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Washington State University
College of Education

English Language Learners – El Ser

EL SER (THE SELF)

A unit plan for first year, high school Spanish

Marcela Araya
Sarah Beck
Denise Duquette
Carol Maloney

 

Unit introduction

Relevance

This unit is to introduce basic present-tense structures, and common adjectives used to describe people and feelings. But, that is just for the purposes of curriculum and articulation. The overall goal for this lesson is to provide a forum for students to get to know one another and build trust amongst themselves. This is important in any classroom, but it is especially important in a language classroom where communication IS the point.

From the students’ point of view, such a unit is directly connected to them as they are the subject matter. It is also important that they realize why being comfortable, trusting, and respectful in a language classroom is crucial. Developing the ability to reach out and empathize with others is a useful interpersonal skill for one’s individual and work life after school, as well as at the present time. It could be said that this unit is about developing the dispositions necessary to be good language learners and as such, lays the ground work for everything else to come.

It should be noted that wherever possible, language instruction, in terms of directions especially, will be given in Spanish with modeling and multiple contextual guides to augment understanding.

Incorporation of the essential learnings

  1. Writing:
    Learning about a second language is always an adventure. Yet, it is not just this alone, it is also a venture further into one’s own language. Let us explain, traditional grammar-based methods of teaching second languages force the student to memorize discrete grammatical points and rules about the second language. However, because all languages have a common underlying logic, that information is directly transferable to one’s own native language (this idea has been largely studied by the famous linguist, Noam Chomsky).Although we do not teach with a grammar-based method, those type of grammatical and syntactical comparisons do form part of our classroom technique; for, it is partially through them that we connect what is presently being learned to what is already, at least intuitively, known (the idea of teaching new information through its connection to prior knowledge, with an additional “leap” in abstraction was promoted by Vygotsky, and has been elaborated upon since by many other researchers). We start, then, with one’s own native language and build an additional structure along side it. This dual structure gives students many advantages which revert back to their ability to effectively use their own native language.

    Thus, learning a second language promotes greater learning about one’s own language. We see this as most directly connected to the Washington State Essential Academic Learning Requirements in the areas of Reading, Writing, and Communication. In our second language classrooms we will be focusing on the writing process per se, regardless of the language in which we are writing. That is to say that effective writing encompasses the same process no matter the language used to convey meaning. Additionally, students gain greater understanding of their personal strengths and weaknesses in the second language through the draft, write, revise, and publish process.

  2. Reading:
    Likewise, students can learn to be more efficient readers in their first language when they study a second language because it is almost like learning to read all over again. Returning to a more basic level of understanding can be utilized by the teacher as a way of re-teaching the students about their own strategies in the reading comprehension process. This is really teaching the meta-cognition of reading, what happens in our minds as we decode and devour text? What strategies do we use with unknown words and/or concepts? What strategies do we use to understand voice and sociolinguistic norms?
  3. Communication:
    Finally, students can learn to be more empathetic communicators in second language classes. The fact that they are returning to their infancy and toddlerhood in this process of learning a second language means that much soul-searching can and indeed should take place. Learning a second language is not really for the purposes of getting into that college one dreams about, nor is it purely to fulfill some kind of curiosity about another culture. No, learning a second language is really about learning more about one’s self. Through the journey within, we learn about journeys outward. Through exploring our own selves, we explore the world of the “other”. The empathy we develop in this process enables us to communicate more effectively with others–no matter the language. For it could be our native tongue, our second language, the language of the heart, or body language, it doesn’t matter which language we use, through the process we reach out and in the end we understand another soul.

Meeting the K-12 standards

Rationale

Although the standards refer to how students should be able to use the English language successfully, we are using the standards, by and large, to refer to the same abilities while using Spanish. One of the most rewarding things about having ESL students in foreign language classes is the fact that the “playing field” is leveled by the circumstances of the course. That is to say that all students are at a decided disadvantage in that they do not understand the language of instruction. The beauty in this arrangement is that it represents an opportunity for empathy to develop amongst all students as they endeavor to achieve the same goal. It is hoped that this empathy might be “contagious” in other mainstream classrooms where the ESL students’ dilemma is not shared by the rest of the students.

