Lesson Plan for Wednesday (FIELD II)
COOPERATIVE LEARNING
Stage 1. IDENTIFY DESIRED RESULTS.
A. Context/Theme/Topic: Cultural aspects of Bolivia.
B. Objectives:
1. Learners will be able to locate Bolivia in a world map.
2. Learners will be able to identify the capital of Bolivia.
3. Learners will be able to recall the preterite and reflexive verbs from the
previous class.
4. Learners will be able to interpret spoken language.
5. Learners will be able to recognize the diverse population of Bolivia.
6. Learners will be able to summarize and discuss various cultural aspects of
Bolivia.
7. Learners will be able to explain why Bolivia was a landlocked country.
8. Learners will be able to give opinion on cultural aspects of Bolivia.
9. Learners will be able to investigate assigned aspect of Bolivia’s culture.
10. Learners will be able to present their findings on cultural aspects of
Bolivia to the class.
11. Learners will be able to compare their culture to the target culture.
C. Grammar/Vocabulary:
1. Review of Reflexive Verbs, Preterite & Irregular Verbs.
2. Vocabulary learned in the previous class plus vocabulary on cultural
aspects of Bolivia.
D. Standards Addressed:
Communications (1.1 Interpersonal 1.2 Interpretive 1.3 Presentational)
Culture (2.1 & 2.2)
Connections (3.1 & 3.2)
Comparisons (4.1 Language)
E. Learners have studied the regular verbs, the reflexive verbs and will come
prepared to discuss the assigned cultural aspects of Bolivia.
F. Materials: Ppt. presentations and realia from Bolivia (pottery and Aymara’s
hats)
Stage 2. DETERMINE ACCEPTABLE EVIDENCE.
1.1 Students will work in pairs to describe their daily routine using reflexive verbs.
1.2 Students will interpret spoken language throughout the class by the teacher
and other classmates.
1.3 Students will describe to the class their daily routines and what they did the
day before.
4.1 Students demonstrate an understanding of the language used through
comparison of the own language.
Stage 3. PLAN LEARNING EXPERIENCES.
Activities: students will work in pairs for five minutes to describe things they did
yesterday using the preterite and their morning routine before they come to class, using
the reflexive verbs.
A. Setting the stage: I will upload a Ppt. with the objectives for the day while
the students are working in pairs.
B. Providing Input/Engaging Learners: I will ask a few students to describe to
the class what their partner did yesterday and have the other partner tell
his/her partner’s routine before coming to class. I will put a slide with the
map of South America and ask students where Bolivia is. I will ask for a
volunteer to come up front and point at it. I will ask them if they know where
the capital of Bolivia is. I will ask a few other students in the class to tell me
what they did yesterday and briefly describe their daily routine in the
mornings before they come to class. This will be done to reinforce their
knowledge on the preterite and reflexive verbs from the previous class. I will
continue with a slide showing the diverse population of Bolivia and explain
that the majority is indigenous. I will ask the students to compare Bolivia’s
population to the United States. The next slide will have the map of South
America with Bolivia highlighted in order to explain why Bolivia was a
landlocked country, but since 2011 it has access to a small portion of land by
the sea granted by the government of Peru. I will ask the students how can
Bolivia’s access to the sea potentially help their economy. The next slide will
have a video of Evo Morales, the president of Bolivia, during an interview,
explaining why he likes Fidel Castro from Cuba and former president of
Venezuela, Hugo Chávez. I will ask students why they think he sympathizes
with two left presidents. I will also tell the students that Bolivia’s president is
the first indigenous president in the history of Latin America. I will ask them
to compare if the United States has something similar in the history of its
presidency. Next I will have a slide with various topics of Bolivia’s culture,
and explain to the students how it will be used to do a group assignment in
class along with the materials they read for homework.
C. Guided Participation: students will work in groups of 5 for a total of 5
groups. I will hand out cultural sheets to each group to be used in addition to
the sheets I handed out during previous class for homework and for
preparation of a class presentation. There are a total of 10 cultural aspects of
Bolivia (education, politics, population, economy, tourism, religion, music,
food, languages spoken, and geography). Each group will have two aspects of
each category. I will have a big selection of posters for they to choose and use
in the class presentation. They will have 5 minutes to gather extra information
(they have done research on those topics for homework and are familiar with
it, they will just be adding more from the new sheets given in class).
D. Extension: Each group will come to the front and present their research
findings to the class, each member of the group will describe something about
the topic given with three sentences total.
E. Informal assessment: I will group the students according to the cultural
aspect they describe and ask them how it compares to the U.S, their personal
opinions, if it is something that should be handled in different ways, that
doesn’t help the economy, education, and so on.
F. Closure: I will ask students to tell me two things they learned and to practice
the learned material, as it will be used as part of the chapter test.
Stage 4. REFLECT ON LESSON EFFECTIVENESS.
_______ Did I achieve my lesson objectives? How do I know?
_______ What worked especially well and why?
_______ What would I change if I were to teach this lesson again?