Contents
Introduction
Teaching Philosophy
Foreign language Standards
Why we should study another language?
Language study in the United States
Final course reflection
Methods
Role out
Role input
Communicative competences
Activities
Organizing Content and Planning for Integrated Language Instruction
Flip videos (students)
Integration of authentic oral and printed texts (learning places with real pictures)
Using and interactive approach to develop interpretative Communication
Elements of story-based Language Learning
Creating an environment for communication
Communications
Managing small-Group and Partner Activities
Using Assessment to Help Students and Programs Grow
Addressing Diverse Need of Learners in the Language Classroom
Differentiated Instruction/Multiple Intelligences
FLES Assessment
Using Technology to Contextualize and integrate language instruction
Micro teaching
Blogs
Reflections
Classroom management
Unit Plan
FLES Strategies
Final course reflection
My name is Elizabeth Reyes Viands. I am from Veracruz, Mexico. I have a Bachelor degree
in Education Administration.
I am married, I have a 4 year old daughter and 7 year old son.
I teach Foreign Language at Sherwood Forest Elementary. I am taking classes at WSSU
to clear my teaching license. I am planning in the future to get a master degree in
administration Education or Counselor guidance. I believe the first step for teaching
foreign language is to established a professional, respectful and friendly relationship
with the students then encourage them in the learning process.
Teaching philosophy “Cognitive-experimentalisms, including
constructivism”
As a foreign language teacher I feel identify with the theory Cognitive-experimentalisms, including constructivism as
this refers to the student as an active agent in the learning process, producing knowledge through interaction and
cooperation with the teacher which is a facilitator who provides the necessary tools to students doing active thinking.
According to the social constructivist approach, instructors have to adapt to the role of facilitators and not teachers
(Bauersfeld, 1995). A facilitator helps the learner to get to his or her own understanding of the content, provides
guidelines and creates the environment for the learner to arrive at his or her own conclusions; a teacher mostly gives a
monologue, a facilitator is in continuous dialogue with the learners (Rhodes and Bellamy, 1999). A facilitator should
also be able to adapt the learning experience by using his or her own initiative in order to steer the learning experience
to where the learners want to create value.
The learning environment should also be designed to support and challenge the learner's thinking (Di Vesta, 1987).
While it is advocated to give the learner ownership of the problem and solution process, it is not the case that any
activity or any solution is adequate. The critical goal is to support the learner in becoming an effective thinker. The
students feel motivate when they feel free to be part active of the learning process gaining knowledge, comprehension
from the social interaction.(Vygotsky) motivation encouroge greater effort from language learners and usually leads to
greater success in terms of language proficiency.
Young children develop their thinking abilities by interacting with other children, adults and the physical world. From
the social constructivist viewpoint, it is thus important to take into account the background and culture of the learner
throughout the learning process, as this background also helps to shape the knowledge and truth that the learner
creates, discovers and attains in the learning process (Wertsch 1997).
Vygotsky’s "zone of proximal development" (Vygotsky 1978) where learners are challenged within close proximity to,
yet slightly above, their current level of development. By experiencing the successful completion of challenging tasks,
learners gain confidence and motivation to embark on more complex challenges.
A facilitator should structure the learning experience just enough to make sure that the
students get clear guidance and parameters within which to achieve the learning objectives, yet
the learning experience should be open and free enough to allow for the learners to discover,
enjoy, interact and arrive at their own, socially verified version of truth.
Foreign Language’s Standards
The purpose of Standards for learning Spanish is to tailor the foreign
language standards to the teaching and learning Spanish, by providing
sample progress indicators and learning scenarios that describe stages of
progress and activities for learning that are specific to Spanish. (referents or
guidance)
•Objectives at k-5 are stated grade by grade but repeated within grade
ranges k-2 and 3-5. students may begging second language study at
anytime k-5. moreover, there is great variation in the amount of
instructional time, in both numbers of days per week and number of
minutes per session. Teachers need to modify the stated objectives to math
the amount of time a student receives second language instruction.
• The standards course of study is organized in seven overarching goals
adapted from standards for Foreign Language Learning: preparing for the
21 st Century.
The goals:
•Interpersonal Communication: the learner will engage in conversations
and exchange information and opinions orally and in writing in the target
language.
•Interpretative communication: the learner will understand and
interpret written and spoken language on a variety of topics in the target
language.
•Presentational Communication: the learner will present information,
concepts, and ideas to an audience of listeners or readers on variety of
topics in the target language.
Cultures: the learner will gain knowledge an demonstrate
understanding of the relationship among practices products and
perspectives of cultures other than his/her own.
Comparisons: The learner will develop insight into the nature of
language and culture by comparing his/her own language (s) and
culture (s) to others.
Connections: The learner will acquire, reinforce, and further his/her
knowledge of other disciplines through the foreign language.
Communities: the learner will use language and/or demonstrate
culture knowledge and understanding within and beyond the school
setting for personal, educational and professional growth and
enrichment.
Why we should study another language?
We must acquire the ability to understand and be
understood in the language of the worldwide
neighborhood.
Study another language give us the powerful key to
successful communication.
Facilitate genuine interaction with others, whether they
are on another continent, across town or within the
neighborhood.
To study another language and culture enhances one’s
personal education in many ways.
Language study in the United States
•Foreign language programs are thriving at all grade levels in schools through the
United States.
•Beginning a language in high school does not provide much time for learning to
communicate effectively.
•Greater number of Successful elementary schools are adapting foreign language
on their curriculum.
•Multiple of language (French, Spanish, German, Latin etc.)
•Al students are capable of learning other language given opportunities for quality
instruction.
Earlier starts with language instruction assure for more students.
Program models:
K-8, kinder garden to middle school.
K-5 or 6, kinder garden to elementary school. (FLES)
9-12, high school
How are Students Instructed in Spanish?
The program is aligned with both PA and National Foreign Language Standards.
Spanish/FLES classes are considered CORE classes, not Special Areas. We feel that FLES is a
tool to strengthen thinking skills, language arts skills, and social studies learning.
Multi-sensory lessons...use of manipulative.
Use of Multiple Intelligences.
Strong oral/aural component.
Development of basic reading/writing skills.
Use of Total Physical Response (TPR) Activities.
Use of Total Physical Response Storytelling (TPRS.)
Classes conducted mainly in the target language (Spanish.)
Classes contain a strong cultural component.
We focus on what students are able to DO in the target language.
We help students to express needs, wants, and opinions in Spanish.
Use of both Natural Approach and Communicative Approach to teaching language.
Varied activities.
Utilization of Spanish Journal/portafolio)created by T/E FLES teachers.
Progress is reported each marking period for every student on the CORE section of the
Progress Report.
Teachers support IEP goals for students.
Teachers use Differentiated Instruction and Self-Directed Learning.
Teachers try to tie Spanish lessons to the community whenever possible.
Methods
Music, objects to touch, pictures, maps, physical activities, dance,
role play, games, creating learning experiences that call for
sequencing, memorizing.
Learning styles ( reaching the multiplies intelligent)
Aspects that influence; contributions of volume, speed, and the
tone of voice to the emotional layers of language become clear.
Eye contact, facial expression and gestures.
Connections; since the content of foreign language course deals
with history, geography, social studies, science, math and fine
arts.( connecting with the curriculum)
Role out
(teacher need to provide opportunities for output that is meaningful and motivational.)
Vygotsky; learning refers to gaining knowledge,
comprehension from the social interaction.
What the learner can do with assistance today, they will be
able to do on their own tomorrow.
Motivational factor play an important but complex role in
language learning and performance in a language
classroom.
Interactive environment that model and presents a
variety of social, linguistic and cognitive tools for
structuring and interpreting participation in talk.
Role input
(process of instruction)
How does people learn language?
1.
2.
3.
4.
5.
6.
7.
Teacher provide enough comprehensible input
in the acquisition process through strategies .
Develop interesting topics.( language based on
meaningful input.
Student are not forced to speak until they are
ready.
Familiar structures-vocabulary
Gestures
Modifying the interaction.
Asking questions
Linguistic competence
Vocabulary and spelling
Sociocultural competence
Knowledge about context, nonverbal factor
(Gesturas)
Actional competence
Ability to understand,
Math linguistic form with the speaker's intent
Activities
(examine how much they are learning)
•Observation how they are working in small group.
•Creating real conversational models
•Using songs to engage learners
•Class discussion.
•Etc..
Organizing Content and Planning for Integrated Language
Instruction.
Conceptual Orientation:
•The new paradigm for planning assumes the use of a variety of materials
beyond the textbook and ongoing performance assessments of student
progress toward meeting the standards.
•Teachers develop interesting topics and contexts.
•How can I connect the FL with their subject areas?
•L2 input and Teacher talk (allow them to speak, classroom interaction,
discourse.
•Classroom Discourse (teacher initiates an assertion or asks question, student
responds, teacher evaluates by giving and evaluative statement such as very
good or by asking the same question to a different student.
•IRE and IRF (teacher initiates, student respond, teacher feedback (assisting
questions)
Flip videos
(5 th graders singing Feliz Navidad)
Flip videos
(students practicing command)
Flip video
(Mr. Smith class)
Students tracing a body
learning body parts/Las partes del cuerpo
El Cuerpo
Teacher ask-Student respond-teacher feedback
(“tell me more” “what do you mean by that”)
Reflection de flip
videos
Alguno de los objectivos de usar flip videos en clase es para
refleccionar acerca de mi ensenanza y de la respuesta de los
estudiantes y de que manera alcanzar a aquellos que no estan
involucrados en el proceso de aprendizaje. Otro objectivo es
mostrar a los padres y administradores lo que los estudiantes
hacen en la clase. Y uno de los principales es motivar a los
estudiantes, pues el simple hecho de saber que estan siendo
filmados su participacion es mas activa. En uno de los videos se
muestra los estudiantes cantando la cancion feliz navidad, en
otro se muestra los estudiantes siguiendo instrucciones en
espanol, y en otro estan trabajando en la elaboracion del cuerpo.
Integration of authentic oral and
printed texts (learning places with real pictures)
Text reflecting the
natural context.
(learning topic that they
will use: restaurant,
greeting etc.)
Written and oral
communications
produced by members
of a language and
culture group for
members of the same
language and culture
group
La escuela
Restaurant de
comida rapida
La iglesia
CBI Making connections: Integrating Language and Content
Learning ( enfocar el idioma con las matematicas, estudios
sociales, geografia, ciencias etc.)
