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TPCK: WORLD LANGUAGES Caroline Burdett and Jerrod Bain.

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Presentation on theme: "TPCK: WORLD LANGUAGES Caroline Burdett and Jerrod Bain."— Presentation transcript:

1 TPCK: WORLD LANGUAGES Caroline Burdett and Jerrod Bain

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

3 Preparation 1a  At the end of this lesson, students should be able to answer the following: (questions) 1. What do you and your friends like to do in your free time? 2. What are the favorite pastimes of other Spanish- speaking countries? What is similar/different with your favorite activities? 3. Why is is important to study the cultural pastimes of other Spanish-speaking countries? Main Menu Preparation 1b

4  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) 1. What activities do they like to do in Puerto Rico in their free time? 2. What is similar/different with your free time activities? 3. Why is it important to study the cultural pastimes of other countries? Main Menu Preparation 1c

5  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)rubric  Explain additional end product to be completed individually (Glog and oral presentation)  Provide rubric and review criteria for individual glog project (rubric)rubric Main Menu Assistance 1a

6  Introduce new vocabulary with graphic organizer.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 Lee los diálogos en p Completa la tabla con las palabras y frases nuevas en la columna apropriada. ActividadesEmocionesInvitaciones Return

8 Assistance 1b  Practice new vocabulary with preguntas personales (questions)  In pairs, students interview each other and complete the note-taking guide to 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) note-taking guide  Students then create a graphic representation about the information they collected about their partner in the interview process using Kidspiration (summarizing)Kidspiration Main Menu Reflection 1a

9 Note-taking Guide: Preguntas Personales Da una entrevista a su pareja usando las preguntas personales. Escribe sus respuestas. 1. ¿Qué haces después de clases? 2. ¿Qué te gusta hacer los fines de semana? 3. ¿Tienes mucho tiempo libre? 4. ¿Te gusta más ir al cine o alquilar un video? 5. ¿Te gusta ir de compras or practicar deportes? 6. ¿Cuál es tu deporte favorito? 7. ¿Te gusta ir a conciertos? ¿Cómo estás cuando escuchas un concierto? 8. ¿Cuál es tu actividad favorita? ¿Cómo estás cuando haces la actividad? Ahora, piensa en dos preguntas orginales que puede usar en la entrevista. 9. ¿____________________________________________________________? 10. ¿____________________________________________________________? Return

10 Reflection 1a  Students create Animoto video using 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).Animoto video  Provide rubric for video. (rubric)rubric  Students will complete a group evaluation and individual group member evaluation of their work and effort (rubrics)group evaluation individual group member evaluation Main Menu Reflection 1b

11 Rubric: Animoto ExcellentGoodAcceptableIncomplete Information in the Animoto video (20) Information is relevant and specific. Students understand the topic. Meets or exceeds requirements. Information is generally relevant and specific. Students understand the topic. Meets requirements. Information is somewhat relevant and specific. Students understand the topic. Meets requirements. Information is either not relevant and specific, or incomplete. Students do not show understanding of topic. Do not meet all requirements. Creativity (10) Wow. Students have used creativity in the design. Animoto is visually interesting and compelling. Good! Students have used creativity in the design. Animoto is visually interesting. Ok! Students have used some creativity in the design. Animoto is visually interesting. Hmmm. Unclear that students have used creativity in the design. Animoto is incomplete or unfinished. Attention to detail (5) Students have used correct grammar, vocabulary, spelling, and punctuation. Student has used correct grammar, vocabulary, spelling, and punctuation; error does not distract. Student has used correct grammar, vocabulary, spelling, and punctuation; errors may distract from impact. Student has not used correct grammar, vocabulary, spelling, and punctuation; errors distract from impact. Quality of images (5) Students included at least 8 quality images to enhance presentation. Students generally included quality images to enhance presentation. Students included some quality images to enhance presentation. Students did not include quality images to enhance presentation. Return

