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LA ROPA MINI UNIT

FOREIGN LANGUAGE K-12 METHODS Paulina Carrión

Fall 2009 Level: Spanish 1 Theme: A Vestirse Topic: La Ropa Date:

Extras:

Time: Activity: Materials: Done? 10 min.

Warm-up: Pre- Assessment: Present the students with a poster of a boy and a girl dressed with different kinds of clothes (gender/weather). Students will label the clothes in the poster. Review as a class and only leave the labels that are correct. Set aside the incorrect ones to label the clothes at the end of the unit.

Poster Labels

10 min.

Listening Activity: Read Froggy se Viste, emphasizing the vocabulary and the onomatopoeic sounds that each vocabulary word makes.

Story book: Froggy se

Viste

10 min

Introduce the students to Josefina. Talk about where she comes from, what is her native language, where is her family from, what the weather is like where she lives. Talk about the different kinds of clothes that she wears.

Josefina Clothes Pictures Books

5 min

Pass around Josefina’s clothes so students can see them and touch them directly. When collecting the clothes, the teacher will ask the question ¿Quién tiene la ….? or ¿Quién tiene el….? Students will hand back the clothes to the teacher when they listen to the question.

Josefina’s clothes

15 min

Game with paper dolls: Students will dress up the paper dolls depending if it is a boy or a girl according to what the teacher is saying. El niño lleva…. Or La niña lleva…

Paper dolls

5 min

Closing Activity: Each student will receive a work sheet with a picture of a boy or a girl and will need to color the clothes after listening to the teacher say each vocabulary word.

Vocabulary worksheet

Block/period: Week: Objectives for today’s’ lesson: • Pre- Assess student’s prior knowledge

of clothing vocabulary • Introduce vocabulary words in context

through a story, Froggy se Viste • Recognize the clothes that Josefina

wears. • Locate the clothes when the teacher

names them. • Identify and recognize boy’s and girl’s

clothes.

Homework for next class meeting: • Make a collage of the

different clothes from catalogues and magazines. Use different kind clothes depending on the weather.

Standards: X Communications __Culture X Connections X Comparisons __Communities

Extension Activities: __Art __Technology __Music X Social Studies X Literature __Math

Differentiated instruction and adaptations embedded in instruction for heritage learners, special needs, LDs, and gifted? For heritage learners encourage them to use as much as they can the language in class and share the culture with their peers. For special need students, put them in groups with stronger students so they can help each other during the group activities. Make sure that there are variety of activities, listening reading writing and speaking. For gifted students allow them the opportunity to read books on the topic in the target language or read cultural information about the topic.

Critical Thinking Skills? X Comprehension X Recall

Assessment(s): Pre- Assessment: On day one students will brainstorm about weather and clothes for each season.

Futures Assessments and Dates: • Formative writing assessment Day…. • Formative reading assessment Day…. • Summative assessment Day…

Spanish 1 Theme: A vestirse Activity Type: Pre-Assessment Topic: La Ropa / Clothes Activity Name: ¿Quien lleva…? Time: (10 minutes) Materials: Posters (boy and girl dressed) Labels Assessed Mastery Objectives

• Identify boy’s and girls clothing • Label clothes in the posters presented in class

Essential Structures (New and review)

• ¿Qué llevan los niños? • ¿Qué es esto?

Essential Vocabulary Topics (new and review) • Clothing vocabulary • Colors • Weather Expressions

Objectives for the activity:

• Students will be able to identify and label at least 3 pieces of clothing for each boy and girl poster

Directions for the activity: 1. Present the students the two posters of the boy and the girl and talk about what they

see. 2. Ask them where they think they live, how is the weather where they live, what colors

are the different clothes that they area wearing. 3. Ask the students if they own clothes like the ones in the picture 4. Once they are familiar with the picture, ask for volunteers who would like to label the

different clothes. 5. The students will receive 15 labels and will have 5 minutes to label the posters. 6. When they are done, review with the students which labels are correct and which

labels are incorrect. 7. Remove the labels that are incorrect and set them aside to label again at the end of the

unit.

Spanish 1 Theme: A vestirse Activity Type: Vocabulary Introduction Topic: La Ropa /Clothes Activity Name: Muñecas de Papel Time: (15 minutes) Materials:

• Paper Dolls Assessed Mastery Objectives

• Exchange information about certain clothes that are use by boys or/and girls. • Listen and interpret information describing clothes and when to wear them


• El niño lleva… • La niña lleva… • Articles (el, la, los, las)

Essential Vocabulary Topics (new and review) • Clothes • Weather Expressions • Colors


• Students will interpret information about clothes and which clothes are use by each gender

• Students will exchange information with their partners about the items they need to dress up their paper dolls.