It should be noted that there are a few exercises included that use the “suggestopedia” methodology. We acknowledge that these exercises will not be as accessible for students of another language background other than English. However, ESL students may still benefit from such exercises, depending on their level of English. If some knowledge of the English language is known, than such an exercise will be useful in making connections. The four of us talked at length about this, and especially about our experiences with teaching a third language through a second. In general, the students that we worked with who were studying a third language through their second language tended to be better language learners because they had something to which they could compare their experiences. One teacher even said, “They are more flexible in terms of their thinking patterns.”

The K-12 standards written about at the end of each lesson, then, should be considered with the above in mind.

Goals of the unit
  • Students will familiarize and internalize ways to describe the internal (feelings) and external self.
  • Students will begin to develop a positive communicative disposition wherein trust, empathy, and respect are inherent.
  • Students will appreciate the importance of trust, empathy and respect as they apply to our language classroom.
  • Students will appreciate the importance of trust, empathy and respect as they apply to the world beyond.
  • Students will begin to internalize pronunciation differences between Spanish and English (or other L1).
Objectives of the unit
  • Students will write phrases and statements involving the verbs ser, estar, and tener.
  • Students will demonstrate through oral and written performance assessments, an understanding of noun, verb, and article agreement.
  • Students will imitate native-like pronunciation through oral performance assessments.
  • Students will demonstrate, through group activities, appropriate interpersonal skills:
  • respect while others are talking and a willingness to participate
Duration of the unit

This unit is specifically designed for an A/B type block schedule wherein two weeks would encompass five blocks. The reason that these assumptions are made is based upon one year’s worth of observations of a “thread” on the Foreign Language Teachers’ List about block scheduling. Over the past year’s time, we have found block scheduling to be one of the most frequent topics on the list as veteran teachers out there struggle to change and alter their teaching techniques to fit a new environment. One of the purposes of subscribing to the list was to be connected to the ongoing national and international debates in the profession. With that in mind, we have attempted to be prepared for the direction that high schools are presently taking in terms of scheduling.

 

Lesson one: “Hablemos el mismo idioma”

Objectives

  • Students will become initially familiar with the sounds of Spanish, Cuban style, as they listen to one of Gloria Estefan’s songs from “Mi Tierra”.
  • Students will associate sounds from the song from possible sounds they have already heard used in Spanish.
  • Students will read a translation of the lyrics along side the original lyrics in Spanish and begin to associate words.
  • Students will discuss the possible meanings of the lyrics and how those meanings may be universal (this is especially poignant as a multicultural component).

Materials

  • Globe
  • Cassette and player
  • Copies of the song in Spanish
  • Highlighters
  • Copies of the song in English
  • Regular pens
  • An alert and open mind

Instructional procedure

approximate time of lesson as a whole, 1.5 hours

A.) ACTIVITY ONE (Anticipatory): WHY LEARN SPANISH?:
  1. Put the globe on a single desk in the center front of the room.
  2. Start out by asking students to volunteer reasons why they have decided to take Spanish. If few students volunteer, ask others at random.
  3. Then tell students a little bit about your own experience with language, and with the Spanish language in particular.
  4. Tell students of the practicality of their choice in terms of the US. For example, Los Angeles is the fourth largest Spanish-speaking city in the world.
  5. Ask students to ponder why their choice might be practical in terms of world communication. Have volunteers come up to the globe and point to one country that they know of where Spanish is an official language. Keep going until the students have exhausted their repertoire, add any additional countries if need be.
B.) ACTIVITY TWO (Guided):

HOW MUCH SPANISH DO YOU ALREADY KNOW?:

