SINGLE SUBJECT DAILY LESSON Jenna Munguia

TITLE OF LESSON CURRICULUM AREA & GRADE LEVEL Spanish 1, mixed grades 9-12 (80% 9 graders) Unit 3 Fourth lesson in 4-week unit, La familia CA CONTENT STANDARD(S) ADDRESSED From World Language Content Standards for CA Public Schools K12 CA Department of Education (Posted 9/13/10) Content: 1.1 Students address discrete elements of daily life, including: b. Family and friends Communication: 1.2 Interpret written, spoken, or signed (ASL) language. 1.3 Present to an audience of listeners, readers, or ASL viewers. Structures: 1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context. 1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context. CA ELD STANDARD(S) ADDRESSED From CA Department of Education ELD Standards for Grades 9-10 (Adopted 9/7/12) Part I Interacting in Meaningful Ways A. Collaborative 1. Exchanging Information/Ideas (expanding) Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and gradeappropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, providing additional, relevant information, and paraphrasing key ideas. C. Productive 9. Presenting (expanding) Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that present evidence and facts to support ideas using growing understanding of register. 10b. Writing (expanding) Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers). BIG IDEA ADDRESSED Family is a meaningful part of daily life. It is important to be able to name and refer to our relatives in writing and conversation using specific terms for family relationships and possessive adjectives. It is also important to recognize that families can be structured in many different ways and that it is important to respect and value this diversity. ESSENTIAL QUESTIONS ADDRESSED Why is family important? What are different ways that families can be structured? Why is it important to respect this diversity? What can we learn about our family by making a family tree? Why is it important to be able to refer to our relatives using specific vocabulary in Spanish? What words are used to describe your relatives in Spanish? How do you ask other people about their family in Spanish? How do you use vocabulary related to the family in a conversation in Spanish? OBJECTIVE(S) OR LEARNING GOAL(S) After creating a family tree and reviewing the terms used to refer to specific relatives in Spanish, students will be able to ask and respond appropriately to at least five questions about their family members with a partner. Objective type: psychomotor, language Facet of understanding: application Standards addressed: Content: Content 1.1; Communication 1.2; Structures 1.1 ASSESSMENT(S) Formative, informal: Students will ask and respond appropriately to questions about their family members with a partner. Summative, informal: Students will work in small groups to prepare and give a short presentation to the class about one of the families depicted in the childrens book Familias: La ma, la tuya, la de los dems. Summative, informal: Students will do a quick-write that summarizes and reflects upon what they learned during the lesson.
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DATE OF LESSON Friday, first week of unit

The Unit 3 Family Tree Lesson

ELD: Interacting in Meaningful Ways 1 (Expanding) Students will read the childrens book, Familias: La ma, la tuya, la de los dems, and will be able to work in small groups to prepare and give a short presentation to the class, using relevant vocabulary to describe one type of family that was depicted in the book. Objective type: cognitive, language Facets of understanding: explanation, interpretation Standards addressed: Content: Content 1.1; Communication 1.3; Structures 1.0, 1.1 ELD: Interacting in Meaningful Ways 9 (Expanding) Students will summarize and reflect upon what they learned in writing. Objective type: cognitive, language Facet of understanding: perspective, self-knowledge Standards addressed: ELD: Interacting in Meaningful Ways 10b (Expanding) PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL Some students may be less prepared than others to quickly answer questions about their family members using the correct terms in Spanish. Students who have spent time at home reviewing the words on their unit vocabulary list will be more comfortable with this activity than those who have yet to study the vocabulary. This may cause some groups to take longer than others as they discuss their family trees. I will recommend that the students have their textbooks and/or vocabulary lists handy during the speaking activity. As they students are filling out their family trees, I will recommend that they write the Spanish translations of the vocabulary used to label the family tree (parents = padres, cousins = primos, etc.). This will help the students who are less familiar with the terms. I can also continue to display my filled-out version of the family tree graphic organizer on the projector screen during the activity, with the Spanish translations filled out. I will also float around the room during the activity to provide support as needed. All of these strategies will give every student access to the content that they need to participate effectively in the speaking activity. (content, process) As the students read the childrens book in small groups, there may be some vocabulary in the story that makes comprehension difficult. Since the students have not been introduced to all of the words in the story, they will need to rely on the illustrations in the book as well as available resources such as a dictionary to understand the details provided about each family depicted in the story. I will recommend that they use a Spanish-English dictionary or the dictionary at the back of their textbook to look up words that they are not familiar with. I can also create a list of the more challenging vocabulary words in the story that the students can use to translate words as they read the story with their small group. I will also make myself available as the students read the story and prepare their presentations, so that I can answer comprehension questions and support the students as needed. (content, process) INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES (SDAIE strategies in bold; MCE content highlighted)

