©2013 Escuelatón, LLC. All Rights Reserved.

Acknowledgements

© 2013 Escuelatón, LLC. All rights reserved. Escuelatón, LLC P. O. Box 19735 Baltimore, MD 21225 Escuelatón, LLC allows photocopying of pages in this book for educational use, providing that this use is within the confines of the purchasing institution. Written & Edited by: Jessica Kreichauf Cover Design & Illustrations by: Steven Kreichauf ©2013 Escuelatón, LLC. All Rights Reserved.

Table of Contents Preface Lesson Plan Student Resource Worksheets Formative Assessment Appendices Video Resources

©2013 Escuelatón, LLC. All Rights Reserved.

Preface ¡Buenos días clase! Today we are going to learn how to count in Spanish. Open your textbooks to page five, look at the chart, and repeat after me: uno…dos…tres… If the aforementioned Spanish classroom scenario sounds anything like one of your typical lessons, there’s a possibility that it is coupled with unenthusiastic, disengaged students. Don’t be discouraged and please don’t think that you are alone. Many Spanish teachers have great intentions and truly desire for their students to become fluent speakers; however, the manner in which they engage students and the strategies that they employ are lackluster and do not promote language acquisition. Learning a language should be both captivating and challenging. Think back when you learned your very first words or better yet, the first time you learned how to read and write a complete sentence; it was exhilarating! You wanted to learn more; you craved it. There’s a reason why pre-school teachers engage children in their primary language in such an animated way. Why? They do this to promote language development and literacy. So why then do we, as instructors of language, engage our students to the contrary? I, too, am a Spanish educator. Nonetheless, at one point I found myself simply “covering” content instead of engaging students in the target language. According to Wiggins and McTighe (2005), I was committing one of the twin sins of instructional design. By simply covering content, I was implementing “…an approach in which students march through a textbook, page by page (or teachers through lecture notes) in a valiant attempt to traverse all the factual material within a prescribed time” (p. 16). However, once I witnessed the overwhelming interests my students developed in learning vocabulary and grammar through mnemonic devices and student-centered instruction, I knew that I was finally reaching them and that they were actually grasping the language and loving it. This lesson, is one of the ten lessons in the Employ & Enjoy: Resource Workbook for Teaching and Learning Spanish, Level 1: Unit 1 Series. My purpose for creating these lessons is to rekindle or stimulate the instructional fire within every Spanish teacher by presenting effective teaching strategies that are student-centered and culturallyinclusive. Experience lesson plans that are rigorous, relevant, and responsive to the needs of 21st learners that, if implemented with fidelity, will have your students speaking in the target language like never before! So…Employ and Enjoy! Wiggins, G. P., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

©2013 Escuelatón, LLC. All Rights Reserved.

Lesson 3 Title: ¿Cuántos años tienes? ¿Cuántos años tiene él/ella? Objective: Students will use the verb tener with numbers 0-100 in order to ask others and state their age. Alignment: Communication: Communicate in Languages other than English Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Materials:  vocabulary sentence strips (questions and exemplar response formats)*  a class set of the U2L3W1 and the U2L3C1A/B student worksheets  a class set of index cards with different ages written/printed on each one  a class set of U2L3 formative assessment (exit slip) *You may elect to use a digital format (i.e. slideshow presentation) to display your vocabulary words and sentences visually instead of print form.

Hook Statement/Activity: Prior to the start of class, write/project the following on the board: ¿Cuál es tu número de teléfono? ¿Qué horas son? ¿Cuándo es tu cumpleaños? Direct your students to answer these questions in/on their journals, notebooks, drill sheets, entrance tickets, etc. Be sure to have a daily drill or “hook” activity for students to complete independently while you complete administrative tasks (i.e. hall duty, attendance, etc.). Greet your students by saying, “¡Hola clase!” and “¡Buenos días!” or “¡Buenas tardes!” (depending on the time of day) with a clear, enthusiastic voice (do not yell); or refer to the Daily Warmup Video Resource #1. Review the drill/practice questions; review the days of the week, the months of the year and the date; review numbers 0-100 and transition to the introduction of new learning. Next say, “Hoy vamos a usar los números uno hasta cien con el verbo tener para hablar sobre nuestras edades.” This is your opportunity to hook (attrack your students’ attention) students into the lesson, so make it meaningful and exciting! ©2013 Escuelatón, LLC. All Rights Reserved.