12 Rubric: Animoto ExcellentGoodAcceptableIncomplete Information in the Animoto video (20) Information is relevant and specific. Students understand the topic. Meets or exceeds requirements. Information is generally relevant and specific. Students understand the topic. Meets requirements. Information is somewhat relevant and specific. Students understand the topic. Meets requirements. Information is either not relevant and specific, or incomplete. Students do not show understanding of topic. Do not meet all requirements. Creativity (10) Wow. Students have used creativity in the design. Animoto is visually interesting and compelling. Good! Students have used creativity in the design. Animoto is visually interesting. Ok! Students have used some creativity in the design. Animoto is visually interesting. Hmmm. Unclear that students have used creativity in the design. Animoto is incomplete or unfinished. Attention to detail (5) Students have used correct grammar, vocabulary, spelling, and punctuation. Student has used correct grammar, vocabulary, spelling, and punctuation; error does not distract. Student has used correct grammar, vocabulary, spelling, and punctuation; errors may distract from impact. Student has not used correct grammar, vocabulary, spelling, and punctuation; errors distract from impact. Quality of images (5) Students included at least 8 quality images to enhance presentation. Students generally included quality images to enhance presentation. Students included some quality images to enhance presentation. Students did not include quality images to enhance presentation. Return

13 Rubric: Group Evaluation Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Group Cooperation We did most of the work by ourselves, we talked a little among our group members We worked together most of the time, sharing information regularly We worked together so that everyone contributed to the final project Everyone worked together using his or her abilities and knowledge to make the project come together Distribution of Group Tasks Some group members did not complete any of the work Everyone had a job to do but some jobs were incomplete We divided up and completed the work equally Work was shared fairly according to the abilities and interests of the members Group Leadership We had no leader so we just did our own thing No one person was a leader so we usually helped each other get the job done One or more persons took a leadership role and gave good directions that kept us going We had a leader who helped us organize and stay on task until the job was complete Communication among group members We only talked when we thought we needed to, but received little feedback We talked about what we were doing We usually asked each other for help and showed our work to each other We talked all the time and shared our work for group feedback Individual Participation A few people tried very hard, but most didn’t do much Each person did some work and tried to do a fair share We all seemed to find our place and do what was needed Everyone did a great job, I would work with these people again Listening to other points of view We usually listened to what others were saying but some either did not share ideas or argued We usually listened to each other and tried to use what they said in the project We listened while others talked, we learned about different viewpoints, and used some of that information in the project Everyone listened to each other a lot, and used what we heard to improve our work and the whole project Showing respect No one was courteous and opinions were not valued Some were courteous and some opinions were valued Most were courteous and most opinions were valued All were courteous and valued each other’s opinions Return

14 Rubric: Group Member Evaluation Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Source of Conflict Participated in regular conflict that interfered with group progress. The conflict was discussed outside of the group. Was the source of conflict within the group. The group sought assistance in resolution from the instructor. Was minimally involved in either starting or solving conflicts. Worked to minimize conflict and was effective at solving personal issues within the group. Assistance Contributions were insignificant or nonexistent Contributed some toward the project Contributed significantly but other members clearly contributed more Completed an equal share of work and strived to maintain equity throughout the project Effectiveness Work performed was ineffective and mostly useless toward the final project Work performed was incomplete and contributions were less than expected Work performed was useful and contributed to the final project Work performed was very useful and contributed significantly to the final project Attitude Rarely had a positive attitude toward the group and project Usually had a positive attitude toward the group and project Often had a positive attitude toward the group and the project Always had a positive attitude toward the group and the project Readiness Rarely brought needed materials, and was rarely ready to work Sometimes brought needed materials, and was sometimes ready to work Almost always brought needed materials, and was almost always ready to work Always brought needed materials, and was always ready to work Focus on the task Rarely focused on the task and what needed to be done. Let others do the work. Focused on the task and what needed to be done some of the time. Other group members sometimes had to nag, prod, and remind to keep this member on task. Focused on the task and what needed to be done most of the time. Other group members could count on this person most of the time. Consistently stayed focused on the task and what needed to be done. Other group members could count on this person all of the time. 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 then the teacher to vote on their favorite. The 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)certificate of recognition Main Menu Reflection 1c