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONALES (SDAIE strategies in bold; MCE content highlighted)

Anticipatory Set (Into) 1. Instructor greets students and has a student volunteer read the objectives that are written on the board above the days agenda. (1 minute) Auditory, Visual Clearly define, display, and review the academic learning goals with the students; explaining how the learning goals relate to previous lessons builds background and explicitly links past learning to the concepts that will be covered in this

Anticipatory Set (Into) 1. Students listen to the objectives for the days lesson as one student reads them aloud. (1 minute) Auditory, Visual Give students an idea of what they will learn and what they will be able to do as a result of the lesson.

lesson. 2. Instructor turns on projector to display image of Modern Family tree and related questions. Instructor asks students if they are familiar with the TV show Modern Family and the characters. Instructor directs students to use the family tree to answer the provided questions with their assigned partner based on the seating chart. (5 minutes) Begin lesson with a fun activity (hook) that incorporates supplementary materials to relate to content, has relevance outside the classroom, and appeals to student interests (relates to popular media); use of a non-standard family tree showing divorce, adoption, and gay marriage promotes inclusion and acceptance of diversity; engage students and get them speaking Spanish with each other at the beginning of class; support language learners (including ELs) by providing context for upcoming activity (build background), meaningful integration of lesson concepts with language practice opportunities (reading and speaking), allows for student interaction. Emphasize key vocabulary in multiple ways (verbally, visually)

Auditory, Visual, Linguistic, Interperson al

2. Students listen as instructor introduces activity. Students then use the projected image of Modern Family tree to answer the provided questions with their assigned partner based on the seating chart. (5 minutes)

Auditory, Visual, Linguistic, Interperson al

Warm-up activity provides an opportunity for students to practice the vocabulary they are learning to describe family relationships. Partner conversation allows learning to take place in a social context.

3. Instructor calls on student volunteers to provide answers. Instructor reviews the answers to the questions and translates the terms used to describe the family members (terms underlined in the questions and highlighted in red in the answers. (2 minutes)

Auditory, Visual

3. Students listen and watch as instructor reviews the answers to the questions. Student volunteers provide answers. (2 minutes)

Auditory, Visual

Allow students to self-assess as answers are provided; reinforce vocabulary; provide English translations.

Instruction (Through) 4. Instructor distributes family tree graphic organizer and displays handout using document camera. (1 minute) Visual Graphic organizer (supplementary materials) provides an opportunity for students to organize content in an understandable manner; by including spaces for half brothers and sisters, step brothers and sisters and stepparents, the activity is more inclusive and respects the fact that many students in the class many not come from nuclear families; labels on tree provided in English so that students will need to draw on their knowledge of the vocabulary to complete the upcoming speaking activity.

Instruction (Through) 4. Students receive family tree graphic organizer and direct their attention to the projected image at the front of the class (1 minute) Visual Present lesson content in simplified format to help students understand; students can refer to graphic organizer as a resource during upcoming activities.

5. Instructor introduces activity and models filling in the tree with the names of family members. Instructor directs students to fill in their trees with the names of their family members. (4 minutes)

Auditory, Visual, Intraperson al

Provide clear explanation of activity; scaffold activity; variety of techniques (auditory explanation + visual display); share about your family with the students to connect with them in a personal way to make activity meaningful; appeal to student interests by allowing them to fill in the names of their family members. Provide minigrammar lesson that will provide students with key vocabulary they need to express possession; establish background knowledge; provide scaffolding (guided notes) to assist student understanding.

5. Students watch as instructor models how to fill in the family tree. Students fill in their trees with the names of their family members. (4 minutes)

Auditory, Visual, Intraperson al

Appeal to student interests; make the activity relevant / personal and engaging.

6. Instructor explains the possessive adjectives box on the graphic organizer, adding notes for the students to copy and describing how the different forms are used in relation to the nouns they modify. (3 minutes)

Auditory, Visual

6. Students add notes to the possessive adjectives box on the graphic organizer and listen as instructor explains how the different forms are used in relation to the nouns they modify. (3 minutes)

Auditory, Visual

Reinforce learning by adding additional notes to the graphic organizer.

