Unit Objective
Given a checklist of vocabulary (related to household chores and the home) and grammar (focusing on the preterite and imperfect tenses) to include (which has been introduced in the current module, and which includes what has been covered in previous modules), students will write a short paragraph about household chores with mostly correct grammar and vocabulary (90%).
Background and Rationale
A. The key concepts for the lesson:
1. Talking about the home & household chores
i. Household chores vocabulary (Spanish)
2. Talking about the Past
i. Preterite & Imperfect Tense (Spanish)
B. How this lesson builds on and connects with previous lessons:
1. Students have learned to talk about family (vocabulary)
2. Students have learned to use preterite & imperfect tenses
3. Students have written a paragraph in the target language in which they talk about what they like and do not like to do in their free time
C. How you will build on this lesson in subsequent lessons:
1. Students will use the same assignment to create an oral assignment
2. Students will make corrections, refinements, and additions to the written assignment (as identified by the instructor, Smarthinking tutors, or student) before using it as a script for their oral assignment
D. If applicable, how will you provide differentiated activities and assessments for learners with varying abilities, experiences, etc.?:
1. Students with fine-motor skill issues, which makes typing difficult, can record their assignment and submit as a mp3 file, or similar
2. Students with visual impairments can use screen reader software to listen to peers’ comments and use similar speech to text software to create their assignment
Bloom’s Taxonomy
Applying
Common Core/State and District Standards
American Council on the Teaching of Foreign Languages (ACTFL); Standard 1:3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Lesson – Introduction
Ask questions in the target language using the vocabulary (household chores) to practice and provide feedback. Ask question in the target language using the grammar (preterite and imperfect) to practice and provide feedback.
Availability through D2L email.
Visible engagement within the discussion board before, during, & after the assignment.
Students will be asked to think about:
a. What household chores they perform
b. Which household chores they like and do not like
c. What household chores they performed as a child
d. What household chores did their parents perform as children
Lesson Activities and Procedures
2. Students will watch the tutorials
3. Students will take the grammar quizzes
4. Students will post answers to Spanish questions in discussions
5. Students will ask for clarification and further explanations, when needed, in the English discussions
6. Students will be asked to think about:
a. What household chores they perform
b. Which household chores they like and do not like
c. What household chores they performed as a child
d. What household chores did their parents perform as children
Student Procedure |
Teacher Procedure |
Materials |
|---|---|---|
| Students will watch the tutorials. | The teacher will provide the link to the tutorials | Internet |
| Students will take the grammar quizzes | The teacher will provide the grammar quizzes | Internet |
| Students will ask for clarification and further explanations, when needed, in the English discussions | The teacher will serve as a guide through the process | |
| Students will be asked to think about:a. What household chores they perform b. Which household chores they like and do not like c. What household chores they performed as a childd. What household chores did their parents perform as children | The Teacher will provide the questions for the students to think about and answer. |
Lesson – Closure
Students will watch a cultural video related to Frida Khalo in the target language.
Assessment
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Student Work Example
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Claire Knowles
