House Vocabulary: El vocabulario de la casa

Transcripción

1 House Vocabulary: El vocabulario de la casa Lesson Plan: Teaching the story of Goldilocks and the Three Bears in Spanish using Total Physical Response Strategies (TPR) Class: 8th Grade Spanish B Standards: (Languages other than English) 1. Communication skills- Students will be able to use a language other than English for communication. 2. Cultural understanding- Students will develop cross-cultural skills and understandings. Materials: 1. Vocabulary list-la casa 2. Computer/Internet for use of smart board 3. Worksheet for students homework assignment Learning Objectives: 1. Students will be able to recognize vocabulary words in Spanish, using TPR and the story of the three bears. 2. Students will be able to create a story in Spanish of their own using new vocabulary word and words previously learned. 3. Students will be able to read sentences in Spanish and fill in the missing vocabulary words drawing on knowledge and skills taught in the lesson. The Aim: El Propósito: Cuales son algunas palabras que usamos en español para identificar cuartos y muebles que están en la casa? Which are some words used in Spanish to identify the rooms and furniture pieces of the house?

2 Hagan Ahora/Do Now: Write on the board 5 new vocabulary words in the target language pertaining to the house and home unit. These words will come up again several times throughout the lesson. Give students 2 minutes to write down the meanings. These words should be at a level where most students can easily identify the meaning. Students should be able to complete the task with some effort and not have to overexert themselves causing frustration and a decrease in motivation. Teacher is going to go through the meaning of each word by introducing TPR using gestures and movements to apply meaning to the words. The teacher is going to create sentences using the words and gestures that go along with each word. The teacher will over exaggerate the gestures to allow students to recognize the meaning of the words. Once students have learned the meanings, they will then model the behavior demonstrated by the teacher and proceed to practice TRP by modeling the gestures themselves. Oral Warm up: Preguntas generales? Directed dialogue 1. In order to motivate students, the teacher must engage the students by asking questions that relate to their past experiences, skills, and interests in teaching the subject matter. 2. The teacher should begin by asking questions in the target language such as: i. Where do you go to relax? ii. What is in that room? iii. What do you sit on? Where do you sleep? iv. Also the teacher can point to a chair and familiar classroom objects and ask questions about the objects. By asking questions in the target language the teacher is incorporating scaffolding and Vygotsky s zone of proximal development guiding the students in the right direction to yield desired results. 3. Using the smart board, the teacher will introduce vocabulary of the house in Spanish using the story of The Three Bears.

3 Procedure: Upon entering the classroom, students will work on the do now. Teacher will go over the do now using TPR strategies. Then the teacher will introduce warm up questions and call on students randomly to answer. The warm up drill will refresh the students memory of previously learned vocabulary, the meanings, and pronunciations that will be useful in the lesson and also motivate students. The students will then be introduced to the new vocabulary as the story is read in Spanish using the smart board. Each student will have a vocabulary list in English in front of them. As the story is being read in Spanish to the students, they will be writing down the meanings of the new vocabulary words as they are associated with pictures and used in context. The teacher will be modeling the actions and using TPR to introduce the words allowing students to associate behavior and actions with vocabulary words. In addition to the smartboard, the teacher will hold up pictures of objects such as a house, kitchen, spoon, etc to reinforce the vocabulary being learned. Students will complete a worksheet using the new vocabulary and the written version of the story. Students will fill in the blanks with the appropriate vocabulary word from a word box. Students will choose randomly a numbered popsicle stick and those numbers will state the order in which the students will answer the questions. Once students have the correct answers for the story, they will read the story aloud again. While they are reading the story, each student will hold up a picture card when their vocabulary word is read. These cards are the cards that the teacher previously used. For example, every time the word potaje (porridge) is said, the student with the picture of porridge will hold it up. Extension//homework: For homework, the students will create their own stories using the new vocabulary learned in class. They will act out their stories in class the following day using the TPR strategies taught.

4 Nombre: Vocabulario de Goldilocks bears house to go out to prepare kitchen window table picture porridge spoon to take forest to take a walk chair bed Papa Bear Mama Bear Baby bear plates comfortable broken to break bedroom to go to bed sleeping to return living room big

5 small Me llamo Español 8 La fecha La casa-los tres osos Complete las siguentes oraciones con la palabra appropriada en la caja abajo. casa está sala triste cuchara paseo comida bosque corre van pequeña cama dormitorio potaje tengo sillas osos tres entran En una situada en el, viven los tres. Los Osos preparan la. El chico oso toma la pequeña y prueba el y dice Mi potaje caliente. El papá Oso dice, Vamos a dar un. Los Tres Osos al bosque. Una niña entra en la casa. La niña toma la cuchara y prueba el potaje. La niña entra en la y ve las tres. Se sienta en la silla pequeña, pero ella está porque se rompió. La niña duerme en la cama pequeña y dice, la es muy cómoda, y se durmió. Los Tres Osos vuelven del bosque y en la casa. El chico oso dice, Sí, Sí, alquien ha entrado en la casa y ha comido todo mi potaje y ha sentado en mi silla. Él está triste porque la silla está rota. El chico oso entra en su y ve a una niña. La niña dice, Yo miedo! La (have) niña por el bosque. Ella nunca vuelve a la casa de Los

6 Tres Osos.