Direct Instruction/Guided Practice: 1. Transitioning from the hook activity, have a student volunteer read the objective. Say, “Necesito un voluntario que lea el objetivo.” Raise your hand as you make this statement and then point to the objective when you say “objetivo.” After a student volunteer has read the objective, say the objective in Spanish and set the purpose for today’s learning. 2. Prior to introducing the new content, model for students the first question and the exemplar response of the lesson. Say, “¿Cuántos años tienes?” Repeat the question and point to the corresponding sentence strip (written form of the question). Next say, “Tengo…(include an age) años.” Repeat the response and point to the corresponding sentence strip (written form of the response). 3. Engage students in choral repetition (see Appendix A and/or Video Resource #2 for more details). Say, “¡Repitan por favor!” Next say, “¿Cuántos años tienes?” Have students repeat the question 3x. Say, “Yo tengo…(include the average age of your students) años.” Have students repeat the response 3x. Informal Assessment: 4. Review the question: ¿Cuántos años tienes? and provide students with an exemplar response. Ask at least five students how old they are and write their ages on the board as each one provides a response. Small Group Activity: 5. Distribute one index card to each student. Prior to the start of the class, write a different age on each card (see image below).

6. Explain the directions for the communicative activity by modeling the instructions with a student volunteer. Next say, “Cada uno de ustedes necesita hablar con diez compañeros de clase, preguntándoles sobre su ©2013 Escuelatón, LLC. All Rights Reserved.

edad.” As you give verbal directions, be sure to speak slowly and clearly; and use gestures to help convey the instructions in the target language. Walk up to your partner (student volunteer) and say, “¡Hola! ¿Cuántos años tienes?” Point to your partner’s index card and cue him or her to answer the question based on the information on the card. Next, prompt your partner to repeat the same step with you. Demonstrate the expectation of walking up to another student and repeating the step again. CONSEJITO #1

7. Next say, “¿Entienden?” If more than This lesson is full of rigor. It requires both 25% of your students do not understand good pacing and flexibility. Throughout the lesson, be sure to informally assess your the directions, reiterate the directions students to gauge their learning and the to the entire class in a way that will best pace of the lesson. If you sense that address the learning preferences and/or additional reinforcement is needed before needs of your students. If less than 25% moving on to the next activity, reteach the of your students lack understanding, let content via differentiation. REMEMBER!!! the rest of the class begin the activity Each day’s goal is for students to meet the learning objective, not for you to simply and repeat the directions to those “cover” content. specific students with their partners. Afterwards, say, “¡Comencemos!” coupled with supportive hand gestures to prompt students to begin the activity. 8. Before students begin the activity, review the Semáforo Grading System© (see Appendix B). Allow students 5-7 minutes to complete the communicative activity. Informal Assessment: 9. Actively walk around monitoring students using the Semáforo Grading System© as they complete the speaking activity. Provide feedback to students as necessary (i.e. positive praise for and/or reinforcement for accurate use and pronunciation of the new vocabulary). 10. Upon completion of the activity, regain the group’s attention by saying, “¡Siéntense!” (if they are standing up) or “¡Atención!” (if they are still speaking with their peers while seated). You also may want to implement a countdown procedure that informs students when you are ready to regain the large group’s focus. Once students are seated, be sure to recognize the students who received green dots during the activity.

©2013 Escuelatón, LLC. All Rights Reserved.

