PERIODS: 1, 2, 4, 5 TOPIC: Identity DATE: TUESDAY, SEPTEMBER 6
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1 WEEK 5 DIGITAL AGENDA FOR SPANISH 2 NATIVE SPEAKERS MS. HUESCA Monday/Tuesday Español 2 Hispanohablantes PERIODS: 1, 2, 4, 5 TOPIC: Identity DATE: TUESDAY, SEPTEMBER 6 GUIDING QUESTION(S): What are 1 or 2 guiding questions that directly address the big ideas/key understandings? How can I apply the value of honesty in my everyday life? Is my identity shaped based on values? If so, which values are important to me? STANDARDS: FL 1.2 Students understand and interpret written and spoken language on a variety of topics FL 5.1 Students use the language both within and beyond the school setting B.2.4 Students initiate, participate in, and close a conversation, ask and answer questions. OBJECTIVES: What will students KNOW and be able to DO by the end of this lesson? Por medio de la lectura y la escritura, los estudiantes podrán analizar y discutir en grupo sobre el tema de la honestidad. ELD STANDARDS: Which CA ELD Standards amplify the CCSS at students English language proficiency levels? Collaborative: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges. INTRODUCTION Activity: PARA EMPEZAR (DO NOW) Time: 10 mins Is it engaging? Yes. All must read the question and write in complete sentences. Does it connect to the rest of the lesson? It connects to the rest of the lesson because we will talk about language and forms of communicating.
2 PARA EMPEZAR (DO NOW) (20 min.) 1. Qué valor crees que practicaste durante el fin de semana? La amistad, la humildad, la honestidad, la gratitud, bondad, la compasión, etc. 2. Explica por qué sí o por que no practicaste un valor. Si pudieras volver al fin de semana pasado, que valor implementarías? AGENDA August 29 & 30 LUNES/MARTES (Monday/Tuesday): 1. Para empezar (10 min.) 2. Terminar hoja Los valores: La Amistad (20 min.) 3. La honestidad (20 min.) 4. Objetivo y dudas (Exit slip) (5 min) LEARNING SEGMENT 1 Activity: Terminar hoja Los valores: La Amistad (20 mins.) Are your groupings appropriate for the activity? N/A Individual work We read a story about friendship. Now you need to apply what you learn to your own life. Describe a personal experience that you ve had (positive or negative) that has to do with the value of friendship. What did you learn about that experience? Group discussion and work Have a group discussion on how you would nourish the value of friendship in the following places: school and home. Why is it important to nourish friendship in these places? Write your own answer in your paper. LEARNING SEGMENT 2 Activity: La honestidad (20 mins.) Are your groupings appropriate for the activity? Yes Reading Sin querer
3 We will do a class reading on a story that teaches the value of honesty. Students will be called to read using equity sticks. While reading I will check for understanding by asking for the meaning of some words and phrases. Writing Individually, you will answer three questions. Two are comprehension questions and one is application. You will need to apply what you learned in the story to your own experiences. LEARNING SEGMENT 3 Activity: Exit Slip (5 mins.) LUNES/MARTES (Monday/Tuesday): At the end of every class, students have to answer two questions on their agenda: What part of the objective did I learn today? And What questions do I have regarding today s lesson? This is what it looks like in their agenda worksheet: Thursday/Friday Español 2 Hispanohablantes PERIODS: 1, 2, 4, 5 TOPIC: Identity DATE: THURSDAY/FRIDAY, SEPTEMBER 8 & 9 GUIDING QUESTION(S): What are 1 or 2 guiding questions that directly address the big ideas/key understandings? How is the value of perseverance present in the story? How is the value of perseverance present in my everyday life? How can I set goals and stay focused on them?
