Submitted by Mary Bartolini
Objectives:
Content:
Students will...
- Demonstrate understanding of the stages of life cycle.
Cultural:
Language: Content Obligatory
Students learning through L2 and L1
Students will:
- Use third person present tense plural of the verbs nacer/salir (to born, to come out), preposition de (in/on), common nouns huevo, mariposas, mariquitas, abejas, hormigas and definitive/indefinitive articles el/la/los/las/un to identify how insects born with expressions like los insectos nacen de un huevo.
- Use third person present tense plural of verbs cambiar/ser (to change, to be), adverbs of time primero, segundo, tercero, luego, después, al final, common nouns huevo, larva, pupa, capullo, adulto, oruga to express changes of the insect life like primero es un huevo, luego es una pupa.
- Use third person preson tense singular of verbs salir, comer, crecer, convertir, envolver, volar, definite articles la, el, common nouns mariposas, mariquitas, abejas, hormigas to identify stages of an insect’s life like la oruga sale de un huevo, la oruga come.
Students learning through L1
Students will:
- Use third person present tense plural reflexive of the verbs nacer/transformar/convertir (to born, to become), preposition en, common nouns huevo, mariposas, mariquitas, abejas, hormigas and definitive/indefinitive articles el/la/los/las/un to identify how insects change with expressions like la oruga se transforma en mariposa.
- Reach the above objectives without or with minimal grammatical mistakes and with much rich vocabulary.
Language: Content Compatible
Students learning through L2 and L1
Students will:
- Use the personal pronoun first person singular yo, the first person singular past tense of the verb aprender (to learn), preposition que, definite articles los/las and third person present tense plural of the verb vivir/necesitar to express what they learned the day before like yo aprendí que los insectos viven en comunidad/yo aprendí que los insectos necesitan comida para vivir.
- Reach the above objectives without or with minimal grammatical mistakes and with much rich vocabulary.
- Use complete sentences (usamos voces bajas, compartimos el material, tomamos turnos, escuchamos las indicaciones, somos amables, nos ayudamos) to express rules of working in groups.
Students learning through L1
Students will:
- Use the phrases el título del libro es … or este libro se trata de … to indicate the topic of a non-fiction book.
- Use future tense vamos a… (going to) and infinite verbs escuchar, mirar, escribir and the adverbs primero, luego, después, etc. to organize group work like primero vamos a mirar, luego vamos a escuchar.
Learning Strategies / Social and Skills Development:
Students will...
- Organize or plan group activities.
- Use selective attention at listening or reading for specific information.
- Use background knowledge to complete a KWHL chart.
- Use graphic organizers to compile information.
- Use cooperative learning activities.
Time Frame:
50 minutes
Materials Needed:
- KWHL chart (see attachment 2)
- Poster song Partes de los insectos (see attachment 9)
- Graphic organizers (see attachment 10).
- Books (see references and resources)
- Pencils, crayons, markers and paper.
Description of Assessment (Performance Project):
Preview Phase (Into) (Cloud et al.,Kucer et al.):
- Teacher refers to the diagram of the insect body parts and teaches a new song Partes de un insecto
- Teacher refers to the graphic organizers students worked on the day before.
- Teacher encourages students to add ideas to the KWHL chart (Yo aprendí …) by asking ¿Qué aprendiste ayer sobre los insectos?
Focused Learning Phase (Through) (Cloud et al.,Kucer et al.):
- Teacher announces that students will work in the same way they did yesterday and presents the two new questions students will work on today: ¿Cómo nace un insecto? ¿Cómo crece un insecto?
- Teacher models how to take information from the book and how to formulate the answer. At this time teacher could ask students for directions for this process.
- Students form groups and start investigating the new questions like the day before.
- Teacher goes around the room to guide the process.
Expansion Phase (Beyond) (Cloud et al.,Kucer et al.):
- Once the group is ready with the answers, they will illustrate the life cycle of an insect and make a poster to present to the class (assessment).
- Students will be asked to use a checklist to guide the presentation.
Assessment:
Observation of student interactions during group activities to check if Spanish is used, if students are working according to their roles, if students are focused in activity.
Observing students’ final poster and oral presentation to check if each stage of a life cycle is identify, if the sequence is appropriate, if the vocabulary is used correctly and if the requirements of the checklist are followed.
References and Resources:
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)Attachment 2: KWHL chart
Attachment 9: Poster song - Partes de los insectos
Attachment 10: Graphic Organizers