Direct Instruction/Guided Practice: 11. Ask a student volunteer, “¿Cuántos años tienes?” Write his or her response on the board. Next, ask the class, “¿Cuántos años tiene…(include the student’s name who just answered the question)?” Challenge students to respond to the question without additional prompting. Next, model the exemplar response: (say the student’s name)…tiene…(include his or her age) años. Have students repeat the response 2x. Next, repeat the response using subject pronouns (él or ella) in place of the student’s name. Have students repeat the response 2x. 12. Repeat Step 11 with three different students. Be sure to ask both male and female students so that students can learn and practice the appropriate use of subject pronouns (él, ella) in place of proper nouns. Independent Practice: 13. Distribute the U2L3W1 resource worksheet. Allow students 6-8 minutes to complete the U2L3W1 resource worksheet. 14. As students complete the writing assignment, pass out the U2L3C1A (partner 1) and the U2L3C1B worksheets (partner 2). Small Group Activity: 15. Explain the directions for the U2L3C1A/B communicative activity by modeling the instructions with a student volunteer. Say, “Cada uno de ustedes necesita hablar con un compañero de clase, en parejas…en grupos de dos, preguntándose sobre las edades de personas diferentes.” As you give verbal directions, be sure to speak slowly and clearly; and use gestures to help convey the instructions in the target language. Point to the first prompt on the U2L3C1A worksheet and ask your partner (student volunteer), “¿Cuántos años tiene Manuel?” As your partner responds, demonstrate writing out Manuel’s age on the worksheet (say it aloud as you write it). Cue your partner to ask you the next question. Model responding with the correct answer and prompt your partner to record your response. 16. Next say, “¿Entienden?” If more than 25% of your students do not understand the directions, reiterate the directions to the entire class in a way that will best address the learning preferences and/or needs of your students. If less than 25% of your students lack understanding, let the rest of the class ©2013 Escuelatón, LLC. All Rights Reserved.

begin the activity and repeat the directions to those specific students with their partners. Afterwards, say, “¡Comencemos!” coupled with supportive hand gestures to prompt students to begin the activity. 17. Allow students 8-10 minutes to complete the U2L3C1A/B communicative activity. Informal Assessment: 18. Actively walk around, monitoring students using the Semáforo Grading System© as they complete the speaking activity. Provide feedback to students as necessary (i.e. positive praise for and/or reinforcement for correct recognition and pronunciation of the new vocabulary). 19. Upon completion of the activity, regain the group’s attention by saying, “¡Siéntense!” (if they are standing up) or “¡Atención!” (if they are still speaking with their peers while seated). Once students are seated, be sure to recognize the students who received green dots during the activity. Formal Assessment: 20.

Summarize the lesson by reviewing the objective with students.

21. Review the questions: ¿Cuántos años tienes? and ¿Cuántos años tiene él/ella? with the corresponding response formats: Yo tengo…(include the number) años and Él/ella tiene…(include the number) años, by calling on at least three student volunteers. 22. Pass out the U2L3 formative assessment and have students complete the exit slip.

©2013 Escuelatón, LLC. All Rights Reserved.

Nombre: ________________________________

Fecha: __________________

Hora: _____

Unit 1: Let’s Get It Started! U2L3W1 Resource Worksheet: Vocabulary/Writing Task: Copy the questions and responses 3x. Include an age for each response.

¿Cuántos años tienes? ________________________________________ ________________________________________ ________________________________________ Yo tengo…(include the number) años. ________________________________________ ________________________________________ ________________________________________ ¿Cuántos años tiene él? ________________________________________ ________________________________________ ________________________________________

Yo él

Él tiene quince años. ________________________________________ ________________________________________ ________________________________________ ¿Cuántos años tiene ella? ________________________________________ ________________________________________ ________________________________________ Ella tiene ocho años. ________________________________________ ________________________________________ _______________________________________ ©2013 Escuelatón, LLC. All Rights Reserved.

ella

Nombre: ________________________________

Fecha: __________________

Hora: _____

Unit 1: Let’s Get It Started! U2L3C1A Resource Worksheet: Communication Task (Partner A): For questions 1, 3, 5, and 7, ask your partner, “¿Cuántos años tiene…(include the given name)?” As your partner provides you the answer, record what you hear in a complete sentence. For questions 2, 4, 6, and 8, your partner will ask you about different people’s ages. Provide him or her with the information provided below.

