerQuest all originated in this city, defined by an innovative entrepreneur spirit. In terms of education, one of Orem’s highlights is its proximity to two of the more recognized schools in the state, Brigham Young University and Utah Valley University. Located in the Alpine School District, the city is home to 16 elementary schools, three middle schools, and three high schools. One of these high schools is Timpanogos High, an institution truly involved with its community. There are two bodies in Timpanogos High School specifically committed to the community: the Community Council and the Parent-Teacher-Student Association (PTSA). The first one advises and makes recommendations to the school and the district administrators regarding the programs and other issues related to the community environment for students. The PTSA provides valuable support and services to the students, their families, the school, and the community. Both bodies function autonomously but, at the same time, closely connected to the school. TIMPANOGOS HIGH SCHOOL The school is situated in a beautiful location with amazing views of the Mount Timpanogos, in the city of Orem (1450 N 200 E). Built in 1996, it has 85 classrooms, an innovative testing center, a large library, an enormous auditorium, and a little theater for small plays. Regarding sports, the school enjoys a football and a soccer fields, a basketball, a baseball, and a softball inside fields. This means that the students participating in sports do not have to commute in order to play their favorite sport. Apart from its physical features, Timpanogos High has 1421 students enrolled, of which 52.3 % are male and 47.7% are female. Different ethnicities flourish there, but especially the number of Hispanic-Latinos which has doubled in the last three years. About 15.4% of the students come from Spanish-speaking families, 2.3% from Asian families, 0.9% from the Pacific Islands, 0.8% are African American, and 0.6% are American Indian. Of these students, 5.1% attend an English Language Learning program. Other students have disabilities (9.7%) and they are able to attend any class they choose. Even though the school is located in a conventional, regular community with an average income per household (47,529 in 2010), the number of students eligible for “free” or “reduced lunch” is increasing year after year, having reached 28% this year. This means the addition of families with some economic needs to this community, which might be affecting the academic performance of the students living within these family units, therefore changing the specific educational help they might need. The average daily attendance is higher than 95%, the school mobility rate is 21%, and the dropout rate is 7.13%. This year, the school is classified as a “group within the width of confidence interval towards meeting AYP requirements”. In addition to the students, there are 74 teachers in Timpanogos High, which means a student-teacher ratio of 19 students per teacher. They offer high level technology classes like “Building technology”, where students learn and build a house. The school also gives Concurrent Enrollment classes, where students take college courses from UVU for both high school and college credit. The school follows an A/B or Alternating Day Schedule. Instead of having seven or eight periods every day, students have just four classes one day and four different classes the next day, repeating the process for the whole school year. The classes are then longer: on Mondays they are 70 minutes long, on Tuesdays-Wednesdays they are 78 minutes long, and on Thursdays-Fridays they are 85 minutes long. CLASSROOM FACTORS Routines in the Spanish class are as follows: students have to be in their seats with their books as the bell rings for the beginning of the class or they will be marked tardy. Students correct their own exams and tests during class, and then give their scores to their professor. He uses an alphabetical seating chart. The classroom is not very large in size; however it contains 30 to 40 students per class. The tables are where students sit and are divided into lanes and groups. Each group is facing one another and point to the center of the classroom. Regarding technology, there is a big whiteboard located in the front center of the classroom. A projector is also available in the room, with a big white screen situated on top of the whiteboard. There is also a DVD and a CD player available, both connected to the projector. STUDENTS CHARACTERISTICS In class, there are a lot of male students who are part of the school football or the basketball team. Their ages fluctuate between 14 and 17 years old, and male students are the majority to female students. In consequence, the interest of a lot of students in class focuses on sports. If we divide the class by ethnicities, the Hispanic-Latinos are the larger group with more than 20% of the class, but they communicate with each other in English and are not proficient in written Spanish. The Asians are 4% of the class; the Pacific Islanders are 3%, and the African Americans and the American Indians are 1%. Among these, one is in an ESL (English as a Second Language) student. The rest of students (70%) are Caucasian. Two students have special needs: they are considered to have disabilities. The culture and/or religion of the majority of these students is Mormonism. Finally, there is a diversity of the language in the class: some of them are in a level 3 and some of them are still in a level 1 in Spanish. INSTRUCTIONAL IMPLICATIONS First of all, we have to consider the number of male students participating in sports in this class. Their interests seem to be exclusively athletics and anything that brings dynamics and “action” to the class. They also have short attention span. This means that they need interactive activities, a quick change between tasks in the class, and a fast but meaningful method of teaching. On the other hand, the female students of the class sometimes can feel intimidated by the strong character and personality of the males. Therefore they barely participate and only when asked. They do seem to like and understand the language better than the male students. In consequence, we have to involve them more in class and talk about topics that are also appealing to women. Another technique that could be used is to pair a female student with a male one when working in “partners”, even if this idea can be harder to implement, as girls always prefer their female partners. In addition to the gender issue, we also have to consider the number of Hispanic-Latino students in this class. They sometimes get bored because of the easiness of the speaking tasks or because of the difficulty to understand and recognize some English terms such as “indirect objects” or “conjugation”. This is due to their learning the Spanish language from their family (orally) and not in school. Then we have to “pair” them with students that write well in Spanish but do not talk that well; we could also tell them that they are “study buddies”. The use of a dictionary in class would also help them when doing written tasks (there are some in the classroom). When they get bored, we could ask them to help us distribute the activities, handouts, tests, to write something on the whiteboard, etc… In sum, it is essential to make them feel useful. Also, we have to consider the big number of students compared to the small classroom. This can be a problem when planning fun activities that need more movement and space. One strategy would be to move and group the tables when necessary, but knowing that this may cause distraction if not organized. Something else to keep in mind is the length of the classes. Keeping 30 or 40 students focused and working during 70 to 85 minutes is not easy. Therefore, classes have to be very well prepared, planned, structured, and contain lots of activities. Finally because of the diversity of language levels in the class, basic words, a lot of gestures, drawings, and sounds will need to be used to make the explanations and instructions understandable for every student. For the two students with disabilities, we will have to talk to their counseling professors in the school and ask if they could have a “study buddy” with them all the time during class, with whom they could work. I will also have to create special worksheets and tests for them, easier than for the rest of the class. I am almost sure that they can learn more than the few words that they know in Spanish. These implications will eventually influence and affect the learning objectives, planning of instruction, and assessment of this teaching work sample. Unit Overview UNIT TITLE Los desastres naturales (Natural disasters). UNIT OVERVIEW The vocabulary of this 3-week, 6 lesson-unit is based on Chapter 5-A of Realidades 2. It engages beginning high school Spanish II students in exploring the theme of natural disasters and emergencies. In this unit students will learn to paraphrase, summarize, and describe emergencies and different disaster situations using the imperfect and the preterit tenses. The unit will revolve around six primary topics: accidents, heroes, and rescues; firefighters around the world; natural disasters and catastrophic events in Latin America; and reporting an emergency. Major activities include: role plays offering assistance to victims, viewing, listening, and reading articles/reports, videos, and documentaries from newspapers, the news broadcasts, and other media reports. The unit culminates in a project presenting a fictional heroic act of one-paragraph of at least five sentences in length. Additional assessments of student progress include: one vocabulary and one grammar quiz. The unit assumes that students already know body vocabulary and the use of imperfect. UNIT RATIONALE This unit is designed to help students understand the importance that natural disasters play in the world, especially in Latin American countries. It engages students in exploring how and why the volunteer Chilean firefighters reflect the altruistic personality of Hispanic people. This unit gives students opportunities to explore how some Latin American countries react in front of an emergency. It also discovers for them the amount of natural disasters happening in that area of the world. Students will develop communicative proficiency by exploring the guiding question: Can students describe scenes and situations in the past so they can write them and tell other people about them? UNIT AT-A-GLANCE Essential (Guiding) Question for the Unit: Can students describe scenes and situations in the past so they can write them and tell other people about them? Lesson Title Targeted Grammatical Structure Targeted Vocabulary TOPIC: Conceptual Issue or Social Situation TEXT: Culturally Authentic Materials from Latin America TASK: Lesson Objective & Assessment TALK: Communicative, Interactive Activities (Interpersonal, interpretive, or presentational activities that get students moving & talking in preparation for the assessment) TECHNIQUES, TEMPLATES, & TECH: (Instructional Strategies, Scaffolding, & Student Use of Tech) Adaptations for Individual Students Lesson 1: . Interrogatives Lesson 2: . Contrast and comparison adverbs Lesson 3: . Preterit Lesson 4: . Difference between imperfect and preterit. Lesson 5: . Review imperfect and preterit. Lesson 6: . Review imperfect and preterit . herido/a . llamar . el paramédico . rescatar . la víctima . vivo/a . Review of body vocabulary that they already know . apagar . bajar . el bombero . la escalera . el humo . el incendio . subir . destruir . el edificio de apartamentos . esconderse . gritar . morirse / se murieron . muerto . ¡Socorro! . a causa de… . afortunadamente . asustado/a . de prisa . de repente . hubo / había . oír . el artículo . la causa de… . el héroe/ la heroína . el locutor/la locutora . el noticiero . sin duda . valiente Accidents and rescues Chilean firefighters . el huracán . la inundación . llover . la lluvia . nevar . la nieve . ocurrir . el terremoto . la tormenta Earthquake in Chile, January 2010. Flood in Panamá, November 2012. Love songs Revenge/heartbreak songs Heroes in the news A short video of a person offering help in an emergency situation in a Latin American country. A short documentary of the daily challenges of firefighters in Chile. A video of a news report of the flood in November 2012 in Panamá. A song from Jennifer López using a lot of imperfect and preterit verbs: ¿Qué hiciste? Video about rescue of the miners trapped in Chile. Students will offer assistance to a victim in a rescue setting using interrogatives and body vocabulary, using at least three questions. Students will compare Chilean and American firefighters using contrast adverbs and firefighting vocabulary, using at least three differences between them. A short article from a newspaper about an earthquake in Latin America. A Spanish video about the Richter scale. Students will summarize an article from a newspaper about a natural disaster in Latin America, using emergencies vocabulary of at least two sentences in length. Students will view, listen, and interpret a report from the news about a natural disaster in Latin America using the preterit and the imperfect indicative, along with emergencies vocabulary, Students will listen and interpret a Spanish song, and will summarize it to a partner, of at least two sentences. Students will view and interpret a short video of a person offering help (Interpretive). Role play where students are rescuers and have to ask questions the victim of an accident (Interpersonal). Students will view and interpret a short documentary of Chilean firefighters (Interpretive). Individually, students will find differences between firefighters in Chile and in the U.S. Individualized worksheet for two students with special needs, Make them draw the differences. Students will read and interpret an article from a newspaper (Interpretive). Students will paraphrase the article (Presentational). Students will view, listen, and interpret a report from the news (Interpretive). Students will listen and interpret what a Spanish song says (Interpretive). Students will summarize to a partner a Spanish song (Presentational). Students will write and present an article about a heroic act in an accident or an emergency, using the preterit and the imperfect indicative, along with emergencies vocabulary, in a oneparagraph project of at least five sentences in length. Students will write their article about heroic acts (Presentational). Next class, they will present it to the professor. Ask the study buddy to read the article with students with special needs. Special worksheet with matching activities. Make a summary of it with drawings. Special worksheet for students with special needs. Give them 6 pictures from the report, and make them put them in order of appearance. Special worksheet for students with special needs. Make them draw the vocabulary words. They will just have to choose between the conjugated verbs in imperfect or preterit. Individualized worksheet for two students with special needs, with pictures of the words learned and written out questions. Make the students with special needs tell me or write down one sentence that they have learned during the unit. STANDARDS-BASED UNIT OBJECTIVES a) Students will offer assistance to a victim in a rescue setting using interrogatives and body vocabulary, using at least three questions (INTERPERSONAL MODE). b) Students will compare Chilean and American firefighters using contrast adverbs and firefighting vocabulary, using at least three differences between them. c) Students will summarize an article from a newspaper about a natural disaster in Latin America, using emergencies vocabulary and verbs in preterit, of at least two sentences in length. d) Students will view, listen, and interpret a report from the news about a natural disaster in Latin America using the preterit and the imperfect indicative, along with emergencies vocabulary (INTERPRETIVE MODE). e) Students will listen and interpret a Spanish song, and will summarize it to a partner, with at least two sentences. (PRESENTATIONAL MODE). f) Students will write and present an article about a heroic act in an accident or an emergency, using the preterit and the imperfect indicative, along with emergencies vocabulary, in a one-paragraph project of at least five sentences in length. (PRESENTATIONAL MODE). NATIONAL STANDARDS Standards-based Essential (Guiding) Question: Can students describe scenes and situations in the past so they can write them and tell other people about them? Standard 1.1, Communication (Interpersonal): Students offer assistance to victims in an emergency situation. Standard 2.1, Cultures: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied by comparing the differences between Chilean and American firefighters. Standard 1.2, Communication (Interpretive): Students understand and interpret written and spoken language on emergencies and natural disasters in Latin America by reading authentic articles and viewing real news broadcasts and documentaries. Standard 3.1, Connections: Students reinforce and further their knowledge of geology and meteorology through the foreign language and its cultures by understanding the Richter scale in Spanish. Standard 1.3, Communication (Presentational): Students paraphrase, summarize, and present an article to an audience of listeners and readers about emergency situations, natural disasters, and heroic acts. Standard 4.1/4.2, Comparisons: Students demonstrate understanding of the past tense through comparisons of the Spanish language and their own by using the preterit or the imperfect for different situations or settings. ASSESSMENT PLAN UNIT ASSESSMENTS Students’ progress toward unit objectives will be assessed by presenting an oral report about a heroic act in a disaster situation and by taking a test describing an event after an emergency situation. The culminating assessment for this unit will be the unit test in which the students will demonstrate their understanding of the imperfect and preterit tenses, along with emergencies vocabulary. ASSESSMENT PLAN CHART OBJECTIVE ASSESSMENT(S) Objective 1: Students will present a report about a heroic act in a disaster situation using five sentences, seven verbs conjugated in the imperfect and the preterit tenses, and emergencies vocabulary. Objective 2: Students will apply their understanding of the difference between the preterit and the imperfect indicative, with at least 75% of accuracy. Objective 3: Students will demonstrate understanding of imperfect and preterit tenses, along with emergencies vocabulary. Oral report (Project) Quiz Test PRE-, FORMATIVE, OR POST? Pre-test Post-test MODALITY (listening, speaking, reading, writing, etc.) Speaking Writing Reading Writing ASSESSMENT ADAPTATIONS I. Students who are learning disabled will also take the quiz (pre and post assessment), but their copy will be different. They will have to choose between the verbs already conjugated; they will not have to conjugate them. II. Students who are learning disabled will also take the unit test, but with the following adaptations: The instructions for each activity will be explained in English, nor in Spanish. The vocabulary part will be a matching activity between pictures and words. The imperfect/preterit activity will already have the verbs conjugated. They will just have to choose between the two forms (imperfect or preterit). The culture activity will be written in English. Like this, they will understand the sentences and they will just have to choose between TRUE and FALSE. U N A C T O H E R O I C O Assignment: 50 points – Due: Thursday, March 28 TASK: Present and write a report about a heroic act in an emergency situation – in Spanish, as if you were in the Spanish news. Use at least 5 sentences with a total of 7 conjugated verbs in the past (imperfect or preterit), and vocabulary from the chapter. 