Submitted by Mary Bartolini

Objectives:

Content:
Students will...

• Identify insect body parts and its function.

Cultural:

Language: Content Obligatory
Students learning through L2 and L1
Students will:

• Use the personal pronoun yo, the first person singular past tense of the verb aprender (to learn) to express what they learned the day before with the expression yo aprendí … (I learned…).
• Use the third person singular/plural present tense of the verb tener (to have), common nouns (insect names and insect body parts) and numeral adjectives to identify insect body parts like los insectos tienen seis patas, los insectos tienen un tórax, etc.
• Use third person singular/plural present tense of the verb ser (to be), definite articles las, los, la, el, common nouns alas, antenas, patas cabeza, tórax, abdomen, aguijón to identify insect body parts like son las antenas, es la cabeza,etc.
• Use third person singular/plural present tense of the verb ser (to be) or sirve (to use to), definite articles las, los, la, el, common nouns alas, antenas, patas cabeza, tórax, abdomen, aguijón, the preposition para and infinitive verbs oler, mirar, volar, comer, picar to express the function of inect body parts in phrases like las antenas son para oler, los ojos son para ver.

Students learning through L1
Students will:

• Use the personal pronoun first person singular yo, the first person singular past tense of the verb aprender (to learn), adjectives algunos, ciertos and the comparative como (like) to express what they learned the day before like yo aprendí los nombres de algunos insectos como mariquitas y abejas.
• Use adjectives algunos, todos, ningún, etc., third person plural/singular of the verb tener (to have), numeral adjectives and common nouns to specify insects characteristics like algunos insectos tienen alas, todos los insectos tienen seis patas.
• Use demostrative adjectives eso, esa, esos, esas, possessive adjectives su, sus, third person singular/plural present tense of the verb ser (to be), definite articles las, los, la, el, common nouns alas, antenas, patas cabeza, tórax, abdomen, aguijón and the contraction del to identify insect body parts like esas son las patas del insecto, esos son sus ojos.
• 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 common nouns in plural mariquitas, abejas, moscos, moscas, hormigas, escarabajos, mariposas, libélulas, polillas and the conjunction y to sing the song Los insectos.
• Use demostrative adjectives eso, esa, esos, esas, the chunk puede ser/pueden ser and common nouns alas, antenas, patas cabeza, tórax, abdomen, aguijón to designate materials for insect body parts like eso puede ser la cabeza, esas pueden ser las antenas,etc.

Students learning through L1
Students will:

• Use definite articles la, las, el, los, the chunk puede servir para/pueden servir como and common nouns alas, antenas, patas cabeza, tórax, abdomen, aguijón, palitos, cajitas, cañitas to designate materials for insect body parts like la cajita puede servir para la cabeza, los palitos pueden servir para las antenas,etc.
• Use the phrases es tu turno or te toca a ti to indicate turns inside the group.
• Use the pronouns tú and yo, and the adjectives primero, segundo, tercero,etc. to organize group work like tú primero, tú segundo, yo cuarto.
  

Learning Strategies / Social and Skills Development:
Students will...

• Organize or plan group activities.
• Use selective attention at listening or reading for specific information.
• Use resources to build an insect.

Time Frame:

50 minutes

Materials Needed:

• KWHL chart (see attachment 2)
• Poster song: Todos los insectos (see attachment 8)
• Egg cartons, pipe cleaners, boxes, etc.
• Pencils, crayons, markers and paper.

Description of Assessment (Performance Project):

Preview Phase (Into) (Cloud et al.,Kucer et al.):
Singing the song Los insectos

• In a circle, students sing the song Los insectos choosing appropriate movements to represent different insects.
• Then, teacher shows graphs of the "looking for insects" activity and refers to the next part of the KWHL chart (Yo aprendí…) to write what they have learned the day before (name of common insects).
• Teacher posts new questions: ¿Qué hace que un insecto sea un insecto? ¿Qué debe tener un insecto para que sea un insecto?¿Cuáles son las características de un insecto?¿Cómo es su cuerpo?
• Teacher writes down students’ answers.

Focused Learning Phase (Through) (Cloud et al.,Kucer et al.)::

• Teacher shows students a big picture of an insect (or a big three dimensional insect) and asks students to look for the insect’ body parts and to say the name of each part.
• Teacher writes answers creating a diagram of the insect by labeling the body parts.
• Teacher reinforces the idea of characteristic of insects according with body parts.
• Teacher asks what each part is for and writes it down.
• Teacher shows the poster song Todos los insectos and students sing the song showing insect body parts with movements.

Expansion Phase (Beyond) (Cloud et al.,Kucer et al.):
Students form groups to build an insect

• In groups, students make an insect from egg cartons or other materials. The insect should have all body parts.
• Students will present the insect to the class saying the name of each body part and the function.
  

Assessment:

Observation of student interactions during group activities to check if Spanish is used, if students are focused in activity.

Observing students’ final product and oral presentation to check if all insect body parts are present, if name of insect body parts are using correctly and if the function of each body part is identify.

References and Resources:

 

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

Attachment 2: KWHL chart
Attachment 8: Transparency/Poster song: Todos los insectos

A Lesson from the CoBaLTT Project
/cobaltt
Center for Advanced Research on Language Acquisition
University of Minnesota