Directions for the activity: 1. Divide the class in groups of two or three students 2. Show the students the dolls (a boy and a girl) that they are going to be playing with 3. Give each student a bag with two dolls and different kinds of clothing. 4. Let the students know the material they are going to be playing with 5. Say the phrases in a normal pace 6. Give the students time to dress talk between them and decide the clothes that they are

using for the dolls 7. Ask the students to show the dolls while the teacher walks around the room 8. Repeat a few times the same pattern 9. Ask the students to collect the clothes and put everything back in the bag. 10. Pick up the bags

LABELS FOR THE POSTER / VOCABULARY 1. LA CAMISA 2. EL PANTALON 3. LOS ZAPATOS 4. LAS MEDIAS / LOS CALCETINES 5. EL SUETER 6. LA BLUSA 7. LOS PANTALONES CORTOS 8. LAS BOTAS 9. EL PONCHO 10. LA CHAQUETA 11. LA GORRA 12. EL SOMBRERO 13. EL CITURON 14. LA FALDA 15. EL VESTIDO 16. EL ABRIGO 17. LA BUFANDA 18. LOS GUANTES 19. EL PANTALON DE BAñO 20. LA PIJAMA

Extras:

Time: Activity: Materials: Done? 5 min Warm-up: Memory Game: Put all the vocabulary cards on the board

so students can look at them for a minute. Turn them around and see how many vocabulary words they can remember.

Vocabulary cards

15 min Vocabulary Practice Activity: Riddles Students will receive two cards one with a riddle there other one with a vocabulary picture/word. They will need to go around the class reading the riddle to their peers and looking for the matching card

Riddles cards Vocabulary cards

10 min Interpretative Listening Activity: Going to the Mall: Students will receive a worksheet with different drawings of people shopping for clothes. Students will listen to the description of what each person is buying and they will need to circle the correct answer.

Worksheet with drawings

of people shopping.

20 min Reading Activity: Students will work in groups of two or three students. Part A: Students will read the situation and write which is the appropriate clothing for that specific situation. Students will need to name 3 or 4 items for each situation. Part B: Students will read the situation and decide if the clothing they are describing is logic or illogic for that particular situation. Groups will share the results with the rest of the class at the end of the activity.

LCD projector Paragraphs with different situations.

5 min Closing Activity: Draw in a chart on the board how many students are wearing pants, shorts, dresses, sweaters etc…See which is the most commonly used piece of clothing in the class.

Chart markers

Differentiated instruction and adaptations embedded in instruction for heritage learners, special needs, LDs, and gifted? For LD students the listening activity can have an


Level: Spanish 1 Theme: A vestirse Topic: La Ropa Date: Block/period: Week: Objectives for today’s’ lesson: • Students will identify the different

clothing vocabulary depending on the description they hear.

• Students will identify authentic situations and decide the appropriate clothing for each situation.

• Students will determine which is the most popular clothing used in the class.

Homework for next class meeting: • Write in the Spanish

notebook 3 true statements about your clothing and 1 false statement. Read to the class the next day and classmates will guess which the false statement is.

Standards: X Communications __Culture __Connections __Comparisons __Communities

Extension Activities: __Art __Technology __Music __Social Studies __Literature __Math

option of reading a caption of the description so they can listen and read to the description in case they need it. The reading activity is a more challenging activity for students, because they are working in groups this activity can be use with students at a different level so they can help each other in the group. Assessment(s): Listening Activity Reading Activity

Futures Assessments and Dates: • Formative Writing Assessment • Summative Assessment

Reflection/Suggestions for future use:

EXAMPLES OF SITUATIONS FOR READING ACTIVITY: Part A:

1. Me llamo Paloma, hoy es mi cumpleaños. Mi mamá hizo un pastel y mis amigas vienen a celebrar. Vamos a tener una fiesta. ¿Qué llevo?

2. Hola soy Andrés hoy me voy a la playa. Hace mucho sol y calor. ¿Qué llevo? 3. Mis amigos y yo nos vamos de paseo a la montaña. Necesitamos llevar poca ropa

pero cosas importantes. ¿Qué llevo? 4. Estoy enferma me quedo en casa todo el día mirando películas y leyendo libros.