Guided Practice (Through) 7. Instructor explains box with sentence frames on graphic organizer, modeling how to ask and respond to questions about specific people on the family tree. (1 minute) Auditory, Visual Procedural scaffolding, modeling of question-answer dialogue.

Guided Practice (Through) 7. Students listen as instructor explains box with sentence frames and models how to ask and respond to questions about specific people on the family tree. (1 minute) Auditory, Visual Reference example provided for students on their graphic organizer; students will have better understanding of appropriate word choice, pronunciation and inflection. Students clearly understand procedure and goals for activity.

8. Instructor explains conversation activity: students will exchange family trees with a partner of their choice and take turns asking each other who specific people are on the tree (use provided format in sentence frames box on graphic organizer); students must speak in Spanish and use correct terms to describe their family members; students may use their textbook or vocabulary list as needed; goal is to ask each other about at least 5 people on the tree and use as many different family-related vocabulary words as possible; students will circle the people listed on their tree that they answered questions about. Instructor models an example of an exchange with coteacher. (1 minute) 9. Instructor directs students to move to sit with their partner and start asking each other about their family trees. Instructor floats around room to provide support and observe student conversations. (6 minutes)

Auditory, Visual

Provide clear instructions for activity (comprehensible input); model how to format conversation, pronunciation, and inflection (scaffolding, appropriate speech).

Auditory, Visual, Linguistic, Interperson al

Opportunity for students to learn about each other and build community; student interaction; provide feedback on student output; informal assessment.

8. Students listen as instructor explains conversation activity: students will exchange family trees with a partner and take turns asking each other who specific people are on the tree (use provided format in sentence frames box on graphic organizer); students must speak in Spanish and use correct terms to describe their family members; students may use their textbook or vocabulary list as needed; goal is to ask each other about at least 5 people on the tree and use as many different family-related vocabulary words as possible; students will circle the people listed on their tree that they answered questions about. Students watch as instructor and coteacher model an example of an exchange. (1 minute) 9. Students choose a partner, move to sit with them, and begin asking each other about their family trees using the provided dialogue format. (6 minutes)

Auditory, Visual

Auditory, Visual, Linguistic, Interperson al

Learn vocabulary words in social context, which will encourage elaborated responses and make activity engaging and practical; practice correct pronunciation; students will feel more comfortable taking risks speaking Spanish with a partner they chose; learn about each others families, build classroom community.

Independent Practice (Through) 10. Instructor introduces and explains reading activity: in small groups of three or four (made by counting off), students will read Familias: La ma, la tuya, la de los dems, taking turns popcorn style; each group will be assigned a family from the story (Pablo, Sol, Bruno, Santi & Lucas, Manuel, or Carla); groups will prepare a short presentation to give to the class that 1) describes the family 2) tells what is unique about the family and 3) tells something good or positive about the family; students can use textbook, vocabulary list or other resources to write script; groups will present to the class to earn their seats back; all students in each group must speak during the presentation. Instructor distributes books to groups and displays presentation instructions (rubric) on the document camera. (2 minutes) 11. Instructor sets students free to read and prepare their presentations, floating around the class to offer assistance as needed. Instructor reminds students how much time remains for preparation. (12 minutes) Auditory Provide clear instructions and expectations (rubric) for activity; appropriate student grouping (heterogeneous); assign presentation topics according to student readiness levels; challenge students to use higher-order thought processes (analytical, interpretive) as they respond to the prompts; integration of language skills (reading, listening, writing, speaking).

Independent Practice (Through) 10. Students listen as instructor explains reading activity: in small groups of three or four (made by counting off), students will read Familias: La ma, la tuya, la de los dems, taking turns popcorn style; each group will be assigned a family from the story (Pablo, Sol, Bruno, Santi & Lucas, Manuel, or Carla); groups will prepare a short presentation to give to the class that 1) describes the family 2) tells what is unique about the family and 3) tells something good or positive about the family; students can use textbook, vocabulary list or other resources to write script; groups will present to the class to earn their seats back; all students in each group must speak during the presentation. Students receive books and refer to rubric posted on document camera. (2 minutes) 11. Students read and prepare their presentations, writing scripts and practicing for presentation. (12 minutes) Auditory Establish clear understanding of activity.

Linguistic, Interperson al, Kinesthetic

Provide feedback on student output, monitor student progress; control pacing.

