Theme: A birthday party Conceptual Lens: Communication and Culture

1. Sub-Concept/Topics: Celebrations and activities *Quinceañera * El papelpicado Sub-Concept/Topics: The verb TENER *Ages *Possession Sub-Concept/Topics: Family *Spanish royal family Theme: A birthday party Conceptual Lens: Communication and Culture Sub-Concept/Topics: Diminutives *ITO Sub-Concept/Topics: Possession * DE *Possessive adjectives

2. Our 21st CenturyGoals: Communication and collaboration: Criticalthinking and problemsolving: NJCCCS: WL Standards: 7.1.NH.A.1,2,3,5,6 *Interpretive 7.1. NH.B.1,2,3,4,5 *Interpersonal 7.1. NM.C.3,4,5 *Presentational 7.1. NH.C.3 LACLASEDEESPAÑOL

3. LACLASEDEESPAÑOL Essential / DrivingQuestions How do Spanish-speakers describe themselves and theirfamilies? What are some of thesimilarities and differences in Spanish-speakingfamiliescomparedtothat of the U.S? How are celebrations of the U.S. similar / differenttothecelebrations of Spanish-speakingcountries? Whatistheimportance of a “Quinceañera?”

4. LACLASEDEESPAÑOL SYMBALOO We have decided to utilize Symbaloo, which is an online visual bookmark organizer. It’s a faster way for students to access chapter resources, teaching tools, student resources, and favorite websites. It can also be used to aide and to reinforce lessons learned in the classroom.

6. LACLASEDEESPAÑOL Overview: “Una Fiesta de Cumpleaños” Entry 1 Introduce Vocabulary PowerPoint with use of visual aids TPR (Total Physical Response) Flashcards Information gap activity (Student A & B) Worksheet: Define terms, createflashcards Workbookpracticesuch as Quia & otherpracticegames

7. Developing 2-3 Introduce the students to our SYMBALOO website. Instruct them on how to access the website through our E-BOARD and demonstrate how each category has been organized by color coding. Show the students the activities, videos, info gap activities, review games, PowerPoints and support documents we have created and researched. Allow students to work in groups through a kinesthetic activity (Communicative activity) LACLASEDEESPAÑOL

8. LACLASEDEESPAÑOL Approaching 4-5¿Quién soy? PROJECT • The goal is to have effective communication in the Spanish language. Students will use technology such as Audacity to create a recording about themselves, their family members using the vocabulary, adjectives, the verb “tener” to talk about ages as well as the use of possessive adjectives. • Another option would be to use VOKI to create an Avatar that will represent themselves.

9. LACLASEDEESPAÑOL Continuation: • We will play the recordings to the class and the students will listen to and comprehend in Spanish in order to guess who the speaker is. Once the speaker is identified, the student will stand up and introduce him/herself to the class in the target language to practice using the language and work on their pronunciation. • At the end, students will reflect on their experience. They will let us, the Teachers know what they would like to improve over the course of the MP; whether is their listening comprehension skills, their pronunciation, noun and adjective agreement, fluency and vocabulary, etc.

10. LACLASEDEESPAÑOL Ideal/target 6-7 • Throughthe peer-revision process, students will utilize critical thinking skills to identify and critique mistakes in each other’s work. • At the end of each peer-revision phase and at the end of the overall projects, students were encouraged to reflect on their performance and the feedback given by their peers in order to set goals to work on improving specific speaking /writing skills over the course of marking period.

11. LACLASEDEESPAÑOL You will be graded according to the following Holistic Speaking Rubric:

12. LACLASEDEESPAÑOL • Score your partner using the following Holistic Speaking / Writing Rubric:

13. LACLASEDEESPAÑOL El FIN Colegas