Table of Contents
Mini-lesson | La anatomía y la comida
This lesson went really well in my class, but didn't go over super well when I presented it to my cohort. I think some things that helped my class was that the vocabulary words were provided to my students prior to attending class, which made it easier for them to connect the words to the pictures and gestures provided in class. Another thing that could have helped my students was that all of my students are at a similar level in their Spanish proficiency, whereas my cohort have varying levels of ability in the Spanish language and were not provided a list of vocabulary before class. Most of the mini-lessons I observed in class focused on very few words in the short amount of time we took. The lesson I developed had far more words than would be possible to memorize by just examining a list of vocabulary, but I attempted to use TPR techniques and visual coding. I think that given more time and calling on specific students, I would have been able to achieve a similar level of proficiency. Something interesting I observed, however, was that the two students with the lowest Spanish proficiency achieved the top placement and lowest placement on the blooket assessment we used at the end of the lesson. As such, I would organize the following lesson plan like this:
Before ClassProvide students with a list of vocabulary words and encourage them to go over it before class. Additionally, you could ask them to practice using each word in a sentence in order to prepare for class.
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In-class LessonStart by using gesturing to teach the outer anatomy vocabulary and then transition to pictures for internal anatomy and food-related vocabulary.
Frequently assess students by asking them to gesture, speak out loud, and answer individually. |
AssessmentAsk students to log on to blooket.com/play and use either Gold Quest or Battle Royal to assess what students were able to remember and how well they can connect it to the pictures provided.
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Lesson Plan
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Blooket |
Presentation |
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Mini-lesson | ABC's of ASL
I am not a fluent signer yet, but I was able to effectively teach basic handshapes of ASL to my class using this Google Slides presentation and by implementing the Q&A feature. I also used YouTube videos to facilitate native-"speaker" interactions. It was easy to check for understanding of the topics we covered by using the Q&A feature and I was able to expose my cohort members to native interactions without the stress of inviting someone new into the classroom. This was extremely useful as often times it can be difficult to have native-speakers in the classroom, due to geographical location and other factors. It also allows students to interact with natives outside of the classroom.
Before ClassProvide students with the slide presentation so that they can easily take notes. You can make a copy of the presentation without answers so that they have to fill in answers.
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In-class LessonStart by asking who already knows their ABC's of ASL. Depending on ability, you can have students advance through the handshapes with you, or have those who know them teach their classmates. Progress through the lesson as outlined below.
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AssessmentUse the Q&A function to test students throughout and gauge how much they are comprehending from the lesson and activities. Additionally, give students an exit ticket and ask what they learned, what they still have questions about, and something they will apply from the lesson.
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Lesson Plan
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Presentation
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Mini-lesson #3A simple listening activity to practice giving recommendations about college.
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Mini-lesson #3An activity to help students practice using the future and conditional perfect verb tense.
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Mini-lesson #4An activity to help students practice listening to an audio and reflecting on what they hear.
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Mini-lesson #5An activity to help students appreciate curanderismo (an indigenous way of healing) more and relate it to the rituals they use to keep themselves healthy.
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Activity #1 An activity to help students practice using informal command form.
(This activity not available for download at this time) |
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Activity #3IPA Communicative Scenario
Role and context: Eres un/a defensor/a de la pequeña empresa en California, donde un gran número de pequeñas empresas son propiedad de familias hispanohablantes que venden la comida orgánica. Communicative Purpose: Tienes que convencer al propietario de “Stuff Mart” de subcontratar sus productos a pequeñas empresas locales en lugar de a grandes empresas de fuera del estado. Target Audience: Better Business Bureau Consortium, Class/Family |
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Genre & Expectations for Final Product:
1.Una carta bien escrita que explica los beneficios del comercio justo junto con una presentación verbal en clase con las representantes de “Stuff Mart” presentes.
2.Un artículo en la revista Comida bien escrito que refleja los beneficios de las comidas orgánicas junto con una presentación verbal en clase con las representantes de “Stuff Mart”.
3.Un póster bien deseñado que explica los agricultores pequeños y grandes junto con una presentación verbal en clase con las representantes de “Stuff Mart” presentes.
1.Una carta bien escrita que explica los beneficios del comercio justo junto con una presentación verbal en clase con las representantes de “Stuff Mart” presentes.
2.Un artículo en la revista Comida bien escrito que refleja los beneficios de las comidas orgánicas junto con una presentación verbal en clase con las representantes de “Stuff Mart”.
3.Un póster bien deseñado que explica los agricultores pequeños y grandes junto con una presentación verbal en clase con las representantes de “Stuff Mart” presentes.
Activity #4 An activity to help students practice writing in the target language about the context of family outings.
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Activity #5 An activity to help students prepare for General Conference and receive a greater input of authentic material as well as reflect about it.
Meant to be completed over 5 days before General Conference, a worldwide religious conference for the Church of Jesus Christ of Latter-Day Saints. You can choose to provide students with the following instructions: Prepare for General Conference this weekend by completing this bingo sheet! Singular bingo = 10 pts Multiple bingos = 15 pts each Blackout = 80 pts |
FAQs:
- I haven't received a patriarchal blessing, what can I do instead?
- If you don't have your patriarchal blessing, read the Young Women or Aaronic Priesthood Theme instead.
- Do I have to do all of this in Spanish?
- The middle row can be completed in English, but everything else should be in Spanish.
- To get a criss-cross, do I have to pray/read on different days and do my written reflection of a talk on a different one than the one I read?
- Mark off everything you do, and I will be the final judge! Most likely I will allow you to count reading/praying one day as part of a criss-cross.
- I'm not a member of the Church of Jesus Christ of Latter-Day Saints. Can I still participate in this?
- Of course! Consider this an exercise in exploring another culture. I can help you find the necessary links to participate, so just email me and we can chat!
- What kinds of talks (discursos) do I need to listen to?
- You can either listen to talks to prepare for general conference (from past conferences) or from this session of Conference!
- This is part of the Wiley Plus Homework Assignment group, but I have 100% in that category. Can I get it to count elsewhere?
- Email me if you want this specifically applied elsewhere and I will revise each case individually.