Linguistic, Interperson al, Kinesthetic

Small groups allow students to support each other as they read and feel more comfortable in front of fewer people; story depicts different types of family situations, appeals to diverse array of students, promotes inclusion; reinforce student learning through use of learned vocabulary and grammar concepts to interpret text and write scripts; higherorder and creative thinking required as students determine how to respond to prompt; integration

of all language skills (reading, writing, listening, speaking). Closure (summarize; make Closure (summarize; make

meaning of the lesson)

12. Instructor directs students to stand up at the edges of the room with their group members and facilitates student presentations as each group presents in front of the class to earn their seat back. Instructor requests that audience be respectful (quiet and attentive) and supportive (claps for presenters) during presentations. Instructor takes notes using clipboard, using expectations from rubric. (12 minutes) Transfer (Beyond) (opportunities to apply the learning) 13. Instructor provides general positive feedback to class about presentations. (1 minute) Auditory Encourage students in their ability to engage in a practical dialogue using learned vocabulary and expressions. Auditory, Visual, Interperson al, Kinesthetic Create incentive for presenting (earn seat back); make sure all students present; students apply content and language knowledge; promote supportive classroom environment; use notes to assist with assessment of presentations.

meaning of the lesson)

12. Students stand at edges of the room with their groups, watching their peers presentations and volunteering to present when ready. Students return to their seats after they finish presenting. (12 minutes) Auditory, Visual, Interperson al, Kinesthetic Students can present when ready, based on their comfort level; as they listen to their peers presentations, students will gain a better understanding of the other sections of the book.

Transfer (Beyond) (opportunities to apply the learning) 13. Students listen to instructor provide feedback about presentations. (1 minute) Auditory Encourage students in their progress in speaking Spanish; help students assess their output in Spanish; remind them that they can use these skills outside the classroom in their daily lives. Students reflect on what they learned from the lesson and state how they have grown as a result of the lesson; reinforce meaning and relevance of lesson for the students, which will contribute to making a lasting impression on them.

14. Instructor directs students to do a quick-write in response to the prompts What did you learn today related to describing your family members in Spanish? and How has your perception about family changed as a result of todays lesson? Instructor stamps students family tree graphic organizers and collects quick-writes as an exit ticket as students leave. (3 minutes)

Auditory, Visual, Musical

End class by having students reflect on how the lesson impacted their thinking about what a typical family looks like; write in English to clarify key concepts that were covered; make lesson meaningful; apply higher-order thinking skills; gauge whether instruction was effective in relation to learning goals.

14. Students do a quick-write in response to the prompts What did you learn today related to describing your family members in Spanish? and How has your perception about family changed as a result of todays lesson? Students will get their family tree graphic organizers stamped and turn in their quickwrites as an exit ticket as they leave. (3 minutes)

Auditory, Visual, Musical

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group All EL students in the class have been reclassified. Period 3 Eric C. (9) - Redesignated (2007, 3rd grade), CELDT 4, entered VUSD in 2nd grade, home language Spanish Period 4 Oscar L. (9) - Reclassified in 2009 (5th grade), CELDT 4, home language Spanish Victor S. (12) - Reclassified in 2005 (4th grade), CELDT 3, home language Spanish, also SpEd Ashley T. (9) - Reclassified in 2009 (5th grade), CELDT 5, home language Vietnamese Deanna V. (10) - Reclassified in 2012 (9th grade), CELDT 4, home language Spanish Mikaela V. (9) - Reclassified in 2008 (5th grade), CELDT 5, home language Filipino (Tagalog) This activity is designed for a Spanish class, so the same concepts that apply to ELs can be used to support the Spanish Learners in the class. See relevant SDAIE strategies in bold in reasons/rationales column.

INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively Period 3 Isabel T. (12) - RSP (Resource Specialist Program) o Readiness familiar with Spanish pronunciation but new to grammar rules, has been struggling on quizzes and tests o Learning Profile auditory learner, mature demeanor, one of oldest students in the class, does not hesitate to ask questions to clarify understanding o Interests soccer, fashion Period 4 Alisha J. (11) - RSP/Speech o Readiness one of the weaker students in the class, struggles with pronunciation of words of Spanish, works hard and stays on task o Learning Profile auditory and language processing deficit, multi-modal learning preference, likes to work in groups, outgoing and social o Interests fashion, basketball, dance, hanging out with friends Isaac R. (9) RSP (Autism) o Readiness typically performs just below class average o Learning Profile auditory and visual learner; puts forth good effort in class o Interests music, always wears ear buds during class Victor S. (12) - Special Day Class (Autism) o Readiness has taken Spanish 1 before, knows basic grammar and performs well on quizzes and tests; challenges include speaking and social skills o Learning Profile prefers to work independently, visual learner o Interests computers DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS choose area(s) as necessary based on information above This lesson supports the readiness levels of these students because it provides repetition for the students as they learn the new words and grammar concepts. Guidance from the teacher is built into the first part of the lesson and peer support is available during the speaking activities. In terms of learning profile, the students are provided with multiple opportunities to understand the material. The initial instruction is primarily auditory and visual and the presentations add a kinesthetic component. In terms of the students interests, the students can choose their partners. The teacher can provide additional support.

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS choose area(s) as necessary based on information above This lesson supports readiness levels for Spanish Learners that need help developing language by providing opportunities to listen, read, write and speak. Instructions and explanations are provided in the students native language, English. SDAIE strategies are incorporated throughout the lesson to make content comprehensible (see descriptions in bold in reasons/rationales column above). In terms of learning profile, the students are provided with a variety of ways to experience the content of the lesson: auditory (teachers explanations and prompts, listening to peers), visual (use of document camera, graphic organizer with additional notes), linguistic (conversations with peers); interpersonal (collaboration with peers) and kinesthetic (presentation). The students can also choose to take a more active or passive role in the lesson, depending on their preference and comfort level. In terms of the students interests, students are completing the family tree using the names of their own relatives, they can choose their own partners for the speaking activities, and they can choose how to respond to the dialogue prompt.

This lesson would support language development through:

This lesson would support students with special needs through: Content (what materialincluding key vocabularyis learned) family tree graphic organizer with additional guided notes from instructor Process (how the material is learned) Extra preparation by previewing the activity; additional teacher support; teacher will pair students for family tree conversation activity (instead of allowing them to choose) to ensure that they work with a student who will support them effectively

Content (what materialincluding key vocabularyis learned) family tree graphic organizer with additional guided notes from instructor Process (how the material is learned) specific conversation frameworks provided; independent practice to reinforce learning; application of content and language knowledge by discussion and doing, learning in a social/cooperative context (partner work); instructor available to provide support; students will translate all terms on graphic organizer (English-Spanish) Product (how the learning is demonstrated) formulaic conversations about family members (informal assessment with instructor providing support as needed); students can use scripts during presentations; do quick-write in composition book instead of on loose sheet of paper, to be kept as on-going record of progress in writing in English

Product (how the learning is demonstrated) Teacher can provide students with alternate guides/visual organizers to use for remembering the terms used to describe family members in Spanish; teacher can provide support during partner activities and presentations

RESOURCES (Attach materials needed to implement the lesson e.g., power point presentation, text, graphic organizer) 1. PowerPoint slide with image of Modern Family tree and questions 2. Laptop computer or tablet 3. Projector 4. Document camera 5. Family tree graphic organizer 6. Student copies of the childrens book, Familias: La ma, la tuya, la de los dems by G. Repun and E. Hadida (2006) 7. Rubric for oral presentation 8. Spanish-English dictionary 9. Textbook 10. Unit vocabulary list 11. Paper and pens/pencils MULTICULTURAL RESOURCES Used in SDAIE/MCE lesson plan: Repun, G. & Hadida, E. (2006). Familias, la ma, la tuya, la de los dems. Buenos Aires: Ed. Planeta. This childrens book introduces the reader to the diverse families of the friends of the main characters, Julian and Marina. From single-parent families to families where the grandparents are the main caretakers, to families with adopted children, to immigrant families, to families who live in the city, to families who live the countryside, to families with separated parents, and more, the book communicates the idea that families can come in many different forms and it does not mean that one is better than another. This resource can be used for equitable and socially just teaching because it promotes inclusion of diverse of types of families beyond the nuclear family. The vocabulary and level of Spanish in the book is appropriate for Spanish 1 students, particularly since they will be reading the book in groups and focusing on a shorter section of text to present about. Additional resources (not used in this lesson): Garrido, F. (2011). Familias Families. Espaa: Grficas Alhambra. Online copy of book: http://issuu.com/fabiola_garrido/docs/familias_issuu/16?e=0 Familias is an interactive book in Spanish and English that describes diverse types of families. Created by graphic designer Fabiola Garrido, the colorful pages cover hetero and homosexual families, single parent families, and adoptive families. The book is personalizable so that the reader can add their family to the story. The book is geared