1. THINK: Imagine and create an emergency situation in a Latin American country. Then, invent a story about someone saving someone else, or other people (a heroic act). 2. WRITE: When you already know the situation, write 5 sentences in Spanish, answering these questions: - Where and when this happened? (city, country, date, time of the day...) - Who was “the heroe”? (name, job, age...) - What did he/she do to help other people? Remember to use 7 conjugated verbs in the past. Depending on the situation, use imperfect or preterit. Go to your vocabulary list or to page 262 from your book to find the vocabulary and the verbs. Use a dictionary if you need to (www.wordreference.com). 3. EDITING: When you already have your 7 sentences, add an opening to your presentation, like a news report: - Buenos días / Buenas tardes / Buenas noches, señoras y señores. Add also an ending: - Y esto es todo desde .... (city and country) 4. PRACTICING: Read your report out loud several times, until you almost memorize it. Then, present it to Señorita Giménez or to the whole class, and turn in your written report. Name: ______________________________________________________________________________ RUBRIC Amount of information provided (10 points) Accuracy in conjugating the verbs (10 points) Use of vocabulary and grammar (10 points) Oral Presentation (15 points) Opening and ending (5 points) Total: ______________ Excellent Answer to the 3 questions, using at least 5 sentences, with 7 conjugated verbs. Good Answer just to 2 questions, using 3-4 sentences, with 4-6 conjugated verbs. 10 9 1 error or less when conjugating the 7 verbs in imperfect or preterit. 10 9 Use an extended variety of vocabulary and have very few usage errors. 10 9 Entertaining, interesting, and engaging report. Totally or almost memorized. Looks like a real news report. 15 14 13 Report has an opening and an ending. 5 8 7 2 to 3 errors when conjugating the 7 verbs in imperfect or preterit. 8 7 Use a limited vocabulary and have some usage errors. 8 7 Interesting enough to keep engagement. Some memorization and some reading of report. 12 11 10 Report has just and opening or an ending. 4 Mediocre Answer just to 1 question, using 1-2 sentences, with 3 conjugated verbs or less. 6 5 4 or more errors when conjugating the 7 verbs in imperfect or preterit. 6 5 Use very little variation of vocabulary and have frequent usage errors. 6 5 Boring, tedious, uninteresting, and not engaging report. It was totally read. 9 8 Report has no opening or ending. 3 Nombre: ___________________________________________________________ Nombre: ___________________________________________________________ Un terremoto en Popayán. Completa las frases con el imperfecto o el Un terremoto en Popayán. Completa las frases con el imperfecto o el pretérito de los verbos. (10 puntos) pretérito de los verbos. (10 puntos) Ejemplo: Ejemplo: rescataron (quemarse), los bomberos _______________________ (rescatar) a rescataron (quemarse), los bomberos _______________________ (rescatar) a se quemaba Mientras el edificio de apartamentos _________________________ nueve personas. Ayer _______________ (ser) un día de primavera muy bonito se quemaba Mientras el edificio de apartamentos _________________________ nueve personas. era Ayer _______________ (ser) un día de primavera muy bonito en Popayán, Colombia. Muchas personas ________________ (estar) en Popayán, Colombia. Muchas personas ________________ estaban (estar) en la ciudad a causa de la fiesta de Semana Santa. en la ciudad a causa de la fiesta de Semana Santa. De repente, ___________________ (ocurrir) un terremoto de De repente, ___________________ (ocurrir) un terremoto de ocurrió una magnitud de 5.5 en la Escala Richter que ___________________ destruyó una magnitud de 5.5 en la Escala Richter que ___________________ (destruir) el centro histórico de la ciudad, donde _________________ (destruir) el centro histórico de la ciudad, donde _________________ había (haber) muchas iglesias y casas antiguas, muy bonitas. Después, (haber) muchas iglesias y casas antiguas, muy bonitas. Después, __________________ (ocurrir) tres incendios a causa del terremoto, y una gran parte de Popayán ____________________ (destruirse). Los bomberos ____________________ (apagar) todo el fuego, pero finalmente 120 personas ____________________ (morir) en el ocurrieron __________________ (ocurrir) tres incendios a causa del terremoto, y se destruyó una gran parte de Popayán ____________________ (destruirse). Los apagaron bomberos ____________________ (apagar) todo el fuego, pero murieron finalmente 120 personas ____________________ (morir) en el desastre. Al final del día, ___________________ (haber) más de desastre. Al final del día, ___________________ (haber) más de había 1.000 personas heridas. 1.000 personas heridas. Nombre: ___________________________________________________________ Nombre: ___________________________________________________________ An earthquake in Popayán. Choose in the sentences the imperfect An earthquake in Popayán. Choose in the sentences the imperfect form (the 1st verb) or the preterit form (the 2nd verb). (10 puntos) form (the 1st verb) or the preterit form (the 2nd verb). (10 puntos) Example: Example: Mientras el edificio de apartamentos se quemaba / se quemó, los Mientras el edificio de apartamentos se quemaba / se quemó, los bomberos rescataban / rescataron a nueve personas. bomberos rescataban / rescataron a nueve personas. Ayer era / fue un día de primavera muy bonito en Popayán, Ayer era / fue un día de primavera muy bonito en Popayán, Colombia. Muchas personas estaban / estuvieron en la ciudad a causa Colombia. Muchas personas estaban / estuvieron en la ciudad a causa de la fiesta de Semana Santa. de la fiesta de Semana Santa. De repente, ocurría / ocurrió un terremoto de una magnitud De repente, ocurría / ocurrió un terremoto de una magnitud de 5.5 en la Escala Richter que destruía / destruyó el centro histórico de 5.5 en la Escala Richter que destruía / destruyó el centro histórico de la ciudad, donde había / hubo muchas iglesias y casas antiguas, de la ciudad, donde había / hubo muchas iglesias y casas antiguas, muy bonitas. Después, ocurrían / ocurrieron tres incendios a causa muy bonitas. Después, ocurrían / ocurrieron tres incendios a causa del terremoto, y una gran parte de Popayán se destruía / se destruyó. del terremoto, y una gran parte de Popayán se destruía / se destruyó. Los bomberos apagaban / apagaron todo el fuego, pero finalmente Los bomberos apagaban / apagaron todo el fuego, pero finalmente 120 personas morían / murieron en el desastre. Al final del día, había 120 personas morían / murieron en el desastre. Al final del día, había / hubo más de 1.000 personas heridas. / hubo más de 1.000 personas heridas. un teiiemoto en Popavdn.complera or€tdrito de los verbos. G0 p!,rdsl Eiehalo: Mientrcs et edift io de (quena3e), t6 opattanentr bonbercs SQ Que^abd rescatdro^ /ser) un dia de pr colombh. M uchs pe4on \r ' a.ausa de b nesta de s€frana oerepenre. 't ke,catdta n.v.ra fruy lr r-l r s:nii fJ ,o.urijhk"enoro@ una magnitud de 5,5 en la Escala Richterque J. tde*lir'e .'riio - {orkooela,, ara, "ona" ,. , /4dberlr-,14 srei v(ra.an' Bua\ n.\ bo.ira( De)pud. \- I I tott'nt' p,r"ao'opa/,n | '-, s-, raatr.o"/. lopogor) rado et lue]a, peb t.l tinalmenie 120 pe^onas detasre. Arfinalde , 'l dia, I . l,i ri , ro. Nombre: ___________________________________________________________ Nombre: ___________________________________________________________ Un terremoto en Popayán. Escribe si usamos IMPERFECTO (I) o PRETÉRITO (P) en el Un terremoto en Popayán. Escribe si usamos IMPERFECTO (I) o PRETÉRITO (P) en el texto. Luego, escribe el verbo. (20 puntos) texto. Luego, escribe el verbo. (20 puntos) Ejemplo: Ejemplo: I P P I Mientras dos estudiantes ___________ (inflar) globos, el Sr. Larson ___________ Mientras dos estudiantes ___________ (inflar) globos, el Sr. Larson ___________ (entrar) en clase y ___________ (explotar) los globos. (entrar) en clase y ___________ (explotar) los globos. P 1. inflaban inflar _______________________ 2. entró entrar ______________________ 3. explotar ____________________ explotó Ayer, el sol ________ (brillar) en la ciudad de Popayán, Colombia. Los niños P inflaban inflar _______________________ 4. 5. entró entrar ______________________ 6. explotar ____________________ explotó I Ayer, el sol ________ (brillar) en la ciudad de Popayán, Colombia. Los niños I I I _________ (jugar) y _________ (cantar) en la calle. Muchas personas __________ _________ (jugar) y _________ (cantar) en la calle. Muchas personas __________ (estar) en la ciudad a causa de la fiesta de Semana Santa. (estar) en la ciudad a causa de la fiesta de Semana Santa. P De repente, _________ (ocurrir) un terremoto de una magnitud de 5.5 en De repente, _________ (ocurrir) un terremoto de una magnitud de 5.5 en P la Escala Richter. El terremoto _________ (destruir) el centro histórico de la ciudad. la Escala Richter. El terremoto _________ (destruir) el centro histórico de la ciudad. Allí ________ (existir) muchas iglesias antiguas y muchas casas bonitas. Después, Allí ________ (existir) muchas iglesias antiguas y muchas casas bonitas. Después, ________ (ocurrir) tres incendios a causa del terremoto. Los bomberos __________ ________ (ocurrir) tres incendios a causa del terremoto. Los bomberos __________ (apagar) los incendios, pero finalmente 120 personas __________ (morir) en el (apagar) los incendios, pero finalmente 120 personas __________ (morir) en el desastre. desastre. P I P brillaba brillar __________________ 1. brillar __________________ 1. 2. jugar ___________________ 2. jugaban jugar ___________________ 3. cantar __________________ 3. cantar __________________ cantaban 4. estar ___________________ 4. 5. ocurrir _________________ 5. ocurrió ocurrir _________________ 6. destruir ________________ 6. destruir ________________ destruyó 7. existir __________________ 7. 8. ocurrir _________________ 8. 9. apagar _________________ 9. 10. morir ___________________ estaban estar ___________________ existir __________________ existían ocurrir _________________ ocurrieron apagaron apagar _________________ murieron 10. morir ___________________ P sm6rMEmuooomfliRtro(P)ser kro ueio,6dib. erElbo. t4ientuds*tudh s l]dph6t I t.nnpdendtey Q 1 u,gdv l- tuttonebb*,ets.bion I te+tato4bsstobo,, /rnlro4 G*ta (doref la.iudada.zu$dehf e" e ar L r as,ir.r mmhs rsresi:, kunt)ires en ineendias l,tsfx taoud:dde popa'in, co onbia. los n ior * r, - r". v*r'* pu"-* I -,"..r""tr.er,o..ou.oo",,.o.o a.aBa de bnendo. bs /P rdp,4d, ros in.endios, perc rinarmen"t.oo--*. mo'm.i.'eov\ bonhidi I r.-a""a Nombre: ______________________________________________________________________ EXAMEN I. DE LA UNIDAD 5–A Un desastre. Lee las frases. Escribe la palabra más correcta de la lista. (10 puntos) edificio de apartamentos bomberos incendio humo heridos afortunadamente subieron ¡socorro! destruyó explosión 1. Ayer hubo un __________________________ en el centro de la ciudad. 2. Comenzó con una _________________________ en la casa de la familia González. 3. Este desastre destruyó todo el _________________________ . 4. De repente, llegaron los ________________________ para apagar el fuego. 5. Ellos ________________________ con una escalera a la casa de la familia González, para rescatarlos. 6. Felipe, Marcial y Susana, los hijos de la familia, estaban desesperados y gritaban: _________________ 7. Había mucho __________________________ por todas partes. Ellos no veían nada. 8. ____________________________, empezó a llover y el agua apagó el fuego. 9. Finalmente, no hubo ________________________ y la familia se salvó del fuego. 10. Sin embargo, la casa se __________________________ completamente. II. Completa las frases con la palabra que falta. (5 puntos) r __ __ __ á __ es una tormenta con mucho viento y mucha lluvia. 1. Un __ __ __ é __ __ __ . 2. Un hombre que rescata muchas víctimas en un una situación de emergencia es un __ __ s __ __ __ __ __ __ a . 3. Los paramédicos subieron a casa de la Sra. Martínez por la __ __ a o __ __ __ __ __. 4. La mujer en el noticiero que explica lo que ocurre en el mundo es una __ __ __ __ r en las 5. En Utah, durante el mes de noviembre, hace mucho frío y comienza a __ __ __ __ __ montañas y en la ciudad. Todo está de color blanco. III. El contrario. Escribe el contrario de la palabra subrayada (underlined). (5 puntos) 1. Después del incendio, todos los hijos de la familia están vivos. ______________________ 2. El bombero subió la escalera. ______________________ 3. Ayer, una chica encendió un fuego. ______________________ 4. Mi abuelo era ingeniero y construía edificios de apartamentos. ______________________ 5. Después del terremoto, Sara estaba muy asustada. ______________________ IV. ¡Una inundación en la escuela! Completa las frases con el imperfecto o el pretérito de los verbos. (10 puntos) llamó Ejemplo: Una niña de cuatro años _________________ (llamar) al 132 para pedir ayuda, porque su madre _________________ (estar) herida. estaba La semana pasada, __________________ (ocurrir) un desastre en nuestra escuela. El miércoles __________________ (hacer) mucho frío y mucho viento en la calle. A las diez de la mañana, ___________________ (haber) una gran tormenta. Algunos estudiantes _________________ (estar) en el gimnasio preparando la decoración para una fiesta. De repente, Julio Vázquez ___________________ (abrir) unas ventanas mientras otros estudiantes ___________________ (saltar) a la cuerda. Por la tarde, cuando el director de la escuela ____________________ (bajar) al sótano para ir al gimnasio, ___________________ (haber) agua por todas partes. En seguida, él __________________ (llamar) a los bomberos porque __________________ (parecer) una gran inundación. V. Un poco de cultura. Indica si estas frases son verdaderas (V) o falsas (F). (5 puntos) 1. En Latinoamérica no hay desastres naturales. 2. Los bomberos chilenos son todos voluntarios. Ellos no reciben un salario. 3. Los bomberos chilenos no tienen un horario fijo. Ellos van a la estación de bomberos cuando pueden. 4. El 27 de febrero de 2010, hubo un terremoto en Chile. El terremoto en Haití fue mucho más grande que el terremoto en Chile. 5. La escala de Richter es para medir la magnitud de los terremotos. 6. Juanes es un cantante muy popular chileno. 7. En su canción “La vida de Juan”, Juanes canta sobre un niño muy rico que vive en una casa muy grande. 8. Maná es un grupo de música mexicano que canta la canción “Corazón espinado” con el guitarrista Santana. 9. En noviembre de 2012, hubo una inundación en Panamá a causa de muchas lluvias. 10. La canción “¿Qué hiciste?” de Jennifer López es una canción de amor, muy romántica. Nombre: ______________________________________________________________________ EXAMEN I. DE LA UNIDAD 5–A Un desastre. Lee las frases. Escribe la palabra más correcta de la lista. (10 puntos) edificio de apartamentos bomberos incendio humo heridos afortunadamente subieron ¡socorro! destruyó explosión incendio 1. Ayer hubo un __________________________ en el centro de la ciudad. explosión 2. Comenzó con una _________________________ en la casa de la familia González. 3. Este desastre destruyó todo un _________________________ . edificio de apartamentos 4. De repente, llegaron los ________________________ para apagar el fuego. bomberos 5. Ellos ________________________ con una escalera a la casa de la familia González, para subieron rescatarlos. ¡socorro! 6. Felipe, Marcial y Susana, los hijos de la familia, estaban desesperados y gritaban: _________________ humo 7. Había mucho __________________________ por todas partes. Ellos no veían nada. afortunadamente 8. ____________________________, empezó a llover y el agua ayudó a apagar el fuego. heridos 9. Finalmente, no hubo ________________________ y la familia se salvó del fuego. destruyó 10. Sin embargo, la casa se __________________________ completamente. II. Completa las frases con la palabra que falta. (5 puntos) 1. Un __ __huracán __ __ __ __ __ es una tormenta con mucho viento y mucha lluvia. 