¿Qué llevo? 5. Hoy e 25 de abril, es la primavera voy a la biblioteca pero llueve un poco. ¿Qué

llevo? 6. En el verano vamos a la finca de mis abuelos. Necesito empacar una maleta. ¿Qué

llevo? 7. No se esquiar muy bien, pero me gusta ir con mis padres a la montaña en el

invierno. ¿Qué llevo? 8. Mi hermana Celeste y yo somos gemelos, hoy es nuestro primer dia de la escuela.

¿Qué llevamos? Part B:

1. Hoy es la fiesta de Navidad en casa de mis tíos. Toda la familia esta reunida se ven muy elegantes. Llevo traje de baño y unas sandalias.

2. Hace mucho frío, es invierno. Voy a la escuela y llevo mi gorra y guantes en las manos.

3. Me gusta ir de paseo al parque y subirme al columpio y las resbaladeras, llevo vestido.

4. Hoy es 31 de octubre, Día de las Brujas, llevo mi disfraz de espantapájaros. 5. Vivo en Puerto Rico y vamos a la playa los fines de semana. Llevo mis botas de

nieve y mi bufanda. 6. Mis padres nos llevan al parque de diversiones a mis hermanos y a mí. Llevamos

vaqueros, camisetas y zapatos de tenis para poder correr. 7. Cuando voy a la playa en mi país, Venezuela, llevo mi traje de baño, pantalones

cortos y una camiseta. Nunca olvido mis gafas de sol. 8. Hoy mi hermana Julieta se gradúa de la escuela. Voy a la ceremonia. Llevo mi

pijama y mis pantuflas.

Riddles for Vocabulary Practice Es azul y muy cómodo. Chicos y chicas lo llevan a la escuela

Los vaqueros, jeans

Es de muchos colores. Chicos y chicas lo llevan cuando van de vacaciones a la playa o cuando van a la piscina.

El traje de baño

Es de cuero o de plástico. Los niños lo llevan cuando llueve o cuando nieva.

Las botas

Es de diferentes colores. Las chicas lo llevan cuando van a una fiesta. Son muy bonitos, pueden ser largos o cortos

El vestido

Los chicos y las chicas lo llevan cuando hace frío. Se lo ponen en las manos. Son de lana y de muchos colores.

Los guantes

Los chicos y las chicas lo llevan en el verano cuando no llevan pantalón

Los pantalones cortos

Los chicos y las chicas lo usan en los pies antes de ponerse los zapatos.

medias / los calcetines

En el verano muchas personas las usan. Protegen a los ojos del sol

Las gafas

Esta hecha de lana de oveja o de alpaca. Las personas lo usan cuando

El suéter

hace frío en invierno o en el otoño.

Spanish 1 Theme: A vestirse Activity Type: Vocabulary Practice Topic: La Ropa / Clothes Activity Name: Las Adivinanzas Time: (15 minutes) Materials:

• Flash cards with pictures of clothing vocabulary • Flash cards with the riddles for each word

Assessed Performance Indicators:

• Students will communicate ideas in an organized manner using appropriate visual support.

• Demonstrate awareness of unique characteristics of each vocabulary word they have learned.

Essential Structures

• Articles (el, la, los, las) • Weather expressions

Essential Vocabulary Topics • Clothing Vocabulary


• Students will identify each clothing vocabulary depending on the description they

hear. Directions for the activity: 1. Begin by asking for volunteers to come to the front and pick up a “surprise” piece of

clothing from Josefina’s suitcase. 2. When they take it out say: Esto es un / una…describe its color, texture, when do you

use it and basic characteristics of this particular piece of clothing. Continue doing this until there are no more clothes in the suit case.

3. Give each student a card with a picture/ word of clothing and a card with a riddle of a piece clothing. Make sure the student receive two cards that don’t match.

4. Tell the students that they have 5 minutes to go around the class looking for their matching cards.

5. Make sure they are reading clearly the description to their classmates and looking for the matching card using only Spanish.

6. At the end of the activity each student should have at least 1 set of cards 7. Collect the cards by saying the name of the clothing and the student/s that has it will

read the riddle and give it back. Level: Spanish 1 Theme: A vestirse Topic: La Ropa Date:

Extras:

Time: Activity: Materials: Done? 5 min Warm-up: Four Corners Activity: Post in each corner a chart paper

written with the name of a season. Divide the class in groups and give them a different color marker. Send each group to one of the corners to write the clothing vocabulary related to that season. Then the group will take their marker and move to the next chart. They will have 1 minute in each corner.

Chart Paper Markers

20 min Structure Introduction: “Una Fiesta de Disfraces”: Present to the students the power point. When finished ask them the question: ¿Qué llevas tu para el Día de las Brujas? Students will answer the question. Answers will vary. Introduce Lola to the students and explain to them the activity ¿Qué lleva Lola?” Show them the sample, talk about what you expect.