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

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.create a glog  They will give an oral report on their countries and present glogs to class.  Provide rubric for glog (rubric)rubric Main Menu

18 Rubric: Glog 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 ExcellentGoodAcceptableIncomplete Information in the glog (30) Information is relevant and specific. Student understands the topic. Meets or exceeds requirements. Information is generally relevant and specific. Student understands the topic. Meets requirements. Information is somewhat relevant and specific. Student understands the topic. Meets requirements. Information is either not relevant and specific, or incomplete. Student does not show under- standing of topic. Does not meet all requirements. Creativity (10) Wow. Student has used creativity in the design. Glog is visually interesting and compelling. Good! Student has used creativity in the design. Glog is visually interesting. Ok! Student has used some creativity in the design. Glog is visually interesting. Hmmm. Unclear that student has used creativity in the design. Glog is incomplete or unfinished. Attention to detail (5) Student has used correct grammar, vocabulary, spelling, and punctuation. Student has used correct grammar, vocabulary, spelling, and punctuation; error does not distract. Student has used correct grammar, vocabulary, spelling, and punctuation; errors may distract from impact. Student has not used correct grammar, vocabulary, spelling, and punctuation; errors distract from impact. References for media (5) Student includes proper citation for media used from internet sources. Return

19 Rubric: Glog 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 ExcellentGoodAcceptableIncomplete Information in the glog (30) Information is relevant and specific. Student understands the topic. Meets or exceeds requirements. Information is generally relevant and specific. Student understands the topic. Meets requirements. Information is somewhat relevant and specific. Student understands the topic. Meets requirements. Information is either not relevant and specific, or incomplete. Student does not show under- standing of topic. Does not meet all requirements. Creativity (10) Wow. Student has used creativity in the design. Glog is visually interesting and compelling. Good! Student has used creativity in the design. Glog is visually interesting. Ok! Student has used some creativity in the design. Glog is visually interesting. Hmmm. Unclear that student has used creativity in the design. Glog is incomplete or unfinished. Attention to detail (5) Student has used correct grammar, vocabulary, spelling, and punctuation. Student has used correct grammar, vocabulary, spelling, and punctuation; error does not distract. Student has used correct grammar, vocabulary, spelling, and punctuation; errors may distract from impact. Student has not used correct grammar, vocabulary, spelling, and punctuation; errors distract from impact. References for media (5) Student includes proper citation for media used from internet sources. Return

20 Preparation 2a  Upon completing this chapter, students will be able to answer the following questions: (questions) 1. What is the imperfect tense? 2. When is the imperfect tense used? 3. How is the imperfect tense formed? 4. What are the irregular verbs in the imperfect tense? What are their forms? Main Menu Preparation 2b

21  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)video advance organizer  After viewing the video, students will answer the following questions first with their partner, then as a class: (questions; cues) 1. What verbs did you see that you recognized, and what tense were they in? 2. What words did you see that you thought were verbs? What makes you think they were verbs? 3. 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)partner evaluation rubric 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. RubricPhotoStory 3Rubric  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. RubricTimeToastRubric 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 handout of Aba / Ía, a song to reinforce the Imperfect tense. (note taking)lyrics handout  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). song Main Menu Assistance 2b

32 Lyrics Handout: -Aba / -Ía Return

33 Assistance 2b  Students will complete the imperfect tense study notes (note taking). imperfect tense study notes  Individually, they will investigate answers using link 1, link 2, link 3, link 4, and Google. link 1 link 2link 3link 4Google  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) Googledocs 1. What is the imperfect tense? 2. When is the imperfect tense used? *Both students will write a unique sentence that illustrates the rules of imperfect usage. 3. How is the imperfect tense formed? 4. 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  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).PhotoStory 3  Provide rubric for video. (rubric)rubric  Individually, students will complete a Timetoast timeline in which they share the events of a past vacation using the preterit and imperfect tenses.Timetoast  Provide rubric for timeline. (rubrics)rubric Main Menu Reflection 2b

37  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


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