  1. Hand out copies of the song in Spanish, highlighters and pens, have students study the words, looking for words they have heard before. Students should highlight any recognized words.
  2. Have the students “read” along with you as you read the Spanish version out loud, again highlighting any additional words they think that they have heard before.
  3. Play the song for the students and have them “read” along. Play it again, but this time have the students circle the words (with regular pens) that they actually can distinguish as she sings.
  4. List the words from each exercise separately on the board and ask for a show of hands from all the students who heard that word in the same spot too. Record the numbers along side the word.
C.) ACTIVITY THREE (Guided): WHAT DOES THIS ACTUALLY MEAN?:
  1. Give students a copy of the song in English. Give them time to read the song in English and to relate the words &/or meanings accross the two.
  2. On a clean portion of the board, record students’ ideas about possible intentions and meanings of this song as they brainstorm out loud. *here you could have a student record the ideas*
  3. Divide students into groups of four by counting off 1-4, students will have the following duties, correspondingly:
    1. recorder => writes down and organizes ideas
    2. facilitator => keeps the flow of conversation going
    3. reporter => gives the class an overview of group’s ideas
    4. devil’s advocate => to every idea, this person gives a reason why it could not be true
  4. After students seem to be ready to report, call one reporter to stand up and give a synopsis of their group’s discussion and ideas.
  5. When all the reporters have gone, open the discussion up to the class using parliamentary procedure (in other words: one student speaks at a time, and has a given amount of time to speak; if finished early, the floor is passed on to the next speaker, etc.)
D.) ACTIVITY FOUR (Closure): WHAT DOES THIS MEAN FOR US?:
  1. When you are satisfied with the exploration of the topic, ask the students why they think you have done this set of exercises. Have one student record the ideas for your future reference. If they have not already noticed, point out that the title of the song is “Let’s speak the same language”.
  2. Have two students be in charge of collecting highlighters and pens from others as they exit.
  3. Instruct students to put both versions of the song in their folders for future reference.
  4. Teacher will keep folders in the classroom.
ASSESSMENT:

During this introductory phase of the unit, the teacher should be looking to see the thought processes that the students are utilizing to make meaning of unknown or unfamiliar language and text. Such thought processes can be indirectly observed through the actions of the students and most especially through the interactions of the students and their discourse. The teacher will take annecdotal records as she/he observes the action in the small group discussions. This can easily be done as the teacher “floats” from group to group.

The teacher should also include in these notes a component dealing with student participation and their ability to work together in a small group setting especially in regard to their respect for one another while only one student has the floor.

 

Lesson 1

K-12 Standards for grades 9-12

 

Goal 1, Standard 1:
  • sharing information
  • non-verbal communication
  • getting personal needs met
  • engaging in conversations
  • conducting transaction
Goal 1, Standard 2:
  • participating in popular culture
Goal 1, Standard 3:
  • testing hypotheses
  • listening to and imitating how others use Spanish
  • exploring alternative ways of saying things
  • focusing attention selectively
  • seeking support and feedback from others
  • comparing nonverbal and verbal cues
  • learning and using language “chunks”
  • selecting and using different media to help understand language
  • practicing new language
  • using context to get meaning
Goal 2, Standard 1:
  • following oral directions, implicit and explicit (for ESL students)
  • requesting and providing clarification (for ESL students)
  • participating in full-class discussions (for ESL students)
  • asking and answering questions (for ESL students)
  • elaborating and extending other people’s ideas and words (for ESL students)
  • expressing likes, dislikes, and needs
Goal 2, Standard 2:
  • comparing and contrasting information
  • persuading, arguing, negotiating, evaluating, and justifying
  • listening to, speaking, and reading about subject matter information
  • gathering information orally and in writing
  • retelling information
  • selecting, connecting, and explaining information
  • analyzing information
  • responding to the work of others
  • representing information visually and interpreting information presented visually
  • hypothesizing
  • understanding vocabulary
Goal 2, Standard 3:
  • focusing attention selectively
  • using context to construct meaning
  • taking notes to record important information and aid one’s own learning
  • determining and establishing the conditions that help one become an effective learner
  • cognitive strategies (a beginning awareness)
  • actively connecting new information to information previously learned
  • imitating the behaviors of native English &/or Spanish speakers to complete tasks successfully
Goal 3, Standard 1:
  • recognizing vernacular dialects (a beginning awareness)
  • determining appropriate topics for interaction (a beginning awareness)
Goal 3, Standard 2:

The level of culturally appropriate language and “body language” is beyond this beginning level course. However, some ESL students may be picking up on additional information as they watch their English-speaking counterparts in this “new” situation.

 

Goal 3, Standard 3:

Same as for Standard 2.