Long term Planning for Instruction (framework based on the
national standards: describes what learners are able to do at three
levels of ability: beginning, developing and expanding.
A thematic unit is a series of related lessons around a topic, a
particular context, or a particular subject-content theme.
An objective describe what learners will be able to do in /with
the target language in terms of meaningful language use.
Lesson plan: informal planning, written daily lesson plan.
Planning phase (content)
Teaching phase (activities, what am I doing? What students
doing?)
Reflection phase ( adaptations to lesson, self reflection on
lesson effectiveness).
Using and interactive approach to develop interpretative Communication
3 modes of communication are interpersonal,
interpretative and presentational.
1.
2.
3.
Interpersonal: oral or written
communication and
negotiation of meaning (face to
face or phone).
Interpretative: receptive
communication, listener,
viewer, reader works with visual
or recorded materials.
Presentational: productive
communication using oral or
written language. ( para la
audiencia)one way
communication
Integrando originales textos tales
como: peridodicos, revistas, radio en
español.
Top-down and bottom-up processes
are used together in
comprehension.(presentarles la
estructura de un topico del interes de
ellos mediante fotos, objetos y textos lo
cual les ayuden a comprender el tema).
Reader and listener-based factors
include topic familiarity, memory
capacity, comprehension strategies,
the purpose of the task, and anxiety
level.
Edit the task to the level of students’
interpretive abilities.
Text 5 phases of interaction:
1.
Preparation
2.
Comprehension
3.
Interpretation
4.
Application
5.
extension
Teachers should spend sufficient
time in the preparation phase.
Using a story-based Approach to Teach Grammar
Conceptual orientation:
•
Traditional grammar instruction emphasized explicit knowledge of
language rules without providing occasions for learners to communicate.
•
Not able to exchange information, participate in target language cultures or
develop and nature a social relationship in a second language.
•
Ability to use the language in variety ways: to “know how, when, and why
to say what to whom”
•
“Focus on form” largely depends on what learners need for communication
purposes rather than on a predetermined grammatical syllabus.
Grammatical structures will become internalized only if the learners are placed
in a situation in which they need to use the structures for communicative
purposes.
Contracts implicit and explicit approach to learning
Implicit explanations Learners analyze the grammar explanation for
themselves
Guided Participation Teacher and learners collaborate on and co-construct the
grammar explanation.
Explicit Explanations Teacher provides explanation for learners.
Basic principles:
It provides learners with “feel” for what is to come.
One of the best times for them (learners) to attend to form is after
comprehension has been achieved and in conjunction with their
production of meaningful discourse”
Learners can b guided to reflect on language to create their own
meanings.
Model for integrating form:
Presentation: grammar explanation through the use of stories, poems,
taped selections, songs etc. literal comprehension and meaning.
Attention: teacher assists the learners in focusing their attention on
particular language form or grammatical structure.
Co-Construction: Using guiding questions, teacher and learners coconstruct the grammar explanation by discovering the underlying
patterns or consistent forms.
Extension: through integrative extension activities, the learners need to
use the grammatical structure(s) in order to carry out a particular
function or task.
Elements of story-based Language Learning
Teachers need to design cognitively demanding activities that will
encourage learners to hypothesize, predict, take risks, makes errors, and
self-correct.
Learners become active participants in the learning process.
Creative extension activities are critical, for the afford learners plenty of
opportunity to develop interpersonal communication.
Voices of learners
Opinions of learners regarding the story-based language learning activities
for foreign language. What did you like the most about the storytelling
activities? Or regarding any other activities in the class.
Creating an
environment for
communication
Meaningfulness as a priority for
classroom activity:
•Attention and memory are focused
on what is meaningful
•Familiar language be able and useful
comes more memory
•Context creates an environment that
allows the brain to do what it does
better: Identify patterns and make
connections
•Link new information to existing
knowledge for effective storage and
recall
When is…
Communicative
Opportunity for natural
communication
Questions and answers
would have a communicative
purpose.
Not Communicative
Drills that provide no
opportunities for actual sharing
of information.
Developing Contexts for Tasks and Activities
Revision of traditional activities
Surrounding Experiences with Language.
The link between language and actions enhances the
impact of the language itself and encourages its retention
in long memory.
Games, songs, rhymes and finger plays.
Props, Materials, and hands-on experiences
Content-related Instruction, stories,
dialogues
Role Play, Partner and small-group work.
Teaching in the Target Language
Context for Communication
Teach Functional
Chunks of Language
Make the Language
Comprehensible
Separate the Language
from the
Target Language
How to keep the
Classroom in
the target language
Role of English
Monitor Comprehension
Surround Students with
The
New Language
Monitor and Assess Target
Language Use
Maintain a Physical
Classroom and School
Environment to support the
Target Language
One-Way Communication
The Interpretive and the Presentational
Modes (1.2, 1,3)
1.2 communication in the
Interpretative mode
Listening (is the first contact with the
target language: storytelling, story
reading, etc)
Reading (literacy skills. Students will work
longer connected text, including authentic
materials ; letters, news paper, magazine )
1.3 Communication in the
presentational mode.
Speaking (Songs, performances,
videotapes, media presentations, small
groups presentations)
Writing (written products, pattern poems,
etc)
Learners of every age and every
linguistic level will benefit from the
opportunity to experience and develop
the roles described in the
communication standard 1.1, 1.2, 1.3
Interpersonal Communication
Partners and Small Groups
Cooperative Structures: Cooperative
Learning and Interactive Tasks Theory
tell us that for children to learn, it is important for
them to express themselves orally.
Developing Cooperative Skills
Assigned roles:
•Encourager/praiser
•Manager/timekeeper
•Secretary
•Spokesperson/speaker
Managing small-Group and Partner Activities
Classroom management changes dramatically in the implementation of cooperative learning
activities.
Teacher needs to plan for developing the social skills, as well as the language skills, that are
necessary for effective interaction and use of time in partner and small group activities.
Organizing Small Groups
The group could be formed by counting, by putting together a puzzle, by countries etc.
Organizing partner Activities
Classes can be organized for pairs activities in a variety of ways:
By twos, by two circles, turn to the person next to you etc.
Guiding Small-Group and Partner Activities
It can only be effective if it is carefully organized and consistently monitored.
Guidelines:
Keep the group size small; start with pair activities.
Set the stage; motivate the activity
Set clear goals
Make sure the students have the target language they need to accomplish the activity, that
they know how to say and what they will need to say.
Give exact directions for every step of the task. (model the sequence of the activity.)
Set a time limit.
Circulate among the students throughout the activity.
Establish a system for getting the attention of the students back to you.
Elicit communicative feedback and process group effectiveness at the end of the activity.
Using Assessment to Help Students and Programs Grow
Student Assessment (games, patterns for visuals, recipes for in class food
activities, songs)
Tests that measure an ability to use language effectively to attain
communicative goals.
Importance of Assessing Student Performance
Because the natural of the program goals and the large number of students
each teacher sees in a day or in a week, assessment may receive little priority in
these programs.
Teachers are concerned that testing of any kind will raise anxiety levels and
lower motivation in their classes.
Effective assessment is a complex and ongoing process.
Powerful assessment: Performances
tasks that allow the students to use the
language they have learned in a
meaningful and purposeful way.
Focus in the unit and guides the
planning of all unit component and
activities.
Checklist and rubrics help to evaluate
performances on theses tasks and help
develop student skills
in
self
assessment.
The most effective assessment tools
will test what has been taught in the
way it has been taught.
The communicative, standards-based
reorientation of language teaching is a
dramatic change in approach that
requires a cooperative effort from all
members of the teaching team.
Addressing Diverse Need of Learners in the Language Classroom
Differentiated Instruction/Multiple Intelligences
The students population continues
to grow in diversity (gender, race, age,
Gardner(1993) each intelligence can be
activated in an appropriate cultural
setting.
An intelligence is a bio psychological
potential to process information in
certain ways.
national origin and ethnicity).
How to address these needs so that
language learning is facilitated for
all learners.
Learning style.
Learning about special needs of
disabled, gifted, and heritage
learners
Intrapersonal
introspective
Existential
Unconfirmed
intelligence
Interpersonal
social
Logical
mathematical
Verbal
linguistic
Multiple
Intelligences
Naturalist
Bodily
kinesthetic
Musical
rhythmic
Visual
spatial
Language learning Style
A learning style is a general approach a
learner uses to learn.
5 key dimensions of language learning
style: analytic global, sensory preferences,
intuitive/random and sensory/sequential
learning, orientations to closure,
competition-cooperation.
A sign of a good teacher is the ability to flex
one’s teaching style to better fit the needs of
those being taught.
A standards based teaching approach that
provides for a variety of activities, individual
guidance, and an emphasis on meaning can
enable students to experience many ways of
learning.
Teachers can individualize learning to
engage learners on their basic of their
background knowledge, interest, needs,
goals, and motivation.
Language learning strategies are
specific actions, behaviors, steps,
or techniques used by students
to enhance their own learning.
The use of appropriate learning
strategies often results in
increased language proficiency
and greater self-confidence.
Disabilities: accommodating learners through inclusion
Through a provision called inclusion, students
who have physical, intellectual, or emotional
impairments are now often part of regular
classroom and receive special accommodations in
those classrooms.
Providing effective learning experiences for AtRisk Student: They are at risk because of a wide
variety of circumstances they faces outside of
school (poverty, dysfunctional family life, neglect,
abuse, or cultural/ethnic/racial background,
suicidal behavior)
Gifted Learners: children who give evidence of
high performance capability in areas such as
intellectual, creative, artistic. Leadership capacity,
or specific academic fields and who require
services or activities not ordinarily provided by
the school in order to fully develop such
capabilities.
Heritage Language Learners: heritage or home
background learners languages other than English
at home in the United States, as a result of their
cultural or ethnic backgrounds
FLES Assessment
The paradigm shift in assessment practices:
Is the emphasis on the use of multiple
measures in assessing student progress in
order to provide ongoing opportunities for
students to show what they know and can do
with the language.
Teachers work toward designing and
implementing authentic assessment that
measure students progress in attaining the
standards.
Purposes of the Test: formative assessment
are designed to help form or shape learners’
ongoing understanding or skill while the
teacher and learners still have opportunities
to interact for the purposes of repair and
improvement within the instructional
setting.
