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SETON HILL UNIVERSITY

Lesson Plan Leanne R. Lentz


TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

DETAILS
Leanne R. Lentz
Spanish
12th grade
2 40 min. class periods

How is the Quinceaera celebration in Latin America


different from a Sweet 16 celebration in the United States?

What are the similarities and differences between the Quinceaera in


Latin America and Sweet 16 celebration in the United States?
What is a cultural paradigm?
What are the products and practices of the Quinceaera celebration
and how are they related in order to infer the perspective of why they
celebrate the Quinceaera?

PA/Common
Core/Standards

ELP.1.R.9-12.2.1: Connect information from visually supported text


to self.
ELP.1.R.9-12.1.1: Preview visually supported text to glean
basic facts.
ELP.2.L.9-12.1.1: Match oral statements from speakers who
use visual or graphic support to objects, figures or illustrations.
ELP.2.L.9-12.2.1: Match information from speakers or media to
objects or illustrations working with a partner.
ELP.2.R.9-12.1.1: Identify key text features using visually
supported charts.
ELP.2.R.9-12.2.1: Glean information from visually supported
texts using graphic organizers.
ELP.2.W.9-12.2.1: List key phrases on relevant topics using a
visually supported graphic organizer.

Objectives

Learners will be able to:


i. Compare and contrast the rituals of coming of age or rite of passage
between the United States and Latin America.
ii. Identify the basic elements of the Quinceaera (What is part of this
celebration? Productos)
iii. Identify the activities of the Quinceaera (What do they do? Prcticas )
iv. Identify the reason(s) for this celebration (Why they do what they do?
Perspectivas)

Bloom's
Taxonomy

Knowledge teacher provided input


Comprehension Teacher asking comprehension questions about the
presentation.
Application Students creating and asking questions about the Quinceaera
in the target language.
Analysis creating Venn Diagram and identifying products, practices, and

CK

Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

perspectives of Cultural Paradigm on the Quinceaera.

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

Adaptations for ELL learners the text is red


Reading: Students will read text in the target language with visuals
to assist in comprehension. Evidence of success: Students will be
able to identify the products, practices, and perspectives of the
Quinceaera celebration. ELLs will be given a smaller list of
statements in order to lower their affective filter.
Listening: Students will listen to the teachers presentation (with
visuals and key vocabulary provided) and create a Venn diagram with
sentence strips containing the key components and activities of a
Quinceaera and Sweet 16 celebration.
Writing: Students have at this point already learned ar/er/ir verb
conjugations and how to create questions with verbs. Students will
create questions to ask a partner about various activities that take
place in the Quinceaera celebration. ELL learners will be instructed
to create a lesser amount of questions.
Speaking: Using the question students created, they will ask their
partners in the target language about the activities of the Quinceaera
celebration. ELL students will be paired with other ELL students.
Family: The teacher will ask questions about how students celebrate
their birthdays. ELL students will be asked to share their cultural
version of birthday celebrations.
Culture: This lesson is a very culturally rich lesson. Construction of
the Venn diagram and Cultural Paradigm will incorporate the Mexican
culture. ELL students could be questioned about their coming of
age celebration so that they can compare a celebration they are
familiar with.

Reading using authentic text in the target language, edit the reading
text so that is it level appropriate for all learners.
Writing As this is a language course, students language and
proficiency skills in the target language are similar regardless of
whether they are ELL students or native English speakers. Writing
activity (creating questions) will be simple structures that all students
in the class have learned up to this point. ELLs will be given a
smaller number of questions to write for this activity.
Speaking Partner ELL students with other ELL students because
they are not asking the same amount of questions as the English
natives in the class.
Listening Provide students with a pre-recorded PPT for them to
review what has been presented in class.
Family Connections will be made when teacher asks students to

share how they celebrate a birthday in their family home.


Culture Teacher will inquire how coming of age birthdays,
representing a move from childhood to being viewed as an adult in the
community, are celebrated in the ELLs country.
PPT with visuals, manipulatives, and realia
Provide students with PPT to upload on jump drive to access on their
own
Break down reading and activity information into manageable parts.
Provide student with 2 choices during lesson together with visuals and
key vocabulary to help them identify the products, practices, and
perspectives of the Quinceaera.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step


Procedures
RATIONALE for the
Learning Plan

To gain a cultural understanding of the importance of the Quinceaera in the


Mexican culture.

