Lesson Plan- Ropa.docx

8/14/2019 Lesson Plan- Ropa.docx

http://slidepdf.com/reader/full/lesson-plan-ropadocx 1/10



Lesson Plan: La Ropa (Vocabulario)

2

c. Research and Information Fluency: Students apply digital tools to gather, evaluate,

and use information.

d. Technology Operations and Concepts: Students demonstrate a sound

understanding of technology concepts, systems, and operations.

i. Students understand and use technology systems.

ii. Students transfer current knowledge to learning of new technologies.

Objectives:

A) Content Area:

a. Students will collect all the lesson vocabulary from today’s portion of the new unit

and be able to identify the Spanish word with its picture.

b. Students will be able to pronounce all new vocabulary and recall the words.

B) Technology:

a. Students will be able to use their cell phones as a means of capturing photos for

their portable, electronic collection of their unit vocabulary. (Students without cell

phones will be paired with students who do have cell phones. Also they can access

the online feed connected to the app we will be using.)

b. Students will learn how to use an online Spanish/English Dictionary resource in

order to identify their vocab words if unknown.

c. Students will be able to collectively create the assessment component used for the

closure of class.

Introduce the Learning Activity:




3

A) The students will be actively engaged through visual, auditory and kinesthetic learning, by

using many activities and student-involvement. The lesson will cover clothing-content

vocabulary (vocabulary list attached).

B) At the beginning of class, the teacher will employ a hook, asking students what kind of

clothing they wear this time of year as opposed to summertime. The teacher will then ask

all the students to pull out their cellphones and download the app called GroupMe (free for

all phones). If a student doesn’t have a phone, they can be directed to the online version for

later reference but will be currently paired up with a student with their phone. The

cellphone activity should grab their attention as cellphone use is uncommon in classrooms

still and students love playing with their cellphones during class.

C) This is the introduction to a week-long unit where we will cover clothing, shopping and retail

in addition to the preterit ever tenses of verbs such as “gastar, vender, pagar” and more.

Provide Information:

A) Definitions and descriptions will all be given in the target language of Spanish while always

using body gestures and having the online Spanish/English Dictionary as a last-resort

resource.

B) Procedures and explanations will be provided verbally in the target language of Spanish in

order to engage students in oral-listening skills. All procedures will be modeled as well. In

the case that students appear confused as to directions, I may use a small amount of English

to clarify instructions.

C) Links and materials used will be the following:




4

a. For the cell phone activity we will download the app GroupMe and the students will

be instructed to go to the following link:

https://groupme.com/join_group/6272911/laQqi9

b. For the online dictionary, students will be instructed to use the following resource:

http://www.spanishcentral.com/

c. For the final assessment using the class-made jeopardy game, the teacher will pull

up the following link on the main computer at the front of the class:

https://jeopardylabs.com/

Provide Practice:

A) Content Area:

a. After the class collectively builds their electronic, portable, picture flashcards, they

will have time to practice recalling the words using the pictures on their cellphones.

They will be grouped in pairs or groups depending on the number of students with

the app.

b. Before engaging in our final activity, we will practice pronunciation of the words as a

whole class. Students will also have the opportunity to practice during our final

activity, the jeopardy game.

B) Technology:

a. Students will each have a minimum of one vocabulary word to find and snap a

picture of, in order to upload into our GroupMe private chat group. When

uploading the picture, students must also type the Spanish word with the picture.

Nothing else is permitted to be uploaded on this group discussion forum.













5

b. As needed, students will have full access to use of the online dictionary at any point

with the exception of the final assessment activity, the jeopardy game.

c. Groups will individually be called forward during their review of their vocab in order

to create “clues” for the jeopardy game.

Provide Knowledge of Results:

A) Oral feedback will be key to this lesson plan. The teacher will use positive reinforcement of

the material and help foster more self-esteem in the students as they practice verbal skills.

During group work the teacher will be working the room and joining in on discussions

involving the negotiation of meaning. The teacher will be easily accessible and

approachable to answer any questions that may arise by rotating around the room and

being actively involved in the scavenger hunt (students taking pictures of their new vocab).

