1 Guided Practice
During the 1st marking period my students learned “The Alphabet in Spanish”, they learned a song to help them with pronunciation and retention. Students learned how to spell their name, last name and email using complete sentences and proper grammar structures in the target language. Also, students learned the numbers 1 to 100 in Spanish. Students also learned how to access Edmodo, which is our online class; they have learned how to submit their work through Edmodo and how to link or embed something in Edmodo. This lesson will build upon their prior learning on the topics aforementioned, and they will apply their knowledge by giving voice to an avatar in Spanish.
Misconceptions: Students will compare and contrast the number of letters in the Spanish and English alphabet to address misconceptions about the number of letters in each alphabet (26 vs. 30) double letters such as c-rr-ll and ñ. Another misconception students may have is when to use their cellphone in class. This lesson is also part of the BYOD initiative, therefore, students will be using their cellphones instead of the school mics if they chose to do so. I will make sure to clarify that cellphones use in class are for educational purposes only.
(D1 Knowledge of content and Pedagogy (standards), Teacher actively builds on knowledge of prerequisites (scaffolding), and misconceptions (Alphabet/cell phones) when describing instruction or seeking causes for students misunderstanding, Teacher knowledge of how other disciplines relate to Spanish (technology)
Differentiation of individual and group learners:Students who are visual learners have concrete material to look at and to work with, the alphabet, the numbers, and the dialogue 1 pages. Students can use these pages as reference to recall written information such as sentences and grammar structures to express greetings, numbers, and to spell their names, last names, emails, etc.
Students who are not only visual learners, but also kinesthetic learners have access to my website to watch a model/sample of best student work, there is a Voki for students to see and hear. In addition, they have a tutorial for Voki in case they need extended time and they wish to work from home.
Students who are auditory learners have the Alphabet podcasts in my iTunes channel and in my website, they also have the numbers podcast and the dialogue 1 podcast. These podcasts help students with pronunciation, intonation and fluency.
Since students prefer to work in pairs, I have chosen to pair them according to abilities, strong/techno learners with students who need help or reinforcement. Students act as co-teachers/peer tutors in my class
Student/Class Profile: identify any accommodations in instruction to meet student-learning needs.In my 5th period class there are 30 students. There are 22 students who speak English, 2 students speak Spanish, and 2 students speak other languages. In this particular class 60% of my students are kinesthetic learners, 52% are visual learners and 24% learn by reciting or listening. Sports school clubs, such as football, track, and basketball are very popular in this class. The ski club and cooking club are popular as well. Ninety six percent of my students have internet access at home, which facilitates having a hybrid class through Edmodo. Students in this class have: 72% cell phones, 52% iPads, 48% iPods, and 60% have laptops, which is ideal for the program BYOD. My students use their cellphones, iPods, and iPads in class. Most students in this class, 64%, like to listen to songs, and 72% like to play games and watch games. Listen to songs and podcasts are ideal to develop listening skills, therefore, my podcasts in iTunes are ideal for this class. Students in this class, 52%, like to work with a partner, 27% in groups, and only 15% like to work alone. In this class I have two students with special accommodation; Kerragin 504 (send down) RED TEAM, Skylar 504 (send down) Gold Team
(Please copy and paste this link on your browser to see the results of this survey.)
(D1 demonstrating knowledge of students) -Survey results “Getting to Know You”
This results will show you the responses provided by my students about their favorite activities in and out of school, learning preferences, languages they speak at home, learning styles, and technology they own. These survey results are important because they help me learn about each of my students in order to plan better teaching strategies.
(D4 Keeping Accurate Records-IEP AND 504s)
Cognitive Engagement: include warm-up or opening to lesson, activities to engage students in the intended learning outcomes, closure activity.
Greeting students by name, in Spanish, at the door (D2 creating an environment of respect and rapport)
Assign seats to encourage peer tutoring (strong/weak learner)
avatar submitted on time (45 minute class).
help each other
ask questions for clarification
cell phone should be used only for educational purposes
re-submit avatar to make revisions and improve their grade
4. Alert students 5 minutes prior to period ending
5. Say Goodbye to students
D2 Teacher conveys high expectations, encourages students to take the initiative in improving quality of their work, instruction is maximized because of efficient classroom routines and procedures.
Adjustments/Modifications: identify ways in which you may adjust the lesson if formative assessments warrant modification.
I will reteach the parts of the lesson in which students struggle the most, base of the students’ outcomes generated by Edmodo (DDI). ( D1 assessment results are used to plan future instruction)
I will delete student’s avatars in Edmodo if students ask to redo their work to improve their grade by submitting it online. (D3 demonstrating flexibility)
I will make myself available to students for extra help if requested. (D3 demonstrating responsiveness)
I will ask students to sign into my website, “Extra Help”, when they are staying after school. (D4 maintaining accurate records)
Groups: how will students be grouped for each activity of the lesson?
Students will work in pairs, students have been pair base of ability using technology, and their predisposition to help others (strong learner & weak learner) Two students with special accommodations will sit in the front because they have preferential setting, and I can help them throughout the lesson.
D1 demonstrating knowledge of students )
Resources: identify resources and materials needed for lesson.
Cell phones (Optionsl BYOD)
www.edmodo.com (online class)- Out of school resource
www.voki.com (web 2.0 application)-Out of school resource
Alphabet worksheet page 5
Alphabet podcast in iTunes
Alphabet video lesson in YouTube
Voki teacher model in my website
Speaking skills, Rubric (students generated)
(D1 demonstrating knowledge of resources, seeking resources in and beyond the school setting)
Students sing the Alphabet in Spanish (helps them recall the sounds of the letters to spell their names and last names)
Students sing and dance the numbers song (helps them recall the numbers to tell me their phone number)
3 Direct Instruction
4 Independent practice
Take out your phones and call voki
you can use your dialogue practice sheet to recall the information you need to provide
you can use the microphones and record your voice
Keep in mind you have one minute to provide your name, last name, age, phone number and email in Spanish.
Pronunciation and fluency counts
check the rubric provided
5 Wrap up
Go to Edmodo
click on the avatar assignment
copy and paste the embedding code or link on the "pretzel icon"
and submiting your work for grading