Introduction

Activating Prior Knowledge


Class will begin with the students providing information about how
they celebrate their birthdays (generalized) to get them in the mindset.
Students will answer questions about their knowledge of coming of
age celebrations such as the Sweet 16 (SIOP building background).
Hook/Lead-In/Anticipatory Set
Anticipatory Set:
Students will be made aware of the objectives (SIOP lesson
preparation).
Students will watch a non-narrated video that shows the main
components and activities of a Quinceaera celebration. Students will
listen to teacher narration of the video in the target language pointing
out various components and activities (SIOP building
background/lesson delivery/ listening - SEI in Spanish).
o Providing Input/ Engaging Learners:
Following the video, students will listen to teacher

CK

explain the Quinceaera with visual Power Point


presentation containing key vocabulary words and
additional videos to show the activities associated with
the Quinceaera to aid in comprehension (SIOP lesson
delivery/comprehensible input SEI in Spanish).
Following, students will use sentences strips containing
target language statements using the key vocabulary of
both a Quinceaera and a Sweet 16. Working together
in groups of 3, students will choose the sentence strip
that is either something associated with the
Quinceaera, Sweet 16 or both creating a Venn diagram
(SIOP interaction and practice/application/ SEI in
Spanish).
Students will be able to ask questions during the
activity while the teacher circulates the class to monitor
students progress and answer questions (SIOP
comprehensible input).
In English, students and teacher will discuss the
components of a cultural paradigm: products, practices,
and perspectives (SIOP background knowledge).
Students will read an information packet on the
Quinceaera that has been modified for the lower
proficiency language learner. The text also contains
many visuals to aid in comprehension (SIOP
background knowledge).
Students will be guided through the reading to help
them understand the order of events and various key
components of the Quinceaera. (The reading
information has been initially identified in the Power
Point presentation so some of the language is familiar to
the students). (SIOP instructional strategies - reading)
Once the students have reviewed the reading with the
teacher, the students will work in pairs to choose
whether a statement is identifying a product (tangible or
intangible), practice (activity), or perspective (the
overarching reason they celebrate the Quineaera)
(SIOP interaction and practice/application).
o Guided Participation
Venn Diagram activity: Together with the teacher, the
students will share their Venn Diagram choices with the
class. The teacher will use a Power Point slide to build
the Venn diagram for students to see where each of the
sentence strips belong. In sum, students will
demonstrate their analysis of comparing and contrasting
the Quinceaera and Sweet 16 (SIOP

practice/application and SEI in Spanish).


Cultural Paradigm Activity: Together with the
teacher, the students will share their answers from the
worksheet identifying the products, practices, and
perspectives of the Quinceaera (SIOP speaking
lesson to be modified for students to create questions
together with teacher guidance to ask about the
Quinceaera in order to incorporate a speaking activity
SEI in Spanish).

Extension students will write a small description using the


information they learned about the Quinceaera to write
about their own Quinceaera, or for the young men, the
Quineaera of their sister. Sentence starters will be
provided to facilitate the writing activity (SIOP writing
practice/application and assessment SEI in Spanish)

Explicit Instructions

Big Idea Statement


How is the Quinceaera celebration in Latin America different

from a Sweet 16 celebration in the United States?


Essential Questions Statement
What are the similarities and differences between the Quinceaera in
Latin America and Sweet 16 celebration in the United States?
What is a cultural paradigm?
What are the products and practices of the Quinceaera celebration and
how are they related in order to infer the perspective of why they
celebrate the Quinceaera?
How do the students celebrate coming of age celebrations?
Objective Statement
Learners will be able to:
1. Compare and contrast the rituals of coming of age or rite of passage
between the United States and Latin America.
2. Identify the basic elements of the Quinceaera (What is part of this
celebration? Productos)
3. Identify the activities of the Quinceaera (What do they do? Prcticas )
4. Identify the reason(s) for this celebration (Why they do what they do?
Perspectivas)
Transition