 

LESSON TWO: QUIEN ERES TU?:

 

OBJECTIVES:
  • Students will begin to become accustomed to other speakers’ native voices through the use of video.
  • Students will understand word order of simple descriptive statements.
  • Students will write physical descriptions of themselves.
  • Students will add new terms to their own personal “dictionaries”.
  • Students will create mini posters for use in later activities.
MATERIALS:
  • Video tape of a description of one individual’s face by several different voices, representing several different dialects of spoken Spanish. The description should always follow the same pattern: hair, forehead, eyebrows, eyes, nose, mouth, shape of face.
  • Overhead of words used in the descriptive video, separated by column and color, demonstrating word order and part of speech. (green=verbs, yellow=nouns, blue=adjectives, red=articles…)
  • Enough magazine pictures of people’s faces (large enough to see from a distance) from which all students can select two.
  • Colored chalk
  • Clear tape
  • White construction paper
  • Stick glue
INSTRUCTIONAL PROCEDURE:

Approximate time of lesson as a whole, 1.5 hours

ACTIVITY ONE (Introductory): BY WHOSE VOICE?:
  1. Play the video-taped description of the individual’s face. However, the first time through, stop it in between voices in order to explain that they will be hearing the exact same description in terms of order and individual, but through a different voice and dialect.
  2. Direct students to write down any words that they recognize as being different from one dialect to the next. Make sure that they understand that invented spellings are OK. Play the tape again.
  3. This time, put up a diagram on the OHP (yellow ink) of the order of the description in the shape of a face, such that the words represent the part of the face described. In parenthesis, add a number to indicate in what order the descriptions are made. Play the tape again.
ACTIVITY TWO (Guided): WHAT ARE THE PATTERNS?:
  1. Write on the board all the words used in the various descriptions, without repetitions, in columns and using different colored chalk for each part of speech.
  2. Instruct students to copy down the lists or columns.
  3. Show students other pictures and add new adjectives to the list describing different features not covered by the original video.
  4. Use the lists generated to explain the color-coding system.
  5. Play some quick response as a group, pointing to a word and having the students call out the part of speech that word’s color represents.
  6. Do the same, this time calling on individuals.
  7. Ask students to look for the patterns in the descriptions, have them call out ideas of what they see. Have a student record these brainstorm ideas for future reference.
  8. Based upon their brainstorm, lead a discussion of what is actually the case as compared to what may appear to be the case (these two things will probably not be very different at this point in time, but as this exercise is done throughout the semester, there will be some differences as the language looked at gets more complex).
ACTIVITY THREE (Independent): Y TU?:
  1. Have students work individually on a written description of themselves. Let them know that they may use one another, dictionaries, glossaries, environmental print, etc. as sources. In this exercise, the end result is an individual description, but students are welcome to arrive at that product collectively. I would expect the noise level in the classroom to be high.
  2. Instruct students to write their descriptions on a clean sheet of paper with their name at the top and the date, class period, and level of course.
  3. Have students hand in that project as they finish.
ACTIVITY FOUR (Closure): Y LOS DEMAS:
  1. Write on the board the question, De qué color son tus ojos? Read it out loud to your students, pointing at each word as you say it and using colored chalk where appropriate. Have the students repeat it several times.
  2. Then instruct students that their task is to find someone in the room who has the same color of eyes as they do, they must determine that not only by sight but also by asking! Once they have found that person, they must sit down together.
  3. Once all of the students have a partner, have the students select one magazine picture for each pair.
  4. Give each pair one piece of white construction paper and a glue stick.
  5. Have students attach their picture to the construction paper, show them a finished product.
  6. Have students write a five sentence description of the person in their picture, on the back of the construction paper. One student will be the writer and the other the reporter.
  7. In pairs, have the students stand up where they are and recite their description for the rest of the class.
  8. Students will hang their picture-descriptions from hangers or other means as if they were mobiles. This “publishing” is an important element in the writing process.
HOMEWORK (Independent):

Have students find pictures from magazines, newspapers, or photos at home. They should be equivalent to the size of a magazine, full-page picture; and they should be in color. The subject of the pictures must be individual people, whose facial features are visible. Tell the students to tape or glue the picture to a piece of construction, typing, or notebook paper so that it will be sturdy. They should write a 3-5 sentence description of the subject in Spanish on the back of the other paper so that it is easily readable once the two papers are attached (same as we did in class).

