Student Learning Task

Transcription

1 Teacher Warm up 1. Teacher will show students a picture of Mexican painter Frida Kahlo and explain that she will be the theme for this exercise. 2. Teacher will put the students into groups of two, Partner A and Partner B, giving each person a picture with information missing. 3. The teacher will then explain that the students have to read the sentences to each other and gather the missing information from their partner to complete the phrases. They will have approximately 3 minutes to get as far as they can. Input 1. If students still have missing information, they will be allowed to finish up quickly before the teacher begins the next step. 2. The teacher will ask the students to notice the verbs that each had in their phrases. (Partner A had phrases with SER and Partner B had phrases with ESTAR). Students will have to work together to figure out the information that picture is missing. To figure out what phrases they are missing, they will have to speak in Spanish. This activity is a information gap activity. Putting students in groups supports Vygotsky s theory of corporative learning as well as social interaction. By having the students talk together, no one is left out of conversation, and both people will have to talk if they want to accomplish the task, thus Swain s theory of forced output. Partners also allow for peer support; if one student has a trouble with some of the words in pronunciation, their partner may be able to help them. By giving the students a time limit, not only does it keep students on task, but promotes competition and motivation to finish. Throughout this entire lesson the students will be referencing the picture given to them at the beginning, adding knowledge to what they know. This is supported by Krashen s i + 1 theory, constantly building new information upon existing information with something slightly harder. Interpersonal skills (students working together to gather information that is missing.)

2 Teacher Input 3. Teacher will then ask one student to tell her the verb they had and conversely ask the opposite student which verb they had 4. Teacher will clarify which verb each student had. 5. Teacher will ask student A to sit together and student B to sit together for the next activity (i.e. SER students together and ESTAR students together.) Teacher will then ask the new set of partners to come up with a pattern as to when they used SER/ESTAR in the phrases, about 2-3 reasons (because of time limitations.) 6. Teacher will then ask each pair to share some of their hypothesized theories and she will write them on the board. 7. After students come up with their own rules, the teacher will then bring out two posters that explicitly explain the difference between SER/ESTAR in the form of an acronym poem, whichh will be in English to assure comprehension. Students will have to be able to recognize which words in a sentence are verbs (if unable to do alone, they have a partner to help them figure it out.) Students will have to negotiate meaning with SER/ESTAR to formulate a hypothetical pattern or rule for when it is appropriate to use each verb. After students have their own theories, they will listen to the teacher as she explains the actually times when it is appropriate to use SER/ESTAR. This activity is a information gap activity. Putting students in groups supports Vygotsky s theory of corporative learning as well as social interaction. By having the students talk together, no one is left out of conversation, and both people will have to talk if they want to accomplish the task, thus Swain s theory of forced output. Partners also allow for peer support; if one student has a trouble with some of the words in pronunciation, their partner may be able to help them. By switching the partners they are working with, it gives the students a chance to interact with another person at another skill level then their previous partner. By asking the students to come up with a list of 2-3 rules, it allows for a quantitative objective for them to achieve. Allowing students to formulate their own hypothesis forces students to use deeper reasoning and critical thinking about the rules. Also if their hypothesis is right, they will remember it better because it has personal meaning since they discovered on their own. Interpersonal skills (students working together to hypothesize a rule to using the verbs.) Interpretational skills (students analyzing the information and patterns given to find a pattern)

3 Teacher Input 8. As the teacher introduces each instance when it is appropriate to use SER/ESTAR, the teacher will find an example in the class room to better explain the instance (for example, Ser es usado cuando quiere describir una characteristic. Por ejemplo, el pelo de (student) es rubio. Tu pantelones son azules. ) 9. After the teacher has gone through all the examples of both SER and ESTAR, the students will repeat them as the teacher points to them. Students will have to be able to recognize which words in a sentence are verbs (if unable to do alone, they have a partner to help them figure it out.) Students will have to negotiate meaning with SER/ESTAR to formulate a hypothetical pattern or rule for when it is appropriate to use each verb. By having the teacher explicitly explain the rule after the students attempt to devise their own rules, it allows the students to either confirm or reject their personal hypothesis, allowing for deeper retention of new grammatical rule. Having the rule in an acronym is useful because 1) it allows for easy recollection of rules because they are in a word that is easier to remember then just a list 2)helps with mental organization of information (i.e. helps with chunking), and 3) it s a simplification of a list of unrelated words. Having the list in English will help with comprehension as well as lowering the filter during the time fro learning a new rule. Using the students as examples of each rule allows for personal meaning and helps with retention. Asking the students to repeat each rule out loud after the teacher has gone through them as well as keeping the rules visually available is a trireinforcement (audio, visual, and speaking). Presentational skills (teacher presenting an explicit demonstration of rules for when it is appropriate to us SER/ESTAR).

4 ~ Termine las frases con la información que su compañero tiene ~ Su nombre es Frida Kahlo. Ella un vestido. El vestido es rojo y negro. Ella es un pintor. El estilo que Frida utiliza es surrealismo Una flor. Su joyería es oro. Frida es de México. Frida a Diego Rivera.. Cuando Frida ella pinta para pasar el tiempo. Cuando Frida ella usa colores brillantes.

5 ~ Termine las frases con la información que su compañero tiene ~ 1. Su nombre. 2. Ella está llevando un vestido. 3. El vestido. 10. Ella. 11. El estilo que Frida utiliza. 4. Una flor está en su pelo. 5. Su joyería. 6. Frida. 7. Frida está casada a Diego Rivera.. 8. Cuando Frida está enferma ella pinta para pasar el tiempo. 9. Cuando Frida está feliz ella usa colores brillantes.