1

ASK

2

LISTEN

3

ASK

4

LISTEN

5

ASK

6

LISTEN

7

ASK

8

LISTEN

¿Cuántos años tiene Manuel?

RECORD

SAY

¿Cuántos años tiene Roberto?

RECORD

SAY

¿Cuántos años tiene Luisa?

Tomás tiene 9 años.

RECORD

SAY

¿Cuántos años tiene Carolina?

Maria tiene 22 años.

Estéban tiene 85 años.

RECORD

SAY ©2013 Escuelatón, LLC. All Rights Reserved.

Nicolás tiene 18 años.

Nombre: ________________________________

Fecha: __________________

Hora: _____

Unit 1: Let’s Get It Started! U2L3C1B Resource Worksheet: Communication Task (Partner B): For questions 1, 3, 5, and 7, your partner will ask you about different people’s ages. Provide him or her with the various ages based on the information provided below. For questions 2, 4, 6, and 8, ask your partner, “¿Cuántos años tiene él/ella?” As your partner provides you the answers, record what you hear in a complete sentence.

1

LISTEN

2

ASK

3

LISTEN

4

ASK

5

LISTEN

6

ASK

7

LISTEN

8

ASK

SAY

¿Cuántos años tiene María?

RECORD

SAY

¿Cuántos años tiene Tomás?

Luisa tiene 35 años.

RECORD

SAY

¿Cuántos años tiene Nicolás?

Roberto tiene 5 años.

RECORD

SAY

¿Cuántos años tiene Estéban?

Manuel tiene 47 años.

RECORD

©2013 Escuelatón, LLC. All Rights Reserved.

Carolina tiene 12 años.

Nombre: ________________________________

Fecha: __________________

Hora: _____

Unit 1: Let’s Get It Started! U2L3 Exit Slip Task A: Answer

the following question in a complete sentence. Be sure to write out any numbers in your sentence; do not use numeric form. ¿Cuántos años tienes? _____________________________________ _____________________________________ Task B: Using the picture and age cues below, answer each question in a complete sentence. Be sure to write out any numbers in your sentence; do not use numeric form.

17

21

14

16

¿Cuántos años tiene ella? _________________________________ _________________________________ ¿Cuántos años tiene Pedro? _________________________________ _________________________________ ¿Cuántos años tiene Marisol? _________________________________ _________________________________ ¿Cuántos años tiene él? _________________________________ _________________________________ ©2013 Escuelatón, LLC. All Rights Reserved.

Appendix A Say 1 Add 1 Method© When introducing new vocabulary and grammar, use the Say 1 Add 1 Method©. It is a practical teaching strategy that is easy to master and to implement. The method is a form of rehearsal and is effective because it helps students retain information through repetition. Below is an example of the Say 1 Add 1 Method© being used to teach the alphabet: 1. The teacher guides students in learning the Spanish alphabet in the following sequence: a. Teacher says, “A” Students say, “A” (repeat 3x). b. Teacher says, “A…B” Students say, “A…B” (repeat 2x). c. Teacher says, “A…B…C…” Students say, “A…B…C…” (repeat 3x). d. Teacher says, “A…B…C…D…” Students says, “A…B…C…D…” (repeat 2x). 2. The teacher continues this method for the first seven letters, rotating the repetitions by two to three times. 3. Then students recite letters A-F once with the teacher and then two times without the teacher. 4. The teacher repeats step 1 and 2, starting with “G…” and continues until all letters have been completed pronounced. Another benefit of the Say 1 Add 1 Method© is that it is flexible and that it is contingent upon student progress. If students have not mastered the pronunciation of a certain letter, accent pattern or word, then the teacher can start from the beginning or repeat the sequence again. By using this method, students will rarely feel inundated with content because their initial encounter with material is processed through rehearsal which makes learning new content less intense.

