Amanda Olson
FLAN 405
F 8:00am-11:20am
October 23, 2009
Midterm
Monday 1:00-1:50
Theme: Family
Lesson title: La Familia
Age Group: Second Grade
Standards Addressed:
Standard 1.2: Students understand and interpret written and spoken language on a variety
of topics. This is used in our activity part of our lesson. The students will
have to interpret and understand what the worksheet for the game asks of
them and also follow my directions and what I expect of this activity.
Standard 1.3: Students present information, concepts, and ideas to an audience of
listeners or readers on a variety of topics. Students will present their results
from their game to the class.
Standard 2.1: Students demonstrate an understanding of the relationship between the
practices and perspectives of the culture studied. When talking about
families the students will be introduced to what family means in various
Spanish-speaking counties. The will learn about their perspectives and
how they differ from ours.
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that
are only available through the foreign language and its cultures. While we
spend time in class talking about what family means to us, and what family
means in the United States, we will also talk about family in Spanish
speaking countries. We will look at the differences and similarities
between the countries. This is a concept that can only be studied by
looking at the different cultures.
Standard 4.1: Students demonstrate understanding of the nature of language through
comparison of the language studies and their own. After the students have
learned the vocabulary they will be given a worksheet in which one side
will have the Spanish word and the other side will have a picture and the
English word. The student must match the correct Spanish word and the
correct English word or picture.
Standard 4.2: Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own. While we are discussing
what families mean in the United States and learning about families mean
in Spanish speaking countries we will compare similarities and differences.
Standard 5.1: Students use the language both within and beyond the school setting.
Students are highly encouraged in my classroom to practice their Spanish
every chance they get. Practicing at home with their parents is every part of
our homework and parents receive notes home at the beginning of every
unit with our vocabulary to practice with their child.
Objectives:
-Students will know what a family is in our classroom.
-Students will know about families in other Spanish speaking cultures.
-Students will be able to identify members of a family.
-Students will be able to properly pronounce family members in Spanish.
Assessment:
I will monitor how the students did on the worksheet after we learned the vocabulary and
compare the progress I see them making as we practice the vocabulary more playing the
game.
Materials:
7 Hopscotch boards – I will make a small hopscotch board and instead of numbers
on each square I will put pictures of family members. (ex. An older lady, a small
child, middle aged adult)
150 Pennies to use as the markers for our activity/game
Vocabulary Worksheet for activity – the worksheet will have directions at the top
of the page for those students who are more visual. There will be students in the
class that understand the game by listening to me give directions and some that
learn better by reading it on the worksheet. The worksheet will ask numerous
questions about the people on the board, such as some description questions
(assuming the students have already learned this). This will help us review what
we learned in other units. There will also be a section for the students keep the
tallies.
Lesson Outline:
Warm up (1 minute):
(Sung to the tune of “Are you sleeping, brother John?”) sing through 2 times
Buenos días, buenos días,
¿Cómo estás? ¿Cómo estás?
Muy bien, gracias, muy bien, gracias,
¿Y tú? ¿Y tú?
This gives the musically intelligent students an opportunity to express themselves.
This also gives the students an opportunity to get all of their last minute
excitement out from lunch out and get prepared for class.
Introduction (10 minutes):
We will begin the class by brainstorming and finding out what the students know
and think about families. I will ask the students what they think of when I say the
word family. Who is in a family? What does a family look like? What does a family
do? As the students share their answers with me I will write their answers down on
the board. I will also ask the heritage students to share with us their idea of family
and how their family and traditions might be different from other students in the
class. This will give all the students a great opportunity to learn that not everyone is
the same and we need to embrace the culture we have all been blessed with. I will
then tell the students about families in Spanish speaking countries. We will talk
about how these families are similar and different than our families in the United
States.
By writing the responses from the children I will help those students who are more
visual be able to compare and contrast families both within the United States and
abroad.