VOCABULARY & GRAMMATICAL STRUCTURES Terms used to describe family members in Spanish: The following terms were introduced in the first lesson of the unit and they are on the students unit vocabulary list. In the first lesson, the students watched a Fotonovela where many of these terms were used in the context of a dialogue among family members and they completed comprehension activities in the textbook that also required use of these words. In this lesson, the terms will be reviewed in the warm-up activity as the students answer questions about the Modern Family tree. The terms will be further reinforced as the students fill out their own family tree graphic organizer and have a conversation with a partner using the terms to identify their relationship to people on their family tree. The students will practice reading the terms in the context of a childrens story and then plan and deliver an oral presentation that requires them to use the terms. In future lessons during the unit, the students will continue to practice using the terms both orally and in writing as they complete review activities and prepare for the unit exam. el/la abuelo/a grandfather/grandmother los abuelos - grandparents el/la bisabuelo/a great-grandfather/great-grandmother el/la cuado/a brother-in-law/sister-in-law el/la esposo/a husband; wife; spouse la familia - family el/la gemelo/a - twin el/la hermanastro/a stepbrother/stepsister el/la hermano/a brother/sister el/la hijastro/a stepson/stepdaughter el/la hijo/a son/daughter los hijos - children la madrastra - stepmother la madre - mother el/la medio/a hermano/a half-brother/half-sister el/la nieto/a grandson/granddaughter la nuera daughter-in-law el padrastro - stepfather el padre - father los padres - parents los parientes - relatives el/la primo/a - cousin el/la sobrino/a nephew/niece el/la suegra/a father-in-law/mother-in-law el/la to/a uncle/aunt el yerno son-in-law Possessive adjectives: The following terms will be taught for the first time during this lesson when the instructor leads the students

toward young children but the level of Spanish and vocabulary are at an appropriate level for Spanish 1 students. Newman, L. (2003) Paula tiene dos mams. Barcelona: Bella Terra. This childrens book tells the story of Paula, who has two mothers, but learns from her friends that her family is not all that different after all. The story conveys the message that what is important are the values and love that we receive from our families. The level of Spanish and the vocabulary in the book are appropriate for Spanish 1 students.

in guided notes on their family tree graphic organizer. The students will then practice using the terms as they engage in a conversation with a partner and describe their relationship to people on their family tree. These terms connect to prior lessons because they allow the students to express possession related to the people or things they have learned to describe using descriptive adjectives. The students will continue to practice using the terms in future lessons as they complete review activities and prepare for the unit exam. mi(s) my, mine tu(s) your, yours (informal) su(s) your, yours (formal), theirs nuestro(s) our, ours (masculine) nuestra(s) our, ours (feminine) Asking who questions: The students learned how to ask and answer basic questions in the previous unit. In this lesson they will review how to ask who questions when the instructor introduces the box with sentence frames on the family tree graphic organizer and as they use the question-answer format to engage in a conversation about their family members with a partner. The students will continue to use this vocabulary in future lessons when they practice asking questions during conversation activities. Quin es? Who is?

REFLECTION (Questions to consider after the lesson:

What went well? Why? What evidence do I have that shows the extent to which the lesson was effective? What problems do students still have? How will I deal with the students whose understanding of the material is weak? How will I remediate? What changes will I make to enhance learning the next time I teach this lesson? Why?

I have not taught this lesson yet, but I look forward to using it in my future class. Resource #1 Modern Family tree and questions (PPT slide)

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Resource #5 Family Tree Graphic Organizer

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Resource #6 Childrens book (text)

Repun, G. & Hadida, E. (2006). Familias, la ma, la tuya, la de los dems. Buenos Aires: Ed. Planeta.