Power Point LCD Projector

Lola Worksheets

15 min Culture Activity: Students will listen to the stories about Celina (Brazil), Carlitos (Argentina), Oscar (Bolivia) and Omar (Mexico), from the book “Children Just Like Me” (UNICEF). They will learn about their families, lives, foods, and clothing. After listening students will answer a questionnaire with true and false questions

Children Just Like Me

(UNICEF book)

Questionnaire

10 min Oral Formative Assessment: Divide the class in pairs. Give each student a card with a picture/word of the vocabulary list. One person needs to ask yes or no questions and guess what that item is. Remind them to ask questions using that structure they just learned. Ex: ¿Mi mamá lleva esta ropa? Each student has 5 minutes to complete.

Picture cards

5 min Closing Activity: Exit card: Students will write 3 things they have learned that day

Exit cards

Differentiated instruction and adaptations embedded in instruction for heritage learners, special needs, LDs, and gifted? For LD students: During the Structure introduction Activity, they can have a list of vocabulary/structures with them while working. For gifted Students: During structure Introduction Activity they can include all seasons plus holidays to describe what Lola wears.


Block/period: Week: Objectives for today’s’ lesson: • Students will compare clothing that is

used in different weather and occasions • Students will describe characteristics of

different clothes. • Students will compare and contrast

between their lives and other kids in other countries.

Homework for next class meeting: • Draw a picture of their

costume for “Dia de las Brujas” and a description using adjectives and structures they have learned.

Standards: x_Communications x Culture Connections x Comparisons __Communities

Extension Activities: x Art __Technology __Music x Social Studies x_Literature __Math

Assessment(s): - Spot check the results of the structure

introduction activity worksheet - Spot check the true and false questionnaire - Presentational Oral formative Assessment.

Futures Assessments and Dates: •


Spanish 1 Theme: A vestirse Activity Type: Introduction to a Structure Topic: La Ropa /Clothes Activity Name: ¿Qué ropa Lleva Lola? Time: (20 minutes)

Materials: Power point presentation Activity worksheet Crayons, pens, pencils Assessed Performance Indicators:

• Students will answer question on what they are wearing using the verb llevar in the yo form.

• Students will describe what other people wear (Lola) in different occasions using the el/ella/usted form of the verb llevar in the present tense. They will use clothes vocabulary, adjectives to describe them with a correct number gender agreement, weather expressions previously learned.


• Gender number agreement • Conjugation verb Llevar • The question: ¿Qué lleva…? / ¿Qué

llevas tú?

Essential Vocabulary Topics (new and review) • Clothes • Colors • Weather • Celebrations


• Students will use the verb llevar in the el/ella/usted form to describe what Lola is wearing for different occasions and in different weather.

• Students will use the verb llevar in the yo form to describe what they are wearing.

Directions for the activity: 1. Begin talking about the different clothes people use for different occasions, like

parties, school days, pool or beach days, holidays. 2. Talk about the next coming holiday “Halloween” (El Día de las Brujas”) and show

them the Power Point presentation “Una Fiesta de Disfraces”. 3. Ask them what they are going to be for “El Dia de las Brujas”. Use the question ¿Qué

llevas tú para el Día de las Brujas? Students will answer this question by using the verb llevar in the yo form. Answers will vary.

4. After the oral activity introduce “Lola” to the students. Present them the sample worksheet where they can see the different clothes she wears depending on the weather or the time of the year. Encourage the students to be creative and to use the verb “llevar” in the correct form and as much vocabulary and structures learned in past units when creating their own “Lolas” and writing about them.

5. At the end of the activity ask for 3 or 4 volunteers to share their work with the class. Later place all the “Lolas” in the bulletin board.

Contesta verdadero (V) o falso (F) a las siguientes preguntas: 1. Celina vive en Brasil, en el bosque tropical cerca del rio Amazonas. ____ 2. A Carlitos le gusta mucho jugar futbol. ____ 3. Oscar lleva una camiseta y ropa de lana cuando hace frio. ____ 4. Carlitos toma café. ____ 5. Celina tiene cinco hermanas. ____ 6. Celina nunca lleva zapatos. ____ 7. Carlitos lleva una faja en la cabeza. ____ 8. Oscar es de Puerto Rico. ____ 9. Carlitos come milanesa. ____ 10. A Oscar le gusta la sopa de fideos. ____ 11. Celina duerme en una cama. ____ 12. Oscar habla español y aimara. ____

Paulina Carrion

Foreign Language K-12 Methods ML#4

November 3, 2009

Spanish 1 Theme: La Ropa Activity Type: Cultural Lesson Topic: (La Ropa de las Americas) Activity Name: Learning about Latin

America

Time: (20 minutes)

Materials: • Power Point • Worksheets

Assessed Mastery Objective:

• Students will be able to identify clothing from different parts of Latin America

Essential Structures

• En (name of a country) se lleva…/llevan…..

