Sub-Concept/Topics:
Celebrations and activities
Sub-Concept/Topics:
Family
*Quinceañera
The verb TENER
*Spanish royal family
* El papel picado
*Ages
Sub-Concept/Topics:
*Possession
Theme:
A birthday party
Conceptual Lens:
Communication and Culture
Sub-Concept/Topics:
Sub-Concept/Topics:
Diminutives
Possession
*ITO
* DE
*Possessive adjectives
LA CLASE DE ESPAÑOL
Our 21st Century Goals:
1.
Communication and collaboration:
2.
Critical thinking and problem solving:
NJCCCS:
7.1.NH.A.1,2,3,5,6
7.1. NH.B.1,2,3,4,5
7.1. NM.C.3,4,5
7.1. NH.C.3
WL Standards:
*Interpretive
*Interpersonal
*Presentational
LA CLASE DE ESPAÑOL
Essential / Driving Questions
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How do Spanish-speakers describe themselves and
their families?
What are some of the similarities and differences in
Spanish-speaking families compared to that of the
U.S?
How are celebrations of the U.S. similar / different
to the celebrations of Spanish-speaking countries?
What is the importance of a “Quinceañera?”
LA CLASE DE ESPAÑOL
SYMBALOO
We have decided to utilize Symbaloo, which is an online
visual bookmark organizer. It’s a faster way for students
to access chapter resources, teaching tools, student
resources, and favorite websites. It can also be used to
aide and to reinforce lessons learned in the classroom.
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Overview:
“Una Fiesta de Cumpleaños”
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Entry 1 Introduce Vocabulary
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PowerPoint with use of visual aids
TPR (Total Physical Response)
Flashcards
Information gap activity (Student A & B)
Worksheet: Define terms, create flashcards
Workbook practice such as Quia & other
practice games
LA CLASE DE ESPAÑOL
Developing 2-3
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Introduce the students to our SYMBALOO website.
Instruct them on how to access the website through
our E-BOARD and demonstrate how each
category has been organized by color coding.
Show the students the activities, videos, info gap
activities, review games, PowerPoints and support
documents we have created and researched.
Allow students to work in groups through a kinesthetic
activity (Communicative activity)
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Approaching 4-5
•
•
¿Quién soy? PROJECT
The goal is to have effective communication in the
Spanish language. Students will use technology such as
Audacity to create a recording about themselves, their
family members using the vocabulary, adjectives, the
verb “tener” to talk about ages as well as the use of
possessive adjectives.
Another option would be to use VOKI to create an
Avatar that will represent themselves.
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Continuation:
•
•
We will play the recordings to the class and the
students will listen to and comprehend in Spanish in
order to guess who the speaker is. Once the speaker is
identified, the student will stand up and introduce
him/herself to the class in the target language to
practice using the language and work on their
pronunciation.
At the end, students will reflect on their experience.
They will let us, the Teachers know what they would
like to improve over the course of the MP; whether is
their listening comprehension skills, their
pronunciation, noun and adjective agreement, fluency
and vocabulary, etc.
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Ideal/target 6-7
•
Through the peer-revision process, students will
utilize critical thinking skills to identify and critique
mistakes in each other’s work.
•
At the end of each peer-revision phase and at the end
of the overall projects, students were encouraged to
reflect on their performance and the feedback given
by their peers in order to set goals to work on
improving specific speaking /writing skills over the
course of marking period.
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You will be graded according to the following Holistic Speaking Rubric:
Rubric
1
2
3
4
Task
Completion
Minimal completion and/or responses
frequently inappropriate
Partial completion, response mostly
appropriate yet underdeveloped
Completion, response appropriate and
adequately developed
Superior completion, response
appropriate with elaborations
Vocabulary
Limited vocabulary, frequent English
forced interpretation
Limited vocabulary marked with some
English
Adequate use of vocabulary and
idiomatic expressions
Extensive use of vocabulary, including
idiomatic expressions
Fluency
Speech halting, uneven, w/ long
pauses or incomplete thoughts
Speech choppy, slow w/ frequent
pauses, few/no incomplete thoughts
Some hesitation but with complete,
continuous thoughts
Speech continuous with few or no
pauses or stumbling
Pronunciation
/
Comprehensi
bility
Errors in intonation and
pronunciation that interfere with
listener’s comprehension
Errors in intonation, pronunciation with
heavy accent, mostly comprehensible,
requiring interpretation by the listener
Acceptable intonation and
pronunciation with distinctive accent,
comprehensible, requiring minimal
interpretation by listener
Good intonation and largely accurate
pronunciation with slight accent,
readily comprehensible, no
interpretation by listener
Grammar
Inadequate and/or inaccurate use,
serious grammatical errors
Somewhat inadequate and/or inaccurate
use and too basic for this level,
emerging use of basic structures
Adequate and accurate use for this
level, emerging control of basic
structures, some attempts at more
complicated structures
Rich use/control of basic language
structures, strong attempts at more
complicated structures
LA CLASE DE ESPAÑOL
Score your partner using the following Holistic Speaking / Writing Rubric:
Rubric
1
2
3
4
Task
Completion
Minimal completion and/or content
frequently inappropriate
Partial completion, content mostly
appropriate yet ideas are
underdeveloped
Completion, content appropriate and
ideas adequately developed
Superior completion, content
appropriate, ideas well-developed and
organized
Vocabulary
Limited vocabulary, inadequate and/or
inaccurate
Limited vocabulary, somewhat
inadequate, too basic for this level
Adequate use of vocabulary, accurate
for this level
Extensive use of vocabulary, accurate
Mechanics
Inaccurate spelling and use of
diacritical marks
Somewhat accurate spelling and use of
diacritical marks
Mostly accurate spelling and use of
diacritical marks
Few or no errors in spelling and use of
diacritical marks
Comprehensi
bility / Level
of Discourse
Barely comprehensible, fragments,
repetitive sentences
Mostly comprehensible, requiring
interpretation by the reader, complete
sentences, some repetitive, few
cohesive devices
Comprehensible, minimal
interpretation by reader, some variety
of sentences, some cohesive devices
Readily comprehensible, no
interpretation by reader, variety of
complete sentences, cohesive devices
Grammar
Inaccurate use of basic structures,
serious grammatical errors
Emerging use of basic structures, too
simple for this level
Emerging control of basic structures,
some attempts at more complicated
structures
Control of basic language structures,
strong attempts at more complicated
structures
LA CLASE DE ESPAÑOL