Summative assessment often occurs at the
end of a course and is designed to determine
what the learner can do with the language at
that point.
Continuum test item types:
Natural-situational
Unnatural-contrived
Direct
Indirect
Integrative/global
Discrete point
Assessment formats:
•In a portfolio, learners have an
Pro achievement (oral or written, based performance with opportunity to select evidence of their
grammatical structures and vocabulary)
learning, reflect on it, and make it
Performance-based assessments require
part of the assessment of their
learners to use their repertoire of knowledge learning.
and skills to create a product or a response, •Portfolio artifacts include student
either individually or collaboratively.
products, student goals, and selfreflections.
Pal, authentic task require learners to
•Interactive foreign language
address an actual audience and mirror
challenges faced by real individuals in real- homework is a way to involve
parents/caretakers in schoolwork.
world settings.
•The function of CAT Is to “improve
the quality of student learning, not to
provide evidence for evaluating or
grading students.
•The OPI is a testing program is
administered by Language Testing
International face to face, tape
recorder interview lasting from 5 to 30
minutes and is conduce by a certified
proficient tester.
Using Technology to Contextualize and integrate language
instruction
Technology is a meditational tool that
enables learners to expand their oral
expression, acquire new language, learn
about cross-cultural perspectives, and
interact with content knowledge
Overhead projector
Multimedia center
Video
Simulation
Email
Chat room
Web quest
Distance learning
Reading assistant
blog
Communication, Culture, Comparison, Connections and Communities: The
Fusion of the iPod in the Foreign Language Classroom
Educational Uses of the iPod
iPod can be used in the foreign language
classroom to address the learning styles
and intelligences of the millennial
generation and meet foreign language
standards and competencies
•Study skills development
•Personal organization
•Text enhancements
•Audio/video fusion
•Personal creative
applications
“Millennial students (born between 1979
and 1994) grew up with the Internet, instant
messaging and video games. They make
quick choices and are multi-taskers. They
learn by doing and get their information
through their social networks…”
Podcasting
Video
Audio
There is a critical need for teachers who can
incorporate technology to enhance learning
in order to make students active learners…”
Micro teaching
Microteaching lesson plan format
Instructor: Elizabeth Reyes Viands
Dates: Tentative 10/15/09
Grade: 3-6
Level: Spanish Basic
Subject: Spanish
Lesson Focus: Learn about ourselves and greeting
Learner Goal: The learner will understand a basic Spanish vocabulary of parts of the body, numbers, basic
greeting and after several repetitions, will demonstrate comprehension by responding to simple commands,
question and expressions needed for daily-life situations.
Behavioral Objectives:
•.By the end of the lesson the student will be respond to 3 simple commands, 4 of 7 questions and expressions with 80
% accuracy.
•.By the end of the lesson the student will sing a Spanish song with 80% of mastery
•.Through cooperative group actions the students will trace and label 10 of 15 body parts in Spanish on construction
paper.
•.Student will be able to read a simple book in Spanish about body parts and their functions with 80 accuracy.
•.Students will interpret the text in the book to illustrate the book appropriately with 100 accuracy.
NCSCOS
INTERPERSONAL COMMUNICATION: The learner will engage in conversation and exchange information
and opinions orally and in writing in the target language.
1.01 Interact with teachers and others using greetings, farewells, and expressions of courtesy orally and in writing.
1.03 Asks and answer questions using learned material orally and writing.
1.05 Engage in conversations to exchange information about everyday topics.
INTERPRETATIVE COMMUNICATION: The learner will understand and interpret written and spoken
language on variety of topics in the target language.
2.01 Follow oral and written directions, commands, and requests.
2.03 Identify key words and main idea (s) from simple oral and written passages.
2.05 Comprehend and make inferences from simple oral and written passages (e.g., conversations, dialogs, narratives,
advertisements, songs, rhymes, chants, and adolescent readings) about familiar topics.
2.05 Interpret phrases presented with accompanying gestures, intonation, and other visual or auditory cues.
Continue…
Prior Learning:
Students known greeting gestures which will help them connect the target language with their prior knowledge on
English.
Student will connect the sound of the Spanish song with the English one.
Rationale: The purpose of this lesson is to show the students that learning a second language is fun and easy also
increases their marketability.
Materials: Hand puppet, Vocabulary cards, Flash cards, paper, Spanish song’s lyrics, Mexican hat.
Set Induction: Conversation Puppet-Instructor
Instructional Task & Activities:
Dialogue, using the puppet.(Use of examples/stimulus variations/set of induction)
Teacher: Hola, Paco. Como estas?
Paco (puppet): Hola, Senora Reyes. Estoy bien gracias. Como esta usted?
Teacher: Muy bien, gracias. Hola clase.
Class: Hola!
Continue by asking each student how they are doing (Use probing questions) (verbal Linguistic)
Have students point to the parts on their faces as the say the words. ( Verbal Linguistic)(Stimulus variations)
Continue by giving TPR commands and having children respond either using the flash cards or their own faces.(visual and
Linguistic) (use of examples)
Teach the song “ojos, nariz, orejas y boca”. pantomime as I teach the words. (Musical/rhythmic)(Planned repetition)
Extra activity sheets for early finishers (word search, body cross word, etc.) (imprinting)
Procedures:
Explain to the students the class purpose ( Objective) (5 seconds)
Warm up dialogue: Puppet-Instructor (greeting) (1 minute)
Continue by asking each student how they are doing, Hola ! Como estas (student’s name) ?(1 minutes)
Practice the number 1-12 by using a Mexican hat using the puppet(20 seconds)
Pass the Mexican hat to the students, they need to take turns wearing it at the same time they count in Spanish (1 minute
or less)
Presentation: Introduce la cara, los ojos, la boca, la nariz, las orejas; Que es esto? Que son esos? Son _______. Use the flash
cards
Continue…
to model each part of the face, following the procedure for presenting new words (1minutes)
Teacher: Estos son los ojos. ( pointing to the flash card and then to your own eyes) Have students point to the
parts on their faces as the say the words. Continue by giving TPR commands and having children
respond
either using the flash cards or their own faces.(2 minutes)
Activities: Teach the song “ojos, nariz, orejas y boca”. pantomime as I teach the words. Encourage the students to
pantomime as they repeat the words and them sing along. I will Challenge them asking to sing and point the parts
of their body faster and slowing.(2 minutes)
By the end of the class. I will ask one of them to trace his/her body on paper (just the body line). Then from a vocabulary list
they’ll try to guess and label it using the Spanish names. (1 minute)
Assessments:
Working on group I will ask one of them to trace his/her body on paper (just the body line). Then from a vocabulary list
they’ll try to guess and label it using the Spanish names.
Asking questions during the class
TPR commands “touch your head” “Toca tu cabeza”
“Toca tu boca”
where is you… “Donde esta tu boca” etc.
Extentions:
Practice and teach the song “cabeza, ojos “ (body parts) at home, then teach it to his/her parents. (involving parents in
learning process, sharing time, and foreign language advocacy.)
Draw mom or dad head, then label it using the Spanish vocabulary.
Plan for Absent students:
Email parents at the beginning of the school year or write a letter encourage parent to check teacher’s website, where they
will find the learning tasks.
Have a list of websites where students can find different topics and games to practice Spanish at home.
Offer extra time after school to students.
Closing: Clase! (class) what did you learn today? Wait for their answer
Adios !!
Lesson plan
Instructor: Elizabeth Reyes Viands
Subject Area: Foreign Language
Grade level: Upper Elementary
Learner Goal: The students will discuss Spanish-speaking countries in the world. Developing general knowledge
about the location, cultural background of these countries, ancient cultures in Mexico, Central America and Peru,
Spanish conquistadors in 16th, the independence, and current development.
CULTURES
Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives
of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives
of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available
through the foreign language and its cultures.
COMPARISONS
Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the
language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures
studied and their own.
Behavioral Objectives:
By the end of the lesson the students will verify Spanish-speaking countries from world map recognize (pointing) 6 from 16
Latin-American countries with 100 % accuracy.
By the end of the lesson the students will use library or Internet to find one characteristic of each Hispanic countries.
By the end of the lesson the student will label a Latin American map with 80 % accuracy.
By the end of the lesson the students will simulate (acting)Mexican independence day with 80 % accuracy.
Materials and Resources Needed
Library resources: Big world wide map and American map,
Children's Encyclopedia, a series of books to introduce separately these Hispanic countries.
Internet
Music, cd.
Procedures:
Give students a clear unit goal why they need to explore Hispanic world before or while learning Spanish.
Ask students to brainstorm the Spanish speaking countries on the world wide map and list these counties' name on the
white board. (use probing questions) (visual and linguistic)(set induction)
Divide students into groups of 5 to search information from encyclopedia or from other books to verify that these countries
are really use Spanish as official language. (imprinting) (visual and linguistic)(cooperative learning)
Reconvene as a whole group and have each search group to share their findings with whole class. (Interpersonal
Intelligence)(Verbal Linguistic)
Make sure that all Hispanic countries are on the list.
Ask student to brainstorm general knowledge about these countries, like the reason why these countries are Spanishspeaking countries, the famous ancient cultures in these area, the ethnics and the current development in these countries,
etc. (probing questions)(verbal linguistic)(planned repetition).
Assessment:
Ask students to write assignment on their first impressions of Hispanic world. (probing questions)(imprinting)(verbal
linguistic)
Ask the student to point to a special Spanish country.
Closing:
Clase what did we learn today?
Wait for answers, feedback. Adios!!
Instructor: Elizabeth Reyes Viands
Unit: Día de los Muertos
Time: October (class period, 45 minutes)
Subject: Spanish Level:3-5
Lesson Plan Geography of Mexico-
NCSCOS
INTERPERSONAL COMMUNICATION: The learner will engage in conversation and exchange
information and opinions orally and in writing in the target language.
1.01 Interact with teachers and others using greetings, farewells, and expressions of courtesy orally and in
writing.
1.03 Asks and answer questions using learned material orally and writing.
1.05 Engage in conversations to exchange information about everyday topics.
INTERPRETATIVE COMMUNICATION: The learner will understand and interpret written and spoken
language on variety of topics in the target language.