As an educator I need to be aware that the topic of family may be sensitive to some
students. Myself for example, went through the divorce of my parents in second
grade or some students may come from homes that are struggling in other ways.
Vocabulary (10 minutes):
On a PowerPoint slide I will have a picture of a large family. The picture will have
grandparents, parents, aunt and uncle, cousins, siblings, and pets all in it. As a class
we will go through the vocabulary for this unit, including new verbs, two times. The
students will then be given a worksheet. This worksheet will have the Spanish word
on one side of the sheet and the English word along with a picture of the person
from our PowerPoint on the other side. The students will then match up the English
word and picture with the correct Spanish word. We will then correct the
worksheet as a class.
I will use the picture of a family on a PowerPoint slide to incorporate technology
and also more visual aid into the classroom. With the use of PowerPoint it makes it
a fun and easy way to learn vocabulary. I will use binding which is the connection
of meaning with form an example of this would be vocabulary with pictures not
translations by using a picture. We also learned in class that using graphic
representation was better then translation.
Activity (10 minutes):
To practice recognition, each student will get a hopscotch board that has been made
with the pictures of the family members as the separate boxes. Each student has ten
chances to bounce the penny on the board. The student makes a mark on their
worksheets next to the word it landed on. After each partner has had ten chances,
they say what the results were. For example, Yo tengo dos madres o Yo tengo cinco
hermanos. I will be aware for this activity that need a larger flat service that our
disabled student can work at. I need to plan ahead for this so I do not eat up class
time trying to find a spot.
For the students that are bodily-kinesthetic intelligent and like physical activity
and to move around this will benefit them, by tossing the pennies and playing a
game.
Presentation (15 minutes):
The students will then transfer the marks made during the game into the Spanish
number (ex. 1-uno, etc.) Each student will present to the class what their results
were. This will give everyone an opportunity to practice the vocabulary and also
help me assess pronunciation and comprehension.
This gives the students that are better at speaking the language an opportunity to
share with the class, and those that aren’t so good but like to practice an
opportunity to share with the class
Homework (4 minutes):
I will hand out two sheets to the students, one being a note to their parents to
introduce the unit and the other being their homework assignment for tonight. I
explain what is expected of them and answer any questions they may have.
“Sponge activity” (5 minutes):
As a class we will talk about how members of our family are related to one another.
For example I will explain that my uncle Jim is the brother of my dad and son of my
grandma and my cousin Bryon is the son of my uncle etc. We will get some
examples from the class and also practice using our own families. If time allows I
will also come up with some scenarios and have the students tell me how the people
are related to one another.
Follow-Up/Homework:
The parents will receive a letter home tonight informing them that we are beginning a
new unit. They will be told what we will be doing in this unit and in which ways they
can practice at home with their children. The students will be given a worksheet to work
on with their parents. This worksheet will have a list of the vocabulary words to practice
at home and also spots where they need to fill in their own family members names. This
will help us with Wednesday’s activity.
Language acquisition theories utilized
Krashen’s Input hypothesis:
Krashen’s Input hypothesis states that “acquisition occurs only when learners
receive an optimal quantity of comprehensible input that is interesting, a little
beyond their current level of competence, and not grammatically sequenced, but
understandable using background knowledge, context, and other extralinguistic
cues such as gestures and intonation.” I will use this in my classroom by speaking as
much as possible in the target language, as well as encouraging the students to use
the target language as much as possible. I will use a lot of hand gestures to help the
students understand.
Krashen’s Affective filter hypothesis:
Krashen’s Affective filter hypothesis states that “language acquisition must take
place in an environment where learners are “off the defensive” and the affective
filter (anxiety) is low in order for the input to be noticed and reflected upon by
learner.” I will be going into the student’s classroom, so there is hope that they will
feel more comfortable and at home in their own classroom. If the students were to
come into a Spanish classroom they may feel overwhelmed or on the defensive with
all the Spanish around them, and being in a new classroom. I will not make the
students speak until they are ready and comfortable.
