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Make this a new day
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Spanish Language Arts Dual Language -
Nov 6 to 20; 23-25 2015
Grade Level:
6
Subject:
Spanish Language Dual Language Immersion
Topic:
Speaking, Writing, Listening, and Reading
Objective:
Students use technology and project based learning in groups and individually to learn/augment Spanish.
Other Information:
WIDA STANDARDS EVIDENCE
SENSORY SUPPORT GRAPHIC SUPPORT INTERACTIVE SUPPORT
Real-life objects Charts In pairs or partners
(realia) Number lines In triads or small groups
Pictures/photographs Tables In whole group
Illustrations/Diagrams Graphs Using cooperative group
structures
Magazines/Newspapers Timelines Internet/Software
Programs
Physical Activities (TPR) Graphic Organizers Use of native language
Videos/Films
Broadcasts
Models and Figures
Manipulatives
Public Notes:
LCE Sheltering Component: Focus on language; Plan for peer interaction; support meaning with realia; activate prior knowledge and/or create shared knowledge; Make text accessible; Develop student learning strategies; Bridge the two languages; Affirm identity
Private Notes:
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Reflection:
I learned with the Day of the Dead projects that I needed to do three things differently the next time (1) don't give a big grade all at the end, but provide benchmark dates (2) give out how many points each part of the project is worth at the beginning so students can choose which is the most important (3) activate prior knowledge by asking students to write what they already know about the Day of the Dead.
I did too much for the students such as typing biographies for them.
I didn't plan for the effect of the training absences.
If we do GLAD starting January, we will always need to have students IN THE SAME GRADE LEVEL.
Prep:
None entered.
Materials:
Computer lab; copies; Santillana novels; construction paper; La Malinche video and text; graphic organizers; Platero y yo poem; copy paper.
