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    Kinnaird 3 Plans

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    This three-day unit teaches middle school Spanish students about Spanish architecture. On day one, students learn vocabulary related to architecture and shapes. They learn to compare objects in Spanish and compare Spanish and American architecture styles. Day two focuses on superlative grammar and having students design a Spanish-style building project. Day three has students present their projects, comparing their building to a classmate's and using a superlative to describe their own structure. The goal is for students to learn about and demonstrate their understanding of Spanish architectural styles.

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    Kinnaird 3 Plans

    Uploaded by

    api-243104987
    47 views6 pages
    This three-day unit teaches middle school Spanish students about Spanish architecture. On day one, students learn vocabulary related to architecture and shapes. They learn to compare objects in Spanish and compare Spanish and American architecture styles. Day two focuses on superlative grammar and having students design a Spanish-style building project. Day three has students present their projects, comparing their building to a classmate's and using a superlative to describe their own structure. The goal is for students to learn about and demonstrate their understanding of Spanish architectural styles.

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    This three-day unit teaches middle school Spanish students about Spanish architecture. On day one, students learn vocabulary related to architecture and shapes. They learn to compare objects in Spanish and compare Spanish and American architecture styles. Day two focuses on superlative grammar and having students design a Spanish-style building project. Day three has students present their projects, comparing their building to a classmate's and using a superlative to describe their own structure. The goal is for students to learn about and demonstrate their understanding of Spanish architectural styles.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    47 views6 pages

    Kinnaird 3 Plans

    Uploaded by

    api-243104987
    This three-day unit teaches middle school Spanish students about Spanish architecture. On day one, students learn vocabulary related to architecture and shapes. They learn to compare objects in Spanish and compare Spanish and American architecture styles. Day two focuses on superlative grammar and having students design a Spanish-style building project. Day three has students present their projects, comparing their building to a classmate's and using a superlative to describe their own structure. The goal is for students to learn about and demonstrate their understanding of Spanish architectural styles.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6

    Brandon Kinnaird

    EDUC-M445

    Thematic Unit

    Unit Topic: Comparing Spanish Architecture


    Learner Background: 25 middle school students, 8th grade, Spanish I, Block schedule, Novice
    low-mid proficiency level
    Lesson Plans
    Day 1
    1. Objectives of the lesson:
    a. Students will group new vocabulary words into categories with the teacher.
    b. Students will learn how to compare objects in Spanish.
    c. Students will compare Spanish and American architecture.
    d. Students will learn more about Spanish architecture such as its style and history.
    2. Standards addressed:
    a. Indiana Academic Standards
    i. Communication: Present information in a language other than English.
    1. 1.1.2: Make basic requests and ask simple questions.
    2. 1.1.3: Exchange basic information, simple feelings and preferences
    with guidance.
    3. 1.3.1: Speak in simple, complete sentences to describe objects,
    self, and others.
    ii. Cultures: Develop awareness of other cultures.
    1. 2.4.2: Describe, in simple terms, products of the target cultures,
    such as media, films, literature, art, etc.
    3. Materials: Students will each need a copy of their book as well as their binders. They
    will need their binders to take notes and for the word of the day. The teacher will provide
    the examples of Spanish architecture through pictures online.
    4. Procedure:
    a. Warm-up (5 minutes)
    i. Students will write down the word of the day that I provide on the board.
    They will then proceed to write down a sentence using the word on their
    Word of the Day sheets that they all have in their binders.
    b. Presentation of vocabulary (15-20 minutes)
    i. Students will turn to the end of the chapter to find the vocabulary for that
    chapter. Go through the vocabulary words in Repaso 1 with the students.
    Add in vocabulary on basic shapes. Point out any cognates and talk about
    how each of the words relate. Make connections on the board with the
    students help by writing down categories such as adjectives or jobs.
    c. Presentation of grammar (20 minutes)
    i. Students will now turn to page 278 of their book and will proceed to read
    the grammar section on the comparative structure at the top. Have students
    rotate every couple of lines. The teacher will then talk with the students
    about the structure and its uses in everyday life. The teacher will then start
    asking questions to the students about the differences between the school

    Brandon Kinnaird

    EDUC-M445

    Thematic Unit

    and different parts of town. The students will then turn to the person
    across from them and ask each other comparative questions.
    d. Culture introduction (20 minutes)
    i. The teacher will then put up pictures of different architectural examples
    from Spain on the board. The teacher will talk about each building as he
    puts it on the board. This will give the students cultural knowledge and
    knowledge for the project that they will be doing later in the week. After
    all of the structures are on the board, the teacher will invite students up to
    the board to make comparative conclusions about the various structures.
    The students will then be tasked with talking about how the buildings
    compare to structures in the United States with each other in Spanish.
    e. End of the class (10 minutes)
    i. The teacher will now review the material that they learned by quickly
    going back over the comparative structures and by asking students if they
    have any questions about any of the vocabulary words. Homework will
    then be assigned (activities 11 and 12 on page 279) and if there is any time
    left, the students can get started on their work.
    5. Evaluation:
    a. The assessment for today will be formative because it is the first day of the unit.
    The teacher should be looking for information on whether the students are picking
    up on the new grammar structure and if they are able to group the new vocabulary
    words effectively.