©2013 Escuelatón, LLC. All Rights Reserved.

Appendix B Semáforo Grading System© During communicative activities, it can be quite challenging for Spanish teachers to monitor student participation, answer questions, provide feedback, and simultaneously maintain classroom management. In an effort to ease the load of the aforementioned responsibilities and prevent any potential stress, the Semáforo Grading System© was created. It has proven to be one of the most effective tools in modifying student behavior during speaking activities; and as a result, it has given teachers a platform to adequately assess their students’ speaking skills in an informal setting. The Semáforo Grading System© works with grades K-12 and is easy to implement into a Spanish classroom at any point of the year. However, it is strongly recommended that once you start using the system that you consistently use it or else it will not be as effective. The general premise of the Semáforo Grading System© is that by positive reinforcement and instant feedback, students become motivated to actively participate in class and stay focused during communicative activities. The breakdown of the system is as followed: 1. The teacher explains the instructions for the communicative activity. 2. The teacher displays/holds up a picture of un semáforo (traffic light) and three markers (green, yellow, and red). 3. The teacher explains that each student is like a car and that the teacher is a stoplight and that he or she is here to monitor the students’ driving (or speaking) in the target language. ©2013 Escuelatón, LLC. All Rights Reserved.

4. The teacher explains to students that during each communicative activity they will receive either un punto verde on their Puntos de comunicación worksheet (see the following document) if they are on task, speaking in the target language, and using appropriate vocabulary and grammar; un punto amarillo if they are somewhat on task, speaking in the target language using appropriate vocabulary and grammar; or un punto rojo if they are off task, speaking in English. 5. During the communicative activity, the teacher circulates the classroom, observing and awarding students with either a green, yellow, or red dot on their Puntos de comunicación worksheet. Students can receive more than one dot if time permits. 6. When the activity concludes, the teacher will recognize both the students who receive the largest amount of green dots and the students who may have received a yellow or a red dot but concluded the activity with at least one green dot. Encourage students to strive for more green dots during the next communicative activity. During every communicative activity, you can use the Semáforo Grading System©. It is an effective strategy that both monitors student participation and informally assesses speaking skills. Additionally, you may want to set a criterion for the number of green dots you expect each student to earn for the card-marking period; and then, you can incorporate it into your grading policy.

©2013 Escuelatón, LLC. All Rights Reserved.

Nombre:

________________________________________

Hora:

________

Mes:

________________________________________

Meta:

________

Puntos de comunicación Semáforo Grading System© semana

lunes

martes

miércoles

jueves

viernes

total semanal

suma total:

Comentario: ______________________________________________ ______________________________________________ ©2013 Escuelatón, LLC. All Rights Reserved.

Video Resources Resource Number: Title: 1 Daily Warm-Up Resource Link: http://www.youtube.com/watch?v=u3xKm4YjFWo&feature=c4overview&list=UU37x5cVAEwzeGLq2qX3Us7Q Resource Number: Title: 2 Choral Repetition (Part 1) Resource Link: http://www.youtube.com/watch?v=KZQ4sjOv88U&feature=c4overview&list=UU37x5cVAEwzeGLq2qX3Us7Q Resource Number: Title: 2 Choral Repetition (Part 2) Resource Link: http://www.youtube.com/watch?v=qILqDDyDlKg&feature=c4overview&list=UU37x5cVAEwzeGLq2qX3Us7Q

©2013 Escuelatón, LLC. All Rights Reserved.