Long’s Interaction Hypothesis
Long’s Interaction Hypothesis states, “both parties in a teacher-student and studentstudent interaction must seek clarification check comprehension, and request
confirmation that they have understood or are being understood by the other.
Learners must be active conversational participants who interact and negotiate with
the type of input they receive in order to acquire language. In our group work in
class I expect students to ask questions if they do not understand one another or
myself. I also expect them to check with one another for clarification from time to
time. This theory is important in this lesson because, students need to understand
the rules and procedures of the game to acquire the knowledge and language the
teacher is expecting.
Swain’s Output Hypothesis
Swain’s Output Hypothesis says “teachers need to provide opportunities for output
that is meaningful, purposeful, and motivational so that students can consolidate
what they know about the language and discover what they need to learn.” Through
repetition and focus on output, learners develop automaticity and move from
analyzing to speaking with ease. I will use this theory in both the activities and
vocabulary practices so the students will develop more comfort in speaking in the
target language and using our new vocabulary. This lesson plan uses this theory
quite heavily. We repeat and practice the new vocabulary many different ways,
whether it is by learning the words, matching the words on our worksheet, playing
the game, or presenting. The main focus of this lesson plan is learn the vocabulary.
Justification for activities
I have decided to start class with a song. The students will be entering the
classroom from lunch and will more than likely have a lot of energy. The students
will be instructed to get all the energy from lunch out during the song and being to
put their “thinking caps” on. With the song being in Spanish this will help the
students transition their thinking to the target language. This lesson plan allows the
students to learn the new vocabulary and practice using it. With the game the
students are practicing and reinforcing the new terms learned. Presenting their
results from the game I am able to assess the students pronunciation and how much
they understand. The time frames of the activities are within the attention span of
second graders. At this age level students need to move around and be active, for
this I am incorporating a game into the classroom.
Wednesday 1:00pm - 1:50pm
Theme: Family
Lesson title: Los Arboles de la Familia
Age Group: Second Grade
Standards Addressed:
Standard 1.3: Students present information, concepts, and ideas to an audience of
listeners or readers on a variety of topics. Students will present their family
trees to the class.
Standard 3.1: Students reinforce and further their knowledge of other disciplines through
the foreign language. Some health classes will have students construct
family trees and find out health histories of their family members. By
creating our family tree this would reinforcing and assist this task in the
health classroom. The students would also have prior knowledge as to
what a family tree is either in my classroom or the health classroom,
depending on who introduced it first.
Standard 5.1: Students use the language both within and beyond the school setting.
Students are once again encouraged to use the target language as much as
possible and the to practice what we have learned at home with their family.
Objectives:
-Students will be able to tell someone what a family tree is
-Students will be able to construct a family tree and identify family members in Spanish
and English
-Students will feel more comfortable using their Spanish family vocabulary in front of the
class
Assessment:
I will use the review time and activity as assessments today. While doing the review I
will be able to tell who has practiced at home with their parents and who did not. I will
also be able to assess who may need some more assistance from me. When the students
are presenting I will assess their work, pronunciation, and comprehension.
Materials:
-Pre-made three trunks and leaves
-1 piece per student construction paper
-Colored Pencils
-Glue
-Teachers example of their family tree
-Homework assignment from previous day
Lesson Outline:
Warm up (1 minute):
(Sung to the tune of “Are you sleeping, brother John?”) sing through 2 times
Buenos días, buenos días,
¿Cómo estás? ¿Cómo estás?
Muy bien, gracias, muy bien, gracias,
¿Y tú? ¿Y tú?
This gives the musically intelligent students an opportunity to express themselves.
This also gives the students an opportunity to get all of their last minute
excitement out from lunch out and get prepared for class.
Review (7 minutes):
Pull up the slide of all the family members and review the vocabulary words. Also
today I will ask questions about each family member and how they are related.