2. Un hombre que rescata muchas víctimas en un una situación de emergencia es un hombre __ valiente __ __ __ __ __ __ __ . Decimos que él es un __ __ __ __ __ . héroe 3. La mujer en la televisión que explica lo que ocurre en el mundo es una __locutora __ __ __ __ __ __ __ . 4. En Utah, durante el mes de noviembre, hace mucho frío y comienza a __ __ __ __ __ en las nevar montañas y en la ciudad. Todo está de color blanco. III. El contrario. Escribe el contrario de la palabra subrayada (underlined). (5 puntos) 1. Después del incendio, todas las personas están vivas. 2. Natalia subió la escalera. 3. Ayer, un chico encendió un fuego. 4. Mi abuelo era ingeniero y construía edificios de apartamentos. 5. Luís habla muy lentamente. ______________________ muertas ______________________ bajó apagó ______________________ destruía ______________________ de prisa ______________________ IV. ¡Una inundación en la escuela! Completa las frases con el imperfecto o el pretérito de los verbos. (10 puntos) llamó Ejemplo: Una niña de cuatro años _________________ (llamar) al 911 para pedir ayuda, porque su madre _________________ (estar) herida. estaba hubo La semana pasada, __________________ (haber) un desastre en nuestra escuela. eran comenzó __________________ (ser) las diez y media de la mañana cuando ___________________ estaban (comenzar) a llover. Algunos estudiantes _________________ (estar) en el gimnasio preparando decidió la decoración para una fiesta. De repente, Julio Vázquez ___________________ (decidir) abrir tenían unas ventanas porque ellos ___________________ (tener) mucha calor. bajó Por la tarde, cuando el director de la escuela ____________________ (bajar) las había escaleras para ir al gimnasio, ___________________ (haber) agua por todas partes. En seguida, llamó Parecía él __________________ (llamar) a los bomberos. ¡ __________________ (parecer) una gran inundación! V. Un poco de cultura. Indica si estas frases son verdaderas (V) o falsas (F). (5 puntos) 1. En Latinoamérica no hay desastres naturales. (F) 2. Los bomberos chilenos son todos voluntarios. Ellos no reciben un salario. (V) 3. Los bomberos chilenos no tienen un horario fijo. Ellos van a la estación de bomberos cuando pueden. (V) 4. El 27 de febrero de 2010, hubo un terremoto en Chile. El terremoto en Haití fue mucho más grande que el terremoto en Chile. (F) 5. La escala de Richter es para medir la magnitud de los terremotos. (V) 6. Juanes es un cantante muy popular chileno. (F) 7. En su canción “La vida de Juan”, Juanes canta sobre un niño muy rico que vive en una casa muy grande. (F) 8. Maná es un grupo de música mexicano que canta la canción “Corazón espinado” con el guitarrista Santana. (V) 9. En noviembre de 2012, hubo una inundación en Panamá a causa de muchas lluvias. (V) 10. La canción “¿Qué hiciste?” de Jennifer López es una canción de amor, muy romántica. (F) Name: ______________________________________________________________________ UNIT I. 5–A A disaster. Match the picture that goes with the word. 1. Un edificio de apartamentos 2. El humo 3. Subir 4. Los bomberos 5. Herido 6. ¡Socorro! 7. Un terremoto 8. Un incendio 9. Un huracán 10. TEST 10. Una tormenta II. A flood in the school! Choose in the sentences the imperfect form (the 1st verb) or the preterit form (the 2nd verb). Ejemplo: Una niña de cuatro años llamaba / llamó al 911 para pedir ayuda, porque su madre estaba / estuvo herida. La semana pasada, había / hubo un desastre en nuestra escuela. Eran / Fueron las diez y media de la mañana cuando comenzaba / comenzó a llover. Algunos estudiantes estaban / estuvieron en el gimnasio preparando la decoración para una fiesta. De repente, Julio Vázquez decidía / decidió abrir unas ventanas porque ellos tenían / tuvieron mucha calor. Por la tarde, cuando el director de la escuela bajaba / bajó las escaleras para ir al gimnasio, había / hubo agua por todas partes. En seguida, él llamaba / llamó a los bomberos. ¡Parecía / Pareció una gran inundación! III. A little bit of culture. Say if these sentences are true (T) or false (F). 1. In Latin America, there are no natural disasters. 2. The Chilean firefighters are all volunteers, they don’t receive any salary for doing their job. 3. The Chilean firefighters don’t have a fixed schedule, they go to the station when they can. 4. On February 27, 2010, there was an earthquake in Chile. The earthquake in Haiti was much bigger than the earthquake in Chile 5. The Richter scale is used to mesure the magnitude of earthquakes. 6. Juanes is very popular Chilean singer. 7. In his song “La vida de Juan”, Juanes sings about a boy very rich that lives in a very big house. 8. Maná is a Mexican music band that sings the song “Corazón espinado” with guitarrist Santana. 9. On November 2012, there was a flood in Panama due to the rain. 10. The song “¿Qué hiciste?” from Jennifer López is a love song, very romantic. EXAMEN l. Un d€s6tre. Le las fEe' LA DE UN Esdrbe la palabE m& l Tiltto \. IDAD 5-A coree de ta thb. (l O pu,6) ''/,0 t. !n2 1*-1oci6r 2. Comenz6 con 3. E*e dessre de$ruy6 6do 4. Derepenc, legaron el zr,!:.i. ), lo5 \^"^ !!'.! 5. a cae de li tanilia Gonzilu, paE l,larcialy susana, lo: hijos de la hmilia, eshban deF3gendos y sriEbin:i< Habhmu.ho portodd parGs Eld no Yei,n FeLipe, r- 'a ^r..+!6q.r - -- 3. -/.' Completrlr traes (on l. $ L palabra que falB. (J una brmeiQ con p,iet mu.hovienby mu.h2lluvh. Un hombre que l. Los 4. La muler en el iotici€ro lue €xp 5. En Uah, dunne elmes de noviembre, hace mu.hofno y * El L mu panhedicor subieron cas de la Sm. ie o que y en la ciudad. Todo .ontnno. Despu6s ch6 vidimas en un ? Escribe €r 6!i de u na sioa.i6n de emereu n"i" Mritiiez por ocure en el d€ la A/er, una chia en.endi6 un tuego. €d,li.6' Despu,5s delte mundoeuia comtenaa!<: r 4 r d"^--.". emoto, San €saba mu/ xusbd2. (5 P4n&t a L. !,4Porl coor blanco. 2. 3. * - t d,- ^ !=-tl=!4L!=-f pqla!l3lbE]!!! (udeli4e4. los hiios de la 6m lia 6iin vivos. conhrio delln endiq bdos asua apag6 el fu€so. ), :6m,ta se qtv6 de fue3o, 2. monbia '1.' recio empe6 a llover y el o... r.l i:d.. <ra en as iunai.und&i6n en laes.uela! complea Ei€mrro: Una ni6a ayuda porque ru <le.latro las r6es con el (ldndr) al llaM6 anos madre ?staba 'moer{e@ o el 132 ple!!l!s de lo5 pah pedir {end4 herida D .5 to.uF un dsasue en n-e{n.vuel. lrio ymuchoviento en la.alle.A (ho@r) mucho EI las diez {hobal unaSnn tormenE. Algunos enudiantes elgihndio prepaBndo lanecoraci6n {estar) en q\)r6 {obi, un6 venbnas mients oros e$udiant€s (hober) a8ua 1".; 'aln " (rdddr) Un po.o de cuhurd, ro c por bdas partes. En sesuida,6l a los bodberos porque p D. fn..r soi "e dide s M F L En Latinoam6rG no W 2. Los bomberos chilenos son rodos volu n6 rlos. Elos no J3. t 4. para una fiesE. De o Id -! Ll, l. puabr hiydesasfts iarunles. Los bomberos chnenos no tienen un honrio fiio. Et os €iben En a a un salrrio. euci6n de bohberos cuando pueden. El2Tdelebrerode20l0,hubounteftmobenChile.Elcremob€nHaitituemuchomtsgmndeque el tetremoto en Chtle. V5. La escla de Rich&r es paE medir la masiirud v 6- luin€s esunonEiGhr/ popu .h'eno. de los @iiemo6s. f z. en", onaar-roviaoaeJuon.luanercandsobre un niio muy rico que vlve en una ce muy saide. -/ 3. l'l.ni.",n g.upo de m'lsle ndieio queanb lacanci6n "Coz;n erpjnddo con etguibffka Sanbn.. I 9. E1 myerb'"de2012, hJbo unainundaci6nen Pan"rorau-ade mrlha\rlw'a f t O. r. on.tn 2 O,o t ior"r' ae Jennirer L'tpe es una canci6n de EXAMEN "1. L n des.rtre. U L Ayer hubo rtue' Lee tas un LA UNIDAD S-A DE Es6ib€ ta patabE mis i^.Gfi .otrecb en el 2. cenro d e ta is6, Eled6a*r€ de$rul6 todo 5, t or Felipq e ron ros punro, f:milir contlez r,^.^"\in i1a.', . t aEi.rysu*na, o de ra ciudad. en la casa de la 3. (/ ur er6'en: G: b dc ld ftmii, CorateT hlj6delahmllia, esab desepeddorys Ebm: por todas <ri )e 60,-{ubr!!\ , emped a Finalhente nohubo h.' Sls, "$,F pate' bo,$'r6 Ellos no yeian nada. llover y ei agua apa!6 el tuefo. y la lamjlia se 5alv6 del fuerc. t0. " '-'/, ( U^ hombrclue 3. Los panm€di.os subieron a s.) rr-. ! rLF. En Ubh. duEite en 4 ,t Er L a una .ae (5 puno, tormenE con nucho vienb / mu.ha nuvi., €n un una situaci6n de emeqeicta es un de h Sn. l4adnez por la qL€ qd 6 udad. Todo esd lo de.olor " b anco. contrario, Esc.ibe el mndado de h pt1bh subnhda furdetlhcd). (s Des906s del ii.e.dio, iod6 los hiios de a familia lomb.ro !bi6 ri eselen. 2. El 3. Ayer, una chiG encendi6 un lueso. fliabueo ea ng€niero 5. fdd q! o- rJc "n "ln r oo e. ur el m6 de ioviemt.u, t,"..u.t'o trio y.o.i.no \ N! monEis r en 3. /\ palaba que resa6 muchis vidjmis 2_ La ra Despuds del y loEt4a tercmoto, San esBba 6iin yivos. p:i ptnb, ,,/," iunainund&i6n en laecuelal Compleb ls fnses con elimberreco Eienolo: Una nina de cuatro anos ayuda, porque su {,loDor) al 132 pa.a pedir madr€ sstara ferrdr) herida "-"d es \^;lman:t. r !-\.$. mitrco o elprcterito de los (oarri4 un leenre en nueitu 6cueh. ftdcr) mlcho rrio y mucho vienb en {hobe,uD86r 'o-renL A ts a cate. El d ez Al8unos eiudbntes les&.) en elslmnasio preparando lade.odci6n pam unaliesE. De vrzquez repent€. lulio /,,^rrJ,"\ ir- ^\tr { (dbtr) unas ventaias mientas oros €studian@s ^ tsatranab.re.dz *-",, r.,. ibddrrtr,so'no ^",\ thdbe4:8u: po.tonas pares. v,*. :l .. lr".,.rosbo,nberosporque un po.o d€.ultun.lndca sie.os r6ses -ral, ou-".u.n, 2. "" *ro*"rs Los bomberG .hi enos son rodos --,ai ro. Uo.u".o" ti " "no. mtuas son wdadems (v) o btunbrios Elosnordben unehrio. no .ienen un honno fito. E tos ll)Toereb'ercd"?010,1.bor tereTo,oelCre 75: L: esa a de Rich cr es pan medh la maSnirud d e hn i ra esEci6 n de pmbt V bom6ero5 cui.do pueden. F 05 @tremotos. luanes es un canarte muy popuarchileno. s rr'a1jesulgruDooeflre /0. (F). {5 t E enooenH,dfretruct-od.szro"qL" I .{ en * ^".,a^"t",iao a"pn,r** *'olo* * "'- .* -ra 6ks \/ ,/ 6. En 5e8uda, e En novienbre de 20 dck.t rZ hubo una inundaaioo en Panami ta arct6n "iQuE rias@r'de Jeunire. L6pez es una nco que y een um 6$ muy snnde. V -.aftzdn4p,na.o nnp S'tDtrrE\"r6T a causa d. muchas nuviasr . enci6n de amoi muy rcmindca.V l DESIGN FOR INSTRUCTION I pre-assessed Objective # 2 (“Students will apply their understanding of the difference between the preterit and the imperfect indicative, with at least 75% of accuracy”) using a written quiz. This quiz consisted of a small report of an earthquake in Popayán, Colombia. Students where given the verbs in the infinitive form and they had to choose to conjugate it in the imperfect or preterit tense. PRE-ASSESSMENT DATA As the graphic shows, just three students scored more than 50% in the quiz, but none of them actually passed it with 75% or more. The rest of the class scored between 40% and 0%, the majority of them being in the range of 25% and less. I was surprised to see these results because they had previously studied the imperfect and preterit tenses. Pre-Assessment Results 80% 70% 60% 50% 40% 30% 20% 10% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Results of the whole class Passed (75%) These results suggest that the majority of the students do not understand the difference between the two past tenses in Spanish (imperfect and preterit). Students need to review and reinforce these two tenses again. Consequently, I will modify my lesson plans by preparing thoughtful review activities to use before explaining the characteristics of each tense and when to use it, with the end goal being that students will understand the two tenses on a deeper level. “Los rescatadores” - Spanish 2 Date of lesson: March 6, 2013 Nuria Giménez Length of lesson: 78 minutes Standards-based Objective: Students will offer assistance to a victim in a rescue setting using interrogatives and body vocabulary, using at least three questions. Assessment Task: Students will be asked at the end of the lesson to perform in front of the class their three questions or to tell me one of them when leaving the class (ticket out). Context for the Lesson: Social Issue (Communities) Accidents and rescues Culturally Authentic Materials (Cultures & Comparisons) Video about a car accident in Dominican Republic.: http://www.youtube.com/watch?v=lCktBTXp5y8 Content from Other Disciplines (Connections) Anatomy and First aid Targeted Grammatical Structure: ¿Cómo está? ¿Está herido? ¿Dónde le duele? ¿Le duele el brazo, etc…? (Interrogatives) Key Vocabulary Words: 1) Herido/a 2) Llamar 3) El paramédico 4) Rescatar 5) La víctima 6) Vivo/a 7) Review of body vocabulary: la cabeza, el pelo, la cara, el cuello, los hombros, el pecho, el corazón, el vientre, el brazo, la mano, la pierna, el pie. PRE-ACTIVITY 1 Warm-up: 1. Show images of “The rescuers” (Walt Disney movie), and explain the story briefly. Tell them that today we’re going to be like “Bernardo y Bianca”: RESCATADORES. 2. Show image of JUANES, and ask students if they know where he’s from: Colombia. Then pass out the worksheet. Tell them to look at his picture and write down the words of parts of the body that they remember (Activity 1). 3. Show image in the power point and let some students write down at the board the parts that they remember. I can fill out the parts that they don’t remember. Make them repeat the parts after me. 4. Monster activity: students will draw a monster following my instructions: Clase, dibujen un monstruo. El monstruo tiene tres cabezas y mucho pelo, un cuello y dos hombros, dos brazos y dos manos, un pecho, un vientre, cinco piernas y cinco pies. 2 min. 3 min. 5 min. 5 min. “Los rescatadores” - Spanish 2 Date of lesson: March 6, 2013 Nuria Giménez Length of lesson: 78 minutes DURING ACTIVITIES 2 Contextualized Experience: 1. Tell students that we’re going to watch a video of a car accident in La Vega (Dominican Republic). Show them in the power point where this country is located. Then show them the video. 2 min. 3 Focus on Meaning and Form (vocabulary): Tell students to look at their vocabulary sheets while we look at some images. Then explain what we do to help in an accident while explaining the words: llamar, la víctima, vivo/a, muerto/a, herido/a, la ambulancia, el paramédico / la paramédica, rescatar (the 2 senses of the word). 10 min. 4 Focus on Meaning and Form (grammar): 1. Ask students the first thing we do in an accident: call 911. Second, observe the victim and try to know if he/she is alive or dead. Third, never touch the person! Fourth, ask some questions. Are we going to talk in TÚ or in USTED? Do we know the person or not? USTED!! Questions: Señor/señora, ¿cómo está? ¿Cómo se encuentra? ¿Está herido/a? ¿Dónde le duele? ¿Le duele la cabeza, el brazo,…? (Remind students about the interrogation signs at the beginning of the questions in Spanish). More questions? Write down the questions that the students might have. Fifth, explain the information from the victim to the doctors when they get there. 10 min. 2. Activity 2: ask students to write these 5 steps in their worksheets. 2 min. 5 Focus on Communication: 1. Show students a video about an accident and ask them to imagine that they’re the people there, helping. 2 min. 2. Explain them to write 3 questions that they could ask the victim, who is actually alive. Give an example. 2 min. 3. Speaking activity: Ask 2 volunteers to come to the front of the class and do a role play: one will be the victim and the other one will ask him/her the questions. If no one responds, ask them in pairs to come to the front. Do all the class if I have time. 10 min. POST-ACTIVITIES 6 Closure: Tell the class that now they can be RESCATADORES. They’re more prepared to go anywhere in Latin America, because, if they’re involved in an accident, they can help! 2 min. 7 Homework: No homework. I’ll ask them something about this during “Las maracas” the next day. = Assessment task. If we don’t have time for all the class to pass to the front, do Ticket out: while they leave, they will have to give me their worksheet and tell me one question to ask to a victim in an accident (one of the 3 questions that they wrote down). “Los rescatadores” - Spanish 2 Date of lesson: March 6, 2013 Nuria Giménez Length of lesson: 78 minutes Activity 1: The teacher will ask students to write down parts of the body. Instrucciones Paso 1: Escriban las partes del cuerpo que recuerdan. Paso 2: Escriban también el artículo (el/la). Paso 3: Por ejemplo: la cabeza. Paso 4: Tienen dos minutos. Monster activity: The teacher will describe a monster to the students. Instrucciones Paso 1: Dibujen un monstruo, con mis instrucciones. Paso 2: El monstruo tiene tres cabezas y mucho pelo. Paso 3: El monstruo tiene un cuello y dos hombros. Paso 4: El monstruo tiene dos brazos y dos manos. Paso 5: El monstruo tiene un pecho y un vientre. Paso 6: El monstruo tiene cinco piernas y cinco pies. Activity 2: The teacher will ask students to write down the 5 steps in an accident. Instrucciones Paso 1: Escriban qué hacemos en un accidente. Paso 2: Escriban cinco cosas. Paso 3: Tienen dos minutos. Speaking activity: The teacher will describe a monster to the students. Instrucciones Paso 1: Imaginen que ustedes son las personas del video. Paso 2: ¿Qué van a hacer? Paso 3: Escriban tres preguntas para el chico herido. Paso 4: Tienen dos minutos. Paso 5: Necesito dos voluntarios. Paso 6: Uno es el herido. El otro pregunta. “Los rescatadores” - Spanish 2 Date of lesson: March 6, 2013 Nuria Giménez Length of lesson: 78 minutes Adaptations: 1) Students who are learning disabled will have a special worksheet with a word bank for the activity on parts of the body, with the instructions in English. 2) Students who are native speakers will have to write down five questions to ask to the victim, not just three. Nombre: ___________________________________________________________________________ Las partes del cuerpo con JUANES - Escribe las partes del cuerpo que recuerdas, con el artículo. Por ejemplo: la cabeza - Dibuja un monstruo, con las instrucciones de la Señorita Giménez. ¿Qué hacemos en un accidente? - Escribe 5 cosas que hacemos en un accidente. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ¿Qué preguntamos a un herido/a en un accidente? - Escribe 3 preguntas apropiadas a un herido /a de un accidente. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Nombre: ___________________________________________________________________________ Las partes del cuerpo con JUANES Write the parts of the body from the word bank. - El pie La cara El pecho El pelo - La pierna La mano El cuello El brazo - El corazón El hombre El vientre la cabeza Draw a monster, according to the instructions of “ la Señorita Giménez” (at the back of the worksheet). ¿Qué hacemos en un accidente? - Write 5 things that we can do to help in an accident. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ¿Qué preguntamos a un herido/a en un accidente? - Write 3 questions in Spanish to ask to a victim in an accident. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Las partes del cuerpo con JUANES Eytibe lds pd^es del Mryo "l M et olthulo g,o e\ I c\ qk ftc@tdds, "r r't' e1 e\ 1e'"rrc el e I c ", "+'.Y el ?ie Dibujo un nansiua .on los ihtuucciones de td sendto cinire2 3;' ,,n,*tr*stff! iQu6 hacemos en un accidente? - Esdbe 5 tes que hacenos en uh oc.idente, r^to..l.= r.\c€d/.". La vic|lm^ -- vic,h d .ric[ /a -- ini,J(cJ 1". nlutmz," = an,-).'.o* "r. - i", co / la po, arrA,c" o €Qu6 preguntamos a un herido/a en un accident€? - Esdibe 3 ptequntos optupiddos d th he do/o de un ucidente. 2.ob5r{cor 5, r\ \rllrr^rd 5. iNo 11, +o(trr e\ hcr,do/q Pre",":-.r \c.ii Jq !,.- 1eii..^\ /jc"i.( ^, ii^;-, t;[ 1 ;:;ii;":ff iD"d. r" \,.,-.1. 6 Lrpt,.n, r31o r, t.,r,.. . -!r(':4Codq il\r ci{ gc Fe i “Los bomberos chilenos” - Spanish 2 Date of lesson: March 8, 2013 Nuria Giménez Length of lesson: 85 minutes Standards-based Objective: Students will compare Chilean and American firefighters using contrast adverbs and firefighting vocabulary, using at least three differences between them. Assessment Task: Students will be asked at the end of the lesson to turn in their worksheets with the three differences written (ticket out) and to tell me one of them. Context for the Lesson: Social Issue (Communities) Culturally Authentic Materials (Cultures & Comparisons) Chilean firefighters Maná (Mexican band) Carlos Santana (famous guitarist) Videos of Chilean firefighters: http://www.youtube.com/watch?v=Tm5A-myyS-8 http://www.youtube.com/watch?v=zeXOFCWvrQM http://www.youtube.com/watch?v=6fJml7jeMT8 Video “Corazón espinado”: Content from Other Disciplines (Connections) Social studies Music http://www.youtube.com/watch?v=csplMsi1wnw Targeted Grammatical Structure: Pero, sin embargo, por el contrario (Contrast and comparison adverbs) Key Vocabulary Words: 1) Apagar 2) Bajar 3) El bombero 4) La escalera 5) El humo 6) El incendio 7) Subir PRE-ACTIVITY 1 Warm-up: 1. Show first video about the Chilean firefighters. It’s a video without words, so they’ll just look at the images and listen to the music. Good introduction to the subject today. 3 min. DURING ACTIVITIES 2 Contextualized Experience: 1. Tell students that we’re going to talk about firefighters today, especially in Chile and in the U.S. Show them the first slide on the power point. 1 min. 2. Show them the video about the commercial of the Chilean firefighters. Like this, they can start to hear to words related to the subject. 3 min. 3 Focus on Meaning and Form (vocabulary): 1. Show students the slides on the power point, with the pictures and explain the words: apagar, bajar, el bombero, la escalera, el humo, el incendio, subir. Make them repeat after me the words. Look for correct pronunciation. 10 min. “Los bomberos chilenos” - Spanish 2 Date of lesson: March 8, 2013 Nuria Giménez Length of lesson: 85 minutes 2. Play flyswatters with all the words we know, from this lesson and from last lesson. 10 min. 3. Activity 1: Distribute the worksheets and tell the class to do the the first activity (vocabulary), according to the images in the power point. Tell them they have 5 min. After that, call on different students and correct it at the board. 10 min. 4 Focus on Meaning and Form (grammar): 1. Show students the slide on the power point that says that the Chilean firefighters are all volunteers. Ask the class if they knew this. 2 min. 2. Tell the class to look at this next video, thinking that the Chilean Firefighters do everything as volunteers. Show them the other video. 3 min. 3. Ask them what they think about this. They can answer in English. 2-4 min. 4. Go through all the differences between American firefighters and Chilen firefighters. Make gestures and drawings for understanding. Answer their questions. 5. Activity 2: At the same time that I explain the differences, tell the class to write down the differences in their worksheets, in Spanish. 10 min. 5 Focus on Communication: 1. Go to the slide in the power point that explains how to express differences in Spanish. Explain the 3 words: pero, sin embargo, por el contrario. 5 min. 2. Activity 3: Tell the class to choose 3 differences from Activity 2 and to write 3 sentences with the words that express differences (in Spanish). 5 min. POST-ACTIVITIES 6 Closure: Tell the class who Maná and Carlos Santana are (pictures on power point). Talk about the career of Carlos Santana with his guitar. Show them the song “Corazón espinado” and explain with gestures andsounds what it is about. Then, listen to it. Sing it if they want to! 10 min. 7 Homework: No homework. I’ll ask them something about this class during “Las maracas” the next day. = Assessment task. Ticket out: while they leave, they will have to give me their worksheet and tell me one difference between American firefighters and Chilean firefighters (one of the 3 sentences that they wrote down). “Los bomberos chilenos” - Spanish 2 Date of lesson: March 8, 2013 Nuria Giménez Length of lesson: 85 minutes Activity 1: The teacher will ask students to fill-in-the-blank words according to images. Instrucciones Paso 1: Lean el párrafo de la Actividad 1. Paso 2: Miren las imágenes en el power point. Paso 3: Miren sus hojas de vocabulario. Paso 4: Por ejemplo, ¿cuál es la palabra número 1? Paso 5: Finalicen la actividad. Paso 6: Tienen 5 minutos. Activity 2: The teacher will explain differences and students will copy them. Instrucciones Paso 1: Miren el power point. Paso 2: Son diferencias entre los bomberos chilenos y los americanos. Paso 3: Los bomberos chilenos… y los bomberos americanos... Paso 4: Copien esta diferencia en la Actividad 2. Paso 5: Diferencia número 2… Activity 3: The teacher will ask students to write 3 differences between American and Chilean firefighters. Instrucciones Paso 1: Escojan 3 diferencias de la Actividad 2. Paso 2: Escriban las 3 diferencias. Paso 3: Para la diferencia número 1, usen pero. Paso 4: Para la diferencia número 2, usen sin embargo. Paso 5: Para la diferencia número 3, usen por el contrario. Adaptations: 1) Students who are learning disabled will have a special worksheet. They will draw the differences instead. The instructions will be in English. 2) Students who are native speakers will have to write down five differences between American and Chilean firefighters, not just three. Nombre : ____________________________________________________________________________ LOS BOMBEROS EN EL MUNDO Actividad 1. Completa las palabras, según las imágenes: “Una señora vio (1) ______________________ y llamó por teléfono a (2) _____________________. La policía investigó la causa del (3) _______________________ , que destruyó todo el apartamento. (4) _______________________ llevaron al señor que estaba (5) ________________________ en (6) _______________________ . (7) _______________________ valiente tuvo que (8) _________________________ (9) _______________________ y (10) _____________________ (11) _________________________ . Actividad 2. Escribe las diferencias entre los bomberos en Chile y los bomberos en Estados Unidos: CHILE 1. ________________________________ ________________________________ 2. ________________________________ ________________________________ 3. ________________________________ ________________________________ 4. ________________________________ ________________________________ 5. ________________________________ ________________________________ 6. ________________________________ ________________________________ 7. ________________________________ ________________________________ 8. ________________________________ ________________________________ ESTADOS UNIDOS 1. ________________________________ ________________________________ 2. ________________________________ ________________________________ 3. ________________________________ ________________________________ 4. ________________________________ ________________________________ 5. ________________________________ ________________________________ 6. ________________________________ ________________________________ 7. ________________________________ ________________________________ 8. ________________________________ ________________________________ Actividad 3. Escribe 3 diferencias entre los bomberos chilenos y los bomberos americanos. Utiliza las palabras: pero, por el contrario, sin embargo. 1. ______________________________________________________________________________ ______________________________________________________________________________ 2. ______________________________________________________________________________ ______________________________________________________________________________ 3. ______________________________________________________________________________ ______________________________________________________________________________ Nombre : ____________________________________________________________________________ LOS BOMBEROS EN EL MUNDO Activity 1. Complete the blanks, according to the images in the power point: lo “Una señora vio (1) ______________________ y llamó por teléfono a (2) _____________________. La policía investigó la causa del (3) _______________________ , que destruyó todo el apartamento. (4) _______________________ llevaron al señor que estaba (5) ________________________ en (6) _______________________ . (7) _______________________ valiente tuvo que (8) _________________________ (9) _______________________ y (10) _____________________ (11) _________________________ . Activity 2. Draw the differences between Chilean firefighters and American firefighters: CHILE ESTADOS UNIDOS EN Actiuidad 1. conpteto los poldbtds, seqln lds indaenet: iumsenoEvio{1) {.\ h\irho ra porkia investis6 causa der gl"" a ,.kio.< d ,.o3 (3) yIah6eorhrefonoa(2) r n rhva.ona r.,nol , o , que /o, qj,rJlbs.o d$truy6 iodo er s a;adam . ro. seiorqueenaba{s) .lno.e ;"L" (q /a ar.,",rlq11zia.p) el.PP,r .a-!a-*r"d"t*. q,. lel "\ \n(LiAia yllo) srbiF lrr) cl C,st MltEletlLEserihe a\..Ca tas dilerchcids ente las banbetus en chite v tos bonbercs en Enodot unid6: !!l!E 1 los idn\berDs rbn \olrnna.ro< ., d, n ro ei a,.,o 2. la'}s Lo,\ o€1os ,r.e-.0',4. 2| Ld esk.inc\ zlr, ir6 ts{,ft< i,-: ltqii.Di o".+ii ^il r i€ Llzr\ in lr.lt o f.zr rY( twidib l,i-ra r ,; r n^ r. r--. er\qvs a,s4< ir, 4n L4€{6cLtn il aa, D) v 14 cS1d.'r^ , !r.n i. t\dDs el a-t..^n 'n. ". nn r'?n n ar. esr\/d,.. na.^ 3. ubhbs.!S l'lo J iU.rtzI-) iPa ) Crl a 1rs rroh\-oas r€ 4.h4L 'rtCn t,i ft1,r 46n S a,?,a | @S -:.J ^,c,r,a A4ividdd3,Lrd,b23o,l+pnuore4t,eta.bonber$.fttpf6yto.bon.?,o\o utitzo los potobtus: oerc. bot et .onini'b. .iS e e.-oq' /os bohrl?.os a,-. 1r,-o- no +lehrr.\ rc.:F “Un terremoto en Chile” - Spanish 2 Date of lesson: March 12 and 14, 2013 Nuria Giménez Length of lesson: 85 minutes Standards-based Objective: . Students will read and interpret an article from a newspaper. . Students will paraphrase an article from an online newspaper about the earthquake occurred in Chile in 2010, using emergencies vocabulary of at least two sentences in length. Assessment Task: Students will be asked at the end of the lesson to turn in the worksheet with their sentences written out. Context for the Lesson: Social Issue (Communities) Culturally Authentic Materials (Cultures & Comparisons) Video about natural disasters: http://www.youtube.com/watch?v=rh6ZlNbMX50 . Earthquake in Chile, 2010 . Latin American children living in the streets Article and pictures of earthquake Chile: http://www.elmundo.es/america/2010/02/27/noticias/126725461 3.html Video earthquake and tsunami Chile: http://www.youtube.com/watch?v=A0Esiu66d90 Content from Other Disciplines (Connections) Geology (Richter Scale) Social studies Video Juanes “La historia de Juan”: http://www.youtube.com/watch?v=kcbyQdkSyBI Targeted Grammatical Structure: Preterit with regular verbs (-AR, -ER, -IR) Key Vocabulary Words: 1) El huracán 2) La inundación 3) Llover 4) La lluvia 5) Nevar 6) La nieve 7) Ocurrir 8) El terremoto 9) La tormenta PRE-ACTIVITY 1 Warm-up: 1. Show “spectacular and shocking” video about natural disasters and their names in Spanish. 4 min. 2. Go through the images on the power point and make them tell me the name of the natural disaster represented on each one. Then, they will repeat the words after me: el huracán, la tormenta, la inundación, la lluvia, llover, la nieve, nevar, el terremoto, ocurrir. 7 min. DURING ACTIVITIES 2 Contextualized Experience: 1. Explain that in 2010, there was an enormous earthquake in Chile and that we’re going to discover how everything happened through an article. Show them the title of the article in the power point and “PTR” it. 2 min. 2. Give students the worksheets with the article and ask them to read it individually. 3 min. “Un terremoto en Chile” - Spanish 2 Date of lesson: March 12 and 14, 2013 Nuria Giménez Length of lesson: 85 minutes 3 Focus on Meaning and Form (vocabulary): 1. Activity 1: Tell students to look for cognates in the article (there are tons of them). Then, ask several students to circle one cognate at the board (the article is in the power point). Make them realize that with that many cognates, we can almost understand the whole article! 10 min. 2. Then, read the article and PTR, draw or give synonyms for the rest of the text that they don’t understand. 3 min. 3. Explain the Richter scale in Spanish and tell the students what the different grades do to the earth. Ask them if they remember what grade the earthquake in Chile was: 8.8 grades! Enormous earthquake! 5 min. 4 Focus on Meaning and Form (grammar): 1. “Review” the preterit with regular verbs (-ar, -er, -ir) with the students. Tell them that they have the endings at the back of their vocabulary sheet. 3 min. 2. Activity 4: Ask students to underline the verbs in the text that are in preterit (there are just four of them). Then, ask different students to do the same at the board. 3 min. 3. “Review” when we use the preterit form in the past, through the power point, and make them write all the cases in their worksheets (Activity 5). 5 min. 4. Activity 7: matching the sentence with the verb, conjugating it with the preterit. Do the 1st sentence with them. Give them 3 minutes to complete it. Then, correct it at the board. 7 min. 5. Another activity (if time allows): conjugate the verb in the preterit. Give students 2 minutes to finish it, and then, correct it at the board. 6 min. 5 Focus on Communication: 1. Show the class some pictures from after the earthquake in Chile and the video with the tsunami that followed that. 5 min. 2. Activity 6: ask the class to explain in 2 sentences what happened the 27 of February, 2010 in Chile. Ask them to use the verbs ocurrió and/ or pasó. 5 min. POST-ACTIVITIES . 6 Closure: Tell the class that the next day we’re going to talk about imperfect and preterit, and when we use each one of them. Ask the class to tell me a verb in the preterit while they go out (ticket out). 2 min. 7 Homework: No homework. I’ll ask them something about this class during “Las maracas” the next day. = Assessment task: Students will be asked at the end of the lesson to turn in the worksheet with their sentences written out. “Un terremoto en Chile” - Spanish 2 Date of lesson: March 12 and 14, 2013 Nuria Giménez Length of lesson: 85 minutes Activity 1: The teacher will ask students to circle the cognates from the article. Instrucciones Paso 1: ¿Recuerdan qué es un “cognado”? Paso 2: Hagan la actividad 1. Paso 3: Busquen los “cognados” en el texto. Paso 4: Hagan un círculo en los “cognados”. Paso 5: Hay muchos “cognados” en el texto. Paso 6: Tienen 2 minutos. Activity 4: The teacher will ask students to underline the verbs in preterit from the text. Instrucciones Paso 1: Hagan la actividad 4. Paso 2: Busquen los verbos en pretérito del texto. Paso 3: Subrayen estos verbos. Paso 4: Hay 4 verbos en pretérito en el texto. Paso 5: Tienen un minuto. Activity 5: The teacher will ask students to write down the 5 uses of preterit in the past. Instrucciones Paso 1: Hagan la actividad 5. Paso 2: ¿Cuándo usamos el pretérito? Paso 3: Escriban los 5 usos del pretérito. Activity 7: The teacher will ask students to conjugate the verbs in infinitive and match them in the sentences. Instrucciones Paso 1: Hagan la actividad 7. Paso 2: Hay 9 verbos. ¿Entienden su significado? Paso 3: Escriban el verbo correcto en cada frase. Paso 4: Conjuguen el verbo en el pretérito. Paso 5: Usen su hoja de vocabulario para conjugar. Paso 6: Tienen 3 minutos. “Un terremoto en Chile” - Spanish 2 Date of lesson: March 12 and 14, 2013 Nuria Giménez Length of lesson: 85 minutes Activity 6: The teacher will ask students to write down what happened in Chile in 2010 in two sentences. Instrucciones Paso 1: Escriban qué pasó en Chile en 2010. Paso 2: Escriban 2 frases. Paso 3: Usen el pretérito. Paso 4: Usen los verbos ocurrió y pasó. Paso 5: Después leeremos sus frases. Paso 6: Tienen 3 minutos. Sponge activities: 1) Song from Juanes: “La historia de Juan”. Show students part of the video of the song and ask them what they think that the song is about. They can answer in English. Tell them what the song is about: children living in the streets in Latin America because they might have lost their parents or for other reasons. Tell students that there are a lot of preterit verbs in this song. Do a matching game in the power point: while they listen to the song they have to find in the list which verb is in which place. 