ASSESSMENT:

Assessment for this lesson will come mostly from the written materials produced by the students themselves.

 

Lesson 2

K-12 Standards for grades 9-12

Goal 1, Standard one:
  • sharing and requesting information
  • expressing ideas
  • using nonverbal communication in social interaction
  • getting personal needs met
  • engaging in conversations
  • conducting transactions
Goal 1, Standard 2:
  • sharing social and cultural traditions and values
  • expressing ideas
  • participating in popular culture
Goal 1, Standard 3:
  • testing hypotheses about language
  • listening to and imitating how others use Spanish
  • exploring alternative ways of saying things
  • focusing attention selectively
  • seeking support and feedback from others
  • learning and using language “chunks”
  • selecting different media to help understand language
  • practicing new language
  • using context to get meaning
Goal 2, Standard 1:
  • · following oral directions, implicit and explicit
  • · participating in full-class, and pair discussions
  • · asking and answering questions
  • · requesting information
  • · negotiating and managing interaction to accomplish tasks
  • · elaborating other people’s ideas
Goal 2, Standard 2:
  • comparing and contrasting information
  • listening to, speaking, and writing about subject matter information
  • gathering information orally and in writing
  • retelling information
  • selecting, connecting, and explaining information
  • responding to the work of peers and others
  • representing information visually and interpreting information presented visually
  • hypothesizing
  • understanding vocabulary and text features according to content area
  • demonstrating knowledge through application in a variety of contexts
Goal 2, Standard 3:
  • focusing attention selectively
  • using context to construct meaning
  • taking notes to record important information and aid one’s own learning
  • determining and establishing the conditions that help one become an effective learner (a beginning awareness)
  • recognizing the need for and seeking assistance appropriately from others (a beginning awareness)
  • imitating the behaviors of native English &/or Spanish speakers to complete tasks successfully

Goal 3, Standard 1:

  • recognizing different dialects of Spanish (a beginning awareness)
  • The level of culturally appropriate language and “body language” is beyond this beginning level course. However, some ESL students may be picking up on additional information as they watch their English-speaking counterparts in this “new” situation.
Goal 3, Standard 2:
  • The level of culturally appropriate language and “body language” is beyond this beginning level course. However, some ESL students may be picking up on additional information as they watch their English-speaking counterparts in this “new” situation.

 

Goal 3, Standard 3:
  • The level of culturally appropriate language and “body language” is beyond this beginning level course. However, some ESL students may be picking up on additional information as they watch their English-speaking counterparts in this “new” situation.

LESSON THREE: ADIVINA QUIEN:

 

OBJECTIVES:
  • Students will use their new vocabulary to solicit information.
  • Students will copy new vocabulary into their “dictionaries”.
  • Students will use their new vocabulary to distinguish between information.
  • Students will make decisions based upon the information obtained.
MATERIALS:
  • Mounted photos with descriptions from previous day and pictures from homework.
  • Overhead projector (OHP)
  • OHP transparency
  • Colored construction paper
  • Scissors
  • Colored dry erase pens
  • Glue
  • Markers
  • Masking tape
INSTRUCTIONAL PROCEDURE:

Approximate time of lesson as a whole, 1.5 hours.

