| Teacher Name-: Romeo
Panetta |
Date-: Spanish
Language |
| Grade Level-: 1 |
Subject-: Spanish
Language |
| Title-: The
Barking Mouse |
Unit-: Foreign
Languages |
| Period-: 4 |
| Title--: |
Foreign Language |
| Introduction/Focusing
Event-:
| This will be an introductory
lesson for grade 1. The teacher will display the following website
on the screen from the computer:
http://www.tolerance.org/storybooks/mouse/page10.html. Students will
follow along as they listen to the story of The Barking Mouse.
|
| Content/Language Goals-:
| Students will learn the
vocabulary for family names and some common sentences.
Students will learn to appreciate another culture and their language. |
| Curriculum Standards-:
| NL-FL.K-12.1 COMMUNICATION
Communicate in Languages Other Than English--
Students engage in conversations, provide and obtain information,
express feelings and emotions, and exchange opinions
Students understand and interpret written and spoken language on a
variety of topics
Students present information, concepts, and ideas to an audience of
listeners or readers on a variety of topics.
NL-FL.K-12.2 CULTURES
Gain Knowledge and Understanding of Other Cultures
Students demonstrate an understanding of the relationship between
the practices and perspectives of the culture studied
Students demonstrate an understanding of the relationship between
the products and perspectives of the culture studied.
NL-FL.K-12.3 CONNECTIONS
Connect with Other Disciplines and Acquire Information
Students reinforce and further their knowledge of other disciplines
through the foreign language
Students acquire information and recognize the distinctive viewpoints
that are only available through the foreign language and its cultures.
|
| Cultural Objectives/Performance
Indicators-:
| NL-ENG.K-12.9 MULTICULTURAL
UNDERSTANDING
Students develop an understanding of and respect for diversity in
language use, patterns, and dialects across cultures, ethnic groups,
geographic regions, and social roles.
NL-FL.K-12.5 COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
Students use the language both within and beyond the school setting
Students show evidence of becoming lifelong learners by using the
language for personal enjoyment and enrichment.
|
| Learning Objectives/Performance
Indicators-:
| After listening to the story
of The Barking Mouse, the students will be able to work independently
on the computer to review the story.
Students will learn family words and common sentences in Spanish.
After the students listen to a guest speaker, they will ask questions
to learn more about the Hispanic culture.
Given a set of word cards, students will practice saying these words
aloud to a partner. |
| Lesson Development /Demonstration/Explanation-:
| The teacher will begin by
using a KWL chart, brainstorming with students to understand their
previous knowledge. They will list What We Know About Spanish Language
and Culture. What We Want To Know About Spanish Language and Culture.
At the end of the lesson, the students will complete the last section
of the chart, What We Learned About Spanish Language and Culture.
Teacher will display the Cuban folktale, The Barking Mouse on the
screen from the computer. After students enjoy this story for the
second time, the teacher will post word cards on a bulletin board,
displaying words from the story in Spanish. Children will have individual
sets of these cards for independent practice. After a discussion about
the story and how the mother mouse saved her family, lead the students
to understand how a "second language" helped mother mouse.
Apply this to their own life. When would they use this language?
Students will then be directed to the computer Lab to work with partners
and reread the story independently.
A guest speaker will be invited to the classroom to share Hispanic
culture, clothing, foods, etc. and language with the students. After
listening, the students will ask their preplanned questions to the
speaker. If possible, the guest speaker should be a parent or family
member of a student in the class or a significant adult in the students'
life. |
| Accommodations for Special
Needs-:
| Students who experience
difficulty with the computer will be partnered with a student more
proficient.
Teacher will spend one on one time with students having difficulty
with word cards.
Students needing more challenge will be directed to addition websites
to explore. |
| Materials/Resources-:
| Website:http://www.tolerance.org/storybooks/mouse/page10.html.
Computer and screen for teacher
Computers in computer lab for students
Word cards
Prepared questions for guest speaker
|
| Assessment Of Lesson-:
| Students will be assessed
with the following checklist:
1. Student displayed listening skills during the reading of story.
2. Student participated in creating a questionnaire for the guest
speaker.
3. Student was able to learn the words for family members and common
sentences.
4. Student was attentive to the guest speaker.
5. Student was able to use the computer with ease. |
| Independent Practice-:
| Students will work with
a partner on the computer. They will read the story of The Barking
Mouse and other websites that the teacher assigns. |
| Teacher Reflection-:
| Did the students show respect
for the guest speaker? Did the students gain an appreciation for learning
another language and culture? What did the students enjoy most? How
will I follow up this lesson?
How well did the students complete the last section of the KWL chart?
What Did I Learn About Spanish Language and Culture? |