Essential Vocabulary Topics

• Clothing • Countries from Central and South

America


• Students will be able to recognize clothing vocabulary orally and in writing clothes vocabulary.

• Students will be able to exchange information about clothing that is used in different countries of Central and South America.

• Students will be able to identify clothing and the country of its origin. Directions for the activity: 1. The teacher will introduce the different clothes used in Central and South America through a power point presentation. Each student will have a map and they will go through talking about the countries and locating them in the map. 2. The power point presentation ends with a question and the students will answer that question talking about what they are wearing at the moment.

3. Students will have a worksheet where they would need to put together the clothes with the name of the country and label each piece of clothing afterwards. 4. Students will make comparisons of the clothes they use here on the US in holidays and celebrations as well as the daily clothing.

Extras:

Time: Activity: Materials: Done? 5 min Warm-up: Game: Stand up – Sit down: Students will listen to the

teacher and will stand up if they are wearing what she is describing.

15 min Structure Practice Activity: Students will describe the clothes that 4 people (family and friends) are wearing with out giving out their names. Then the class will be divides I groups and group members will guess who they are describing. Student will take turns describing and guessing

Personal descriptions

10 min Formative Assessment: Students will receive a template of a suit case and pictures to paste in the suitcase depending where they are going on a little vacation. They will choose the place they will go and then write a paragraph describing the weather in that place and what they need to take for the trip.

Template of the suitcase Picture of

clothes

20 min Cultural Activity: Students will watch a power point presentation about clothes from different parts of Latin America. After talking a little of what are wearing that day to school they will do an activity matching the country with the clothes that belong to that country.

Power Point LCD projector Activity worksheet

5 min Closing Activity: Inside Outside circle: Students will make two circles one inside the other one and will go around telling their partners what they have learned in that class.

Differentiated instruction and adaptations embedded in instruction for heritage learners, special needs, LDs, and gifted? For LD students the Structure Practice Activity will have pictures and words to make things more clear. Or they can have and oral assessment instead of a written one. For gifted students the list of vocabulary can be extended to words known only in specific countries. Ex: huipil, faja, ojotas, alpargatas, bombachas, anaco etc…

Critical Thinking Skills? _x_Comprehension _x _Recall

Level: Spanish 1 Theme: A vestirse Topic: La Ropa Date: Block/period: Week: Objectives for today’s’ lesson: • Students will describe orally clothing

that they and their friend and family wear on a daily basis.

• Students will compare and contrast the clothes that different people in Latin America use.

Homework for next class meeting: • Bring your favorite

clothing and describe to the class.

Standards: X Communications X Culture X Connections X Comparisons __Communities

Extension Activities: __Art X Technology __Music X Social Studies __Literature __Math

Assessment(s): - Formative Assessment

Futures Assessments and Dates: • Summative Assessement


Spanish 1 Theme: A vestirse Activity Type: Interpretative Writing

Assessment Topic: La Ropa /Clothes

Activity Name: Going on a trip Time: (20 minutes) Materials: Worksheet and template of a suit case Assessed Performance Indicators:

• The student will describe basic information about clothes he/ she will need to bring in his/her suit case when planning for a trip


• Verb llevar • Adjectives • Structure: “Yo voy a….”

Essential Vocabulary Topics (new and review) • Basic clothing vocabulary • Weather vocabulary •


• Student will explain in writing the needs of packing the correct clothing depending on the weather and the place that they are going.

Directions for the activity: 1. Provide the students with the template of the suitcase and a different kind of

pictures to cut out and paste in the suit case 2. Give the opportunity to the students to go to the map (if they need) and pick a

place (country, city town) to go on a vacation trip. 3. Hand out the work sheet where they are going to write the assignment. 4. Ask the students to write 3 or 4 sentences describing where are they going what

the weather is like an what clothes they need to pack to go to their vacation. 5. Ask for 3 or 4 volunteers that want to share their travel information with the

class. 6. Collect the assignment and grade it according to the following rubric.

Point Values: 7 6 5 4 Grammar Use of the verb

llevar is accurate. The student uses all of his or her available tools.