    Brandon Kinnaird

    EDUC-M445

    Thematic Unit

    Day 2
    1. Objectives of the lesson:
    a. Students will group their new vocabulary with the vocabulary that they learned
    last class to continue creating categories with the teacher.
    b. Students will learn how to create superlatives in Spanish.
    c. Students will think about how to create Spanish architecture based on what they
    learned last class.
    2. Standards addressed:
    a. Indiana Academic Standards
    i. Communication: Present information in a language other than English.
    1. 1.1.2: Make basic requests and ask simple questions.
    2. 1.1.3: Exchange basic information, simple feelings and preferences
    with guidance.
    3. 1.3.1: Speak in simple, complete sentences to describe objects,
    self, and others.
    ii. Cultures: Develop awareness of other cultures.
    1. 2.4.2: Describe, in simple terms, products of the target cultures,
    such as media, films, literature, art, etc.
    3. Materials:
    a. Students will each need a copy of their book as well as their binders. They will
    need their binders to take notes and for the word of the day. The teacher will also
    provide scrap paper for the students to brainstorm and begin designing their
    projects.
    4. Procedure:
    a. Warm-up (10 minutes)
    i. Students will write down the word of the day that I provide on the board.
    They will then proceed to write down a sentence using the word on their
    Word of the Day sheets that they all have in their binders.
    ii. The teacher will then review what was learned in the previous class and
    will walk around checking homework at the same time.
    b. Presentation of vocabulary (20 minutes)
    i. Students will return to the end of the chapter to find the vocabulary for
    that chapter. Go through the vocabulary words in Repaso 2 with the
    students. The teacher will again make connections with the students on the
    board but this time will include the vocabulary from Repaso 1. This will
    help scaffold the students into learning the vocabulary.
    c. Presentation of grammar (15 minutes)
    i. Students will now turn to page 280 in their book and will do the same
    thing as the previous class with the comparative structure but this time
    with superlatives. After the students finish reading, the teacher will start
    using superlatives to give the students an idea of what they are because
    these can be more confusing that comparatives. The teacher will talk about
    various superlatives in his life like his most important possession or his
    least favorite food.

    Brandon Kinnaird

    EDUC-M445

    Thematic Unit

    d. Presentation of the project/Design time (25 minutes)


    i. The teacher will introduce the project to the class. The students will be
    tasked with creating a building based on Spanish architecture. They can
    use whatever materials they want. They can draw it, create a model, or
    construct it using other materials. However, depending on what they
    choose to do will depend on how much work they will need to put into it.
    For example, they simply cannot draw a piece of Spanish architecture.
    They would also need to color it and detail it. But if they choose to create
    a model, they would not need to go above and beyond because creating a
    3D model already requires a large amount of work. The students will also
    have to describe their structures on a piece of paper using the new
    vocabulary that they learned.
    ii. The students will have approximately 15 minutes to start thinking and
    sharing with their classmates about what they want to do. They can start
    designing their ideas or they can simply brainstorm. The teacher will need
    to roam the room to make sure the students are still on track.
    e. End of class (5 minutes)
    i. The teacher will now review the material that they learned by quickly
    going back over superlatives and by asking students if they have any
    questions about any of the vocabulary words.
    ii. The homework for next class will be to complete their projects.
    5. Evaluation:
    a. To assess the students, the teacher should be paying attention to how much the
    students remember from the previous class by listening when vocabulary and
    grammar are reviewed. The teacher should also be looking at how many students
    completed their homework and how if there are any wrong answers (how many
    there are).

    Brandon Kinnaird

    EDUC-M445

    Thematic Unit

    Day 3
    1. Objectives of the lesson:
    a. Students will talk about how their project exemplifies Spanish architecture.
    b. Students will compare their structure with another students.
    c. Students will use a superlative to describe their structure.
    2. Standards addressed:
    a. Indiana Academic Standards
    i. Communication: Present information in a language other than English.
    1. 1.1.2: Make basic requests and ask simple questions.
    2. 1.1.3: Exchange basic information, simple feelings and preferences
    with guidance.
    3. 1.3.1: Speak in simple, complete sentences to describe objects,
    self, and others.
    ii. Cultures: Develop awareness of other cultures.
    1. 2.4.2: Describe, in simple terms, products of the target cultures,
    such as media, films, literature, art, etc.
    3. Materials:
    a. Students will not need their books for today. They will only need their projects
    and binders to take notes and for the word of the day.
    4. Procedure:
    a. Warm-up (5 minutes)
    i. Students will write down the word of the day that I provide on the board.
    They will then proceed to write down a sentence using the word on their
    Word of the Day sheets that they all have in their binders.
    b. Set-up of projects (5-10 minutes)
    i. Students will have time to set up their projects in order to share with the
    class. The teacher will rearrange the room into a circle/U-shape so that
    everyone can share their projects and because it will help move along the
    activity.
    c. Review of grammar (5-10 minutes)
    i. The teacher will review the grammar concepts of comparatives and
    superlatives with the class. This should be a quick review so that the
    students can begin sharing as soon as they can.
    d. Sharing of projects (55-60 minutes)
    i. Students will now share their projects with the rest of class. I will start by
    demonstrating what they need to do when talking about their project with
    a simple version that I made. Students will then rotate clockwise until it
    returns to me. When they are sharing, they will need to explain how their
    structure demonstrates the style of Spain as well as compare their structure
    with the students before them. They will also need to use a superlative to
    describe their structure.
    ii. If the students do not finish sharing by the end of class, they can leave
    their projects in the class and can finish sharing during the next class.
    5. Evaluation:

    Brandon Kinnaird

    EDUC-M445

    Thematic Unit

    a. The teacher should be assessing the students at this time by paying attention to

    how well they use the comparative structure and superlatives when talking about
    their projects. The teacher should also look at the students use of the new
    vocabulary words when he collects the written portion of the project.

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