Lesson: Who is
on the planets?
Theme: Los planetas
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Objectives:
Standards:
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Materials/Resources:
1.
writing utensil
2.
youtube video
3.
visual pictures
4.
student pictures
5.
worksheet
6.
windows movie maker
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Activities/Procedure.
Warm-up: ¿Tienes un planeta favorito? ¿Cuál planeta is tu favorito? I
will ask the students what number their favorite planet is.
Introduction: Teacher will
tell students that we work more with the planets. The students will watch a
video on YouTube about the planets (http://www.youtube.com/watch?v=ZUPi8pLb9Dw).
The teacher will stop the video to ask the students which planet it is.
Providing Input/ Engaging the Learners: The planet pictures will be on the board. The
teacher will ask the students to take their notes out from yesterday. The
teacher will say the name of the planet and the students will repeat. After
the teacher will ask the students to repeat the order of the planets. For example, “Mercuario es el
primer planeta”.
Assessment: The teacher will pass out a worksheet. The teacher
will have taken pictures of students the day before and will have them
printed and on the board. The teacher will put student pictures on the
planets. Teacher will ask students who is on what planet and then what planet
it is. The teacher and students will do two examples together and the teacher
will write the answer on the board. The students will write the responses on
the worksheet using the proper form of estar. The students will do who is on Mercury,
Venus, and Earth together. The students will then do the other planets on
their own, talking with their groups. The class will then go over the
answers. The students will then have to write which planet they are on and
its ordinal number.
Closure/Conclusion/Summary: The students will identify the names
of the planets in Spanish when the teacher points to the planet and says the
ordinal number. The students
will then repeat the mnemonic device: Mi
Vecino Educa Muchos Jóvenes Sobre Un Nuevo Planeto.
Assignment/Homework: The students, in groups of 4, will create
their own movie with the planets on windows movie maker. The only things that they need to include
are the names of the planets, the verb estar and the ordinal numbers. The
students are given total creative control.
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The content that I am teaching is the names of
the planets, the ordinal numbers and the use of Estar for physical location.
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The challenging concept in this lesson is the
use of Estar and having the conjugation match the subject that is being used.
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There are no state standards in PA for world
language, So I am using these ACTFL Standards: Standard 1.1: Students engage in
conversations, provide and obtain information, express feelings and emotions,
and exchange opinions, Standard 5.1: Students
use the language both within and beyond the school setting and Standard 5.2: Students show
evidence of becoming life-long learners by using the language for personal
enjoyment and enrichment.
·
The
essential questions are: What are the names of the planets in Spanish? How
does the verb Estar change when conjugated for different subjects? What is the
order of the planets?
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The
pedagogical strategies I am using are modeling and scaffolding. I am using
scaffolding because the students already learned the conjugations for Estar
in the previous unit. I am modeling
the correct sentences structure with examples because the students are still
not experts in sentence structure in Spanish. I am also incorporating
pictures of the students and visuals of the planets so they can learn in a
meaningful way. Many of my students are visual learners and they also like
watching videos and listening to songs, so I included a video. Some of the
students do not know the order of the planets in English, so I included a mnemonic
device.
·
I
chose these strategies for various reasons. I chose scaffolding because in
Spanish, the concepts build upon eachother. Estar is a verb that is used in
other verb tenses and is a very common verb in Spanish, so I did not want the
students to forget it. I chose modeling because it helps the students who cannot
come up with the sentence and sentence structure on their own. The students are in 6th grade so
they need a lot of modeling and structure.
·
I will
be using a YouTube because it has the names of the planets, in Spanish, and
it goes in order. The lesson is not impossible to teach without the video, it
is just a nice introduction into the lesson. The video has a dog on a rocket ship,
traveling to the different planets. I told the students that they will have
to say who is on what planet, in order to save their classmates from being
stranded. The learning is deepened because they see an actual use for know
the names of the planets and they enjoy watching videos. It is another way
for the students to see the content being represented.
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I am
also having the students create their own movies on windows movie maker,
using the names of the planets, ordinal numbers and the verb estar. The
assignment would be impossible without windows movie maker because the
students need a means of editing and producing their video. The students will
have a deeper understanding of the material if they create their own videos.
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The YouTube fits into my pedagogical
strategies and theories because the students are able to hear the
pronunciation of the planet and they are able to hear “fun facts”, in
Spanish, about the planets. The pronunciation is modeled for the students by
a native speaker and they already learned the names of the planets. The
students who are visual learners are engaged by watching it and the auditory
learners are engaging by hearing the video.
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The student-created video fits into my pedagogical
strategies because the students are able to create their own videos and they
have the ultimate creative control. They are able to use all the tools that they
learned to create the video. They have a model video and models for sentence
structure through the worksheet activity, but they can use whatever means to
meet the requirements of the videos.
·
The
technology of the window movie maker helps the students to address the
essential questions. What are the
names of the planets in Spanish? How does the verb Estar change when
conjugated for different subjects? What is the order of the planets? The
names of the planets in Spanish will be learned because most students will
use visuals. Many of the students will give put the planets in order in their
video, using the ordinal numbers. The
students will be able to use the verb Estar in multiple conjugations by
changing the subjects. They can talk about themselves, themselves as a group
and different people or things that are on the planets.
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I want
the students to know the ordinal numbers, the names of the planets and the
conjugations for the verb Estar. I will assess their learning through the
formative assessment of the worksheet and the summative assessment of the student-created
video. Technology plays a large role
in the summative assessment of the videos because the students need to be
able to edit and produce their videos. The students will change their minds
and/or make mistakes that they will have to edit out. They will probably ad
special effects and transitions. The technology plays the role of the means
for delivering their knowledge in a meaningful way.
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Sunday, March 24, 2013
CEP 800 Lesson Plan
Sunday, March 10, 2013
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