Use of the verb llevar is at the appropriate level at this point in the student’s Spanish level

Use of the verb llevar is below the appropriate level at this point in the student’s Spanish level.

Does not understand the use of the verb llevar when writing sentences.

Vocabulary Usage

Vocabulary usage is correct above and beyond the student’s expected level.

Vocabulary usage is correct and at the student’s expected level.

Vocabulary usage is mostly correct and/or just below the student’s expected level.

Vocabulary usage is poor and well below the student’s level.

Length 4 or more excellent written sentences

3 or 4 well written sentences

2-3 sentences. 1 sentence or there is no sentence structure.

Content Interesting and complete information on the place he/she is going.

Complete information on the place that he/she is going.

Not much in formation on the place that he she is going.

No information on the place that he/she is going

Spanish 1 Theme: A vestirse Activity Type: Structure Practice Topic: La Ropa / Clothes Activity Name: Las Estaciones y la Ropa Time: ( 15 minutes) Materials: Assessed Performance Indicators:

• Exchange information with a classmate about clothes your friends and family members wear depending on the season.

• Listen and interpret information provided by your partners by asking what clothes their friends and family members wear.


• Weather expressions • Articles

• Gender and number agreement

• Verb Llevar ( yo, tu , el/ella/usted form)

Essential Vocabulary Topics (new and review) • Clothes vocabulary • Seasons: (ie: En otoño el lleva….)


• Students will describe by writing the clothes that their family members and friends wear depending on the season.

• Students will tell to their partners what clothes their family members and friends wear depending on the season.

• Students will interpret and identify what their partners describe, and will guess who the person is.

Directions for the activity: 1. Ask students to take a piece of paper and write their names on it 2. Students will think of 4 people they know (father, mother (sibling), teacher, and

a friend in school. They will recall the clothes they wore that morning when they saw them before going to school. In the case of the friend in school, they need to describe what she/he is wearing that day.

3. Students will write a description of each person without writing their name. They need to begin the sentence by saying what the weather is like and what the season is.

4. Give students an example of what is expected. Ex: Es otoño, hace un poco de frío, lleva vaqueros y un suéter rosado.

5. When they are done writing their 4 sentences students will make groups of two or three people.

6. Each student will read their first sentence to the group and their peers will guess who that person is. After the first sentence students will take turn reading the rest of the sentences. Level: Spanish 1 Theme: A vestirse Topic: La Ropa Date:

Extras:

Time: Activity: Materials: Done? 5 min Warm-up: Teacher will read 10 statements from different countries in

Latin America and its culture. The students will answer true or false in a piece of paper. Students will review their answers after the final presentation is done.

10 min Introduction: The teacher will present the project, explain the rubric, select the groups and students will choose their countries.

Rubric Student check

list List of

countries Props, books, art materials

Evaluation for the students

35 min Work group: Give the students all the materials needed to begin working in their projects. The teacher will go around the class checking if they need help with their assignment. They will receive a 5 minute warning to wrap up what they are doing and at the end of the class they will have a 5 minute Q&A period.

Closing Activity: Question and answer period. Students will be reminded they need to work outside the class to finish the project and if they have any questions they can contact the teacher for help during office hours. The next Spanish period will begin with the presentations of the group.

Differentiated instruction and adaptations embedded in instruction for heritage learners, special needs, LDs, and gifted?

- Students will have available different ways to research.


Block/period: Week: Objectives for today’s’ lesson: • Students will compare and contrast the

clothes between different countries in Latin America and the United States.

• Students will explore and present in Spanish general information on countries in Latin America using visuals and props in a fashion show.

•

Homework for next class meeting: • Finish the project with

the group.

Standards: X Communications X Culture X Connections X Comparisons __Communities

Extension Activities: X Art __Technology __Music X Social Studies __Literature __Math

- Groups will be multi level so students can get help from each other,

Assessment(s): Summative Assessment

Futures Assessments and Dates: •


Paulina Carrion

Foreign Language k-12 Methods Fall 2009

ML #5

Peer Observation Sheet

La Ropa de las Américas Nombre: _________________________ Fecha:____________________________ Grupo #1 Miembros del grupo: 1._________________________ 2. _________________________ 3. _________________________ ¿De qué país hablo el grupo? ________________________________________________________________________ Escribe tres cosas que aprendiste de este país. 1._______________________________________________________________________ 2. _______________________________________________________________________ 3. _______________________________________________________________________ Grupo#2 Miembros del grupo: 1._________________________ 2. _________________________ 3. _________________________ ¿De qué país hablo el grupo? ________________________________________________________________________ Escribe tres cosas que aprendiste de este país. 1._______________________________________________________________________ 2. _______________________________________________________________________ 3. _______________________________________________________________________ Grupo #3 Miembros del grupo: 1._________________________ 2. _________________________ 3. _________________________ ¿De qué país hablo el grupo? ________________________________________________________________________ Escribe tres cosas que aprendiste de este país. 1._______________________________________________________________________ 2. _______________________________________________________________________ 3. _______________________________________________________________________