2) Bring the projects and tell students that, before passing them out, I’m going to explain them a story… why refrescos are so special in my family… Then, give them their projects and tell them that we’re going to find who the “winner” of the project is, and that this person is going to win a Mexican refresco. Call out the finalists first, and then call out the winner. Adaptations: 1) Students who are learning disabled will have a special worksheet with matching activities. They will be asked to draw what happened in Chile in 2010. In Activity 7, they won’t have to choose the verb but the verb will already be there; they’ll just have to conjugate it. The instructions will be in English. Like this, their study buddies can help them. 2) Students who are native speakers will have to write down four sentences in order to explain what happened in Chile during 2010, not just two. En l http://www.elmundo.es/america/2010/02/27/noticias/1267254613.html Actividad. Lee el artículo del terremoto en Chile. 1. Haz un círculo en los cognados. Ejemplo: El epicentro del terremoto fue en las ciudades de Curanipe y Cobquecura. 2. Pregunta a la Sta. Giménez las palabras que no entiendes. 3. Lee el artículo con toda la clase. 4. Subraya los verbos en pretérito. Ejemplo: El epicentro del terremoto fue en las ciudades de Curanipe y Cobquecura. 5. ¿Cuándo usamos el pretérito? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ 6. Escribe qué pasó en Chile, en 1 ó 2 frases. Usa el pretérito: ocurrió, pasó, etc.. ________________________________________________________________________________________ ________________________________________________________________________________________ 7. Escribe los verbos de la lista en el pretérito: 1. Ayer, un incendio ____________ en esta región. 2. Carolina ______________ a los bomberos, y ellos _____________ en 5 minutos. 3. Los bomberos ________________ por la escalera y ellos _______________a muchas personas. 4. El terremoto ________________ a las 3 de la madrugada. 5. Mis hermanos y yo ________________ hasta la playa. 6. Allí, nosotros ________________ un tsunami lejos, y mi hermana pequeña _________________ : ¡Socorro! COMENZAR SUBIR GRITAR VER RESCATAR LLAMAR OCURRIR CORRER LLEGAR En l http://www.elmundo.es/america/2010/02/27/noticias/1267254613.html Activity. Read the article about the earthquake in Chile. 1. According to the video and the article, draw what happened in Chile in February 2010. 7. Write the verbs in the preterit form: 1. Ayer, un incendio ____________ (ocurrir) en esta región. 2. Carolina ______________ (llamar) a los bomberos, y ellos _____________ (llegar) en 5 minutos. 3. Los bomberos ________________ (subir) por la escalera y ellos _______________(rescatar) a muchas personas. 4. El terremoto ________________ (comenzar) a las 3 de la madrugada. 5. Mis hermanos y yo ________________ (correr) hasta la playa. 6. Allí, nosotros ________________ (ver) un tsunami lejos, y mi hermana pequeña _________________ (gritar): ¡Socorro! EL$MUNDO.as Am6rica It El fuerte terremoto registrado en Chile de.:a ya 300 muertos e ;riftu",*o, *,r"-,," *. *", cGdiiruro ,-nc;iitne cneEeilElpi.n) cainn F n:nde. Edh(i&PtaYoma ri, nsya er6t@ - e ooq,e -"-"drsElc3 34 €afi66b0/e;:E**r ffi ,,iffii"s?*P':"ffi.8fi "#,rr#P*i: 1rC t.- orr" ! Actividad.Leee,ar,kuroderteftmoioenchie. o(n: L Haz un riEjlp3qlos .' r\ l.\r"r:l lrio! ljel msnados, E.4m ,aa.P4.te, @,PdaN 2, 3, Plegunt a la sra. cin6nez ras lee€lanLulocontoda ra.rase. subEva los v€rbos en pret6rito, Ekhph: Et epnentu dzt blen'to to3 :cutndoGanos€lpretd to? 6 ?t rt '. Al{l ,A o' ,'l Es.rib€ qud pas,5 cn chil., en 1 d 2 nzses. usz el Un t0.l(em01o enorm€ r 0 : a\,\ r, , peljtiro: at lt, acuni6, pds6, etc.. ctrr\t(1, f!0, hoy{ibls. i.t.,r' verbc de la lista en €l p.et 0inceidi.ocL\ll,a6- ,. caturna 3. rosbombercs lld{td S!biefoh .om(ll Erle efroto [,rkhemanosvvo Cof ali,nosoiros a ro5 bomberos, v eros por ra es.ate6 y lWl4ton *s-r.** elos rae((4t,lr,D ammhaj 7- O f im0 !\moS untsunami lejos, y mi hemam pequeia NESCATAR g \L C o{na fi'l o n z eJr0P0r0 q- \ i\\0r I n L0\ I 6 5 ob i imo! i Ptol' 0|lljrrcll h €€g{Ffi nlo\ i\\!\ “Una inundación en Panamá” - Spanish 2 Nuria Giménez Length of lesson: 70 minutes Date of lesson: March 18, 2013 Standards-based Objective: . Students will view, listen, and interpret a report from the news. Assessment Task: Students will be asked at the end of the lesson to turn in their worksheets. Context for the Lesson: Social Issue (Communities) Culturally Authentic Materials (Cultures & Comparisons) Flood in Panamá, 2012 Video about flood in Panama: http://www.youtube.com/watch?v=kT7i0jpflvQ Content from Other Disciplines (Connections) Social studies Targeted Grammatical Structure: Differences between IMPERFECT and PRETERIT. Key Vocabulary Words: 1) Destruir 2) El edificio de apartamentos 3) Esconderse 4) Gritar 5) Morirse / se murieron 6) Muerto 7) ¡Socorro! PRE-ACTIVITY 1 Warm-up: 1. Distribute the worksheets to students. 2. Tell students to do Activity 1 about the imperfect. The verbs are already there so they just have to conjugate them. Tell them that they have 5 minutes to finish it. After that, call specific students to come to the board and write the answer. Correct it with the whole class. 10 min. DURING ACTIVITIES 2 Contextualized Experience: 1. Explain that in November 2012, there was a flood in Panamá and we’re going to watch a video about it. Show the video. 4 min. 2. Activity 2: tell students that we’re going to watch the video again and that they have to find the correct word in each space from the word bank. We’re going to watch several times, until they have all the words. 10 min. 3 Focus on Meaning and Form (vocabulary): 1. Show students the slide in the power point with the pictures of the vocabulary words that we’re going to learn today. Ask them to look at their vocabulary sheets. Go one picture at a time, and ask the class which word that could be. 5 min. 2. Then, go through each word, make them repeat it and look at how’s written. 2 min. “Una inundación en Panamá” - Spanish 2 Nuria Giménez Length of lesson: 70 minutes Date of lesson: March 18, 2013 4 Focus on Meaning and Form (grammar): 1. Activity 3: Ask students to circle the verbs that are in preterit from Activity 2. Tell students that they have 4 minutes to do it. They have to look at the word bank the verbs in the infinitive form. After that, ask specific students to tell me the verb in the preterit from the infinitive. 7 min. 2. Tell students that today we’re going to learn when to use IMPERFECT and when to use PRETERIT in the past. Go through the power point explaining the differences. 10 min. 3. Activity 4: Tell students to write down the differences between IMPERFECT and PRETERIT in Spanish. 4. Activity 5: Tell students that now we’re going to read a text in the past and we’re going to decide if the verb should be in imperfect or in preterit. Do the first text with them. Then, give them 5 minutes to do the second one. After that, correct it at the board calling different students. 15 min. POST-ACTIVITIES . 5 Closure: Remind students that now they can start to do their project, because they know the difference between the imperfect and the preterit! If time, show them an example of the project. 1-2 min. 6 Homework: No homework. I’ll ask them something about this class during “Las maracas” the next day. = Assessment task: Students will be asked at the end of the lesson to turn in the worksheet with their activities finished. “Una inundación en Panamá” - Spanish 2 Date of lesson: March 18, 2013 Nuria Giménez Length of lesson: 70 minutes Activity 1: The teacher will ask students to fill-in-the-blank the verbs in imperfect. Instrucciones Paso 1: ¿Recuerdan el imperfecto? Paso 2: Saquen sus hojas de vocabulario. Paso 3: Hagan la actividad 1. Paso 4: Conjuguen cada verbo en el imperfecto. Paso 5: Tienen 5 minutos. Activity 2: The teacher will ask students to listen to the video and to fill-in-the blank the words from the word bank. Instrucciones Paso 1: Hagan la actividad 2. Paso 2: Vamos a escuchar el vídeo. Paso 3: Escriban las palabras del banco de palabras, abajo. Paso 4: Escucharemos el vídeo muchas veces. Paso 5: ¡No se preocupen, no es difícil! Activity 3: The teacher will ask students to circle the verbs in preterit form from Activity 2. Instrucciones Paso 1: Hagan la actividad 3. Paso 2: Busquen los verbos en pretérito de la actividad 2. Paso 3: Hay 5 verbos. Paso 4: Estos verbos están en infinitivo en el banco de palabras. Paso 5: Encuentren estos 5 verbos en pretérito. Paso 6: Tienen 4 minutos. Activity 4: The teacher will ask students to write the differences between imperfect and preterit, in Spanish. Instrucciones Paso 1: Hagan la actividad 4. Paso 2: Escriban las diferencias entre imperfecto y pretérito. Paso 3: Escriban en español. Paso 4: Escuchen a la Sta Giménez. Paso 5: Miren el power point. “Una inundación en Panamá” - Spanish 2 Date of lesson: March 18, 2013 Nuria Giménez Length of lesson: 70 minutes Activity 5: The teacher will ask students to write down if the verb is in imperfect or in preterit, and then conjugate it. Instrucciones Paso 1: Hagan la actividad 5. Paso 2: Decidan si el verbo es imperfecto o pretérito. Paso 3: Escriban I para imperfecto, y P para pretérito. Paso 4: Tienen 5 minutos. Adaptations: 1) Students who are learning disabled will have a special worksheet with the instructions in English. In Activity 2, they will have 6 pictures from the news report and they’ll have put them in order of appearance. They won’t have Activity 3. In Activity 4, they will have to draw the differences, not write them. In Activity 5, they won’t have to choose between Imperfect or Preterit, because the worksheet will tell them which one it is. 2) Students who are native speakers will have to write down a summary of the flood that happened in Panamá in November, 2012. Nombre: .............................................................................................................................................................. Imperfecto y Preterito Actividad 1. Escribe los verbos en imperfecto. Ayer, mi amigo Héctor y yo __________________ (estar) en su casa con su familia, en Bogotá, Colombia. Ellos ________________ (comer) “sancocho”: una sopa con pollo, patatas, yuca, zanahoria, maíz y cilantro. La mamá de Héctor no ____________________ (tener) zanahoria ni cilantro para el sancocho, pero al papá de Héctor no le _____________________ (importar), él _________________ (comer) sancocho constantemente y __________________ (decir) que la sopa ____________________ (estar) deliciosa. Nosotros ______________________ (reírse) mucho porque él ___________________ (ser) muy divertido. De joven, el papá de Héctor _______________________ (trabajar) en un teatro como cómico. Me gusta mucho la familia de mi amigo. http://www.youtube.com/watch?v=kT7i0jpflvQ Actividad 2. Escucha este reporte de TELE SUR TV (Panamá). Luego, escribe las palabras. “El ____________________ panameño declaró este domingo “estado de emergencia” por ____________________. Las fuertes ______________________ causaron el desbordamiento de los ríos en varios _____________________ del país ______________________este fin de semana. El _________________ del país, Ricardo Martinelli, declaró __________________________ a los distritos de La Chorrera, Capirá y Colón. Igualmente ____________________ que, en la medida de lo posible, enviarán _____________________ a las poblaciones. En las siguientes ______________________, grupos de ayuda se hicieron presentes en los distintos ________________________ para asistir a la gente _________________________.” indicó inundaciones durante presidente horas distritos estados ayuda gobierno lluvias afectada estado de emergencia Actividad 3. Haz un círculo sobre los verbos en pretérito: declarar, causar, declarar, indicar, hacer. Actividad 4. Escribe las diferencias entre el IMPERFECTO y el PRETÉRITO. ¿Cuándo usamos IMPERFECTO? ¿Cuándo usamos PRETÉRITO? _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ Actividad 5. Escribe si utilizamos IMPERFECTO (I) o PRETÉRITO (P). Luego, escribe el verbo. I hambre. Ejemplo: La semana pasada, Pablo (tener) ________ tenía Tener ____________________ En Chile, una niña de cuatro años (llamar) _______ al 132 para pedir ayuda. Ella (salvar) ______ la vida de su madre porque (estar) _______ herida. Los paramédicos (decir) _______ que la niña (ser) _______ muy valiente y que (tener) _______ mucha inteligencia para tener sólo cuatro años. 1. llamar ______________________ 4. decir _______________________ 2. salvar_______________________ 5. ser ________________________ 3. estar _______________________ 6. tener ______________________ El mes pasado, una explosión (ocurrir) ________ en el centro de la ciudad de Quito, Ecuador. Esta explosión (parecer) _______ causada por un incendio en un edificio de apartamentos. El fuego (llegar) ________ hasta las cocinas de gas y, de repente, todo el edificio (explotar)________. Muchas familias (vivir) ________ en este edificio y (estar) ________ en sus casas en el momento de la explosión. En total, (haber) ________ siete muertos y cincuenta heridos. 1. ocurrir ______________________ 5. vivir _______________________ 2. parecer _____________________ 6. estar ______________________ 3. llegar _______________________ 7. haber ______________________ 4. explotar ____________________ Nombre: .............................................................................................................................................................. Imperfecto y Preterito Activity 1. Write the verbs in imperfect. Ayer, mi amigo Héctor y yo __________________ (estar) en su casa con su familia, en Bogotá, Colombia. Ellos ________________ (comer) “sancocho”: una sopa con pollo, patatas, yuca, zanahoria, maíz y cilantro. La mamá de Héctor no ____________________ (tener) zanahoria ni cilantro para el sancocho, pero al papá de Héctor no le _____________________ (importar), él _________________ (comer) sancocho constantemente y __________________ (decir) que la sopa ____________________ (estar) deliciosa. Nosotros ______________________ (reírse) mucho porque él ___________________ (ser) muy divertido. De joven, el papá de Héctor _______________________ (trabajar) en un teatro como cómico. Me gusta mucho la familia de mi amigo. Activity 2. Listen and watch this news report in TELE SUR TV (Panamá). Put the following images in order: 1, 2, 3, 4, 5, 6. http://www.youtube.com/watch?v=kT7i0jpflvQ Activity 4. Draw differences between IMPERFECT and PRETERIT. IMPERFECTO PRETÉRITO Activity 5. Write the verb in the IMPERFECT or in the PRETERIT. I hambre. Ejemplo: La semana pasada, Pablo (tener) ________ tenía Tener ____________________ P al 132 para pedir ayuda. Ella (salvar) ______ En Chile, una niña de cuatro años (llamar) _______ P la vida de su madre porque (estar) _______ P que la niña (ser) _______ I muy I herida. Los paramédicos (decir) _______ I mucha inteligencia para tener sólo cuatro años. valiente y que (tener) _______ 1. llamar ______________________ 4. decir _______________________ 2. salvar_______________________ 5. ser ________________________ 3. estar _______________________ 6. tener ______________________ P en el centro de la ciudad de Quito, Ecuador. Esta explosión El mes pasado, una explosión (ocurrir) ________ (parecer) _______ hasta P I causada por un incendio en un edificio de apartamentos. El fuego (llegar) ________ las cocinas de gas y, de repente, todo el edificio (explotar)________. en I P Muchas familias (vivir) ________ P siete este edificio y (estar) ________ I en sus casas en el momento de la explosión. En total, (haber) ________ muertos y cincuenta heridos. 1. ocurrir ______________________ 5. vivir _______________________ 2. parecer _____________________ 6. estar ______________________ 3. llegar _______________________ 7. haber ______________________ 4. explotar ____________________ Imperfecto y Pret6rito Actividad 1, Es.ribe tos verbos €n thpcrf€cto. Ayer,niamigorc"to.yyo.t+ib6,1\ol fesbrt en sucasa con5u iam ia, en Bosot1, cotombia. ak kdt^^ (tonei"sancd.ho,: una sopa.on po[o, par4asi yuca, zanahoria, maj? yciranto La hand de |6.tornd +r lrcnedaiahoria n, drantropah€lsncocho, pero atpar, ^ic\ ,a, dPre or'o P a -aaatta,,. et , ,10, r)..r[\i i /Pl pr6el nu(ho rtr| \.-..,... ,/t 6I ,.t porque dt ?ta /trdool,./ en un /ss, muy divedido. De joven, e ie ro.onoc6m.o Mesu*amu.hota 4.tivnhd2 Ls.trdrac{ekjro EdpTnt,esuRtv(pinanrjl Lrero,csd.itre.sDaLbrs i 1 ; i i "a ,'obrcrto ,""u..a It'wnol.ar ior t st* t,.a* se a"nrngo "eraao ,a., oero.n.R rdoM hdid!.rdo chorieh,capndyco6n. aualhenre ttttl. ( t a ras se pobra.ions. En a{!ggoc|,p- causaronetderbord palo l) . quq en *sisueds ,r )r ';,!d.d,,,.,..."e ra medrda de A" ra.. I r{9:ibi, hi.ieronlresenresen osdntinror roro.11 u- "" @u'" los vo bos etr r,etiriio ./..r,,,o,,.!q!4.,a./,rar.l enviadn ii ;,0"*"a, ar nir.,d4 rsr 'bp,'. rprani',inr,d vt.RFc.t0lroR,r:p ZCU:indo usamos IMPERFECTO? Nc(:avt h6l,+u^k o ;cuindo usamos t PRETERITp? cci nc.J 1z,n' "aJqt 8,. z,-t t- ..J4v';n.tn la, A.r " t" (".k^ A ( ^.tividid s DscriLesutiriza:rDsrMPURrjlicro{rloPREraRrroiP) r-uel]o,es.rrbeeLverbo. p-i .y,a.. "rr,1,.