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Name: Kelsey Staub Subject Area: Foreign Languages: Spanish Overall Daily Goal:
The goal of this lesson is to teach students how to use contextual clues in order to understand the meaning of unfamiliar vocabulary words, as well as to understand the entire meaning of a story. The students will work with partners in order to gain different perspectives about the meaning of story and the vocabulary words.
State Standard(s):
Correlation with National Standards for Foreign Language Learning: Communications: Communicate in Languages other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Communities: Participate in Multilingual Communities at Home & Around the World Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Correlation with Idaho State Standards for World Language: Standard 1: Acquisition and Use of Language 7-12.WL1.1.3.1 Decode written text, diacritical marks, and symbolic systems. 7-12.WL1.1.3.2 Recognize written forms of basic vocabulary.
Time Constraints:
Break the lesson into the following parts, and provide an estimate of the amount of time you will need to teach each part of this lesson (Based on a Block schedule of 90 minutes) 1. Focus __20___minutes/hours/days
2. Input __40___ minutes/hours/days 3. Guided Practice _20____ minutes/hours/days 4. Individual Practice __0___minutes/hours/days 5. Closure _10____minutes/hours/days
Cognitive Objectives:
Second year Spanish language learners will make inferences on the meanings of new vocabulary words when reading by using contextual clues from the passage. The students will also gain valuable insight about Latin American culture by reading an authentic Spanish story.
Modifications or Accommodations:
One of the students in my classroom has been diagnosed as having Attention Deficit Disorder (ADD) and struggles with reading, as it is difficult for her to focus when reading long passages with small text. To accommodate her learning disability, I will provide her with a modified version of the story that is doubles-spaced and printed in much larger font. These accommodations will make it easier for her to read the passages and not just glaze over the small print.
Rationale:
This lesson is an important exercise for teaching students how to use contextual clues to gain meaning of unfamiliar words. This is a skill that is crucial for any secondary language learner to know in order to communicate in just about every aspect of the target language, whether it is in writing, reading, or speaking.
Materials Needed:
Whiteboard, whiteboard markers, overheard projector and slide with information about culture of the country, copies of vocabulary handout and short story for every student, highlighters for students. The students will use their own pen or pencil for writing.
Focus/Anticipatory Set/Hook:
To begin the lesson, I will present the students with a slide that has information about the author of the story they are about to read, as well as some general information about the culture of the country that
the author is from. I will talk about the period of time when the author wrote the story and what was going on in that country at the time. We will also briefly compare the culture of this Latin American country to one that of a more familiar country, such as Mexico. By providing this information before reading, the students will have some background knowledge so that they can better comprehend the story.
Teaching Input:
1. After giving the students an overview of the culture of the story they are about to read, the students will be given a worksheet with ten new vocabulary words on it. These vocabulary words will be words from the story that have some relation to the culture studied (for example, the word may be a word thats meaning is specific to that country). I will quickly read over the list of words, as well as the questions that they will have to answer after reading, and make sure all the students understand the assignment. 2. Next, the students will be partnered with the person who is sitting directly to their right. I will hand out copies of the story to each pair of students, as well as a highlighter. In their pairs, the students will take turns reading a paragraph of the story out-loud. In each paragraph, there will be a vocabulary word from their list that is in bold text. After reading each paragraph, the partners will make inferences about what the vocabulary might mean based on clues from the sentence. They will highlight a few keywords that lead them to believe that is what the word means. Next, they will write their definition on one of the blanks next to the word on their worksheet. I will walk around the classroom and answer any questions that the students may have and help them with some more clues if they are struggling. This activity incorporates the Think-Aloud strategy, as the students are verbalizing their thinking process for solving a problem. 3. After all the student pairs have finished reading the story, we will go over the vocabulary definitions as a class. For each word, the students will discuss what they though the definitions of the words were and why. Next, I will provide them with the correct definition of the word and we will discuss the meaning and the students will write the definition on the second blank space on the worksheet. I will ask the students if learning the correct definitions of the words changed their understanding of the story, and how this activity can help them when encountering unfamiliar words in future readings.
Assessment:
On a later date, the students will have a quiz over these new vocabulary terms. The quiz will be fill-inthe-blank, with the Spanish definition provided and a blank for them to write the correct vocabulary word.