FAMILIAS: LA MA, LA TUYA, LA DE LOS DEMS

Estos son Julin y Marina. Siempre juegan y la pasan bien juntos, aunque a veces tambin pelean. Cuando pelean, es suficiente que Marina diga NO para que Julin diga S. Estas son sus mascotas, Violn y Serenata. Siempre juegan y la pasan bien juntos, aunque a veces tambin pelean (). Hoy Marina y Julin estn jugando a la familia. Julin se visti como un pap de antes y Marina, como una mam antigua. Se parecen a las fotos que tienen los abuelos. Es divertido, pero Marina se queja: -En las casas de antes, haba una sola silla? Los hombres de antes, se cansaban ms? Ahora Marina y Julin pasean a sus hijos. Miren cuntos tienen! Julin dice que se llaman Familias Pablotos porque se parecen a la familia de su amigo Pablo. A Julin le gusta ir a la casa de Pablo. Con tantos hermanos, siempre encuentra con quien jugar. Lo mejor pasa despus de jugar, hay un montn de manos para ordenar! Lo peor pasa despus de ordenar, hay un montn de bocas para comerse todas las cosas ricas! Marina y Julin juegan a ser como la familia del Sol. Quieren conocerla? Sol vive con su abuela y su mam. Aunque es muy temprano, las tres ya estn despiertas. La mam se prepara para ir al trabajo. La abuela prepara el desayuno. Y Sol se prepara para saltar a la cama de su mam! Quiere sentir su calorcito un rato ms. Ahora Julin y Marina juegan a ser como la familia de Bruno. Brunos y sus paps son diferentes y parecidos. Puede ser, porque Bruno es adoptado.
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No vino de la panza de la mam, pero sus paps lo eligieron como hijo. Ahora son familia. Los tres se ren y se enojan por las mismas cosas. Ponen la misma cara, al mismo tiempo, y cada vez se parecen ms. Marina tiene un ataque de risa. Se acuerda de lo que pas hoy, en su jardn, con los mellizos Santi y Lucas. La mam no estaba porque viaj para dar un concierto. Es una pianista famosa! Lucas y Santi se quedaban se quedaron como siempre con su pap, que es un genio para coser botones. Ya tambin es un genio enseando a atarse los cordones de las zapatillas. Julin arm ahora una mesa muy larga. Es para jugar a la familia de Manuel. Manuel vive en la ciudad con sus paps y come todos los das en una mesa chica. Pero en las vacaciones, se rene en el campo con sus abuelos, tos, primos y hermanos mayores. Entonces no hay mesa ni asado que alcance! Marina quiere tener una casa en el campo. Pero no sabe si sus paps podrn pagar casas que vengan con un cielo tan grande. Marina arma dos casas para jugar a la familia de Carla. Una para todos los das, donde vive con la mam. Otra para el fin de semana donde vive con el pap. Los paps de Carla estn separados. La mam se cas de nuevo, y hace poco naci Gastn, el medio hermano de Carla. Cuando Gastn llora, Carla dice: -Es mi medio hermano de la cintura para abajo. Cuando Gastn se hace encima, Carla dice: -Es mi medio hermano de la cintura para arriba. Pero de verdad, Carla quiere a Gastn de la cabeza a los pies. Aqu est Carla en sus dos casas. Marina se despide de Julin. Se tiene que ir con su familia. Julin tambin se va. Lo vienen a buscar sus tos. Sus tos no tienen hijos, pero saben hacer divertido un paseo. Un poco manchado Pero muy divertido! El da termin. La luna sale, los chicos entran. A la noche, todas las familias se parecen. Besos, abrazos. Y buenas noches.

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Resource #7 SDAIE Assessment Rubric to communicate expectations to students for oral presentation and to guide instructor notes for assessment

Oral Presentation Rubric

Planning (Part of ELD Standard) 1 Needs improvement Two or fewer group members dominate planning of presentation. Group is off-task and fails to manage time appropriately. 2 Approaching Most group members contribute to planning presentation and developing script by sharing ideas. Group generally remains on task and completes planning in given time frame. & tells what is unique about the family There are 5-6 pronunciation errors. Dialogue is recited with somewhat appropriate expression. Contains several creative details that add to the audiences enjoyment and show the effort of the group members. Oral presentation (3 lines per student) with use of 10-15 key vocabulary words to support ideas using growing understanding of register. (expanding) 3 On Target All group members contribute to planning presentation and developing script by sharing ideas and providing feedback to peers. Group stays on-task and manages time well. & tells something good or positive about the family. No more than 4 pronunciation errors are noted. Presentation is recited with appropriate expression. Contains many creative details that add to the audiences enjoyment and show the effort of the group members. Oral presentation (4 or more lines per student) with use of more than 15 key vocabulary words to express complex and abstract ideas, delivered using an appropriate level of formality and understanding of register. (bridging) Score/Level

Content

Pronunciation/Expression

Describes the assigned family from the story There are 7 or more pronunciation errors. Appropriate expression is not used. Contains a few creative details or details that do little to support the dialogue.