-1-l a "io, madre poque iesrorl T he,ida. Los pa6m6dic6{decid I que ra ia 15ert_Lmuy " va iede yque (te"er 1-mu.ha inlelisencG para tener1610cuano aios. rn.Fie. Lra rii'a de .uaro .t". Er ano( r /..u 1po,"u4 l,uu,uaupo, hs co.inas de $s este ediricio y /errorl I y "r) t ""incendroen ^" **- un edifi.io de y, da repente, to da et edtntia o. de auiro, E.uador. Ena ero osi6n ",tudad apaname os. [rruego kxptoto, P ensus casasen etmomenro de Mucha5 rami ia5 ta exp osidn. h //kqa] Z 3* iydi, tota,lnoberl cincuenta heido3. ocurn 3. pna t?sln lro, mes pasado, una exprosidn muetos v ".,, _L^ Oaurn tt"gu, lleqa!, ^ , ',"t", l"^bia" .. I hsb “¿Qué hiciste?” - Spanish 2 Date of lesson: March 20, 2013 Nuria Giménez Length of lesson: 78 minutes Standards-based Objective: . Students will listen and interpret a Spanish song. . Student will summarize the song to a partner, with at least two sentences. Assessment Task: Students will be asked to tell me their summary of the song as a ticket out of the class. Context for the Lesson: Social Issue (Communities) Culturally Authentic Materials (Cultures & Comparisons) Love songs Revenge/heartbreak songs Song ¿Qué hiciste? from Jennifer López (use Grooveshark) Content from Other Disciplines (Connections) Social studies http://www.youtube.com/watch?v=kT7i0jpflvQ Targeted Grammatical Structure: Review and reinforce differences between imperfect and preterit. Key Vocabulary Words: 1) A causa de… 2) Afortunadamente 3) Asustado/a 5) De repente 6) Hubo / Había 7) Oír 4) De prisa PRE-ACTIVITY 1 Warm-up: 1. Distribute the worksheets to students. 2. Tell students that today we’re going to talk about a song from Jennifer Lopez called ¿Qué hiciste?. Ask them which verb is in the title, and if they know the tense. Is it imperfect? Or preterit? 1 min. DURING ACTIVITIES 2 Contextualized Experience: 1. Go through the power point and ask them who likes love songs. Tell them that this looks like a love song, but it is not. It’s a heartbreak song, or even worst, a revenge song! Explain in Spanish what the song is about. 5 min. 2. Listen to the song once and explain them what the first verse talks about (how happy they were at the beginning), what the chorus talks about (he left her alone), and what the second verse talks about (how happy she’s going to be without him in the future). 7 min. 3. Listen to the song again and tell students to ask me what they don’t understand in the song. 7 min. “¿Qué hiciste?” - Spanish 2 Date of lesson: March 20, 2013 Nuria Giménez Length of lesson: 78 minutes 3 Focus on Communication: 1. Oral activity: Tell students to summarize the song to their partner in two sentences at least. What does it talk about? Later, they’re going to summarize it to me before leaving the class. 5 min. 4 Focus on Meaning and Form (grammar): 1. Activity 1 (first part): tell students to circle the verbs in the song that are in imperfect and to frame the ones that are in preterit. Tell them that they have 3 minutes to do this. After that, ask specific students to do the same at the board. Correct the activity with the whole class. 10 min. 2. Activity 1 (second part): tell students to write down the 18 verbs and their infinitive next to them. Tell them they have 5 minutes to do this. Then, correct it at the board also. 10 min. 5 Focus on Meaning and Form (vocabulary): 1. Activity 2: ask students to look at the vocabulary words for today in their vocabulary sheets. Tell them to choose between them and do the activity. Tell them to ask me if they don’t understand. They have 5 minutes to do this. After that, ask specific students to write the correct words at the board. 7 min. POST-ACTIVITIES . 6 Closure: Remind students that now they can start to do their project, because they know the difference between the imperfect and the preterit! If time, show them an example of the project. 1-2 min. 7 Homework: No homework. I’ll ask them something about this class during “Las maracas” the next day. = Assessment task: Students will be asked at the end of the lesson to tell me their summary of the song ¿Qué hiciste? in two or more sentences. “¿Qué hiciste?” - Spanish 2 Date of lesson: March 20, 2013 Nuria Giménez Length of lesson: 78 minutes Oral Activity: The teacher will ask students to summarize the song in two sentences at least. Instrucciones Paso 1: Piensen en la canción ¿Qué hiciste? Paso 2: Describan qué dice la canción en 2 frases o más. Paso 3: Encuentren un compañero / una compañera. Paso 4: Digan a su compañero/a qué dice la canción. Paso 5: Al salir de clase, me dirán esto a mí. Activity 1 (first part): The teacher will ask students to circle the verbs in imperfect form and to frame the verbs in preterit form. Instrucciones Paso 1: Miren la canción: los verbos están subrayados. Paso 2: En total, hay 18 verbos. Paso 3: Algunos están en imperfecto. Otros están en pretérito. Paso 4: Hagan un círculo sobre los verbos en imperfecto. Paso 5: Hagan un cuadrado sobre los verbos en pretérito. Paso 6: Tienen 3 minutos. Activity 1 (second part): The teacher will ask students to write the infinitive form for each verb in the song. Instrucciones Paso 1: Hay 18 verbos. Escríbanlos todos. Paso 2: Encuentren el infinitivo de cada verbo. Paso 3: Escriban el infinitivo al lado de cada verbo. Paso 4: Tienen 5 minutos. Activity 2: The teacher will ask students to write the vocabulary words from the words for today (in their vocabulary sheets). Instrucciones Paso 1: Saquen su hoja de vocabulario. Paso 2: Miren las palabras para el día de hoy. Paso 3: Hagan la actividad 2. Paso 4: Escojan las palabras de la hoja de vocabulario. Paso 5: ¿Cuál es la primera palabra? Paso 6: Tienen 5 minutos. “¿Qué hiciste?” - Spanish 2 Date of lesson: March 20, 2013 Nuria Giménez Length of lesson: 78 minutes Sponge activities: 1) Activity 3: tell students to write down the verbs in the imperfect form or in the preterit form. Review when we use imperfect and when we use preterit. Give them 5 minutes to finish the activity. Then, correct it at the board, asking to different students to write the words. Adaptations: 1) Students who are learning disabled will have a special worksheet with the instructions in English. For Activity 1, they will just have the first part, not the second one. For Activity 2, they will have to draw 4 of the vocabulary words. And for Activity 3 (the sponge activity), they will have the verbs already conjugated in the imperfect or the preterit forms. 2) Students who are native speakers will have to explain to me the song in 4 sentences or more. Nombre: .............................................................................................................................................................. Imperfecto y Preterito ¿QUÉ HICISTE? Una canción de Jennifer López Ayer los dos soñábamos con un mundo perfecto Ayer a nuestros labios les sobraban las palabras Porque en los ojos nos espiábamos el alma Y la verdad no vacilaba a tu mirada Ayer nos prometimos conquistar el mundo entero Ayer tú me juraste que este amor sería eterno Porque una vez equivocarse es suficiente Para aprender lo que es amar sinceramente ESTRIBILLO 1: ¿Qué hiciste? Hoy destruiste con tu orgullo la esperanza Hoy empañaste con tu furia mi mirada Borraste toda nuestra historia con tu rabia Y confundiste tanto amor que te entregaba Con un permiso para sí romperme el alma ESTRIBILLO 2: ¿Qué hiciste? Nos obligaste a destruir las madrugadas Y nuestras noches las borraron tus palabras Mis ilusiones acabaron con tus farsas Se te olvidó que era el amor lo que importaba Y con tus manos derrumbaste nuestra casa Mañana que amanezca un día nuevo en mi universo Mañana no veré tu nombre escrito entre mis versos No escucharé palabras de arrepentimiento Ignoraré sin pena tu remordimiento Mañana olvidaré que ayer yo fui tu fiel amante Mañana ni siquiera habrá razones para odiarte Yo borraré todos tus sueños de mis sueños Que el viento arrastre para siempre tus recuerdos ESTRIBILLO 1 ESTRIBILLO 2 Y confundiste tanto amor que te entregaba Con un permiso para sí romperme el alma ESTRIBILLO 1 Actividad 1. Mira los verbos en pasado, están subrayados. Haz un círculo en los verbos en imperfecto. Haz un rectángulo sobre los verbos en pretérito. Escribe el infinitivo de todos los verbos: hiciste: pretérito HACER 1. ________________________________ 10. ________________________________ soñábamos: imperfecto SOÑAR 2. ________________________________ 11. ________________________________ 3. ________________________________ 12. ________________________________ 4. ________________________________ 13. ________________________________ 5. ________________________________ 14. ________________________________ 6. ________________________________ 15. ________________________________ 7. ________________________________ 16. ________________________________ 8. ________________________________ 17. ________________________________ 9. ________________________________ 18. ________________________________ Actividad 2. Mira el vocabulario del día 5 y completa las frases: 1) Los bomberos chilenos son voluntarios. Los bomberos americanos, ______________________, no son voluntarios y reciben un salario. 2) Jacob es un hombre lobo. ________________________, Edward es un vampiro. 3) El mes pasado _______________________ un incendio en mi casa. Yo estaba muy _________________________ . ___________________________, no se murió nadie. 4) La inundación de Panamá de noviembre de 2012 ocurrió _________________________ de las lluvias. 5) El lunes pasado, a las 9 de la mañana, vi a mi tío que caminaba __________________________ hacia el trabajo. _________________________ él llegaba tarde, porque empieza a trabajar a las 8.30. 6) Me gusta ________________________ los sonidos de la naturaleza. 7) Ayer por la noche, yo comía con mi familia en mi casa. __________________________ , mi perro subió a la mesa y se comió todo el pollo. ¡Madre mía! Mi madre estaba muy enfadada. Actividad 3. Escribe los verbos en IMPERFECTO o en PRETÉRITO. El viernes por la tarde, yo _______________________ (caminar) por el parque. __________________ (haber) mucho sol ____________________ y yo ______________________ (estar) contento/a. De repente, _____________________ (ver) a un hombre corriendo de prisa. Él _______________________ (tener) algo en la mano. Entonces, yo _______________________ (oír) a una mujer, ella _____________________ (gritar): “¡Socorro! ¡Un hombre me ________________________ (robar) el bolso mientras yo ______________________ (leer)”. Yo _____________________ (seguir) al hombre por un rato, pero yo no lo _______________________ (capturar). Yo _____________________ (llamar) a la policía y ____________________ (esperar) quince minutos hasta que ellos ____________________ (llegar). Nombre: .............................................................................................................................................................. Imperfecto y Preterito ¿QUÉ HICISTE? Una canción de Jennifer López Ayer los dos soñábamos con un mundo perfecto Ayer a nuestros labios les sobraban las palabras Porque en los ojos nos espiábamos el alma Y la verdad no vacilaba a tu mirada Ayer nos prometimos conquistar el mundo entero Ayer tú me juraste que este amor sería eterno Porque una vez equivocarse es suficiente Para aprender lo que es amar sinceramente ESTRIBILLO 1: ¿Qué hiciste? Hoy destruiste con tu orgullo la esperanza Hoy empañaste con tu furia mi mirada Borraste toda nuestra historia con tu rabia Y confundiste tanto amor que te entregaba Con un permiso para sí romperme el alma ESTRIBILLO 2: ¿Qué hiciste? Nos obligaste a destruir las madrugadas Y nuestras noches las borraron tus palabras Mis ilusiones acabaron con tus farsas Se te olvidó que era el amor lo que importaba Y con tus manos derrumbaste nuestra casa Mañana que amanezca un día nuevo en mi universo Mañana no veré tu nombre escrito entre mis versos No escucharé palabras de arrepentimiento Ignoraré sin pena tu remordimiento Mañana olvidaré que ayer yo fui tu fiel amante Mañana ni siquiera habrá razones para odiarte Yo borraré todos tus sueños de mis sueños Que el viento arrastre para siempre tus recuerdos ESTRIBILLO 1 ESTRIBILLO 2 Y confundiste tanto amor que te entregaba Con un permiso para sí romperme el alma ESTRIBILLO 1 Activity 1. Look at the verbs in past tense, they’re underlined. Circle the verbs that are in imperfect. Frame the verbs that are in preterite. Activity 2. Draw a picture of these words: 1) Asustado/a 3) De repente 2) De prisa 4) Oír Activity 3. Circle the verbs in IMPERFECT or in PRETERIT, depending on the situation. El viernes por la tarde, yo _______________________ (caminaba/caminé) por el parque. __________________ (había/hubo) mucho sol y yo ______________________ (estaba/estuve) contento/a. De repente, _____________________ (veía/vi) a un hombre corriendo de prisa. Él _______________________ (tenía/tuvo) algo en la mano. Entonces, yo _______________________ (oía/oí) a una mujer, ella _____________________ (gritaba/gritó): “¡Socorro! ¡Un hombre me ________________________ (robaba/robó) el bolso mientras yo ______________________ (leía/leyó)”. Yo _____________________ (seguía/seguí) al hombre por un rato, pero yo no lo _______________________ (capturaba/capturé). Yo _____________________ (llamaba/llamé) a la policía y ____________________ (esperaba/esperé) quince minutos hasta que ellos ____________________ (llegaban/llegaron). 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Yo e$eba muy 4) La nunda.onde Fanamadenov'embrede2or2o.urnrj aras9dela maaana v a m' I'o que cam'naba porque empiaa a r€bajara ras 7) Ayer por la noche, yo domla @n ml ramilia en mi esa perrcsubi6a ra mesa y se comid lodo e polo jliadre Adividad 3. Escrine losverbos€n rMPnRrtcl0 Elv'ernes Dorra iade. vo L.\\1lL (rab6rl mucho sorl s a s1q tr a q,ito :-l('r o (c.pturen \a r\ an e pR[rERrTo. (ca,d oo, e @qu,:. ,, +,,b i . W. .a/..,.:.,a .,. : . fesaa4 @nrenio/a De ,n r,orotu a" p,i"". er +c,. iat "ooi"ndo (s,ta4,'isododd| oor"oi"nr'u"vo le:4 0 en Unhombrcme ro r o b ar! iflrre y ?'.r'.( e (espe64 q, n@ perc yo no ESTR B LLO: Esta es . historia deluan, e n no que |],1i. qu€ por las calles _!!14, burcando el afrorbajoeLrol 3u padre lo un caLej6n, su !ama, un Grt"n, su amiso, Dor su madre o -4L:t::!jrr!. N lji:. r.s0cas v plmund. (. i""" ,,, Lo ,', L .L i* h;* 1 -'fu.t" ,. 1,. ". i,"" ti r".1"a"t l. delhono -;, mundoFm*o ./ l; 1 quiso {6x) olvid6{2x) Presunt6 {5x) fue lsx) apag6 {2x) “El rescate de los mineros chilenos” - Spanish 2 Nuria Giménez Length of lesson: 78 minutes Date of lesson: March 26, 2013 Standards-based Objective: . Students will hear and interpret a report from the news. . Students will differentiate the uses of imperfect and preterit in the past, and will use it correctly within a text, with a 75% of accuracy. Assessment Task: Students will be asked to differentiate between the uses of imperfect and preterit in a text, and to write down the correct form on the past with a 75% of accuracy (for next class). Students will be asked to recognize images and write down the word in Spanish. Context for the Lesson: Social Issue (Communities) Culturally Authentic Materials (Cultures & Comparisons) Miners trapped in Chile, 2010 Content from Other Disciplines Video and website about the rescue of the miners in Chile: (Connections) Social studies http://www.rtve.es/noticias/mineros-chile/ Targeted Grammatical Structure: Imperfect and Preterit (regular verbs) Key Vocabulary Words: 1) El artículo 2) El héroe/La heroína 3) El locutor/La locutora 4) El noticiero 5) El reportero/La reportera 6) Valiente 7) Oír PRE-ACTIVITY 1 Warm-up: 1. Tell students that we’re going to have a review day today. For now, we’re going to correct Activities 5 and 3 from last week. 2 min. 2. With the power point, ask specific students to write down on the board the answer for different verbs. In each case, ask students why we use imperfect or preterit. Explain if they don’t know. Make sure they understand. 15 min. 3. Go through the examples in the power point, all together, and make sure students understand the difference on the use of imperfect and preterit. 5 min. 4. Pass out the mini-test for imperfect/preterit and explain that they can look at the conjugations in their green sheets. Tell them that they have 10 min. 15 min. “El rescate de los mineros chilenos” - Spanish 2 Nuria Giménez Length of lesson: 78 minutes Date of lesson: March 26, 2013 DURING ACTIVITIES 2 Contextualized Experience: 1. Explain that in 2010, several months after the enormous earthquake in Chile, there was a catastrophe in a mine: 33 miners got trapped there for more than 2 months. They were rescued after a lot of difficulties. 2 min. 2. Show the website with all the miners, show them the pictures. Then, show the video of the final rescue. 10 min. 3 Focus on Meaning and Form (vocabulary): 1. Activity: show the slide with the vocabulary words in it. In 2 groups, they will have to write down on the board the word of the picture that I’ll say out loud. 5 min. 4 Focus on Meaning and Form (grammar): 1. Remind students about the project, due next time. They have to write something similar to the rescue of the Chilean miners: a heroic act. Tell them to start writing it right now. They can ask me any question. Remind them that is important to conjugate well the verbs (imperfect or preterit). 15 min. POST-ACTIVITIES . 