Insert Your Lesson Plan Title Here
IRenteria
Introduction
Standards
Objectives
Activities
Assessment 
Results
Resources
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Introduction
Subject: Spainsh level one     Text: Bienvenidos
Topic:  Lesson 4  (regular ar verbs , fiesta etc.)
Grade Level: 9-12
Student Lesson name and URL:  Fiesta con los verbos http://berners.bcoe.butte.k12.ca.us/~renteriaa/
Standards Addressed
 California State Standards  lesson address
 

              Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

              This standard deals more with one-way reading and listening. Students must be able to cope with and comprehend a wide
              range of texts, including but not limited to written text and materials produced by and for native speakers; and to interpret
              the text in a cultural, non-literal way. As student competencies improve, they should be introduced to more diverse and
              less familiar texts that come from authentic sources and are appropriate to the learner's age and interests. These oral and
              written samples should reflect the diverse national and regional communities, incorporating the colloquial usages,
              linguistic patterns, dialectical variations and lexicon common to those groups. Materials from mathematics, science, social
              science, the arts and other disciplines can be introduced.

              Standard 1.3: Students present information, concepts and ideas to an audience of listeners or readers on a variety of
              topics.

              Novice learners must move beyond the memorized use of language to focus on presentational competencies. Now they
              must begin to use their new language in creative ways, just as they use their native language. They write papers, deliver
              talks, participate in plays, describe orally or in writing their personal experiences. Heritage language students already
              experienced with the language are able to build upon their stronger oral base; thus, their presentational efforts resemble
              informal speech rendered in written form. Heritage language students may need more awareness of the conventions of
              purposeful writing, strategies and organization of composition, and more formalized public speaking. English speakers
              learning another language may produce results that resemble English constructions expressed in another language. With
              instruction, they learn to write and speak in more linguistically and culturally authentic ways.

              The farther along the learning continuum, the more attention must be paid to cultural elements. Oral and written work
              must recognize the culture of the target audience, and tailor the presentation to their experience and understandings.

              Goal 2. Cultures: Gain Knowledge and Understanding of Other Cultures

              Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the
              culture studied.

              As ability to speak and write the second language improves, it is important that students understand the perspectives of
              the culture where the language is spoken, as well as the practices and products that grow from those perspectives. A
              cultural perspective, as defined in the Standards, refers to the world view, attitude, values and belief systems that frame
              what the speakers of the language think and do. "Practices" represent the patterns of behavior accepted and delineated
              within the culture -- the knowledge of "what to do when and where and how to interact within the cultural context".
              Practices are exemplified in everyday life, social institutions, observances and traditions. A good example would be in
              understanding how people greet each other in a culture and how discourse between people is initiated and terminated.

  

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Instructional Objectives

  • Students will experience the use of "ar regular verbs and Fiesta words by using computer lab and  "url's ".
  • Studnets will also experience cultural variations through a culminating food and fiesta activity.

    • Student Activities
    Insert brief summaries of your introductory, enabling, and culminating activities. Insert links to online resources in your text and insert links to activities on your student lesson web siteIntroductory Activity

    Intro text Bienvenidos Chapter 4 (ar verbs and vocabulario(fiesta)

    Students Read and work in text Do all activities (written and oral)

    Students Go to Computer Lab and go to Bablefish.com  they insert and translate a fiesta(party)
    activity.  Write a menu 

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    Enabling Activity(ies)
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    Culminating Activity
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      Assessment

    Insert your grading rubric for the culminating activity or a link to your rubric or test document file.

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    Results
    After implementing your lesson (sometime between January & March), insert a chart of your pre-test, post-test, and culminating assessment data.
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    Web Resources & Supplementary Materials

    Introductory Activity
    List and link the web resources for this activity here. Also link supplementary materials such as PDF files and /or document files.

    Enabling Activity
    List and link the web resources for your learning activity(ies) here. Also link supplementary materials such as PDF files and /or document files.

    Culminating Activity
    List and link the web resources for your culminating activity here. Also link supplementary materials such as PDF files and /or document files.

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    anchored link
    (text or image)

     
     
     
     
     
     
     
     
     
     
     
     
     
     

    School Name (link to your school's homepage if you have one.)
    School Location
    Your Name and e-mail address
    Last Revised: 06/30/2000 (insert and update last revision date every time you work on this page.)