With this activity we need to proceed with caution because not all students know
the relation between them and family members. A couple examples of the questions
asked include: “¿Quién es el hermano de su madre?” “¿Quién es la madre de su
padre?” “Quién es la hija de su padres?”
Activity (17 minutes):
I will being today’s activity by asking the students if they know what a family tree is. If
there are students in the class that don’t know, I will then call on those that do to explain
to their classmates what a family tree is. After all students know what a family tree is we
will begin constructing our own. Each student will get to pick a piece of construction
paper of their choice and will then be given one tree trunk and however many leaves they
may need. We will determine how many leaves according to their homework from
Monday. On Monday the students were given a worksheet that asked them to identify the
members of their family. I will have my family tree already made and will use this as my
example when giving the directions to the class. Encourage the students to ask their
peers if they are unsure of a word. It is important that students learn from one another
and feel comfortable asking questions. The students will write the Spanish word (ex. Tío,
Tía, madre, padre) and the first names of the family member on each leaf.
This activity allows the students to be creative and visually see the family ties both in
their L1 and L2.
Presentation (20 minutes):
Each student will come to the front of the classroom and present their family tree to the
class.
 This gives the students that are better at speaking the language an opportunity to
share with the class, and those that aren’t so good but like to practice an
opportunity to share with the class
Homework (5 minutes):
I will tell the students a bit about what is expected of them for the quiz on Friday. The
quiz will help me see where the students are in learning about family and what we need
to spend more time on. We will go over the format of the quiz, a bit about what they
should know, and answer any questions they may have.
“Sponge activity” (5 minutes):
I will spend more time explaining family trees to the class. We will look at different
ways family trees can be made. We will analyze other family trees. We will also look at
and talk about the family trees that were made in class. We will talk about similarities
and differences between classmate’s families. Explain to the class that it is acceptable to
have different kinds of families. To begin this I would explain that my family is split-up
meaning my parents are divorced. You could also explain that some families even
include their pets as part of their family.
Follow-Up/Homework:
Students will be expected to study for their quiz, and continue practicing their Spanish
with their family.
Language Acquisition Theory Utilized:
Krashen’s Input hypothesis:
Krashen’s Input hypothesis states that “acquisition occurs only when learners
receive an optimal quantity of comprehensible input that is interesting, a little
beyond their current level of competence, and not grammatically sequenced, but
understandable using background knowledge, context, and other extralinguistic
cues such as gestures and intonation.” I will use this in my classroom by speaking as
much as possible in the target language, as well as encouraging the students to use
the target language as much as possible.
Long’s Interaction Hypothesis
Long’s Interaction Hypothesis states, “both parties in a teacher-student and studentstudent interaction must seek clarification check comprehension, and request
confirmation that they have understood or are being understood by the other.
Learners must be active conversational participants who interact and negotiate with
the type of input they receive in order to acquire language. In our group work in
class I expect students to ask questions if they do not understand one another or
myself. I also expect them to check with one another for clarification from time to
time. In our family tree activity I specifically emphasis this theory, as I want
students to ask one another if they are unsure of a vocabulary word or need help
from classmates in any way.
Swain’s Output Hypothesis
Swain’s Output Hypothesis says “teachers need to provide opportunities for output
that is meaningful, purposeful, and motivational so that students can consolidate
what they know about the language and discover what they need to learn.” Through
repetition and focus on output, learners develop automaticity and move from
analyzing to speaking with ease. I will use this theory in both the activities and
vocabulary practices so the students will develop more comfort in speaking in the
target language and using our new vocabulary. The output (family tree) applies to
this theory in that it shows meaning to our vocabulary and is evident to the students
that it is important and can be used outside and inside the classroom.
Justification for activities:
As in the previous day, we will begin the class singing a song and releasing our
energy from lunch. It is very important with this age level that they exercise their
creativity. Creating their family tree gives the students the freedom to be
themselves and share with others who is in their family. I decided to use the family
tree because it allows the students to see the connections in their family and is
visual for the students who are visual learners.