Creativity

Presenting (Content & ELD Standard)

Brief oral presentation (2 lines per student) with use of 5-10 key vocabulary words to support ideas. (emerging)

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NAME: Jenna Munguia Single Subject SDAIE / Multicultural Resources Lesson Plan Rubric - EDSS 555 Design Component & Criteria Title, Curriculum Area & Grade Level 1 point Student Information 2 points Approaching Meets (includes the criteria for Approaching) & addresses the unit it belongs to and in what curriculum area and grade & describe each of the students readiness level, learning profile, interests and ELD proficiency level(s) & addresses how the instructional strategies and the student activities are suited to meet the standard and objective of the lesson and how all students have access to equitable instruction & each objective is labeled by the type (cognitive, affective, psychomotor or language) and the number of the standard it addresses and the ELD standard is based on student information (i+1) & clearly communicates to students about the expectations (rubric), are aligned to the content and ELD standards, and are accurate (equitable) for English learners (i+1) & labels the strategy (lesson content, process or product) and the way it addresses the students identity and developmental needs (readiness, interest or learning profile) & describes how the vocabulary (optional grammatical structures) will be taught and/or reviewed Exceeds (includes the criteria for Approaching & Meets) & describes where it fits within a unit plan. & includes prior successful differentiation strategies for each student. & explains how the assessment is a valid and reliable way to assess student learning. Evidence for criteria marked See p. 1 Title of Lesson and Curriculum Area & Grade Level boxes See p. 8 Student Info boxes, CELDT level at time of reclassification is noted See p. 2-7 Reasons/Rationales column

Rationale 2 points

Provides a title that is related to the lesson activity Identify the names of the students that need differentiation (both EL & Students w/ Sp Ed needs) Describes the rationale for teaching this lesson (big ideas, enduring understandings, essential questions) Both CA Content and ELD Standards are identified and each is addressed in an objective that contains a condition, verb, and criteria Provides an assessment for each objective and articulates if it is diagnostic, entry-level, formative or summative assessment Describes the students differentiation strategy for the individual students

Standards and Objectives 3 points

& identifies which of the six facets of understanding it is designed to address.

Assessment 3 points

& provides a sample of student work.

See p. 1-2 Standards and Objectives boxes. ELD standard is expanding which makes sense for the proficiency levels of the ELs in the class (i+1) See p. 1 Assessments box and rubric on p. 14

Differentiation 1 point

& provides how the strategy will be assessed for effectiveness and altered if needed.

See Differentiation boxes on p. 8-9

Vocabulary (Grammatical Structures optional) 2 points Instructional Strategies 3 points

Provides vocabulary (optional grammatical structures) covered in the lesson Provides an into, through and a beyond activity for lesson

Student Activities 2 points

Resources 1 point

Describes what the students will do during the into, through and beyond activity of the lesson All instructional materials needed to implement the lesson are listed / described. An APA-formatted reference is provided for each of the three

Multicultural Resources 5 points

& describes in detail the steps the teacher will take to implement the lesson and any need materials (i.e. graphic organizer, ppt, model, rubric), and how ELs have access to academic language & each activity is student centered with multiple opportunities for the instructor to check for understanding All instructional materials that are needed to implement the lesson are provided, such as power point, graphic organizer, sample student work, assignment rubric, quiz... & a 1-2 sentence brief description of each multicultural resource is provided AND at least one

& provides description of how vocabulary (optional grammatical structures) connects to prior and future lessons & provides script for teacher and times for each activity.

See Vocabulary & Grammatical Structures box on p. 910 See p. 2-7 Instructional Strategies

& provides times for each activity.

See p. 2-7 Student Activities

& all materials listed for the unit are listed and/or provided.

Resources described and provided, see p. 914

& the lesson delineates how the resources are used for equitable and

See Multicultural Resources section of Resources box on p. 9-

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Self-Evaluation (1 point will be deducted if not included)

multicultural resources chosen that are appropriate for the content area and English learners Provides a copy of the rubric with the lesson plan

resource is clearly incorporated into the SDAIE lesson plan

socially just teaching

10 and highlighted explanations in Rationales column on p. 2-7 See this column

& highlights or circles the evaluated criteria for each lesson component

& provides evidence for each criteria marked.

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