5 Closure: Tell the class that the next day we’re having the UNIT TEST. Explain the different sections on it. They won’t be able to look at their vocabulary and grammar sheet at all. 2 min. 6 Homework: To study for the test. Next time, “Las Maracas” and “Las Notas” are due. Next time, the project is due! = Assessment task: Students will be asked at the end of the lesson to turn in the quiz on imperfect-preterit. “El rescate de los mineros chilenos” - Spanish 2 Date of lesson: March 26, 2013 Nuria Giménez Length of lesson: 78 minutes Activity: The teacher will ask students to write down on the board words in Spanish. Instrucciones Paso 1: Vamos a hacer dos grupos: Grupo 1 y Grupo 2. Paso 2: Miren las fotos en el power point. Paso 3: Voy a decir un número. Paso 4: Una persona de cada grupo escribirá la palabra en la pizarra. Paso 5: El grupo que sea más rápido, gana un punto. Paso 6: El grupo con más puntos, tendrá un caramelo. Sponge activities: 1) Review for the UNIT TEST: go through the power points of the unit and look at the cultural issues that we’ve talked about during the unit. Adaptations: 1. Students who are learning disabled will have a special quiz (the post-test) with the verbs in imperfect-preterit already written down. They’ll just have to choose between the two. INSTRUCTIONAL DECISION-MAKING INCIDENT # 1: Vocabulary on body parts During my first lesson in the unit, I assumed that the students knew the parts of the body in Spanish, so I only planned a review. When we got to the activity on body parts, I started asking them how to say this part or that other part in Spanish. I soon realized that just one or two students actually remembered the names. The problem was that, for the last oral activity that day, they needed to name some body parts. The students were not used to speaking in Spanish, and it was not easy for them to have even a basic conversation. I deduced that it would be even less comfortable for them if they did not know the vocabulary that they had to use. I decided that I could not just review the body parts but I had to reteach them. So I wrote the body parts on the board over a picture of Juanes, a Colombian singer, and I made the class repeat them after me and write them down on their worksheets. After that, we played “Simon says” in Spanish in order to help them remember the names of the body parts. This modification worked well; the outcome was really good. Students first learned (or relearned) the name of the body parts; later, they remembered them thanks to the game, which they loved. Because of this modification, students were able to accomplish the final oral activity without major problems, at least in terms of body parts names. Their role plays of a victim and a person offering help were fun and entertaining for the whole class, but because we used more time to relearn the body parts, not all the students were able to participate in that exercise. Some of them had to tell me their “offering help” questions as a “ticket out” of the class. INCIDENT # 2: Spanish pronouns During the third lesson in the unit, the one about the preterit, I saw that students had problems conjugating the verbs in this tense, but I did not know what the problem was. I explained them again how to conjugate the preterit. Then, two or three students asked me about the Spanish pronouns that they had to use in specific sentences. I quickly realized that the problem could be that they did not know with which pronoun they had to conjugate the verbs. Then I asked the class some questions about Spanish pronouns and realized that at least half of the students did not remember them. I then wrote the Spanish pronouns at the whiteboard and made the students write them in their vocabulary sheets. I went through each pronoun with gestures and explanations in Spanish. The students repeated each pronoun after me. I then asked questions to specific students that I knew had problems with the pronouns, in order to assess comprehension. We then went through the activity again. This time, it seemed much easier for them to conjugate the verbs in the preterit. The outcome of this modification was remarkable. Students understood every Spanish pronoun and learned their meaning, especially the students that had questions about them. They also discovered some cues to find the pronoun used in a sentence depending on its subject. This modification was needed if I wanted the class to master conjugations in Spanish, especially in the preterit and imperfect tenses. REPORT OF STUDENT LEARNING WHOLE CLASS Objective 1: Students will present a report about a heroic act in a disaster situation using five sentences, seven verbs conjugated in the imperfect and the preterit tenses, and emergencies vocabulary. Oral Report Results 120% 100% 80% 60% 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Results of the whole class Objective 2: Pre and post-assessment (next page). Objective 3: Students will demonstrate understanding of imperfect and preterit tenses, along with emergencies vocabulary. Unit Test Results 120% 100% 80% 60% 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Results of the whole class Objective 2: Students will apply their understanding of the difference between the preterit and the imperfect indicative, with at least 75% of accuracy. These are graphs with the pre- and post-assessment results for the 32 students. Both graphs show where students passed the test with a grade of 75% of accuracy (the green line). Pre-Assessment Results 80% 70% 60% 50% 40% 30% 20% 10% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Results of the whole class Passed (75%) Post-Assessment Results 120% 100% 80% 60% 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Results of the whole class Passed (75%) Pre and Post-tests Scores STUDENT PRE-TEST SCORE (in percentage) POST-TEST SCORE (in percentage) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 10 50 35 0 10 70 30 10 0 10 20 20 10 0 10 0 0 0 30 10 20 40 20 10 20 10 10 60 0 30 0 0 85 100 83 40 98 93 75 68 65 75 75 100 75 75 88 65 68 93 100 83 90 90 75 75 93 78 78 88 100 75 75 88 These post-test results show that five students out of the 32 did not meet the objective. They represent 15% of the class. The rest of the class, 27 students (or 85%) did meet the objective. This means that these five students did not understand completely the difference between the two past tenses in Spanish. They did not master when to use the imperfect and when to use the preterit. They also could have conjugated the verb with the wrong ending, which shows that they did not learn the imperfect and/or the preterit endings. Finally, they also could have been mistaken about the Spanish pronoun needed to conjugate the verb correctly. Four students in the class scored 100%. This means that they mastered the difference between imperfect and preterit and could conjugate the verbs without errors. SUBGROUP – Female Students During the whole unit, I was a little bit worried about the female students in this class. As I mentioned earlier in the Contextual Factors section, their participation was very limited and only when asked. They seemed to be intimidated by some of the more dominant male students in the class, with strong characters and dynamic personalities. When I tried to get the female students to participate, I quickly realized that they were not comfortable to do so in front of the boys. This made it difficult to assess their progress. When I asked them if they understood, they always signed with their thumbs up as a signal that they did, but I could not be sure. They never asked me any questions to clarify anything done in class. In an instance, I approached one of the girls and asked her to help me explain to the rest of the class what a particular word meant. She helped with everything I asked. However after the class she talked to me, very politely, and told me not to ask her anything else during this class. She explained that she was very shy and did not want the attention of the whole class. Of course I did not want her to feel uncomfortable in any way, so I promised her what she asked. The rest of the female students in this class seemed to be exactly like this student, as their attitude towards participation was the same. On the other hand, the male students wanted all my attention, asking for clarification continually, being involved in every activity, and wanting to answer every single question I asked. It was insightful to observe that not all students’ learning achievement can be assessed with equal ease. I started to make the female students participate more by writing on the whiteboard the answer of the activities we did in class, as this seemed not to bother any of them. This provided a means to see if they were understanding the concepts. Still, I was concerned by their learning. This is why I chose them as a subgroup to study. Objective 2 Pre and Post-Assessment Results - Female students 120% 100% 80% 60% 40% 20% 0% 1 2 3 5 7 Pre-assessment 9 12 13 15 Post-assessment 17 20 21 Passed (75%) 22 27 28 This data shows that, except for two girls, all the female students scored 75% or more in their post-assessment. Those two students were the same who scored zeros on the preassessment. This suggests that they understood little or nothing about the past tenses in Spanish before the unit was taught. Then, during the unit, these two students did learn the difference between imperfect and preterit with 65% and 68% of accuracy, respectively. The rest of the female students in this class did pass the post-test with a 75% of accuracy or more. Three of them understood the concept perfectly (a score of 100%). I finally could check that the majority of the female students (except for these two) understood the concepts and met the objective. REFLECTION AND SELF-EVALUATION INTERPRETATION OF STUDENT LEARNING The possible reasons for the students’ success in understanding and applying the difference between the imperfect and the preterit indicative are: first, the use of engaging visuals, songs, and videos in my explanations of the subject; second, the use of drawings, sounds, and gestures in class; finally, asking questions to check comprehension. During the unit lessons, I used a lot of images, songs, and videos to make my explanations clearer and easier to understand. Because the students found these media interesting, they were engaged most of the time. This engagement could have helped them assimilate the concept better and apply it correctly later, during the activities. Because all grammar explanations were in Spanish, I had to be sure that students understood not only the concept but also the language. To accomplish this goal, I had to use a lot of drawings and gestures to make myself comprehensible. A lot of the things I draw and did seemed very funny to the students. I always tried to bring all the humor I could to class, and my poor drawings, weird sounds, and exaggerated gestures were perfect for that. These practices created a good environment in class which helped students maintain good attitudes towards learning. All these good explanations would not have been enough without checking for comprehension. I always addressed questions to the class as a whole, to specific students, and to small groups. Asking questions in this manner allowed me to verify if I had to explain the concept again or if we were ready to put it in practice with different activities. Someone suggested the technique of “thumbs up/down” to me (as a way to check comprehension) for the whole class so I used it. I also asked direct questions to students, wrote sentences on the whiteboard and asked students if they were correct. Their answers gave me an idea of where students were in their comprehension. Then I could decide the next needed action. On the other hand, there are also possible reasons for the students’ lack of success. These reasons are the limited previous exposure of these students to oral Spanish, the small variety of written activities that I used in the unit, and the great difficulty I had to make every student participate. This class had not been exposed to oral Spanish previously, so they had poor listening comprehension. When I first started teaching and using 100% Spanish, they were afraid because they thought that they would never be able to understand me. Little by little, with the visual aids, drawings, sounds, and gestures, students realized that they could comprehend almost everything. However, this comprehension required a great effort from their part. They had to pay attention and constantly be attentive. During the teaching of the unit, the majority of students were already used to have the whole class in Spanish, but I could see that a few of them did not make the needed effort to understand. I involved these students in the class all I could and helped them personally during the written activities, but their answer was always the same: “Why do you have to speak in Spanish?”. These specific students were the ones that did not pass the post-test. Their negative attitude towards a class 100% in Spanish might have influenced their learning. Besides their previously limited exposure to the language, I did not use a variety of written activities to make students distinguish between imperfect and preterit. I used a wide variety of oral activities, songs, etc. but the written activities I used were almost always “fill-inthe-blank”. Because the post-test and the questions about imperfect and preterit in the unit test were designed as a “fill-in-the-blank” activity, I just used this kind of written activity to prepare them for the post-test and the unit test. But at the end of the unit, they were already tired and bored of it. They needed something different. I should have used more variety in written activities, which could have helped some students with engagement and, therefore, comprehension. Finally, this class had some male students that had a great amount of energy and enthusiasm, and who to participate all the time. This attitude was great because it made the class to be more dynamic and fun. But it was difficult to have everyone participate. Even if other students wanted to participate, the strong personality of these more outgoing students made the others feel shy, inadequate, or not brave enough to participate. I tried to make the rest of the class participate, especially the female students, but a lot of times it did not work. I was finally advised to make the female students participate in other ways less invasive for them, like writing the answer to a question on the whiteboard or making them read. I did so at the end of the unit and it worked really well. But I should have used this technique from the beginning of the unit, because it could have affected the learning of some the shyer students. INSIGHTS ON EFFECTIVE INSTRUCTION AND ASSESSMENT Some of the most successful learning activities for this class were the final project, the worksheets, and the songs and videos. I was amazed at how seriously these students treated the final project in every unit. We dedicated a whole day of class to the oral reports on their projects, and each student presented individually. Students had to read or explain to me their project, all in Spanish. Perhaps this oral report made them to take the assignment more seriously. The project was worth 50 points, just like the unit test. Because the project represented a large part of their grade, I am sure that this encouraged some students to make an effort to do a good job on it. The flexibility of the project was also very important. Given a subject (celebrations, natural disasters, or accidents), students had the freedom of choosing what they wanted to work on within the theme of the unit. They could use their artistic skills, their imagination. They were given a rubric which said that the more original and different the project was, the more points they earned. Students found the creative aspect of the project and the fact that they could prepare it at home with the help of a dictionary very appealing. Besides the final project, the most successful learning activity was, to my surprise, the daily worksheets. There was no better tool to make students work than these worksheets. They had to turn them in at the end of the class, so all the students were very engaged and motivated to finish them. Each day there was a different worksheet, worth 10 points, so they knew that the worksheets totaled 60 points. They could earn these points easily, just doing the activities in class. In addition to the worksheets, music and videos had a tremendous impact in this class. If I did not prepare a song and a video for each class, students would complain! Even if the activity related to the song was difficult to accomplish, they did not care. Any effort was worth it with music; they loved anything related to it. And they loved to sing. They always wanted to sing the songs after they discovered all the words in a song. The videos were the same as the music. Even if they did not understand the person talking in the videos, images have power with this generation of students. I think that they are so used to videos that they have become a very good learning source, at least with this class. I always tried to look for impressive, stunning videos for them, and they always had the effect I looked for. However, some activities were less successful. In this class, group activities, general questions, and unit tests did not work. The moment they could talk or work with someone, students were off-task. They did not have the training or the discipline to work in groups. So I could not use this excellent learning activity until the end of the unit, when they were more used to procedures and order. In addition to working in groups, asking general questions to the whole class did not work either. When I asked a question without relating it to someone, we always had the same students answering: the male students with strong personalities. It was great to see their eagerness and excitement to participate, but other students would not answer. They were too modest or reserved and they did not want the attention of the class. So I had to ask every question, followed by the name of the person that I wanted to answer, if I did not want always the same students to answer. This class also did not like the unit test. Actually, they hated it. They were used to have a little “help” (a small card with something written on it that they prepared at home) during the unit test. But I did not let them have it, so the fact of not having any help might have influenced their aversion to the unit test. They had to study more, even if I introduced a 10 point easy True/False section. They did not like to memorize the vocabulary and know how to spell every word. They would rather tell me orally the words. This and the fact