Paulina Carrion Foreign Language k-12 Methods

Fall 2009 ML #5

RUBRIC FOR GROUP PRESENTATION

7

Exceeds Expectations: Students demonstrated a very creative used of the props and materials given by the teacher. Students developed and used their own props for the presentation. Students used materials given by the teachers to research as well as their own materials (internet). The group developed a very creative visual with clear and interesting information on the country. During the presentation students used correctly the grammar structures learned in the unit as well as recycle and new vocabulary. Students demonstrated enthusiasm and effort in the project

6

Meets Expectations: Students used props and materials given by the teacher. Students used research materials given in class. The group developed a clear visual with information about the country. During the presentation students used the grammar structures learned in the unit as well as the new vocabulary learned. Some self correct errors that do not interfere with the communication of the meaning. Students demonstrated enthusiasm in the project.

5

Almost Meets Expectations: Students used props and materials given by the teacher for the presentation. Students used materials given in class for research. The group developed a visual with some information on the country. During the presentation students used some grammar structures learned in the unit as well as some vocabulary. Errors were not self corrected and needed teacher intervention. Errors interfere with communication of meaning. Students demonstrated some interest in the project.

4

Below Expectations: Students used some props given by the teacher. Students used some materials given in class for research. The group developed a visual with limited information on the country. During the presentation students used very little grammar structure and vocabulary. Errors needed intervention of the teacher. Errors interfere with the communication of meaning. Students show little effort.

Desfile de Modas Summative Assessment

Student/ Grup Check List

1. __ Select a country from the lottery 2. __ Get together wit your group 3. __ Research basic facts and information about the country you have

selected (location, capital, bordering countries, food, holidays, weather, clothing, music etc...) Books will be provided by the teacher and you can use other source of information like internet.

4. __ Decide in your group who is going to be the narrator, who is going to be the emcee and who is going to be the model.

5. __ Write a paragraph describing the country 6. __ Make a poster (visual) that represents your research and the

country. Be as creative as you can. 7. __ Decide the clothes that the model is going to use 8. __ Write a paragraph describing what the model is wearing 9. __ Practice 10. __ Present to the class

Paulina Carrion Foreign Language k-12 Methods

Fall 2009 ML #5

Spanish 1 Theme: La Ropa de las Américas Activity Type: Summative Assesment Topic: La ropa Activity Name: Desfile de Modas Time: 15 minutes introduction 30 minutes

group work Materials: Assessed Performance Indicators:

1.1, 1.3 Present written and oral information gathered from researching basic facts about countries in Latin America (weather, food, flag, clothing)

• 1.2 Identify clothing from different countries in of Latin America • 2.1 Understand the differences and similarities between different clothes use in

different countries in Latin America. • 3.1 Connect the knowledge of other disciplines like Geography, through the

Spanish Language. (location of the country, capital, weather, food) • 3.2 Through research students will acquire information about the culture of

different countries in Latin America through the Spanish Language. • 4.1 Compare and contrasts clothing used in the US and in different countries in

Latin America • 5.2 Use Spanish to communicate with others in real life situations.


• Verb llevar in the present tense • Weather expressions

Essential Vocabulary Topics (new and review) • Clothes Vocabulary • Name of Countries and capitals • Colors, Adjectives


• Students will compare and contrast different countries in Latin America • Students will collaborate with classmates to write a paragraph describing a

country in Latin America and making a visual that represents these countries with the information they have gathered.

• Students will use the verb llevar (in the present tense) to write and present to the class information about what people wear in other countries in Latin America.

• Students will present this information orally while a “model” shows the clothes to the rest of the class.

Directions for the activity: 1. Present the students the project’s idea and rubrics. Read aloud instructions and

rubrics to the class. Take questions. 2. Assign the students in groups of three. (One is the presenter of the visual, one is the

model and the other one is the emcee). 3. Present the students with all the materials and props that there are available in class

for the research as well as for the presentation. Tell students they can bring any prop/material from home if they need to.

4. Assign each group a country by lottery. 5. Give the students 35 minutes to work in their research of the country, the visual and

the oral part describing the clothes from each country. Write the beginning time and the ending time on the board. Remind them 5 minutes before time is over so they cab begin wrapping up things and picking up all the materials.

