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Spanish Language Arts Dual Language -
Nov 30 to Dec 4 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:
Kids are loud before Thanksgiving.
Strangely enough, my 8th grade students were the crazy ones before Thanksgiving, and not the 6th graders. Having the students do projects and work at their own differentiated pace is great except when they refuse to work and only talk. The 6th graders were able to fill out their bubble graph summary with no problem; I only got a few back from the 8th graders.
If 8th graders waste their time talking, then what? Have them do learning from the workbook? Maybe group learning is not these specific kids' best learning format.
Prep:
None entered.
Materials:
Computer lab; copies; Santillana novels; construction paper; La Malinche video and text; graphic organizers; Platero y yo poem; copy paper.