that the unit test was worth 40 points, made them feel afraid, even anxious about it because they knew they had to perform well on it. Besides, I realized that a lot of specific students’ knowledge was higher than what the unit test and their score reflected. IMPLICATIONS FOR FUTURE TEACHING Given what I have learned teaching this unit, in the future I would replace the final unit test with a final project, worth a lot of points. Students’ anxiety would be lower because they can prepare the project at home, without stress or pressure. The project would still have the oral presentation or report component and each student would present individually, as it worked perfectly with this class. Instead of the unit test, I would do several formative tests to see the students’ progress, and adapt my instruction according to the results. I would focus more on speaking activities to make them more orally proficient. They would have an oral interview with me at the end of the term, or at the end of each month. Students would have a “oral proficiency sheet” that I would have to sign after each interview. This way, they would know that they are proficient in “Natural disasters”, at an intermediate low level, according to the ACTFL Guidelines, for example, which is the standard for their High School level. Speaking activities would help them to improve their oral skills and to feel that they know the language because they can actually use it and create with it. Their oral proficiency would be extremely helpful in their future, making them more successful talking in Spanish. I would also include more social media. If possible, I would contact an English professor in a Hispanic country who was willing to work with technology and with my class. We would work together to make our students connect to each other, help each other, and communicate with each other, even do assignments together! I am sure that something of this kind can be done. These activities would be highly engaging to students and would help them to create friendships and to interact online in their future. IMPLICATIONS FOR PERSONAL PROFESSIONAL IMPROVEMENT After teaching this unit in this specific class, I have realized that I have to improve in a lot of different teaching aspects, but especially in these three areas: with Special Ed students, with giving clarifications to my class, and with consequences in classroom management. First of all, I have to get better making the Special Ed students in my class participate more, making them feel more involved and more part of the class. I did not do very well with my two students in this class. I will have to talk periodically to the Special Ed teacher, to discuss about the students’ progress and to ask him/her how to help them in a better way. I could explain him/her what happens in class, how the student reacts in front of some activities. I am sure that the teacher could help me with ideas. I will also have to learn more about each student’ problem, reading about it and researching online. I am sure that I can learn how to differentiate my instruction with students having those specific problems. This knowledge will be very helpful for me in order to prepare more appropriate activities for these students. Secondly, I have to be better with clarification. Because all my teaching and explanations are in Spanish, I have to be sure that every student understands. My instructions have to be clearer, more specific, more concise, and less abstract. I have to be sure that every student understands, and if not, make the necessary adaptations to the lesson or to the unit. To be able to do this, observing other teachers would be a good idea. I am sure that each instructor has to deal with clarification in his/her own class so I can take ideas from my fellow-teachers. Talking about it with them during lunch could also help. Finally, I have to create consequences for inappropriate student behavior in class. And after creating these rules, I have to stick with them. Observing what other teachers do will also help me remarkably. Being connected to FLTeach is a good solution to improve in any of these respects. Teachers are constantly connected and help each other with the smallest problems. You can ask any question, regarding to any aspect of teaching a foreign language, and you will always have at least one answer from another more experienced teacher that will give you some ideas. It is one of the best tools to connect with foreign language teachers all over the country and make the most of it. REFERENCES & CREDITS All pictures used in the “Unit Test” for Special Ed students come from Microsoft Word Clipart®, which I own a copy of. "Bomberos de Chile. Acción-Emoción. Nivel "132"" YouTube. YouTube, 12 Sept. 2011. Web. 7 Mar. 2013. "Bomberos Identidad Chile." YouTube. YouTube, 02 Sept. 2012. Web. 7 Mar. 2013. "Comercial Bomberos de Chile." YouTube. YouTube, 02 Dec. 2009. Web. 7 Mar. 2013. "Cuatro Muertos y un Herido en Accidente de Tránsito En La Vega." YouTube. YouTube, 27 Dec. 2010. Web. 5 Mar. 2013. "Desastres Naturales." YouTube. YouTube, 26 Jan. 2008. Web. 11 Mar. 2013. "El Fuerte Terremoto Registrado en Chile Deja Ya 300 Muertos." América | Elmundo.es. N.p., n.d. Web. 11 Mar. 2013. "Estado de Emergencia en Panamá por Inundaciones." YouTube. YouTube, 26 Nov. 2012. Web. 16 Mar. 2013. "Juanes: La Historia de Juan." YouTube. YouTube, 12 May 2011. Web. 11 Mar. 2013. "Juanes, Último Disco, y Participación en la Entrega de los Premios MTV." Música Diario: El Mundo De La Música a Diario. N.p., n.d. Web. 5 Mar. 2013. "Maná Feat. Santana, Corazón Espinado." YouTube. YouTube, 15 Aug. 2009. Web. 7 Mar. 2013. "Noticias: Rescate de los Mineros en Chile." Radio Televisión Española Online. N.p., n.d. Web. 25 Mar. 2013. "Terremoto y Tsunami Chile 2010 en Vivo, Earthquake." YouTube. YouTube, 04 Dec. 2010. Web. 11 Mar. 2013. My sisnollre below indicoles thol you hove my pehi$ion io use The ilems I hove mo{ed belowiorThe D!rpo5e5 isled on ihis pooer. rlnderuloncl lhot my noraet{jll not be usecl i. conluncUon with there llems lexcepi ii lt is menioned of the wdrk iiomSoanhh clds in 2013 or mvw.rk from S.ankh. ds in r0l3 me or mv wo& nofr Soonish clos ln 2013 No, lql DQ sive pe.mGsion for you to use dnvotthese mdieddls for the urposes de5crbed obore. )- l/e l3 D"r", 2, /b-Js oote: Siqnoilre ol Porent or Leoo cuo . "{l?/t rarz2+ufz}d-. 2- la'E Permission Form for Somple Sludenl Work, Photos, qnd Video My nomeis Nurio Glm6nezoncl lwil be nldent teochlng in youchild s Sponish coss lhisyeor. As pod ofmy couEeworkond ln preporotion formyfuture emp oymenl, I need to documenl my p.oie$iono growih os o teqcher lor my courueinslrucloE, slpervisors, ond poientio employeA. ln orderjo do lhir, woud llke to co eci exomples ofsludeniwork lhql show the differeni insnucilonol opp.ooches lse dudng ihe year. wolld o so like 10 videolope my leochlng ond loke phoios ol some otolrco$room ocllvliies. lwould use ihese moleridsiorlhe oi nnrucTionol opprooches, moierials, ond techniq!es wlh olher n!dent teochers, co Leog!es, or !fiveEit prote$o6. As ihe bosis ro. discutsion As exohples oi ilnishe.l projech formyfuiure students. As pad oidhploys orpresentollonr for prolessiondl conlere.ces oirchool open houses in The luture. As pori oi my prolesslonol portlollo, which wo! cl be viewed by my colleogues, couruelnsiruclo6, supervisoE ond/orpolenlio employets. My slgnolure below indicotes thoi you hove my perhlsion io u5e the ilems I hove morked be ow lor the pu@oses I ned on lhi5 poper. underlond thoi mv ncme will not be lsed in conilfcTon wiJh these iiems (eNcept i it is menlioned on the YES & Somple! ormy woR f om spo.rh clo$ i. 2013 Photos of me ormywork from Sponish clos in 2013 videolopes oi me or nlt{olk lrom Sponish c a$ n 20 I 3. NO. pq --- lql give permission for you to use ony of there moteiols ior ihe ouroos.,.s.les.rlbe.l dl_J.ve Permission Form for Somple Siudenl Work, Photos, ond Video Nurio Gimenez dnd wl be nldefl ieoching in your chi d s Sponish clo$ this yeor. As pori of my couBework ond in prepo.alion iormyiuiure employmeni, I need to document my profe$iono growlh qs o teocherfor my cou6e innrucioB, supeNisors, ond poleniol employeA. n oder lo do lhis, wou cl ike io collecj exompes ofsiudentwork lhotshowthe dfferenl i.nrlcilonol opprooches luse durlng ihe yeor. I worr d olso llke io videoio pe my leoch ng ond ioke pholos oisomeofour co$room ociiviiles. lwouid use these molerlos forlhe My nome is As the boris lor di5cus5ion ol ifnruclionol opprooches, mote ok, ond lechnlques wiih othersl!dent leoche6, co eqg!es, orunlveriiy proie$06. iormyfulure nudents. 'rroiech As port ofdlspldys orpresenlollohs ior prolettionol conlerence3 orschool open houses in the llture. As exomples ol fn shed As co poriol my prolesslonol portlollo, whlchwoud be vewed bymy eogues, co!6e ln5irucl06, superyisoru, ond/or polentiol emp oye6. My siqnoiute be ow lnclicotes lhoi you hove my peni$ on lo use lhe iiems hove morked be ow for ihe pu@ose3 isied on lhi5 pope.. I ! ndeGlon.l tho t my non€rill ol bF n6d: ,or. o ^r rl l\ '-no1-oo & v v/ Somples ot mv work l.om Soonish clo$ in 2013 Pholor oi me ormvwork irom Soonish.o$ n2ol3 videotdper NO, DQ ores sr".renr \ o'1- o lql . o a.o 3 sive permission tor you to use ony otihese molerlolr for the .les.rlbe.l .bove N.mF ]i/ lr r l{,1'ir-rt Dole le only )o\..r.-rla ,,1 -)""tPermission Form for Somple Student Work, Pholos, qnd Video Nurio Gim6nez ond will be sfudenl ieochincr if you chi d , Spon sh clo$ This yeor. As pod oi my co!ruework ond in preporollof 1or my luture employmeni, Lneed lo documenl my prole$ionol growih os o ieocher lormy cou6e in5lr!cto6, supervhon, ond polenliol employec. n order 1o do lhis, I would ike lo colleci exomples ofnudenlwolk thot 5how lhe different innrucilono opp.ooches I use dudng the yeor, wou d olso I ke lo videolope my leoching ofd loke pholos oi rohe of our c o5rrooh octiviTles. lwou d use ihe3e moleriols ior lhe My nome is lhe both fordhcuslon oiinrruciiono opprooches, moieials, ond iechnlques with oTherstuclenl ieocher, co leog!es, or unive6ily profe$0l5. As 45 exqmple3 oi fnishe.l projects ior my As porl oi disploys orpre5entotioru for open holses in lhe iulure. iutlre nldenis. prole$ionol conferehces orschool As pori of my prote$io.ol porlfolio, whlch wolld be viewed by my coleogues, co!6e lnstrucio6, s!pervh06, o nd/or polentiol emp oyeru My s gnature be ow indicoles ihoi you hove my perml$ion to lse jhe items hoye mo.ked beow torthe plrpo5es lned on ihh poper. undeEtancl thoT mv nome will noi be !5ed in conilncllo. wilh ihese ilem5 lexcepi f it is menlioned on lhe !94ple5 ofmvwolk lrom Sponillclo$ in 2013. Pholos oi me or mywork from Sponish clo$ in 20E. lvideotopes of me ormywork from Spon!Eostn 2013. NO, DQNololve permlsron oses descrlbed obove. !q.ol! e of Po,e.lo, Legol lor you to use ony of lhese moleiols Permission Form for Somple Student Work, Pholos, ond Video My nome s Nlrio Gim6nezond lw lbe studentTeoching ln your chl d's Sponish clo$ thi5yeor. As pon of my couGewod oncl ln preporoiion formyiuture employmenl, need lo document my profes onol growth os a teache. ior my colue insltucloA, supeNi5oF, ond polentio emp oye6. h orderto do this, lwou cl lke lo co eci exdmpe5 oistudeniwork lhol showlhe dillereni lnstructionol opprooches use durlng ihe yeor. lwoud o50 ike lovideoiope myleoching ond toke phoios ofsomeofolr co$room ocllvliies wo!d !5e lhese moieiols forthe olinnrucilono opprodches, moterios, ond techniqueswilhothersl!dent teoche6,coLleogues, orunive^iiyprofesou. As the bosis lor discutsion As exompl4 oi fn shed projech for my lui!.e sildenh. As pori of dhptoyr oi piesentollons lor prolessionql conlerence3 or 3.hool open houses in the luture. As porl ol my prolesslonol portfollo, which woud be viewed by my colleogues, cou6e lnir!ct06, 5uperyiso^, o nd/or poieniiol employe6. My signollre below indicotes lhol you hove my permission io lse lhe items I hove mdlked below iorihe purposes isied on lh5 poper undeAlo.d thol4y_!!!]e_Wi!l not be used n conilncJlon with these items (eNcec,l f i1 is menloned on the Somplet ot mv wo.k lrom Soonish c d$ in 2013. lhot6 of me or mv work irom Soonish cos in 2013 VideotoDes ofme ol mvwork irom sDofish c.s n 20r3 NO, i!9XqI oses sive permnsion tor you lo use ony oltheie mote olr tor the descibed.bove L\!\ \ Jrtr .rP t _,. ! My 5ignollre below indlcdies lhcl you hcve my perml$ion to use ihe ilems hdve morked below ior ihe purpose5 Liried on ihis poper. unde6iond thoi mv nome wl nol be lsed in coni!.clion wllh these lems (excepl f it is menlloned o. ihe YES & somples ol my wo& Iiom Sponish co$ in 2013. Photos of me or mywork lrom Spdn sh c o$ !n 2013. Videoiqoes oi me or mywork lrom SDqnish clo$ ln 2013. NO No, give pemision ror you ro use ony or lhese moteridh ior the pu.Doses desc bed obove. Dq lQI lsl= My slgnoiure below indicotes thdt you hove my permi$ion io use the lems hove mc*ed belowlorThe pu@oses isted or ihis poper. rlndeBlond thot mv nomewi nol be lsed in coniunclon wih these item5 lexcepT ii it ii meniioned on ihe YE5 & X Y Somples ofmywolk lrom sponish co$ in 2013. Pholos of me or my worr l.om spo. sh clos i. 2013 Vldeolopeso a-o.,. o o-'poi l .o..r -0ll No. DQ !!ql sive pe,mission tor you lo use ohy or there moteriqls lor ihe pu.poses descrlbe.l obove. Dote: 1' r: D.1e ,t- ?r, l r 2L 2'14 Permission Form for Somple Sludenl Work, Photos, ond Video My nome is Nlrio Gimenez o.d wi be siudeni leoching ln your chl d 5 Sponish clo$ thL yeor. As po.l ol my colcework ond in preporoiion tor my future employmenl, need lo documeni r.y profe$lofol growth os o leocher lor my coufie insl.lcioA, supe iso6, ond polenlio employeB. n order io do ihis, twould like locollecl exomples oisluclenlwork lhot show ihe cliflereni innruciiono opprooche5 use dunng lhe yeor. wolld oho ike io videoiope myteoching ond loke pholos oisome ol olrclo$room oclivities. Iwolld use these moie ols lorlhe lhe bostfordBcu$lon oJ innrucilono opprooches, molerlos, ond lechniq!es wilh olhe.stuclent Teoche6, coLleogues, or !nive6liy profe$06, As As exomples oiiinished projech formy llllre nudeni5, dlsploF or preFnlollons ior professiondl conf€rences or school open houses in lhe fuiure. As porl ol As pod oi my professionol porttolio, which wou d be viewed by my colleogues, cou6e insjrucior, superv soa, ond/orpoteniio empoyers. My signolure below ind coies ihot yo!' hove my permi$ on 1o lse ihe iiems hove morked beowlorThe purposes lned on ihs poper. rundeBloncl thol mv nome will nol be lsed in conilnciion with lhese items (excepi if ii b mentoned o. ihe & >< 1- X !q!ple3 of my work irom Spon 5h c o$ in 2013. Pholo5 ofhe or my $orl from5po.5hco$,n2011. Vldeolopeso po-\' lo.ra-0 n, '-or No, ^o.Ion J. DQ l!91 srve pehrssion lor you to use ony or ihese DUrooses described < moteiolt io. the dbove. sisndrlre or Pore.l orLlgo GlarcJionl 2l /l Permission Form for Somple Sludenl Work. Photos, ond Video s Nlrio Gim6nezond lwillbe riudeni leochincr in yolr chitd,s Spon sh yeor. cld$ lhis A5 pod ol my cou^ewo.k ond ln preporotion for my fuiure employment, need lo docLrmeni my prote$ionoL growlh os o leocher tor my co!6e innrlcloru, supervisors, ond poleniiol employeG. n or.ler lo doihi5, twoud ike lo coleci eromples of siudent work lhoi 5how ihe dlfferenl insiruciiono opprooches Lrse cluring lhe yeor. lwoud oso ike io videoiope myteochifg ond ioke phoios of some ol oLr cld$rooh octivllies. I would use lhese holeriots for the My nome the b$ls lor dlsc u$lon of i.nrucliono opprooches, mcier o s, o.d lechniq!es wilh olhe.studefl teache6, co leog!e5, or univeAlty profe$o6. ,A5 As exompler of iinished projecis ior my llture nudenls. pori ofdisploys or presentotions for prolestiondl conlerences orschool open houts n lhe fulure. As A5 pod oi my professjonol podtolio, which wou cl be viewed by my coleogues, cou6e innrucT06, supetu506, ond/or poTenllo employe6. My signoiure beow indlcoies ihoi yoLr hove my permi$lon to lse lhe iems I hove morked beow for lhe purposes lislecl o.lh s poper rlncle6tand thol !!y!!!]e Will noi be used in conunclion with these ltems lexcepl f it is heniioned on the & Sompleio'mywork oF .por .l- o i 20 ) Pholos oi me ormvwork lrom soonish clo$ n 20t3 l&lggEpes or me or my work rrom spon5h cro$ in 2013. NO, rDq!9lglve permission lor you lo use ohy ol lhese oses descrlbed above srudenr\Nohe N0vrl ilirill rt 5iq.ol! e of Pore.lor Legol moteiol! for ihe .l' 7,o"," rL'-,t Permission Form for Somple Siudenl Work, Photos, ond Video Mynome is Nlrio clmdnezond lwi be sjudeni ieochinq h your chid 5Sponish co$ lhisyeor. As porl ol mycolEeworkand in prepdroUon lor my iuture emp oyment, need io docLrmeni my profe$lonol growih os o leocher Jor my coure i.nr!clo6, superyisoA, an.l poienlo empoye6. n order to do lhi5,lwould llke io colecl exomples olslldeflwork thoi5howihe different inslilcliond opprooches use during lheyeor, woud oko ike lo videotope myteachtng ofd loke pholos of some oi olr clos.oom oclivities. I wou d use ihese moteno s lor the the b6ls lor dhcu$lon oilnnrucliono opprooches, moterios, ond techniq!es wlth olhern!denT leoche6, coleogue5, or !niveruily prole$oE. ,A5 As exomples offinished proiech ior my As iuilre nudents. pdd ofdisploys or pretentolions ior prof$3ionol conterences or school ope. houses in ihe fuilre As porl oi my profesiondl porffoljo, whlchwo!d be vewed by my coLleogues, cou6e instucioa, supevho^, ond/or potenticl emp oyer My signollre beow ln.licotes lhoj yo! hove my permi$lon lo use the ilem5 I hdve horked below fo. the purpose5 isled on ihis pcper. I un.te6lonci thoi mv ncme wl nol be used in conluncton wlih ihese ilems lexcepl if I s menlloned on the & wok lrom SDonish.los in 2013 Phot6olmeo.mvwo*fronspofish co$ n20t3. videolope oi he or mv wo* lrom SDonish cto;s ii 20l3 SomDles of mv NO, lDQNql sive permhsion for you lo oses use ony ollhese moleriok for lhe desc bed obove. \-, D"t", 7' L'>"tj D.i", Ll5 r\ )-1^ t)
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