A.) ACTIVITY ONE (Introductory): ADIVINA QUIEN?:
  1. Collect homework pictures and mix them together with the pair pictures from the day before.
  2. Enlist students’ help in taping them to the wall or board (wherever they will stick better).
  3. Label each picture with a number and a word:
    uno dos tres cuatro cinco seis siete ocho nueve diez etc.
    1 2 3 4 5 6 7 8 9 10
  4. Divide students into teams by birthday (two teams).
  5. Take three volunteers from one team, one “MC” and two “Vannas”, assign them a number without the other students knowing.
  6. Students from opposite team come to a consensus about one question to ask, i.e.: Tiene ojos cafes? (Does he/she have brown eyes?).
  7. Student “MC” answers, “Sí” or “No”, “Vannas” take down all pictures that don’t apply, if necessary.
  8. Take three volunteers from the other team.
  9. The team that has not guessed yet comes to a consensus on a question, and the process repeats itself until a guess is made and turns out to be correct.
  10. Reward the winning team with extra credit, Carlos V candy bars, points toward a field trip, etc.
B.) ACTIVITY TWO (Guided): COMO ESTAS?:
  1. Turn on OHP with new “dictionary” words, students copy.
  2. Read with choral repetition.
  3. Randomly ask students what each picture represents in terms of “humor” (mood).
  4. Continue until they seem to have it down.
  5. Give students strips of paper with a “smiley” face–but indicating one of the many moods–as well as the written word.
  6. One by one students come up and “act out” their word. Students forward/offer their guesses in a random fashion until the correct answer is heard.
C.) ACTIVITY THREE (Independent/Closure): QUE DIABLOS ES ESO?:
  1. Arrange desks in a circle with the help of the students (if possible).
  2. Pass out supplies: paper, scissors, markers, glue
  3. Explain to students that the object is to create a “monster head” on the paper using the supplies at hand. They will have 10 minutes to do so.
  4. Then they need to pass their creation to the left.
  5. With the new creation in hand, they need to describe it as completely as possible, in a minimum of 5 sentences. They have 5 minutes to do so. They may collaborate if they wish.
  6. They need to pass that described creation to the left.
  7. With the new creation they must take turns reading the description out loud. If time permits, allow for other students’ contributions to the description.
HOMEWORK:

Describe someone in your life in 3-5 sentences.

ASSESSMENT:

There are two ways in which this lesson should be assessed, one is based upon the products produced (the monster’s head, and the homework), and the other is based on the students’ oral responses during games and read alouds.

 

 

LESSON FOUR:COMO ES DE PERSONALIDAD?:

OBJECTIVES:
  • Students will use new vocabulary to describe unfamiliar people, as they appear at random.
  • Students will use all the material from the unit in problem solving activities, individually or in small groups at “stations”.
  • Students will combine old and new material to describe themselves.
MATERIALS:
  • Video tape of various commercial bits and/or soap opera bits (preferably “novelas” from México), demonstrating different personality traits such as friendly, serious, unfriendly, shy, outgoing, silly, and intelligent.
  • Video clip counter sheet (page with planned video stoppages indicated)
  • Television and VCR
  • Chairs set up back to back.
  • “Stations”:
  • homemade “clue” mystery game, a who-done-it challenge: Misterio
  • stories on tape: Escuchar e Imaginar
  • music: Escuchar y Reacionar
  • theater corner: Escribir y Actuar
INSTRUCTIONAL PROCEDURES:

Approximate time of lesson as a whole, 1.5 hours.