2.01 Follow oral and written directions, commands, and requests.
2.03 Identify key words and main idea (s) from simple oral and written passages.
CULTURES
Gain Knowledge and Understanding of Other Cultures
2.1: Students demonstrate an understanding of the relationship between the practices and
perspectives of the culture studied
2.2: Students demonstrate an understanding of the relationship between the products and
perspectives of the culture studied
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
Behavioral Objectives:
1. By the end of the lesson the student will map and label important regions, states, and places listed on a
handout provided in class with 80 % of mastery.
2. By the end of the lesson the student will describe the physical location of Mexico, in terms of the
neighboring countries and surrounding bodies of water with 80% of mastery.
3. By the end of the lesson the student will describe in their journals why the regions they mapped are
significant to the celebration of Día de los Muertos, and compare and contrast the physical geography of
Mexico to that of the United States.
Materials:
Class social studies books, atlases, maps, Assignment guidelines handout, pencils, color pencils
Anticipatory Set: (15 minutes)
The teacher will begin this lesson with an overview of the world map, and then focus primarily on the Western
Hemisphere and North America.
The teacher will explain to students the focus of the unit, Día de los Muertos, and point out the country of origin of this
celebration (Mexico) and where it is located on the map. Following this, some of the students will brainstorm on their
background knowledge of Mexico and the celebration of Día de los Muertos, in addition to a discussion of what they are
interested in learning .
The teacher will write these comments and student responses on a table the students will be referring to occasionally as
the unit progresses.
Activities: (30 minutes)
Following the activities previously mentioned, the next step is to create group of 6 students to go around the classroom
“Stations Learning(Differentiations strategies)” for students to find Mexico on the map and name the
continent where it is located. As a class, students will be asked to observe two maps: one of Mexico and one of
the U.S., and name some similarities and differences between the physical geographies of the two countries.
In addition, the teacher will also point out several significant features exclusive of Mexico, such as volcanoes,
rainforests, deserts, and pyramids.
The students will then divide into a group of 6 or 7 to go to the stations:
.Student will find Mexico on the map(pointing) and name the continent where is located.
.Student will draw a map of Mexico include 6 key states, 5 bodies of water, and 5 miscellaneous regions.
.Student will check some pictures about Mexico at the same time they are listening Mexican music.
Student will write their journal reflections, with a description of the geography of Mexico and how it compares to the
United States, and complete with illustrations that accompany their entries.
Assessment:
To check for evidence of student learning and comprehension, the teacher can assess the students by using personal
communication (asking the students certain questions about the material), kid watching (observing the students
working in group), and by reading their journal reflections (assessing whether students mentioned specific details on the
comparison between Mexico’s geography to that of the United States). In addition, the authentic assessment instrument
and grading scale rubric directly apply to the assessment of the mapping and labeling task
.Optional the student will create one of the following to show their understanding on the task:
Poster showing Mexico and some characteristic.
Write a song about the topic using the Spanish vocabulary
Write a poem about the topic
Create a Venn diagram comparing Mexico-US and/or Dia de Muertos and Halloween.
Día de los Muertos Unit: Lesson Plan #3 History and Origins of the Holiday- 3rd week of October (1 class
period, 45 minutes)
Behavioral Objectives:
The student will identify at least three differences between Día de los Muertos and Halloween with 100% of mastery.
The student will describe, in their journals, three important historical events in Mexican history.
The student will write a reflection on the book that will be read in class, summarizing three key events and activities
characteristic of the celebration.
Materials:
The children’s book Days of the Dead, journals, posterboards, markers, pencils, color pencils.
Anticipatory Set: (15 minutes)
The teacher will begin this lesson with an overview of the world map, and then focus primarily on the Western
Hemisphere and North America.
The teacher will explain to students the focus of the unit, Día de los Muertos, and point out the country of origin of this
celebration (Mexico) and where it is located on the map. Following this, some of the students will brainstorm on their
background knowledge of Mexico and the celebration of Día de los Muertos, in addition to a discussion of what they are
interested in learning .
The teacher will write these comments and student responses on a table the students will be referring to occasionally as
the unit progresses.
Activities: (30 minutes)
Following the activities previously mentioned, the next step is to create group pf 6 students to go around the classroom
“Stations Learning(Differentiations strategies)” for students to find Mexico on the map and name the
continent where it is located. As a class, students will be asked to observe two maps: one of Mexico and one of
the U.S., and name some similarities and differences between the physical geographies of the two countries.
In addition, the teacher will also point out several significant features exclusive of Mexico, such as volcanoes,
rainforests, deserts, and pyramids.
The students will then divide into a group of 6 or 7 to go to the stations:
.Student will find Mexico on the map(pointing) and name the continent where is located.
.Student will draw a map of Mexico include 6 key states, 5 bodies of water, and 5 miscellaneous regions.
.Student will check some pictures about Mexico at the same time they are listening Mexican music.
.Student will write their journal reflections, with a description of the geography of Mexico and how it compares to the
United States, and complete with illustrations that accompany their entries.
Assessment:
To check for evidence of student learning and comprehension, the teacher can assess the students by using personal
communication (asking the students certain questions about the material), kid watching (observing the students
working in group), and by reading their journal reflections (assessing whether students mentioned specific details on
the comparison between Mexico’s geography to that of the United States). In addition, the authentic assessment
instrument and grading scale rubric directly apply to the assessment of the mapping and labeling task.
.Optional the student will create one of the following to show their understanding on the task:
Poster showing Mexico and some characteristic.
Write a song about the topic using the Spanish vocabulary
Write a poem about the topic
Create a Venn diagram comparing Mexico-US and/or Dia de Muertos and Halloween.
Día de los Muertos Unit: Lesson Plan #3 History and Origins of the Holiday- 3rd week of October (1 class
period, 45 minutes)
Behavioral Objectives:
The student will identify at least three differences between Día de los Muertos and Halloween with 100% of mastery.
The student will describe, in their journals, three important historical events in Mexican history.
The student will write a reflection on the book that will be read in class, summarizing three key events and activities
characteristic of the celebration.
Materials:
The children’s book Days of the Dead, journals, posterboards, markers, pencils, color pencils.
Anticipatory Set: (20 minutes)
This lesson will begin with the teacher gathering the students together on the carpet and reading to them the
children’s book, Days of the Dead. This activity works as an attention-getter because children love to have adults
read to them interesting books, and this book particularly is a great selection for this lesson since it provides an
real life examples of a Mexican families and communities preparing and carrying out the celebration. This book is
full of photographs of adults and children both taking part in the important holiday. This book also serves to
connect and tie together the information learned in previous lessons, such as the geography and historical events
of Mexico, thereby following the direct and deductive instructional model.
Activities & Procedures: (25 minutes)
Following the reading of this children’s book, the children will participate in a class discussion on the contents of
the book related to the historical origins, events and activities associated with Día de los Muertos celebration. The
emphasis of this activity will be on comparing and contrasting this holiday to Halloween, in an effort to eliminate
misconceptions and prejudices that the children may have had prior to beginning the unit. They will be required to
remember and use facts learned from previous lessons in their responses to the literature and in the class
discussion. The teacher will posterboards taped to the chalkboard where he/she will be writing students’ comments
and draw a table with two columns, one that has the words “Día de los Muertos” and the other column with the
word “Halloween”. In this way, children will have a clearer picture of the differences between the two holidays. The
students will then be instructed to return to their seats and write in their journals a response to three questions: 1)
List three differences between Día de los Muertos and Halloween, 2) Describe three important historical events in
Mexico’s history, and 3) List three things you learned about the celebration from the book read in class. The
journals can also be completed for homework, and discussed the following day with students volunteering to share
their answers to the questions.
Assessment:
Personal communication, kid watching, and student self- assessment are three appropriate assessment techniques
for this lesson. The teacher can check for student understanding and comprehension of the material by asking
them questions during the discussion and listening to their responses. The students’ contribution to class
discussions are reliable signs of informal evidence of student learning, and a great means of assessing student
knowledge and processing of information. In addition, the journal reflections and answers to the above questions
are also useful in this respect.
Action Research
Dr. Brookshaw
Elizabeth Reyes Viands
12/09
The overall goal of this action research is to learn how technology as an effective tool supports
student learning language with deep understanding in a community of practice. My position in the
community of practice that I am working in is a foreign language teacher in elementary school.
What I have learned from education theorists, scholars, and educators (method’s instructor)
through the literature review can be summarized as a) Effective learning requires a deep
understanding. In order for learners to gain insight into their learning and their understanding,
frequent feedback is critical: students need to monitor their learning and actively evaluate their
strategies and their current levels of understanding; b) The role of the learning community is a
critical part of learning process. Wenger's ideas of community of practice shows how members of a
learning community both support and challenge each other, leading to effective and relevant
knowledge construction; and c) Technology is used to enhance the learning experience through
information dissemination, communication, collaboration, and knowledge construction. The
education theorist, Seymour Papert tells us that the computer is a tool. Papert says that schools can
be divided into two wings: 1) those that technology as an informational medium, and 2) those that
use technology as a constructional medium (doing things, making things, constructing things).
The insights I have gained from the research has helped me identify what the solutions might be.
The outcome of the resulting action research is that technology supports a shift toward more
student-centered classrooms, with students engaged in more challenging work, taking more
responsibility for their own learning, and engaging in collaboration with their peers. Technology use
in the classroom can enhance learning when it is used as part of a coherent education approach. It
must be used in tandem with what we know about how people learn. (Bransford, 2000), and I must
vigorously use ongoing assessment to deepen learning, and finally, require metacognition/reflection
for students to further reveal and build upon their learning.
In the following sections, my action research goals, activities, data, insights, and reflection are
reported. In the section of Where to Go, my future goals and directions are reported. Please click on
each section to view my action research final report.
Title
Integrating Technology as an Effective Tool in Language Education. Purpose The overall goal this
action research is to learn how technology as an effective tool supports student learning language
with deep understanding in a community of practice. My Community Context
My position in the community of practice that I am working in is a foreign language teacher in
elementary. With the computer technology being increasingly used in my school I have been
concerned about whether or not the use of the technology in my classes results in a deeper learning
of students. Bransford pointed out that simply using computer in the classroom does not mean that
it has been integrated into the curriculum as an effective tool to support learning. "Technologies do
not guarantee effective learning; however, inappropriate use of technology can hinder learning."
(Bransford, Brown & Cocking, 2000). The situation that I want to improve is to use technology not
just for obtaining information, but for students to gain deep knowledge in a community of practice.