6. Remind the students that they would have to work outside of class in the project and to come prepare to present for next class. Remind them they can contact you any time during the week if they need feedback or have any question.

7. On the day of the presentation, give the students 10 minutes before the presentation begin to take out their materials and get ready.

8. Have students sit down and get them ready to watch each group. Hand out evaluation sheets and make sure they understand all of the questions. Let them know they need to complete this evaluation as part of their grade.

9. Let them volunteer which group wants to go first, second, etc. Ask them to begin and to hand you their script.

10. Have the students watch each group and fill the evaluations. While they are presenting, fill the rubric. At the end collect the evaluations from the students.

Unit Closure 11. Discuss with the students what they have learned during this unit and how they can use this information in the future.

WARM UP ACTIVITY: LIST OF VOCABULARY WORDS

• LOS PANTALONES • LOS ZAPATOS

• EL PONCHO

• LAS BOTAS

• LAS MEDIAS / LOS CALCETINES

• EL SOMBRERO

• LA CAMISA

• LOS PANTALONES CORTOS

• LA BUFANDA

• EL TRAJE DE BAñO

• LA CHAQUETA

• LOS GUANTES

Topic Outline Page

Level: Spanish 1 Theme: A vestirse Topic: Clothes Suggested Time Frame: 2 weeks Mastery Objectives of the Unit of Instruction: Students will be able to: • 1.1 Exchange information about clothes that are used in different parts of Latin

America. • 1.2 Interpret spoken and written information about clothes that are use in celebrations

and on a daily basis here in the US and in other countries of Latin America. • 1.3 Share oral and written information with their peers about different types of clothes

that are used according to the weather. • 2.1 Describe when, where and why they wear the different clothing items. • 2.2 Describe articles of clothing from different countries and why they wear certain

fabrics and colors. • 3.1 Connect the knowledge of Geography through the Spanish Language. • 4.2 Compare and contrast the differences between the clothes that are used in

different countries and when they are used. Activities and assessments included in this topic: • Pre- Assessment: Seasons and Clothes, test students recall of the weather vocabulary

and ask them to brain storm any clothing vocabulary that they know, labeling posters. • Vocabulary Introduction: Story Time, students listen to a story book (Froggy se

Viste) and are be exposed to new vocabulary and grammar structures that are used in children’s literature. Activities playing with paper dolls,

• Vocabulary Practice Activities: Meeting Josefina, the Latin American doll and her ward robe, worksheets and flash cards. Riddle time. Students will play a guessing game in groups.

• Structure Introduction: “Una Fiesta de Disfraces” introduction to the structures of the present tense of the verb llevar through a power point presentation, in which the students’ names are included to make it more affective and communicative. Activity: ¿Qué lleva Lola? Students will describe what Lola wears depending on the weather and the time of the year (holidays).

• Structure Practice Activity: Students will write a description of the clothes that 4 people (friends and family members) are wearing that day. They will not write their names and their partners in the group will have to guess who are they.

• Reading and Listening Formative Interpersonal Assessment: Students present to the class what their “Lolas” are wearing using the structures and vocabulary learned in the unit.

• Interpretive Writing Formative Assessment: Students will plan a vacation trip. Find a place in the map where they want to go, and pack a suitcase. A template of a suit case and pictures of different clothes will be provided. Students will need to

Janet Parker� 11/18/02 9:12 AMDeleted:

write a paragraph on where are they going, what the weather is like, and what they need to take to their vacation trip.

• Integrated Cultural Activity: “La Ropa de las Americas” power point presentation in which the students are exposed to different and authentic people in Latin America and their culture. After the power point presentation students will work on an activity in which they will have to match clothes, with country names.

• Summative Assessment: Create a group a Fashion Show based on the research done on a country selected by lottery. Develop a visual with information about the country and write a paragraph that describes the country and the clothes a model in the group will be wearing. In this activity students will be a reading, speaking and writing in Spanish.

Supplemental Activities:

• Daily warm ups: Design to reactivate student’s previous knowledge and prepare them for the class.

• Daily Closing Activities: Design to wrap up the class and reflect on their own progress and learning.

Resources • Story book: Froggy se viste • Children Just Like Me (UNICEF) • The Fabulous Book of Paper Dolls by Julie Collings (Klutz) • Song/ Game: Juguemos en el Bosque, Traditional song from Latin America • Josefina’s Story from the collection of American Doll books • Teacher created power points to introduce grammar structures and culture awareness

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