Submitted by Julie Black Morales
Objectives:
Content:
Cultural:
Language: Content Obligatory
Content Obligatory Language Structures: 1. Students will continue to develop their oral Spanish knowledge and skills by describing the animals' physical appearance and other characteristics. They will use the verbs 'ser', 'tener', 'comer' and 'vivir' in 3rd person singular. They will reinforce previously learned vocabulary (colors, numbers, body parts, antonyms) and they will use the new vocabulary listed in bold under Content Obligatory Vocabulary (see attachment). Example: El oso hormiguero tiene una lengua muy larga. La iguana come huevos y insectos. El puma es muy fuerte. El peresoso es de color verde y café. 2. Students will continue to extent and refine their oral Spanish and comprehension by completing oral cloze sentences generated by the teacher. These sentences will elicit the students to demonstrate knowledge of the verbs 'ser', 'tener', 'comer', and 'vivir' in 3rd person singular plus previously learned vocabulary by providing the missing words.Language: Content Compatible
Learning Strategies / Social and Skills Development:
Time Frame:
Four 30-minute classes.
Materials Needed:
A list of cloze sentences for task one, Large white paper, Modeling clay, Shoe boxes, Student maps of South America, Special paper for their reports,
Description of Assessment (Performance Project):
Task One: I use the websites listed under ìResourcesî to obtain wonderful pictures of the animals from South America that we are studying. I save each website under 'favorites' and I open all of them, one right after another before the class arrives. The forward or backward arrow enables me to go from one picture to the next. I project them from the computer onto a television screen. In that way, I have been able to maximize the technology we have available and the 25 minutes of class time I have with each of my groups. I also provide my students with a complete list of these websites for their personal use (either in the media center or at home). As the different animal pictures appear on the screen, the teacher talks about the basic physical characteristics, habitat and diet of each species in Spanish. I encourage the student to participate with their limited vocabulary by using an oral cloze procedure. For example: El flamingo tiene un cuello muy _____. Sabemos que el oso hormiguero es un mamífero porque ______________. La serpiente más grande del mundo es la ______________. La tarántula no es un insecto. La tarantula es una ___________. El tucán no es un mamífero. El tucán es un ____________. Hay muchas llamas en __________ y ________. The focus of the FLEX program is to provide the students with a wide variety of activities in the target language. It is essential for the teacher to maintain a high level of enthusiasm and love for the language. The primary goal is to instill a positive attitude for the target language. The children need to feel that they can be successful. Task Two: The teacher explains that they will be describing the physical characteristics of seven different animals from South America: Examples: 1. The toucan / bird · El tucán es un ave. · El tucán tiene muchos colores como el amarillo, el azul, el verde, el negro, y el blanco. · El tucán tiene un pico muy grande. · El tucán vive en el bosque tropical. · ¿Qué come el tucan? 2. The anteater / mammal · El oso hormiguero es un mamífero. · Tiene pelo largo de color café. · El oso hormiguero come hormigas y otros insectos. · ¿Dónde vive el oso hormiguero? Assessment: The children will pick one particular animal of their choice. The will prepare a mini-presentation that will include the following: 1. An 18 x 12 inch picture of their animal colored with crayons, colored pencils or watercolors. 2. The will write sentences about their animal: Example: · Este es el oso hormiguero. · El oso hormiguero es un mamífero. · El oso hormiguero vive en Brazil, Colombia, Venezuela, and Bolivia. · El oso hormiguero come hormigas y otros insectos. · El oso hormiguero tiene la naríz muy larga. · Me gusta el oso hormiguero porque es muy raro. 3. The children will make their animals out of colored clay and put them in a diorama. 4. The project will include a map of South America that shows where the animal lives. 5. The children will present their animal projects to a younger group of students. ( and the teacher). There oral presentations must include 3 complete sentences in Spanish about the animal. All children will receive a certificate of recognition for their effort. See attachment: selfeval lesson 6 Animal Project Rubric lesson 6 Please refer to attachment ì Show Off Your Spanishî /show off.doc
Assessment:
See attachment: selfeval lesson 6 / selfeval.less6
Animal Project Rubric lesson 6 / less 6 rubric.doc
References and Resources:
Banks,Joan. Song of the Selva. CT:Soundprints,1998. A story of a Costa Rican rainforest. Arnold,Caroline. Llama. New York:Morrow Junior Books, 1988. Llama offers youngsters a close-up view of these gentle, elegant looking natives of the high Andean plateaus. McDonald, Mary Ann. Toucans. The Child’s World, 1999. Describes the physical characteristics, behavior, habitat, and life cycle of the toucan. Patton, Don. Armadillo. The Child’s World, 1999. Describes the physical characteristics, behavior, habitat and life cycle of the armadillo. McDonald, Mary Ann. Boas. The Child’s World, 1997. Describes the physical characteristics, behavior, habitat, and life cycle of the boa constrictor. Patton, Don. Iguanas . The Child’s World, 1996. Describes the physical characteristics, behavior, habitat, and life cycle of the iguana.
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)List only Attachments specific to this lesson.