B) Written feedback will be available to the group through the GroupMe app. Students

without phones can sign in on the computers to check the messages as well. The teacher

also may create smaller private groups for those in need of extra assistance or feedback.

Review the Activity:

A) The teacher will continuously employ questions throughout the lesson as he/she checks for

understanding. These will be used to verify that students understand the instructions and

content. The majority of these questions will NOT be phrased for “yes” or “no” answers. As

for technology, the teacher will be roaming the room and assessing whether or not students

need more direction.

B) In the event that any of the technology components fail, the backup strategies will be the

following. The cell phones can be turned into an individual activity where each person must

draw a picture of the vocab word received. As for the online dictionary resource, if students




6

cannot negotiate meaning with each other, they can always use their teacher as their

dictionary resource! Finally, the final assessment using the Jeopardy game can be hand

written on the board and the pictures drawn can be used as the clues or the teacher can

make clues up on the spot. For the student’s notecards, if the phone activity doesn’t work

well, the teacher should collect all the pictures drawn and upload them onto the computer

and disperse them to the students email accounts, and/or make copies for the whole class.

Method of Assessment:

A) Content:

a. Students will be assessed through their pair/group work when testing each other on

the vocabulary and also during the jeopardy game.

b. Students will be assessed on their pronunciation during their practice time in

pairs/groups, but primarily during the jeopardy game.

B) Technology:

a. Students will be assessed as we view the compilation of photos uploaded to our

private chat room.

b. Students will be assessed based on their uploaded photos, whether the picture

matches the word. If they do not match, I can assume the lack of understanding the

definition or lack of knowledge (or motivation) to use the online dictionary resource.

c. Students and their groups will input their own definitions into the computer to

generate a Jeopardy game made by the students.




7

TEACHERS ANNOTATED PROCEDURES:

Hook: Teacher will start by talking about the cold weather and asking what students wear during the

cold weather. Responses can be in English.

Introduction: Teacher will explain the new unit being started and have students open up

www.student.plattsburgh.edu/alawy001 to access the dictionary link


Scavenger Hunt Instructions: Teacher will have students download the GroupMe app and join the

private group page https://groupme.com/join_group/6273615/dnXJm6 ; At this point students

will be grouped up and given their slips of paper with Spanish words on them. The groups will

find pictures or create pictures that represent their words and upload them to the group forum

on GroupMe app with the Spanish word in the text field.

Pronunciation: After all the pictures are uploaded, we will go through them as a class and pronounce

each word. The students will then be given roughly two minutes to review the words on their

phones before doing the final assessment.

Students Build Jeopardy Test: During the review time, the teacher will request that each group come up

and add clues into the Jeopardy game for the words they had during the scavenger hunt.

**To edit this template, go to www.jeopardylabs.com/edit/la-ropa59 .

Jeopardy: We will play flash Jeopardy as an assessment till the end of the class time. Each group will

have one representative step forward from their group, the winning team picks the points they

are going for, and then it’s whoever has the quickest draw!

** To play go here: www.jeopardylabs.com/play/la-ropa59 .

http://www.student.plattsburgh.edu/alawy001




https://groupme.com/join_group/6273615/dnXJm6



http://www.jeopardylabs.com/edit/la-ropa59



http://www.jeopardylabs.com/play/la-ropa59











8

Articles of clothing— Prendas de vestir

belt—

el cinturón

blouse— la blusa

boots— las botas

cap— la gorra, el gorro

dress— el vestido

gloves— los guantes

hat— el sombrero

jacket— la chaqueta

pajamas— la pijama

pants— los pantalones

purse— el bolso

shoe— el zapato

skirt— la falda

sock— el calcetín

sweater— el suéter

tennis shoe— el zapato de tenis

tie— la corbata

T-shirt—

la camiseta

underwear— la ropa interior

wristwatch— el reloj (de pulsera)






10

la falda

el calcetín

el suéter

el zapato de tenis

la corbata

la camiseta

la ropa interior

el reloj (de pulsera)

Documents

Lesson Plan- Ropa.docx