Literature Review
What I have learned about my topic from education theorists, scholars, and educators through the
literature review can be summarized as the followings:
• Effective learning requires a deep understanding. "In order for learners to gain insight into their
learning and their understanding, frequent feedback is critical: students need to monitor their
learning and actively evaluate their strategies and their current levels of understanding." (
Bransford, Brown, & Cockling. 2000 ).
• The role of the learning community is a critical part of learning process. Wenger's ideas of community of
practice shows how members of a learning community both support and challenge each other, leading to
effective and relevant knowledge construction.
• Technology is used to enhance the learning experience through information dissemination,
communication, collaboration, and knowledge construction. The education theorist, Seymour Papert tells
us that the computer is a tool. Papert says that schools can be divided into two wings: 1) those that
technology as an informational medium, and 2) those that use technology as a constructional medium
(doing things, making things, constructing things).
Cycle 1
My Actions:
1. The students use Tapped-In at www.ti2.org, a language rich virtual room, to make their dialogues in
spanish about the topics (topics include going to a restaurant, borrowing books from a library, school life,
asking direction, party invitation, etc.) that we learn in the classroom as homework. They also use this
virtual room to discuss the meanings and usages of the new vocabulary and grammar points. The goal is
for the students to gain deep understanding of what they learn.
2. The students are required to use Blog at www.blogger.com to post their spanish writings. They are also
required to comment on the writings or translate the writings posted by their peers. The goal is to provide
the means for students to practice their Spanish writing skills, and to develop their confidence to continue
independently with the help from the community of practice.
Students as part of their learning are required to reflect on what they learn and how the technology is
supporting their learning of Spanish. As part of my actions, I have examined the learning profiles of
students to help me understand how the use of interactive technology enhance student learning as a way
to improve my teaching.
Evidence Used to Evaluate My Actions:
- Action research journal
- Collection of students' works
- Transcripts of on-line chats
- Questionnaires
Evaluations:
I have evaluated the outcomes of these actions in the following ways:
Action Research Journal: A reflective journal have been kept focusing on how my students respond to and
performance in the new educational activities that I designed.
Samples of Student Work: The student work has been analyzed based on criteria that emerge from the
data and comparison of similar student work from the previous year. Students' writing and projects have
been collected to demonstrate their progresses
Transcripts of On-line Chats: Transcripts of online chats have been saved and sent automatically to my email account. Data from the transcripts are stored and analyzed for levels of student understanding of
their learning. The results have been discussed with the students.
Questionnaires: I have asked students a few questions to get their feedback at the end of the first
semester.
Reflections:
Looking back on my actions with the benefit of data, I now think that since the new technologies, such
as online chat, videos, music and blog are interactive, it is easier to create environments in which
students can learn by doing, receiving feedback from each other, and continually refine their
understanding and gain deep knowledge. Even when the students are out of my classroom, they still
have an environment that is language rich to visit. In this way, they receive feedback from their
classmates, and construct their own knowledge in a community of practice.
Vygotsky's theory, Zone of Proximal, has affected my practice a great deal. Situated Learning and other
online readings from Wenger established the understanding of CoP. Through the learning and
practicing, I realize that social constructionist has played an important role in my classroom. As a
teacher, my responsibility is gradually shifting from teaching students to facilitating students' learning
process and to coordinate the learning with others. Why did I shift my responsibility? I wanted to see
my students to control over their own learning and construct their own knowledge .
When the students are given the sense of controlling over their own learning and construct their
own knowledge, they learn enthusiastically. From my observation, I found that when students
were working in the computer lab planning and discussing their projects, and solving their
problems, they were deeply involved in the learning. Sometimes they were so serious that they
did not want to leave the computer lab when the period time was over. I had never seen such
situation when the lessons had been conducted by me in a teacher-centered environment.
In the first quarter, I taught students the new vocabulary and grammar points, and asked them
as a small group to teach their classmates what they understood, and present their culture
research with a multimedia program in the class. I was surprised to find out from the students'
reflections that they preferred to be allowed to include the new materials in their own learning
and construct their own knowledge.
Cycle 2
Based on the outcomes of and my reflections on cycle one, I will use social constructivist
approach to facilitate class activities that allow the students to construct their new knowledge
and present their powerful ideas through collaboration. I will also study how eportfolios reveal
meta cognition. The students will continue to use communication and multimedia
technologies, as well as video technology as tools which scaffold their collaborative knowledge
building.
Cycle 3
I will help my students collaborate with students in a school in Spanish speaker country on a
project using technologies. Previous research suggests that it increases learners' opportunities
to use the target language, induces a series of negotiations of meaning (Blake, 2000 ), and
improves the quality of written and spoken language (Sotillo, 2000 ). With collaborations that
involve the native speakers, my students will have real-life purpose and accelerated motivation
to construct their knowledge and develop their language skills. I
will share my research findings and student products to my peers in order to introduce them for
integrating technologies into their classrooms.
Educational Quotes and sayings
The important thing is not to stop questioning. Albert Einstein
Uno de los errores que mas cometemos los adultos es el tratar de mantener a nuestros hijos callados especialmente
cuando hay una conversación entre mayores. Por falta de conocimientos dilatamos el proceso de aprendizaje de los
mismos, deteniendo las preguntas las cuales enriquecen la información que el niño va adquiriendo en su desarrollo.
Las preguntas es un medio de adquisición del conocimiento por medio de la cual el ser humano enriquece y amplia
su visión del mundo.
The object of education is to prepare the Young to educate themselves throughout their lives. Robert
Maynard Hutchins
La educación es el único medio através del cual la sociedad puede cambiar, por lo mismo tiene el compromiso de
preparar a los estudiantes con las herramientas necesarias para desenvolverse en el medio y adaptarse a las
necesidades del mismo. Empaparlos del conocimientos para que ellos mismos puedan subsistir en la sociedad,
creando en ellos una conciencia critica y analítica de sus habilidades y destrezas con las cuales sobrevivan.
Teaching, is not just a job. It is a human service, and it must be thought of as a mission. Dr. Ralph Tyler
Enseñar es mas que una profesión, es una obligación de toda persona. Si como seres humanos tuviéramos el sentido
de cooperación y la sensibilidad suficiente para subsistir en la sociedad ayudándonos unos a los otros en un
aprendizaje reciproco no hubiera tanta desigualdad en el mundo. Siempre hay algo nuevo que aprender hasta de las
personas que no asistieron a un aula.
If you think educación is expensive, try ignorance. Derek Bok
La vida esta llena de retos los cuales tienen que ser desafiantes para que te motiven y la educación es un reto
bastante grande que exige tiempo, dedicación, esfuerzo y por supuesto dinero pero que al final del camino tiene su
recompensa; una vida sin necesidades y mas placentera. Lo contrario pasara con aquel que no dedique esfuerzo
alguno en la vida. Be very, very careful what you put into that head, because you will never, ever get it out.
Cardinal Wolsey
Pensar las cosas dos veces antes de decirlas, especialmente usando palabras negativas las cuales marcan para toda la
vida, pensar en las consecuencias de nuestras decisiones y actos nos ahorraran muchos lamentaciones.
Every individual matters. Every individual has a role to play. Every individual makes a
difference. Jane Goodall
Diversidad es lo que enriquece nuestro conocimiento, no importa el color, el pais, el idioma, la
cultura; todos conformamos una raza multicultural en la cual estamos en un proceso de aprendizaje
de nuestras diferencias y semejanzas y tal vez algún día podamos vernos como una sola sociedad.
Aprendiendo unos a los otros porque hubo algun propósito para que nuestra creación hayan sido de
esta manera.
What is the greatest sign of success for a teacher…? It is to be able to say, “The children are
now Working as if I did not exist” Maria Montessri
La efectividad de un maestro lo puedes ver reflejada en los estudiantes, enseñarles a aprender o
comprender e investigar por ellos mismos. Crearles interés por aprender y dejarlos crecer, siendo su
guía en el proceso del aprendizaje.
A teacher has to be a prophet who can look into the future and see the world of tomorrow
into which the children of today must fit. Anonymous
Considero que un maestro debe siempre creer en sus estudiantes, verlos como partes de la sociedad y
en base a ellos construir las estrategias a utilizar en el proceso de aprendizaje. Ponerles en sus cabezas
la palabra si tu puedes hacerlos y hacerles saber que confiamos en ellos.
A Good teacher Explains… A Superior teacher Demonstrates… A GREAT Teacher inspires.
Unknown
Romper la barrera entre maestro-alumno, sin perder el respeto, sensibilizarlos dejarles ver que somos
seres humanos. compartiendo con ellos algunas experiencias personales que ayudaran a vernos como
facilitadores y no instructores del aprendizaje, de tal manera que la percepción de ellos cambian
facilitando un mayor grado de compromiso por parte de ellos hacia el maestro. Así como
ocasionalmente detenernos en los pasillos entablando pequeñas conversaciones con ellos.
Presidente Barack Obama race to the top:
El presidente empieza comentando acerca de la crisis que el pais esta atravesando, hace mencion
que esta trabajando en re-establecer la economia, Dice que aun y con todo lo que se esta
haciendo, el pais no progresara si no se trabaja duro en la Educacion, Los Estados Unidos necesita
reinforzar los programas educativos, hay muchos desempleados actualmente y habra mas si la
educacion del pais no mejora.
La carrera empieza hoy, como? Preparando a los futuros maestros, actualizando a actuales, a los
administrativos, creandose metas y lograndolas, trabajando duro. la economia del pais esta en la
mano de la Educacion. Hay que trabajar en alcanzar los estandares. Para tener exito se necesitan
maestros con deseos de ayudar a los estudiantes, adaptando su metodo de ensenanza de acuerdo a
los estudiantes, deseos de alcanzar a todos y cada uno de ellos, atravez de diferentes maneras de
evaluar el grado de conocimiento, mediante, observacion, entrevistas.
El exito de las escuelas que cumplan con los estandar alcanzando a cada estudiante, sera
recompensando, las escuelas recibiran fondos estimulando el trabajo de los docentes. Los estados
que alcanze los estandares academicos establecidos seran recompesados. las escuelas contaran con
recursos tecnologicos para fomentar el aprendizaje. Mejores escuelas, estandares elevados,
mejores estudiantes y mejor pais. La educacion es un trabajo equipo, los ninos necesitan soporte
de todos, maestros, administrativos, y sobre todo de los padres.
