TPCK: world languages

1. TPCK: world languages Caroline Burdett and Jerrod Bain

2. TPCK Lesson Plans Caroline B. Jerrod B. • Preparation • Preparation 1a • Preparation 1b • Preparation 1c • Assistance • Assistance 1a • Assistance 1b • Reflection • Reflection 1a • Reflection 1b • Reflection 1c • Preparation • Preparation 2a • Preparation 2b • Preparation 2c • Preparation 2d • Assistance • Assistance 2a • Assistance 2b • Assistance 2c • Reflection • Reflection 2a • Reflection 2b

3. Preparation 1a • At the end of this lesson, students should be able to answer the following: (questions) • What do you and your friends like to do in your free time? • What are the favorite pastimes of other Spanish-speaking countries? What is similar/different with your favorite activities? • Why is is important to study the cultural pastimes of other Spanish-speaking countries? Main Menu Preparation 1b

4. Preparation 1b • Begin by showing the textbook DVD cultural opener video segment about Puerto Rico (advance organizer) • Follow up video by asking students questions as cues to what we will be learning: (questions; cues) • What activities do they like to do in Puerto Rico in their free time? • What is similar/different with your free time activities? • Why is it important to study the cultural pastimes of other countries? Main Menu Preparation 1c

5. Preparation 1c • Explain the end product to be completed in groups (Animoto video) • Provide rubric and review criteria for group project. This will serve to guide students in engaging with the material in order to fulfill the requirements of the end product. (collaborative learning; rubric) • Explain additional end product to be completed individually (Glog and oral presentation) • Provide rubric and review criteria for individual glog project (rubric) Main Menu Assistance 1a

6. Assistance 1a • Introduce new vocabulary with graphic organizer. • Students read through mini-dialogs and collaborate with their partner to identify and list vocabulary/grammar items in the appropriate category. (graphic organizer) • Review with class and practice pronunciation of new vocabulary Main Menu Assistance 1b

7. Graphic Organizer: Vocabulary Return Lee los diálogos en p. 200-201. Completa la tabla con laspalabrasyfrasesnuevas en la columnaapropriada.

8. Assistance 1b • Practice new vocabulary with preguntaspersonales(questions) • In pairs, students interview each other and complete the note-taking guideto document the information collected about their partner. This will be turned in for a completion grade after creating the graphic representation. (note-taking; reinforcing effort) • Students then create a graphic representationabout the information they collected about their partner in the interview process using Kidspiration(summarizing) Main Menu Reflection 1a

9. Note-taking Guide: PreguntasPersonales Return Daunaentrevista a suparejausandolaspreguntaspersonales. Escribesusrespuestas. • ¿Quéhacesdespués de clases? • ¿Quétegustahacer los fines de semana? • ¿Tienes mucho tiempolibre? • ¿Te gustamásir al cine oalquilar un video? • ¿Te gustair de compras or practicardeportes? • ¿Cuálestudeportefavorito? • ¿Te gustair a conciertos? ¿Cómoestáscuandoescuchas un concierto? • ¿Cuálestuactividadfavorita? ¿Cómoestáscuandohaces la actividad? Ahora, piensa en dos preguntasorginalesquepuedeusar en la entrevista. • ¿____________________________________________________________? • ¿____________________________________________________________?

10. Reflection 1a • Students create Animoto videousing images of activities that they and their friends like to do. Include text frames to talk about these activities using the appropriate grammatical structures (collaborative learning). • Provide rubric for video. (rubric) • Students will complete a group evaluationand individual group member evaluationof their work and effort (rubrics) Main Menu Reflection 1b

11. Rubric: Animoto Return

12. Rubric: Animoto Return

13. Rubric: Group Evaluation Return

14. Rubric: Group Member Evaluation Return

15. Reflection 1b • The teacher will post Animoto videos on the school’s class website. Students will be asked to view their classmates’ videos and thenemail the teacher to vote on their favorite.  The email should include feedback/reason why they liked that video the best. • The creators of the winning video will be announced on the class website and awarded a certificate of recognition created in PowerPoint by the teacher. (reinforcing effort) Main Menu Reflection 1c

16. Reinforcing Effort: Certificate Return Estupendo Le concede este cerfificado a _________________________ a marcar el honor del video lo más favorito de clase. ¡Felicitaciones!