A.) ACTIVITY ONE (Introductory): COMO ES SU PERSONALIDAD?:
  1. Have students come in and sit down in the chairs that you have set up in front of the TV/VCR.
  2. Play for the students the clips one at a time, without sound.
  3. Freeze each clip when the facial expression is appropriate to the trait desired (it has been widely demonstrated that facial expressions and their underlying emotions are universal–“we all smile in the same language”.)
  4. Have the students forward guesses as to what kind of personality this person may have. Write the list on the board (using the appropriate colored chalk).
  5. Repeat the procedure until all of the targeted traits have been covered.
B.) ACTIVITY TWO (Guided): Y EN CASTELLANO?:
  1. From the list generated on the board, write the corresponding phrases in Spanish alongside.
  2. Repeat the phrases in Spanish, choral fashion.
  3. Erase the English phrases, and rewrite them in a different order.
  4. Have students come up in random fashion and reconnect the English with the appropriate Spanish–one phrase per student. Seated students may not yell out answers, but may make gestures and facial expressions to give clues to the student up front.
  5. Continue to erase and rewrite, in a different order each time, until all of the students have had a chance to come up front.
C.) ACTIVITY THREE (Independent): DIME QUE ESTA PASANDO:
  1. With the students’ assistance, arrange the chairs in the room, still in front of the TV/VCR, such that they are back to back with only one chair facing the TV.
  2. Have students pick a partner.
  3. Have each pair of students sit back to back in the arranged chairs.
  4. Run through a series of different clips, which also include the same personality traits, having the “seeing” students describe the traits to their “blind” partners.
  5. Switch, that is have the “seeing” students be blind and the “blind” students be seeing. Repeat the exercise.
D.) ACTIVITY FOUR (Unit Closure): LAS ESTACIONES:
  1. MISTERIO:
    In this station, students–up to eight–can play “clue” by asking each other simple questions about “suspects” regarding their demeanor and appearance. Students have cards that they fill out while they are playing which indicate the course of the game. These cards must be turned in at the end of “stations”, with the name of one participant on each card.
  2. ESCUCHAR E IMAGINAR:
    In this station, students–up to eight–can listen, individually or in pairs, to short stories on tape while they read along. Stories will be chosen for their appropriate content which must parallel physical, mood, and personality characteristics in some way. The stories will have the ending omitted, and the final pages covered, such that students must create an ending themselves. After students have finished listening to one story, they must sit down at the table in the station and compose an ending to their story. The students may consult one another, but the final product must be individual. The table is equipped with dictionaries, text books, and other relevant reference materials. Each student’s story -ending composition must be turned in at the end of “stations”. These papers must be written in Spanish. (The content of the stories will change with each unit.)
  3. ESCUCHAR Y REACCIONAR:
    In this station, students–up to eight–will choose one song from among many to listen to (volume no higher than _____) whose subject matter includes language that they have been practicing in this unit. After listening to the song twice through, they must sit around the table provided in the station and write what the song means to them. They may collaborate, especially since all of them have listened to the same song, but each individual must turn in a separate reaction piece at the end of “stations”. These papers may be written in Spanish or English.
  4. ESCRIBIR Y ACTUAR:
    In this station, students–up to eight–will create a “mini” one-act play. They must incorporate everyone in the group in a speaking role of at least three separate lines. They must write out their one-act, place all participants’ names on it, and turn it in at the end of “stations”. To provide inspiration, there will be a dressing room (a partition), a box full of “dress up” clothes, and a box full of props. Their one-act must include a short description of the background, period, and duration of the play. There is a special glossary on the wall of this station pertaining to theater words and terms in Spanish such as: enter, stage left and right, up stage, lights, understudy, etc.
HOMEWORK:

Have the students write out a three paragraph (3-5 sentences in each paragraph) description of themselves. The first paragraph should be about their physical self. The second paragraph should be about their emotional self, or mood. The third paragraph should be about their personality. Once they have finished, they need to find a friend or family member to rewrite the paragraph in their own handwriting. The purpose of this is twofold; first, it is to disguise each student’s handwriting and second, it is to connect our language classroom to the greater community. Instruct the students to bring this guest-printed, self-description to the next class.

ASSESSMENT:

Students will be assessed informally through the match-up and video description games. Students will be assessed more formally through their “stations” contributions and through their self-description homework.

 

LESSON FIVE: CLOSURE

OBJECTIVES:
  • A continuation of lesson four
MATERIALS:
  • A continuation of lesson four
INSTRUCTIONAL PROCEDURE:

Approximate time of lesson as a whole, 1.5 hours.

A.) ACTIVITY ONE (Independent): CONTINUAMOS:
  1. Collect the students’ self-descriptions as they come in.
  2. Students should return to their previous stations to finish up their work. (Students in the “Misterio” station may begin a new game unless they want to continue the other game.) They will find “reviewed” contributions awaiting them. Final copies will be due in forty-five minutes.
  3. After the forty-five minutes are up, pick up final copies of students’ contributions.
B.) ACTIVITY TWO (Guided): ADIVINA QUIEN:
  1. Read the self-descriptions out loud and allow students to hazard guesses as to who is who. Ask for the real “so and so” to stand up.
C.) ACTIVITY THREE (Closure): REPASO:
  1. Review all of the unit’s major concepts for the unit test next class.

 

p.s. Let the theater group know that they will be giving their presentation immediately following the test.

 

BIBLIOGRAPHY:

Short, Deborah; Cloud, Nancy; Gómez, Emily; Hamayan, Else; Hudelson, Sarah; Ramirez, Jean. ESL Standards for Pre-K–12 Students. Pantagraph Printing, Bloomington, IL. 1997 (TESOL)

Washington State Commission on Student Learning. Washington State Essential Academic Learning Requirements. Technical Manual.