Palabras claves: Maestros effectivos, competencias, metas, trabajo en equipo. La carrera hacia la
cima... Dar a los ninos todos las herramientas necesarias para tengan exito tanto en la vida
personal como en la profesional.
Reflections..
Los estudiantes tienen diferentes orígenes, una amplia gama de capacidad de los niveles, una gran
variedad de perfiles de aprendizaje, y de necesidades. Al responder a estas necesidades con una filosofía
de la diferenciación, los profesores tienen más interacciones auténticas con sus alumnos, y los
estudiantes son capaces de experimentar las oportunidades que les ayuden alcanzar su
potencial. Diferenciación pone a los estudiantes en el centro de enseñanza y aprendizaje. Se trata de un
sentido común, así como basadas en la investigación, para cumplir con las diversas necesidades de los
alumnos, mientras que la promoción de la equidad y la excelencia. Promueve un plan de estudios
centrado en críticas el pensamiento y reconoce la singularidad de cada alumno. Como Emma Goldman
(Petras, 1995), dijo: "Nadien se ha dado cuenta aún de la riqueza de la simpatía, la bondad y
generosidad oculta en el alma de un niño. El esfuerzo de toda educación verdadera debe ser para
desbloquear ese tesoro.
Gardner sostiene que hay varias inteligencias o formas de conocimiento, además de los dos que con
más frecuencia representados en los centros educativos tradicionales: verbal/lingüística y
matemática/lógica. Los otros incluyen cuerpo intrapersonal, interpersonal, visual /espacial,/kinestésica,
y musical/rítmica. Bloom creó una taxonomía para clasificar el nivel de abstracción de las tareas que
ocurren comúnmente en el ámbito educativo ajustes. De menos a más abstracto, las categorías se
conocimiento, comprensión, aplicación, análisis, síntesis y la evaluación. Diferenciar ¿Qué?
Content-La entrada de la unidad
Proceso-cómo los alumnos comprender el contenido
Producto-cómo los alumnos demuestren lo que han aprendido Diferenciar ¿Por qué?
Preparación de los estudiantes-no todos aprenden o progresan en la misma proporción.
-Diferentes intereses de los estudiantes y los maestros.
Blogs …
Bill Gates
El articulo reporta inversiones que el multimillonario Bill Gates ha aportado a la educacion atravez de sus fundacions.
pero tambien hace una critica tachandolo de apoyar la politica educativa del presidente Barack Obama. Las personas que
no estan a favor de la reforma educativa o de los cambios que el presidente quiere hacer, critico a
Bill. Independientemente de las criticas lo importante aqui es que este señor esta apoyando a la Educacion atravez de
fondos a la misma. Se busca inpulsar el indice de graduados de las universidades. pue sla paracer los la poblacion
estudiantil abandona los estudios antes de terminar el high school. Tambien se invierte en la capacitacion docente.
La clase pasada, discutimos capitulos del libro lenguage y ninos, los cuales mencionan la importancia de crear un
ambiente en el aula que motive la comunicacion del lenguage (espanol). El libro ofrece fantasticas ideas para facilitar el
aprendizaje a los estudiates.
Asi como tambien presente los diferentes programas del aprendizaje de una segunda lengua, como lo son immersion,
FLES, early immersion entre otros. Tambien menciona diversas formas de fomentar la cooperacion en el aula atravez de
juegos y otros actividades.
Nosotros los maestros de una segunda lengua debemos de proporcionar a los estudiantes suficiente materiales como,
videos, musica, fotos, periodicos con informacion veridica que lleve a los alumnos a vivir la realidad de nuestra cultura
latinoamericana. En lo personal, considero que nuestro deber como docentes es primero que nada hacer sentir a los
estudiantes capaces de aprender otro idioma, ponerles en la cabeza que si se puede, que son muy inteligentes y hacerles
ver y creer que el aprendizaje de otro idioma es facil. darles la confianza, proporcionar un ambiente donde ellos se sientas
seguro de participar, sin forzarlos, esperar a que ellos decidan hacerlo sin olvidar de invitarlos a que lo hagan cada vez que
sea posible.
Para aquellos maestros que cuentan con un aula se les facilita crear un ambiente donde los estudientas experimenten y
vivan cada topico que estan revisando, crear un set donde todo se lleve a la "realidad" (crear un restaurant, una tienda,
banco, etc). Nuevamente el poder de la mente juega un papel determinante desde mi punto de vista, pon en la cabezas de
esos estudiantes, lo bueno que son, decirselos cada dia, pues ellos lo creeran y por consiguiente se hara realidad.
Combinar el arte, el baile, la musica en la adquisicion del lenguaje e involucra a todos. Tambien ensenarles culturas
atravez de las tradiciones, costumbres, fiestas y eventos de otros paises, lo cual le ayudara a compararla con la propia,
valorando ambas.
seria genial que se contara con un gran de numero de escuela que contaran con el programa de immersion pues
beneficiaria a los estudiantes. es una lastima que en un pais como este no se tome en cuenta la importancia de empezar
temprano en el aprendizaje de un segundo idioma.
Classroom management
Teacher: Elizabeth
Subject: Spanish
School: Sherwood Forest
Grade: 3-5
Procedures
•Greeting the students (standing at the door)
•Student seating, could be change anytime, at the first day have student’s name on their desk.
•Then tell them to take a seat and start on the first activity at their desk. ( some short and easy
assignment already placed on their desk.)
•Tell students standard for heading their papers, follow the procedures by collecting this first
assignment.
•Tell the students what they will be learning and how they will learn it. Discussing expectations
about times, about student’s notebooks, portfolios, how books will be use, assignments, about
location of resources in the classroom and elsewhere.
Explain if the student need help on assignments, at first he/she should try to get help from a
classmate, I will encourage them (cooperative learning) to help each other, then ask me if they
need it.
Foreign Language class is for 45 minutes, use the bathroom will be just an emergency the
student could go to the bathroom one at the time, without raising hand)
They should have 2 pencils ready to work (not allow pencil sharp, too laud)
If they need to drink water in the classroom, they could go one at the time without asking
permission.
When class interruptions occur, students will continue on their learning task unless directed
otherwise by the teacher.
Class Expectation (rules)
•
•
•
•
•
1.
2.
3.
4.
Listen carefully
Follow directions
Raise hand to speak. Wait to be recognize
Respect self and others
Stay positive and have fun learning
Consequences
Gesture reminder ( eyes contact)
Verbal reminder ( call student at the hall)
Time out ( the student should answer some questions from a
time out form, explaining what he/she did in class that caused
to receive this time out)
Notify principal and parent/guardian.
Unit Plan Overview
RATIONAL
Día de los Muertos is a very interesting holiday for students to learn about, since it addresses
multiculturalism and helps students develop a sense of diversity and respect for other cultures. This
unit fits precisely in the social studies component of elementary school standards, where students are
exposed to different experiences, traditions, and lifestyles of other people around the world. This
Mexican holiday is particularly important for students to learn about since there is a common
misconception that this celebration is the Mexican version of Halloween, since both holidays are
celebrated at around the same time. In order for students to develop cultural awareness, acceptance
and appreciation, and at the same time reduce common misconceptions, myths, and prejudices, they
need to learn about diverse peoples in a healthy and non-judgmental manner. By exploring other
cultures in stimulating and insightful ways, students will gain a deeper understanding of the diversity
of ideas that surround them, in addition to expanding their points of view and becoming more openminded and observant individuals.
Unit Goal : The student will develop an overall understanding of the Mexican holiday, Día de
los Muertos, including the history, origins, and significance of this celebration to people of
Mexican origin;
Objectives:
•By the end of the unit the Student will be able to describe in detail (using their own words) the
preparations, events, and activities that take place in the celebration of Día de los Muertos with 80 %
accuracy in pronunciation.
•By the end of the unit the student will name 2 or 3 cultural aspects (food, arts and crafts, music,
religion, beliefs, etc.) characteristic of this celebration.
•By the end of the unit the student will write one page in their journals, reflections, observations,
experiences, interests and questions that came to mind as they viewed the video.
•By the end of the unit the student will recognize 5 common characteristics of traditions and
activities associated with Día de los Muertos.
•By the end of the unit the student will write a paragraph with 80 words in Spanish about cultural
diversity and multiculturalism in a positive way with 80 % accuracy.
•By the end of the unit he student will distinguish, compare and contrast 5 characteristics between Día
de los Muertos and Halloween using the Venn diagram.
•By the end of the unit the student will map and label important regions, states, and places listed on a
handout provided in class with 80 % of mastery.
•By the end of the unit the student will describe the physical location of Mexico, in terms of the
neighboring countries and surrounding bodies of water with 80% of mastery.
•By the end of the unit the student will describe in their journals why the regions they mapped are
significant to the celebration of Día de los Muertos, and compare and contrast the physical geography
of Mexico to that of the United States.
•By the end of the unit the student will identify at least three differences between Día de los Muertos
and Halloween with 100% of mastery.
•By the end of the unit the student will describe, in their journals, three important historical events in
Mexican history.
•By the end of the unit the student will write a reflection on the book that will be read in class,
summarizing three key events and activities characteristic of the celebration.
•By the end of the unit the student will identify and define all ten Spanish and Nahuatl vocabulary
words associated with Día de los Muertos;
•By the end of the unit the student will describe three major events and activities on Día de los Muertos
that take place in the bilingual children’s book that will be read in class.
•By the end of the unit the student will make specific art pieces (masks, flowers, and skulls) and tissue
paper decorations according to the steps and guidelines provided by the teacher;
•By the end of the unit the student will incorporate all the knowledge acquired throughout the lessons
and cooperatively create an altar as a class, complete with all the necessary components (pictures
flowers, decorations, skulls, etc).
•By the end of the unit the student will correctly use the objects and materials characteristic of the
celebration to recreate the events and activities that take place on an actual celebration of Día de los
Muertos.