4 STANDARDS: B.4.1 Students engage in oral, written or signed (ASL) conversations. B.4.5 Students demonstrate understanding of the main ideas and most details in authentic texts. ELD STANDARDS: Which CA ELD Standards amplify the CCSS at students English language proficiency levels? Collaborative: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges. OBJECTIVES: What will students KNOW and be able to DO by the end of this lesson? JUEVES/ VIERNES (Thursday/Friday): Los estudiantes podrán hacer un análisis individual y en grupo del texto y aplicar lo aprendido a su vida diaria. INTRODUCTION Activity: PARA EMPEZAR (DO NOW) Time: 15 mins Is it engaging? Yes. All must read the question and write in complete sentences. Does it connect to the rest of the lesson? It connects to the rest of the lesson because we will talk about language and forms of communicating. PARA EMPEZAR (DO NOW) JUEVES/VIERNES (Thursday/Friday): 1. You will see an image and answer the following questions: 2. Cómo puedes relacionar esta imagen a las personas que empiezan algo (deporte, proyecto, tarea, etc.) pero nunca lo terminan? 3. Te relacionas a esta imagen? Has empezado algo con mucha emoción pero no llegar a terminarlo? AGENDA September 8 & 9 JUEVES/ VIERNES (Thursday/Friday): 1. Para Empezar (10 min.) 2. Video y discusión en grupos: La perseverancia (30 min.)
5 3. Lectura y análisis: De los Apeninos a Los Andes (30) 4. Presentaciones de grupos using Google Docs (20 mins.) 5. Metas futuras (15 min.) 6. Objetivo/ Exit slip (10 min.) LEARNING SEGMENT 1 Activity: Video y discusión en grupos (30 mins.) JUEVES/VIERNES (Thursday/Friday): Instructions: Using Bloom s Taxonomy Questions Starters, you will complete the handout given to you about the short video. Before Video: Knowledge (Conocimiento): Have a brief group discussion on your definition of perseverance. Write it down on the assigned paper. While watching Video: Comprehension (Comprensión): Take notes on the actions of the characters. What traits are examples of perseverance? What obstacles do they face? How/why do they overcome them? Group Discussion: Application & Analysis: Looking back at the other values we have discussed in class, answer the following questions: Do you know of another instance where the value of perseverance was tested? Illustrate how the belief systems and value of perseverance of the characters are presented in the story. How is the value of perseverance similar to another value that we have discussed in class? LEARNING SEGMENT 2 7. Activity: Lectura y análisis: De los Apeninos a Los Andes (30 min.) Are your groupings appropriate for the activity? Yes Instructions: You will read the short story using CATCH and compare the story with the video. Follow the instructions in your handout.
6 Reading & Discussion: While reading, Circle unknown words, Acknowledge confusion (underline/highlight parts you don t understand and/or write down questions), Talk with the text/ Write notes, Capture the main idea (key points), Highlight parts of the text that are important. Writing: Follow the instructions on your handout. Your task is to answer a couple of Reading comprehension questions and to make a connection between the video and the reading. Group Discussion: Write down your group presentation in a Google Document. It should include your own definition of perseverance, a connection between the video and the reading, and your analysis of the overall message. LEARNING SEGMENT 3 Activity: Presentaciones de grupos using Google Docs (20 mins) Group Presentation and Google Document Each group will share their Google Document with me and will present in class their responses. They must include an image that captures the idea of perseverance. Students are doing the cognitive lifting in working in groups because they have to discuss their analysis and connection between the text and video. The activities have been scaffolded by providing a discussion of their prior knowledge of the topic, sharing their comprehension of the video and text, applying and analyzing the text and presenting their responses using academic vocabulary. LEARNING SEGMENT 4 Activity: Metas futuras (15 mins.) Instructions: Students will apply what they have learned today and on previous classes to set future goals in their personal and academic life. They will identify possible obstacles and explain how they will overcome them. This is an action plan that exemplifies the value of perseverance. LEARNING SEGMENT 4 Activity: Exit Slip (5 mins.)
7 LUNES/MARTES (Monday/Tuesday): At the end of every class, students have to answer two questions on their agenda: What part of the objective did I learn today? And What questions do I have regarding today s lesson? This is what it looks like in their agenda worksheet: *Highlight where assessments occur within the lesson cycle **Differentiation/accommodations only needs to be filled out where appropriate
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