Submitted by Mary Bartolini
Objectives:
Content:
Students will...
- Identify insect body parts and their function.
Cultural:
Language: Content Obligatory
Students learning through L2 and L1
Students will:
- Use third person present tense plural of the verb vivir (to live), preposition of place en (in/on), common nouns árboles, flores, agua, colmena, jardín, tierra and definitive articles el/la/los/las to identify places where insects live with expressions like los insectos viven en el agua.
- Use definitive articles el/la/los/las, common nouns mariposas, mariquitas, abejas, hormigas, third person present tense plural of the verb vivir (to live), adverbs of mode solos, en compañía to identify how insects live using sentences like las abejas viven en compañía, los saltamontes viven solos.
- Use the third person singular/plural present tense of the verb tener (to have), common nouns 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) or sirve (is used 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 sirven para ver.
Students learning through L1
Students will:
- Use third person present tense plural of the verb vivir (to live), preposition of place en (in/on), common nouns árboles, flores, agua, colmena, jardín, tierra, definitive articles el/la/los/las and adjectives algunos, todos, ningún, otros to identify places where insects live with expressions like algunos insectos viven en el agua otros viven en el jardín.
- Use definitive articles el/la/los/las, common nouns mariposas, mariquitas, abejas, hormigas, third person present tense plural of the verb vivir (to live), adverbs of mode en soledad,por sí solos, en comunidad to identify how insects live using sentences like las abejas viven en comunidad, los saltamontes viven por sí solos.
- Use collective nouns colmena, comunidad, enjambre to express how some insects live.
- 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 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 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 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 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.
- Reach the above objectives without or with minimal grammatical mistakes and with much rich vocabulary.
Learning Strategies / Social and Skills Development:
Students will...
- Organize or plan group activities.
- Use selective attention at listening or reading for specific information.
- Use graphic organizers to compile information.
- Use background knowledge to complete a KWHL chart.
- Use cooperative learning activities.
Time Frame:
50 minutes
Materials Needed:
- KWHL chart (see attachment 2)
- Graphic organizers (see attachment 10).
- Pencils, crayons, markers and paper.
Description of Assessment (Performance Project):
Preview Phase (Into) (Cloud et al.,Kucer et al.):
- Students sing the song Todos los insectos with movements.
- Teacher refers to the diagram they created the day before.
- Teacher encourages students to add ideas to the KWHL (Yo aprendí …) chart about insect body parts by asking ¿Qué aprendiste ayer sobre los insectos?
- Teacher writes students’ thoughts in a KWHL chart.
Focused Learning Phase (Through) (Cloud et al.,Kucer et al.):
- Teacher asks ¿Qué necesitan los insectos para vivir?
- Teacher writes students answers at the chart.
- Teacher asks ¿Dónde viven los insectos? ¿Cómo viven los insectos?
- Teacher refers to the KWHL chart to the part of how to investigate about insects. Teacher will center attention in reading a book.
- Teacher will choose an insect and model how to look for information in the book and how to create an answer with his/her own words.
- Teacher presents the group activity to students: investigating an insect and use of graphic organizers.
- Students form groups and listen to directions
Bueno, yo te he mostrado como extraer información de un libro. Ahora es tu turno. Vamos a formar nuestros grupos de estudio y cada grupo investigará un insecto.
Ahora que los grupos están formados necesito un representante de cada grupo. Cada uno sacará un papel de esta cajita y leerá el nombre del insecto que su grupo va a investigar.
Bien, ahora que cada grupo tiene a un insecto voy a explicarles lo que vamos a hacer. Hoy vamos a centrarnos en dos preguntas:
- ¿Dónde viven los insectos?
- ¿Cómo viven los insectos
Para responder a estas preguntas cada grupo tendrá un libro de información sobre su insecto. El lector deberá leer el libro y los demás amigos deberán escuchar y dar la respuesta a cada pregunta. El escritor deberá escribir la respuesta.
Para escribir las respuestas vamos a usar diferentes gráficos. Mira los gráficos que voy a presentar y escucha con atención.
- I will present each graphic organizer and explain how to use them.
Bueno, levanten la mano si quieren usar este gráfico. ¿Quién quiere usar este otro gráfico?
- Students will decide which graphic organizer will use.
Expansion Phase (Beyond) (Cloud et al.,Kucer et al.):
After the group activity is finished, groups will be divided and students will form new groups. In each new group there will be students with different insects. Each student will share information about the insect he/she had investigated before.Ahora que hemos terminado la primera parte de nuestra investigación vamos a compartir lo que aprendimos. Formaremos nuevos grupos y cada grupo debe tener una persona con un insecto diferente.
Bien, los grupos están ya formados, ahora compartan lo que aprendieron sobre su insecto. Tenemos 10 minutos para esta actividad.
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 interactions during jigsaw activity to check if appropriate information is shared in each group.
References and Resources:
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)Attachment 2: KWHL chart
Attachment 10: Graphic Organizers