Instructional Overview
This unit is designed with individual lesson plans that come together in a holistic way to integrate an
overall understanding of the Mexican celebration of Día de los Muertos. The unit components are
organized in a deductive teaching sequence, beginning with a general conceptual understanding of
Mexico, followed by an exploration of the specific details, traditions and activities that take place in
the holiday that will be analyzed in depth. This unit will include various lessons ranging from language
arts, geography, history, literature reading, and visual arts. It will also incorporate the use of writing
journals, where the students will be required to describe what they learn about throughout the course
of this month-long unit and where they have the opportunity to reflect on the background literature
read in class. Near the end of the unit, the students will also be required to work together cooperatively
in order to create and decorate an altar they will be displayed in class, and at the same time, recreate
the events that occur on Día de los Muertos, which should coincide with the actual date this holiday is
celebrated (November 2nd). This cooperative activity will help bring this unit to its culmination, and
allow students to develop a sense of direction and working toward a common end goal. The reason for
choosing these forms of instruction is that in order to explore the totality of this celebration, students
first need to observe an actual celebration carried out (from viewing a video in class) in order to
develop a general understanding of how this tradition is celebrated, and later explore the specific
details related to it. For these reasons, this unit is to be taught in the deductive and direct instructional
model, incorporating cooperative learning.
There will be a variety of ways to facilitate learning in this unit. For example, most of the lessons will
be teacher-centered in the beginning, where the teacher will be required to explain, model, and
demonstrate to students how to complete certain tasks and how to create a number of art projects
and materials. However, this is also a student-centered unit in that students will be required to write
their journal entries, provide input and feedback, ask questions, contribute to class discussions and
complete other work from each of the five individual lesson plans. In some cases, they will be
encouraged to work individually, in partners, or in small groups, depending on the actual lesson
activities. By using various methods to facilitate learning, this will expose children to the different
forms of learning styles and techniques.
Día de los Muertos Unit: Lesson Plan #1 Introduction, Purpose, and Overview of the Holiday- 1st
week of October (1 class period 45 min.)
Behavioral Objectives:
By the end of the unit the Student will be able to describe in detail (using their own words) the
preparations, events, and activities that take place in the celebration of Día de los Muertos with 80 %
accuracy in pronunciation.
By the end of the unit the student will name 2 or 3 cultural aspects (food, arts and crafts, music,
religion, beliefs, etc.) characteristic of this celebration.
By the end of the unit the student will write one page in their journals, reflections, observations,
experiences, interests and questions that came to mind as they viewed the video.
Materials:
“La Ofrenda: The Days of the Dead” (1989) VHS video, visuals, journals, pencils, color pencils.
Anticipatory Set: (15 minutes)
This lesson will begin with a short introductory overview of what Día de los Muertos is, in addition to
an explanation of the purpose and significance of this unit (by mentioning the unit learning goals). In
order to successfully administer this introduction, the teacher needs to read beforehand and explore the
topic. There are many visual aids (pictures, posters, etc) that I can bring into the classroom and show to
the students in order to set the tone, their curiosity, and create the right environment in which the explore
more about this celebration.
Instructional Task & activities (25 minutes)
The sequence of activities in this lesson will follow the direct instruction lesson model proposed by
Gagne and Briggs. For instance, the lesson begins with the attention getter, or anticipatory set
described above, and will be followed by informing the learners of the unit goals and specific
behavioral objectives of this lesson.
I will stimulate recall in the form of the cluster exercise previous described, and also describe the
material associated with the celebration by using the (posters, pictures, etc.). (visual aids) (Stimulus
variations)
The viewing of the video will then proceed, where the students will become more perceptive and
attentive observers. Following the video, there will be a class discussion, where students will be
encouraged to participate and share their observations and insights. These activities will elicit the
desired behavior (developing curiosity and interest in learning the material), while at the same time
accomplishing the goals and objectives set. (Use probing questions)
The students will then receive their writing journals where they will be instructed to describe and/or
illustrate events and characteristic components of the celebration, in addition to recording
reflections, feelings, interests, and questions they might have regarding Día de los Muertos. The
teacher will monitor the students’ comments, behavior, and reactions at all times, and consequently
provide feedback, support and encouragement as necessary.(Imprinting)(visual and
linguistic)(use probing questions)
Assessment:
Throughout this lesson, the most common methods of assessment will be kid watching and personal
communication. The teacher will watch how students react to the video, ask them questions to check
for understanding and for learning taking place, listen to what they contribute and respond during
class discussions, and observe them while they write their journal entries. In addition, student selfassessment will be another form of assessment technique appropriate for this lesson, demonstrated in
the use of writing journals where students internalize and process the information and knowledge they
are acquiring, as well as where they express their reactions and feelings regarding what they are
learning about.
Extension Activities:
For homework, the students will be required to finish their journal entries and illustrations. If they
chose, they may volunteer to share them the following day in a class discussion. Students will also be
required to ask their parent(s), caregiver(s), or guardian(s) what they know about Día de los Muertos,
and record this information (if any) in their journals as well. The students will also be asked to jot down
in their journals any questions, notes, or interests they might have regarding the celebration, and other
aspects of the holiday they would be interested to learn more about.
Día de los Muertos Unit: Lesson Plan #2 Geography of Mexico- 2nd week of October (1 class
period, 45 minutes)
Behavioral Objectives:
1. The student will map and label important regions, states, and places listed on a handout provided in
class with 80 % of mastery.
2. The student will describe the physical location of Mexico, in terms of the neighboring countries and
surrounding bodies of water with 80% of mastery.
3. The student will describe in their journals why the regions they mapped are significant to the
celebration of Día de los Muertos, and compare and contrast the physical geography of Mexico to that
of the United States.
Materials:
Class social studies books, atlases, maps, Assignment guidelines handout, pencils, color pencils
Anticipatory Set: (15 minutes)
The teacher will begin this lesson with an overview of the world map, and then focus primarily on the
Western Hemisphere and North America. The teacher will explain to students the focus of the unit,
Día de los Muertos, and point out the country of origin of this celebration (Mexico) and where it is
located on the map. Following this, the whole class will brainstorm on their background knowledge of
Mexico and the celebration of Día de los Muertos, in addition to a discussion of what they are interested
in learning. The teacher will write these comments and student responses on a table the students will be
referring to occasionally as the unit progresses.
Instructional Task and Activities: (30 minutes)
Following the activities previously mentioned, the next step is to create group of 6 students to go
around the classroom “Stations Learning(Differentiations strategies)” for students to find
Mexico on the map and name the continent where it is located. As a class, students will be
asked to observe two maps: one of Mexico and one of the U.S., and name some similarities and
differences between the physical geographies of the two countries. In addition, the teacher will
also point out several significant features exclusive of Mexico, such as volcanoes, rainforests,
deserts, and pyramids.
The students will then divide into a group of 6 or 7 to go to the stations:
.The students will find Mexico on the map(pointing) and name the continent where is
located.(DI)(Visual and verbal Linguistic)(use providing questions)(Interpersonal)
.The students will draw a map of Mexico include 6 key states, 5 bodies of water, and 5 miscellaneous
regions. (DI)(imprinting)
.The students will check some pictures about Mexico at the same time they are listening Mexican
music.(DI)(visual and musical/rhythmic)(auditory)
.The students will write their journal reflections, with a description of the geography of Mexico and
how it compares to the United States, and complete with illustrations that accompany their entries.
(DI)(imprinting)(intrapersonal)
Assessment:
To check for evidence of student learning and comprehension, the teacher can assess the students by
using personal communication (asking the students certain questions about the material), kid watching
(observing the students working in pairs), and by reading their journal reflections (assessing whether
students mentioned specific details on the comparison between Mexico’s geography to that of the United
States). In addition, the authentic assessment instrument and grading scale rubric directly apply to the
assessment of the mapping and labeling task.
Día de los Muertos Unit: Lesson Plan #3 History and Origins of the Holiday- 3rd week of
October (1 class period, 45 minutes)
Behavioral Objectives:
By the end of the unit the student will identify at least three differences between Día de los Muertos
and Halloween with 100% of mastery.
By the end of the unit the student will describe, in their journals, three important historical events in
Mexican history.
By the end of the unit the student will write a reflection on the book that will be read in class,
summarizing three key events and activities characteristic of the celebration.
Materials:
The children’s book Days of the Dead, journals, posterboards, markers, pencils, color pencils.
Anticipatory Set: (20 minutes)
This lesson will begin with the teacher gathering the students together on the carpet and reading to
them the children’s book, Days of the Dead. This activity works as an attention-getter because
children love to have adults read to them interesting books, and this book particularly is a great
selection for this lesson since it provides an real life examples of a Mexican families and communities
preparing and carrying out the celebration. This book is full of photographs of adults and children
both taking part in the important holiday. This book also serves to connect and tie together the
information learned in previous lessons, such as the geography and historical events of Mexico,
thereby following the direct and deductive instructional model.
Instructional task and activities: (25 minutes)
Following the reading of this children’s book, the children will participate in a class discussion on
the contents of the book related to the historical origins, events and activities associated with Día
de los Muertos celebration. The emphasis of this activity will be on comparing and contrasting this
holiday to Halloween, in an effort to eliminate misconceptions and prejudices that the children may
have had prior to beginning the unit. They will be required to remember and use facts learned from
previous lessons in their responses to the literature and in the class discussion. The teacher will
posterboards taped to the chalkboard where he/she will be writing students’ comments and draw a
table with two columns, one that has the words “Día de los Muertos” and the other column with the
word “Halloween”. In this way, children will have a clearer picture of the differences between the two
holidays.
The students will then be instructed to return to their seats and write in their journals a response to
three questions: 1) List three differences between Día de los Muertos and Halloween, 2) Describe
three important historical events in Mexico’s history, and 3) List three things you learned about the
celebration from the book read in class. The journals can also be completed for homework, and
discussed the following day with students volunteering to share their answers to the questions.
Assessment:
Personal communication, kid watching, and student self- assessment are three appropriate assessment
techniques for this lesson. The teacher can check for student understanding and comprehension of the
material by asking them questions during the discussion and listening to their responses. The students’
contribution to class discussions are reliable signs of informal evidence of student learning, and a great
means of assessing student knowledge and processing of information. In addition, the journal reflections
and answers to the above questions are also useful in this respect.
Día de los Muertos Unit: Lesson Plan #4 Spanish & Nahuatl Vocabulary Terms- 3rd week of
October (1 class period, 45 minutes)
Behavioral Objectives:
1. By the end of the unit the student will identify and define all ten Spanish and Nahuatl vocabulary
words associated with Día de los Muertos;
2. By the end of the unit the student will describe three major events and activities on Día de los
Muertos that take place in the bilingual children’s book that will be read in class.