Key Vocabulary

Lesson Procedure
Must include
adaptations &
accommodations for
students with special
needs

La Quinceaera, la recepcin, la Misa Catlica, el Vals, el baile


sorpresa, mueca, zapatos planos, tacones, el vestido elegante, los
chambelanes, las damas, el chambeln de honor, la corona, el rosario,
asistir a, bailar, cambiar, presentar, regalar, productos, prcticas,
perspectivas
Pre-Assessment of Students
Ask students what they know about a Quinceaera
Modeling of the Concept
Students will watch a non-narrated video that shows the main
components and activities of a Quinceaera celebration. Teacher will
narrate in the target language pointing out various components and
activities.
o Providing Input/ Engaging Learners:
Following the video, teacher will explain the
Quinceaera with visual Power Point presentation
containing key vocabulary words and additional videos
to show the activities associated with the Quinceaera to
aid in comprehension.
Following, students will be provided with sentences
strips containing target language statements using the
key vocabulary of both a Quinceaera and a Sweet 16.
Working together in groups of 3, students will choose
the sentence strip that is either something associated
with the Quinceaera, Sweet 16 or both creating a Venn
diagram.
Teacher will circulate the class to monitor students
progress and answer questions.
In English, teacher will instruct students and provide
examples of the components of a cultural paradigm:
products, practices, and perspectives.
Students will be provided with a reading on the
Quinceaera that has been modified for the lower
proficiency language learner. The text also contains
many visuals to aid in comprehension.
Teacher will guide students through the reading to help
them understand the order of events and various key
components of the Quinceaera. (The reading
information has been initially identified in the Power
Point presentation so some of the language is familiar to
the students).
Once the students have reviewed the reading with the
teacher, the students will be paired together to choose
whether a statement is identifying a product (tangible or
intangible), practice (activity), or perspective (the
overarching reason they celebrate the Quineaera).
Guiding the Practice

Venn Diagram activity:Together with the teacher, the


students will share their Venn Diagram choices with the
class. The teacher will use a Power Point slide to build
the Venn diagram for students to see where each of the
sentence strips belong. In sum, students will
demonstrate their analysis of comparing and contrasting
the Quinceaera and Sweet 16.

Providing the Independent Practice


Students will work together in groups of 3s and pairs to complete Venn
diagram and Cultural Paradigm activity
Transition

Adaptations/Accommodations for Students with Special Needs


Reading using authentic text in the target language, edit the reading
text so that is it level appropriate.
Writing As this is a language course, students language skills in the
target language are similar regardless of whether they are ELL students
or native English speakers. Writing activity (creating questions) will
be simple structures that all students in the class have learned at the
same time. ELLs will be given a smaller number of questions to write
for this activity.
Speaking Partner ELL students with other ELL students because they
are not asking the same amount of questions as the English natives in
the class.
Listening Provide students with a pre-recorded PPT for them to
review what has been presented in class.
Family Connections will be made when teacher asks students to
share how they celebrate a birthday in their family home.
Culture Teacher will inquire how coming of age birthdays,
representing a move from childhood to being viewed as an adult in the
community, are celebrated in the ELLs country.
PPT with visuals, manipulatives, and REALIA
Provide students with PPT to upload on jump drive to access on their
own
Break down reading and activity information into manageable parts.
Provide student with 2 choices during lesson together with visuals and
key vocabulary to help them identify the products, practices, and
perspectives of the Quinceaera.
Evaluation of the
Learning/Mastery of
the Concept

Formal Evaluation
Completion of Venn Diagram
Completion of Cultural Paradigm (Products, Practices, Perspectives).
Informal Evaluation
Circulating the class and asking comprehension questions through the
PPT presentation

Closure

Reading Materials
Technology
Equipment
Supplies

Teacher
Self-reflection

Summary & Review of the Learning

Homework/Assignments

Handout containing reading with visuals about a Quinceaera.


PPT presentation on LCD projector
Sentence strips for Venn Diagram activity/ Venn diagram circle on
paper to place the sentence strips
Cultural Paradigm handout

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