Professional Documents
Culture Documents
Instructional Delivery
Opening Activities/Motivation:
Gather students in a circle and encourage them to relax while listening to classical music. The teacher will give
them the text, in both Spanish and English, to refer to during the readings. Inform students to clear their
minds and follow along while the teacher reads in the target language, referring to the primary language for
comprehension when necessary.
Procedures:
1. Do not begin reading until the classical music has played for a couple of minutes and the students are
relaxed.
2. Begin reading the text in the target language.
3. Read passage one.
4. Change the music. Allow students to listen to the music for a couple of minutes before beginning to
read the next passage.
5. Read passage two.
6. Change the music. Allow students to listen to the music for a couple of minutes before beginning to
read the next passage (time permitting).
7. Read passage three (time permitting).
8. Allow students to listen and enjoy the music for a few more minutes.
9. Do not discuss the readings at this time!
Assessment/Evaluation (Formative/Summative)
Informal assessment through teacher observation.
After the lesson, students’ comprehension would be assessed through their participation and interaction in the
planning and presenting of their “skit.”
Closure:
After reading the three passages, inform the students that their homework for tonight is to read the text once
more before bed and then again in the morning before getting up.
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Instructional Delivery
Opening Activities/Motivation:
Students will be given a list of vocabulary terms in English and Spanish to read over and memorize. An
extremely brief oral “check” for pronunciation would follow although the grammar translation approach does
not focus on oral fluency development.
Procedures:
1. Give students a copy of Spanish text from The Condor Who Fell In Love.
2. Have students read the Spanish version to themselves.
3. Have students translate the passage in to English using their prior knowledge and a bilingual dictionary
if necessary (students should be given parts of the passage so that they are able to fill in blanks or small
sections to avoid direct translation of large text).
4. Select students may read their translation, if time permits.
Assessment/Evaluation (Formative/Summative)
Students will be assessed according to their ability to correctly translate the text from one language to another.
A quiz, the following day, will assess students’ memorization of vocabulary terms.
Informal observations by the teacher will also be used to evaluate the students.
Closure:
Inform students that they are expected to complete a second page of grammar translations for homework.