17. Reflection 1c • Students will also conduct individual research on the favorite pastimes of an assigned Spanish-speaking country and create a glog(non-linguistic representation) depicting the information . • They will give an oral report on their countries and present glogs to class. • Provide rubric for glog (rubric) Main Menu

18. Rubric: Glog Return Your glog should include: name of country; at least three cultural pastimes and/or favorite activities and a personal reflection for each; at least three images; at least one linked image to website or additional media source; references for media sources in proper format

19. Rubric: Glog Return Your glog should include: name of country; at least three cultural pastimes and/or favorite activities and a personal reflection for each; at least three images; at least one linked image to website or additional media source; references for media sources in proper format

20. Preparation 2a • Upon completing this chapter, students will be able to answer the following questions: (questions) • What is the imperfect tense? • When is the imperfect tense used? • How is the imperfect tense formed? • What are the irregular verbs in the imperfect tense?  What are their forms? Main Menu Preparation 2b

21. Preparation 2b • Students will view the video (min. 6:00-6:55) of preterit vs. imperfect, and they will record all of the verbs that they see on the advance organizer provided.  (non-linguistic and advance organizer) • After viewing the video, students will answer the following questions first with their partner, then as a class: (questions; cues) • What verbs did you see that you recognized, and what tense were they in?   • What words did you see that you thought were verbs?  What makes you think they were verbs?   • How can you group them by similarities? Main Menu Preparation 2c

22. Advance Organizer: Imperfect Verbs Return

23. Preparation 2c • Inform students that their partners will be evaluating them at the end of this unit.   • Provide partner evaluation rubric and review grading evaluation criteria.  This will serve to motivate the students to pay attention and remain engaged.   (rubric and reinforcing effort) Main Menu Preparation 2d

24. Rubric: Partner Evaluation Return

25. Rubric: Partner Evaluation

26. Preparation 2d • The teacher will describe the end products and will provide students with grading rubrics for which each component will be discussed. • -Partners will create a digital PhotoStory 3 that depicts a classic children’s story retold in their own words using the preterit and imperfect tenses. Rubric • Each individual student will create a TimeToast timeline that they will present orally to the class. Students will use the preterit and imperfect tenses to describe what happened on a past vacation.  Rubric Main Menu Assistance 2a

27. Rubric: A Children’s Story PhotoStory Return

28. Rubric: A Children’s Story PhotoStory Return

29. Rubric: Timetoast Timeline Return

30. Rubric: Timetoast Timeline Return

31. Assistance 2a • Students will fill in the missing words on the lyrics handoutof Aba / Ía, a song to reinforce the Imperfect tense.   (note taking) • Students will watch and listen to the song twice by themselves, then they will compare answers with their partners and adjust where needed (cooperative learning). Main Menu Assistance 2b

32. Lyrics Handout: -Aba / -Ía Return

33. Assistance 2b • Students will complete the imperfect tense study notes(note taking). • Individually, they will investigate answers using link 1, link 2, link 3, link 4, and Google.   • After approximately 30 minutes, students will check their answers with their partners, then as a class (cooperative learning). Main Menu Assistance 2c

34. Note-Taking Guide: Imperfect Tense Return

35. Assistance 2c • Students (in groups of two) will create shared document in Googledocs in which they answer the following questions together.  (collaborative learning) • What is the imperfect tense? • When is the imperfect tense used?*Both students will write a unique sentence that illustrates the rules of imperfect usage.  • How is the imperfect tense formed? • What are the irregular verbs in the imperfect tense?  What are their forms?*Both students will write a creative sentence using each of the 3 irregular imperfect verbs. • Students will share their documents with the teacher, and their work • will be assessed as a daily/completion grade.  The students and • teacher will discuss the answers to all questions, and students will • be expected to participate.  (reinforcing effort) Main Menu Reflection 2a

36. Reflection 2a • In groups of two, students will create a digital story using PhotoStory 3 that retells a classic children’s story in their own words. (collaborative learning). • Provide rubric for video. (rubric) • Individually, students will complete a Timetoasttimeline in which they share the events of a past vacation using the preterit and imperfect tenses. • Provide rubric for timeline. (rubrics) Main Menu Reflection 2b

37. Reflection 2b • Immediately before they present their Timetoast timelines, students will draw the name of a classmate from a hat. As that person presents, the evaluator will write 2-3 positive comments about the presentation that will be shared with the presenter. (reinforcing effort). • Student timelines and PhotoStories will be posted on the class website, and parents will be encouraged to visit the site. (reinforcing effort) Main Menu