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Name: Kelsey Staub Subject Area: Foreign Languages: Spanish Overall Daily Goal:
The goal of this lesson is to teach students how to use contextual clues in order to understand the meaning of unfamiliar vocabulary words, as well as to understand the entire meaning of a story. The students will work with partners in order to gain different perspectives about the meaning of story and the vocabulary words.
Grade Level: 10 (level 2)
Status of this skill: (circle one)
a) Introduction b) Extension c) Remediation d) Enrichment
Correlation with National Standards for Foreign Language Learning: Communications: Communicate in Languages other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Communities: Participate in Multilingual Communities at Home & Around the World Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Correlation with Idaho State Standards for World Language: Standard 1: Acquisition and Use of Language 7-12.WL184.108.40.206 Decode written text, diacritical marks, and symbolic systems. 7-12.WL220.127.116.11 Recognize written forms of basic vocabulary.
Break the lesson into the following parts, and provide an estimate of the amount of time you will need to teach each part of this lesson (Based on a Block schedule of 90 minutes) 1. Focus __20___minutes/hours/days
2. Input __40___ minutes/hours/days 3. Guided Practice _20____ minutes/hours/days 4. Individual Practice __0___minutes/hours/days 5. Closure _10____minutes/hours/days
Second year Spanish language learners will make inferences on the meanings of new vocabulary words when reading by using contextual clues from the passage. The students will also gain valuable insight about Latin American culture by reading an authentic Spanish story.
Modifications or Accommodations:
One of the students in my classroom has been diagnosed as having Attention Deficit Disorder (ADD) and struggles with reading, as it is difficult for her to focus when reading long passages with small text. To accommodate her learning disability, I will provide her with a modified version of the story that is doubles-spaced and printed in much larger font. These accommodations will make it easier for her to read the passages and not just glaze over the small print.
Previous Knowledge Necessary:
The students will use their knowledge of basic Spanish vocabulary, grammar, and sentence structure in order to read and comprehend the short story and make inferences about the meanings of new vocabulary terms.
This lesson is an important exercise for teaching students how to use contextual clues to gain meaning of unfamiliar words. This is a skill that is crucial for any secondary language learner to know in order to communicate in just about every aspect of the target language, whether it is in writing, reading, or speaking.
Whiteboard, whiteboard markers, overheard projector and slide with information about culture of the country, copies of vocabulary handout and short story for every student, highlighters for students. The students will use their own pen or pencil for writing.
To begin the lesson, I will present the students with a slide that has information about the author of the story they are about to read, as well as some general information about the culture of the country that
the author is from. I will talk about the period of time when the author wrote the story and what was going on in that country at the time. We will also briefly compare the culture of this Latin American country to one that of a more familiar country, such as Mexico. By providing this information before reading, the students will have some background knowledge so that they can better comprehend the story.
1. After giving the students an overview of the culture of the story they are about to read, the students will be given a worksheet with ten new vocabulary words on it. These vocabulary words will be words from the story that have some relation to the culture studied (for example, the word may be a word that’s meaning is specific to that country). I will quickly read over the list of words, as well as the questions that they will have to answer after reading, and make sure all the students understand the assignment. 2. Next, the students will be partnered with the person who is sitting directly to their right. I will hand out copies of the story to each pair of students, as well as a highlighter. In their pairs, the students will take turns reading a paragraph of the story out-loud. In each paragraph, there will be a vocabulary word from their list that is in bold text. After reading each paragraph, the partners will make inferences about what the vocabulary might mean based on clues from the sentence. They will highlight a few keywords that lead them to believe that is what the word means. Next, they will write their definition on one of the blanks next to the word on their worksheet. I will walk around the classroom and answer any questions that the students may have and help them with some more clues if they are struggling. This activity incorporates the Think-Aloud strategy, as the students are verbalizing their thinking process for solving a problem. 3. After all the student pairs have finished reading the story, we will go over the vocabulary definitions as a class. For each word, the students will discuss what they though the definitions of the words were and why. Next, I will provide them with the correct definition of the word and we will discuss the meaning and the students will write the definition on the second blank space on the worksheet. I will ask the students if learning the correct definitions of the words changed their understanding of the story, and how this activity can help them when encountering unfamiliar words in future readings.
Guided Practice: (Here’s another place for During- or After-Reading Activities)
As a guided practice, I will give the students a worksheet with a list of the ten new vocabulary words which are in bold font in the story. Next to each vocabulary word will be two blank spaces. The first blank space is where the students will write what they think the word means while they are reading the story with their partner, and the second blank space is where they will write the correct definitions that I give them after they are done reading the story. On the backside of the paper, there will be four afterreading questions. The questions will ask the students to pick one definition that they got wrong and one that they got right (or close to right), and explain what contextual clues led them to that definition, or caused them to write down the definition that they did.
Independent Practice: (Another place for During- or After-Reading Activities
For some independent practice, the students will make a graphic organizer of five of the vocabulary words. The graphic organizer will have a spot on top for the word and underneath they will write their definition in one blank and the correct definition in the other. Underneath each definition, they will write a few of the contextual clues from the story that led them to select the definition that they chose, and then some contextual clues that they may have missed that would have led them to the correct definition. This exercise will be a homework assignment that the students will complete outside of class, using the notes that they took in class.
On a later date, the students will have a quiz over these new vocabulary terms. The quiz will be fill-inthe-blank, with the Spanish definition provided and a blank for them to write the correct vocabulary word.
Extension: (Here’s a place for After-Reading Activities)
If some students finish reading the story in their pairs earlier than other students, they will be asked to partner up with another pair of students and discuss their vocabulary definitions as a group. By doing this, the students may have a new perspective on what the word means, and they can work together to see if they can improve there is any way that they can improve on their definition.
Closure: (Another place for an After-Reading Activity)
I will wrap-up the class period by asking the students some follow-up questions about the lesson plan, like “What is one vocabulary word that you learned today that you did not know before?” “How do you think this activity will help you in the future when reading passages with unfamiliar words?” “Do you think that using contextual cues to infer the meaning of an unfamiliar word will help you when speaking as well?” In addition to the wrap-up questions, this closure time will also be a time for students to ask any questions that they might have about the homework assignment or any unanswered questions that they may have about the definitions of the vocabulary words.
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