Materials: The children’s book “The Vigil of the Little Angels”, 4´6 index cards, rubber bands, pencils,
student journals, color pencils.
Anticipatory Set:
This lesson will begin with the reading of the bilingual children’s book “The Vigil of the Little Angels”
(La Velación de los Angelitos). The teacher will gather the students together on the carpet and read to
them the book, both in English and Spanish. This is a great activity for students to be exposed to new
vocabulary and learn words in a different language, although it is expected that most students in the
classroom will already possess some knowledge of the Spanish language. This attention-getter activity
will stimulate students’ interest and desire to learn a language that, in many ways, is similar to the
English language.
Instructional task & activities:
After the teacher reads this book to the students, it will be followed by a class discussion on the major
events and vocabulary words they will be required to learn, for the formal assessment to be
administered at the end of the unit. The teacher will pass out a handout with a list of words the
students will need to make flashcards out of, using the 4´6 index
cards. The following are the total ten Spanish and Nahuatl vocabulary words the students will be
required to learn: pan de muerto, calacas, calaveritas, ofrendas, frutas, velas, tumbas, antepasados,
altar, cempasúchitl. The teacher will demonstrate to students how to complete their flashcards, by
putting the Spanish word on one side and the English equivalent on the opposite side accompanied by
a drawing/illustration of it. The students will be required to finish the ten flashcards for homework, to
keep them together with a rubber band, and to learn them by the end of the unit. The students will
also be required to write journal reflections describing three major events and activities they learned
from the children’s book that was read to them at the start of the lesson.
Assessment:
For this lesson, the teacher can use also rely on personal communication, kid watching, and student
self-assessment when seeking evidence of student learning. In addition, performance assessment is also
relevant here since the students are required to complete a task (creating a total of ten flashcards) they
will keep and use as study aids for the final unit assessment.
Reference:
Andrade, Mary J. (2001). The Vigil of the Little Angels: Day of the Dead in Mexico. La Oferta Review,
Inc.: San Jose.
Día de los Muertos Unit: Lesson Plan #5 Craft-making and Decorating the Altar- 4th week of
October (3 class periods, 45 minutes each)
Behavioral Objectives:
•By the end of the unit the student will make specific art pieces (masks, flowers, and skulls) and tissue
paper decorations according to the steps and guidelines provided by the teacher;
•By the end of the unit the student will incorporate all the knowledge acquired throughout the lessons
and cooperatively create an altar as a class, complete with all the necessary components (pictures
flowers, decorations, skulls, etc).
•By the end of the unit the student will correctly use the objects and materials characteristic of the
celebration to recreate the events and activities that take place on an actual celebration of Día de los
Muertos.
Materials: tissue paper of a variety of colors (orange, yellow, red, and blue), scissors, string,
photocopies of a paper skulls, crayons, water colors, plastic cups half-filled with water, pencils, glue,
large wooden Popsicle sticks, color construction paper, black pens, brass fasteners, Vaseline, plaster,
fabric cut into strips, water-based paints, and feathers.
Anticipatory Set: (1st class period, 15 minutes)
The teacher will show the students various art pieces and decorations that they will learn to make as
part of the visual art portion of this unit. The teacher will also show to students various pictures of
actual altars, and explain to them that they will be required to create an altar cooperatively as a class
activity, which they will display and invite other schoolmates and their parents to see. This will get
students attention and stimulate interest and participation, since they will be allowed to actually
make things for others to admire.
Instructiona task, Activities & Procedures: (1st and 2nd class periods, 45minutes each)
The teacher will need to provide the steps and guidelines on how to create these art projects (skulls,
skeletons, masks, flowers and tissue paper decorations), in addition to modeling how to make these
things. The classroom will be divided into centers, where students will be split into a total of four
groups, and each group will work on a specific art project they will create. After each group member
finishes creating their art piece, they will switch to the next table/center and begin working on the
next art project/decoration.
In the meantime, the teacher will be calling students one by one to the back table so that he/can can
help each student make their own unique plaster mask, which they will use for the recreation of the
Dia de los Muertos celebration in class. The following day, students will be responsible for creating and
decorating the altar as a class project, and also for the role play of the celebration. The teacher will also
bring fruit, pan de muerto and hot chocolate for students to eat and enjoy during the celebration.
Assessment:
The performance assessment technique will be used to assess the students’ ability to create art pieces and
decorations, in addition to assess their participation in the recreation of the Día de los Muertos celebration,
and their collaboration as a class in creating and decorating an altar. The final and formal assessment
technique will consist of an exam (a combination of selected response and essay unit test) to be
administered the day after the role play celebration in class. This test will test students on their knowledge of
important historical dates on Mexico, the origins of the celebration, the Spanish and Nahuatl vocabulary
words, in addition to events and activities that take place on this holiday. It sounds comprehensive, however
after the month-long unit, students will be well- familiar with the topic. This final assessment is designed to
incorporate everything learned throughout the month-long unit, allowing students to understand the
totality and overall picture of how the individual lessons connect.
References:
Grupo CUICA. (1988). Dia de los Muertos: Disfrázate y Juega. SITESA: Mexico, D.F.
Hoyt-Goldsmith, Diane. (1994). Day of the Dead: A Mexican-American Celebration. Holiday House: New
York
Final course
reflection
El curso fue bastante extenso y completo,
un poco acelerado y sobrecargado de
materiales,
sin
embargo
aprendi
bastante;
diferentes
metodos
y
estrategias que se pueden aplizar en el
proceso educativo, de acuerdo a las
caracteristicas y necesidades de los
estudiantes. Los estandares de la
ensenanza de una segunda lengua. La
parte favorita del curso para mi fue el
aprende del uso de la tecnologia en la
educacion, puesto que convierte el aula
en un contexto de mayor participacion e
interacion punto muy importante en el
aprendizaje de un segundo idioma.
Tambien aprendi diversos websites
donde podre encontrar actividades y
juegos para mis estudiantes.
Gracias!!
GAMES and ACTIVITIES
Strategies FLES
Memory/Concentration
a.Explain the rules/guidelines to the students. The goal is to match a picture with a Spanish word. Show them the cards and show them an example.
Two pictures can’t be a pair. Two words can’t be a pair (there are a few exceptions to this rule…like Pets/Mascots or Garden/Garden. A pair would
be the PICTURE of the cat and the card that says "EL GATO."
b.Students will play in small groups of 4-5. They need to put all of the cards down in a grid like pattern, FACE DOWN. You may want to actually set
up a game on the rug so that they get the picture. One student goes first and turns over two cards. If it is a match he/she keeps the pair. If not, the next
student has his/her turn. If a student gets a pair, he/she does NOT get to take another turn…it still goes to the next person. The person with the most
pairs wins. There can be ties.
One thing to remind students is that when it is their turn to flip over two cards, EVERYONE in the group gets to see what was turned over. ALSO,
CARDS must be flipped back over in the same spot. Explain that to change them means it is not a game of MEMORY! You can play this game as
long as students are having fun. If a group finishes, they can mix the cards up and start over.
Tic Tac Toe
Use the laminated pictures that have magnets on the back…always use pictures that do not have the Spanish word on them…if students
don’t know a word they can always look it up in their Diary (Journal.) If you are playing with numbers, just write the numeral on the
board. If you are playing with colors, use the color items in the folder labeled "colors" on each cart. You can also play this by using the
magnet men to clip up plastic food, stuffed bears, or class objects into the giant tic-tac-board that you draw on the board.
Pick a student to lead the game and be scorekeeper. The lead student writes a big grid on the board and places nine pictures in the spaces.
You divide the class into two teams (X and O) and play the game. The lead student can run the game by taking the picture down when a
team says the word in Spanish.
The team’s X or O then gets placed in the spot where the named food item was. Play this for about four games. The team gets a point for
each word they say. If a team gets three in a row, they win and get three bonus points.
Let students lead this. It gives them a chance to be a leader and it makes them use more Spanish listening skills. Also, they know how to
say the words.
•Bingo
•Buzz
Colors and More Colors in Spanish
Suenos de Colores
Clothing Vocabulary*
Body Parts Practice*
Family Vocabulary and Quiz*
Food Words and Games*
Numbers 0-9
Games and More Games
Pinata Matching Game
http://www.quia.com/mc/38.html
Spanish Hangman*
Test Your Spanish Knowledge*
Fodor's: Travel Spanish-Hear and
Speak*
Matching Game in Spanish
Concentration/Memory Game
Spanish Flashcards*
Disney Drawings to Print and Color
POETRY, MUSIC, AND STORIES IN
SPANISH
Children's Poetry in Spanish
Stories and Fairy Tales for Children
The Perfect Pet: Interactive Story
Story Place: Interactive Spanish!
Hear La Bamba!
Fun Spanish songs
WITH MULTIPLE LINKS
Mis Cositas
Anacleta's Links
Virtual Spanish Library
Letters, Colors, Numbers, Stories...
SPANISH LANGUAGE LEARNING SITES
Study Spanish
Learn Spanish
Practice Your Spanish
Travel Spanish
Great Spanish Exercises
MEXICO
Mexico For Kids!
Life in a Mexican School
Mexican Independence Day
Cinco de Mayo History and Music
One Day in Chichen Itza
Chichen Itza Map
Mexican Jumping Beans
Mexican Flag
Diego Rivera: Virtual Museum
Tour
Butterfly Migration Project
Cinco de mayo
More Cinco de mayo
SPAIN
Las Ketchup*
All About Spain*
Cool Planet Spain*
CyberSpain*
Flags of Spain*
Madrid Zoo and Aquarium*
Prado Museum in Madrid*
What's Flamenco?*
All about Flamenco*
Spanish Recipes *
Tour: Fransico de Goya at the
National Museum of Art*
A Photo Tour of Spain*
The History of Spain...in
Spanish!*
Alexander's Tour of Spain
Fun with Don Quixote*
GUATEMALA AND THE
MAYA
Tour Tikal!*
Mayan Kids Site
Maya Ball Game*
Destination Guatemala *
Guatemala Weather*
Guatemalan Weaving*
Mayan Stories*
SPORTS
Little League Baseball in Venezuela
MORE CULTURAL LINKS
Money Converter
Hispanic Heritage - History and Famous
Latinos
RECIPES for EVERYONE!
Recipes of Spain
ANIMALS
Monarch Butterflies
Monarch Stories
Webquests
http://questgarden.com/90/43/3/09111013
3737/