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Lesson Plan 2 - Peter CH 2

This lesson plan introduces vocabulary from Chapter 2 of the book "Peter va a Colombia" using total physical response (TPR) methods. Students will first review vocabulary from Chapter 1, then learn 6 new words related to packing for travel through gestures, pictures, and props. Students will then practice the gestures, write and spell the words, draw pictures representing them, and read the first half of Chapter 2 together out loud in pairs. Finally, students will complete a worksheet with comprehension questions and translation exercises from the chapter. The goal is for students to understand new vocabulary in context and comprehend the overall meaning of the text.

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107 views4 pages

Lesson Plan 2 - Peter CH 2

This lesson plan introduces vocabulary from Chapter 2 of the book "Peter va a Colombia" using total physical response (TPR) methods. Students will first review vocabulary from Chapter 1, then learn 6 new words related to packing for travel through gestures, pictures, and props. Students will then practice the gestures, write and spell the words, draw pictures representing them, and read the first half of Chapter 2 together out loud in pairs. Finally, students will complete a worksheet with comprehension questions and translation exercises from the chapter. The goal is for students to understand new vocabulary in context and comprehend the overall meaning of the text.

Uploaded by

api-384486841
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson Plan 2 - TPR

Name: Michael Slobodnjak


Topic: Peter va a Colombia Chapter 2

Standards Addressed
SI.7
The student will develop an awareness of common perspectives, practices, and products of
Spanish-speaking cultures.
1. Identify main viewpoints of the cultures, such as those relating to the concept of time,
education, transportation, and the roles of family members.
Us Ks
Students will understand that Students will know

U1. Engaging with vocabulary physically K1. Vocabulary that is related to Chapter 2 of
provides the information within a meaningful the book
context

Ds EQs
Students will be able to Students will explore these essential
questions
D1. Demonstrate learned vocabulary through EQ1. How does Latin America contrast from the
gestures United States?

D2. Answer comprehension questions about


the chapter

D3. Navigate a chapter using context clues to


understand the overall meaning of the text
Stages of Lesson Appx. Time Materials
Q4R - Review of Details from Chapter 1 5 min N/A

Before introducing the new vocabulary that will be present


throughout Chapter 2. The students will be asked to recall the
vocabulary and gestures that were taught during the first
lesson.

Q1L - Introduction of New Vocabulary from Chapter 2 5-10 min Google Slides
Presentation
Before diving straight into reading the first chapter of the
book, the teacher will go over some key vocabulary that might Physical Props
impede students from understanding the broad ideas of the
chapter. This vocabulary will be presented using TPR and they
are as follows:

Llevar to bring
Hacer maletas to pack a suitcase
Los lentes de sol sunglasses
El bloqueador de sol sunscreen
La toalla towel
El oso bear

Each of the words will be taught by providing the students with


two forms of visual representations. One will be a picture that
accompanies each of the words on a Google slide. The second
will be individual props for each of the words. The instructor
will say the first word aloud, point to the corresponding
picture, and then present the prop.

Q1R Students Do TPR 5-10 min Google Slides


Presentation
After this, the students will be expected to respond with the
appropriate gesture when the instructor repeats the word Physical Props
aloud 5 times. This process will be repeated until each of the
words and their gestures have been taught successfully. The
instructor will know that the students have learned the words
correctly and understand their meaning when they see that the
students respond with the right gestures when the word is said
aloud.

Ok class, today were going to learn some vocabulary that will


help us better understand the major points of this chapter. The
first word is hacer maletas.

The instructor will then point to the picture and present a


suitcase to illustrate the action for packing a suitcase.

Now I will say the word and you all will respond. Great, one
more time!

Once all of the words and props have been presented I will call
students up and, using the words that they have just learned, I
will give them instructions on how to pack the suitcase
themselves. This will allow the students to participate in the
learning of the vocabulary in a more physical way and engage
with their classmates.

Q2R Writing 5-10 min Reverse Side of


Comprehension
In order to allow the students to interpret the input that they Questions
will have received through the TPR lesson through a means
other than physical action, the students will be asked to write
out each of the vocabulary words. To ensure that the spelling
of the new words is correct, students will be asked to offer up
the way in which they spelled the words. Regardless of
whether or not the word was spelled correctly I will say the
correct spelling again.

Jane, can you tell me one of the words that you wrote down
from the vocabulary we just learned?

Good! Toalla was one of our words. Now how did you spell it?

Great job toalla is spelled T-O-A-L-L-A.

Q2L Drawing 5-10 min Reverse Side of


Comprehension
After going over all of the words that the students wrote down Questions
and ensuring that they were spelled correctly, the students will
be asked to provide a drawing that represents each of the
words. The drawing will help the students match the written
vocabulary words to a meaningful image, in the hopes that
they will better remember the vocabulary in context.

Q3L Story 10 min Book

Once it is clear, through the acknowledgement of correct


gestures, written vocabulary, and drawings associated with the
vocabulary, that the students have grasped the vocabulary for
the chapter, the instructor will pass out books to each of the
students. Before doing so, the instructor will explain how the
chapter will be read.

The instructor will be reading the first half of the chapter. After
having read at a slow and steady pace the instructor will ask if
there are any major questions that have come up. Once the
questions have been answered the students will become
responsible for finishing the chapter.

The students will be paired up and will alternate sentences as


they read the chapter aloud to one another. While the students
are reading the instructor will walk around and monitor their
reading, making sure that they are staying on task as well as
being available to answer any immediate questions the
students have.

At the end of the chapter, the instructor will ask the students if
they have any additional questions about what had just been
read before moving on to the assessment.

Q3L - Assessment (Formal, Formative) 10-15 min Worksheet with


comprehension
questions
Once the students have settled into their groups, the instructor
will distribute worksheets that consist of a set of 5
comprehension questions, followed by a small section in which
the students will attempt to come up with translations for
three sentences pulled directly from Chapter 2.

The teacher will explain to the students that they are to


complete the worksheet that was passed out. The set of 5
comprehension questions are to be answered, to the best of
their ability with their partner in complete sentences, and they
will be collected and returned during the following class.

The three sentences for translation are to be attempted.


They each contain words that will be foreign to the students,
but a majority of the words will be known. They are to use
context clues to gather a general understanding of what
happens in the chapter. The idea here is to show the students
that even if they come across words they dont know, they will
still be able to come away from it with an overall understanding
of the text as a whole.

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