Profe.

Freel
Reach! Partnership High School
Spanish II

DATE UNIT TEXT

February 1st 2018 1: Repasamos Español I ¡Ven Conmigo!
OBJECTIVE KEY POINTS
Students will be able to… (SWBAT)  Basic Spanish Introductions (hola, me llamo, yo
 Review Spanish I basics soy de, yo tengo ____ años)
 Understand the value of establishing a  Why we practice character traits, mindsets, and
growth mindset habits of mind
 Break down the Habit of Mind:  The practice of persistence Commented [MF1]: Each of these highlighted
Persistence  Quarter 3 goals objectives pertains to teaching the growth mindset and
 Establish an academic & Personal goal persistence.
for the upcoming semester using
S.M.A.R.T. goal-setting
ASSESSMENT: LA SALIDA (Exit Ticket)
Completed worksheet on goal setting: Final product S.M.A.R.T. goal Commented [MF2]: Using the displayed worksheet
1. What are the two main goals for this year? students will reflect on goals they have for the
upcoming semester using what they learned about
persistence and S.M.A.R.T. goals.

2. Why are these goals important to you?

CONNECTION TO BIG GOAL (WHY?)

Mindsets & Goal setting will help create the foundation through which they will improve their Spanish
acquisition in order to become more competent citizens of the world.

CONTENT STANDARDS for WORLD and CLASSICAL LANGUAGE LEARNING:

1. Communication: Communicate in a language other than English; Students
1.1 engage in conversation, provide and obtain information, express feelings and emotions, and exchange
opinions.
1.2 understand and interpret written and spoken language on a variety of topics
1.3 present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

2. Cultures: gain knowledge of other cultures; Students

2.1 demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied
2.2 demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

3. Connections: Connect with other disciplines and acquire information; Students

3.1 reinforce and further their knowledge of other disciplines through the foreign language.
3.2 acquire information and recognize the distinctive viewpoints that are available through the foreign
language and its culture.

4. Comparisons: develop insight into the nature of the language and culture; Students
4.1 demonstrate understanding of the nature of the language through comparisons of the language studied
and their own.
4.2 demonstrate understanding of the concept culture through comparisons of the culture studied and their own.

5. Communities: participate in multilingual communities at home and around the world; Students
5.1 use the language both within and beyond the school setting
5.2 show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

LESSON TYPE
INTRODUCTORY DEVELOPMENTAL REVIEW ASSESSMENT

AGENDA ENTRADA (WARM-UP)

1. Hacer Ahora (Warm-up) (10 min) 1. Free write: Write about a time
2. Review cultural topic: International Borders (5
min) when you gave up in school, write
3. Práctica: Stations reviewing cornerstones of about a time when you persevered (5
Spanish I (25 min)
4. Lecture: Growth mindset vs. Fixed mindset (10
min)
min) Commented [MF3]: This points to the time during the
5. Student created word clouds and skits on lesson when I teach the difference between the fixed
persistence (25 minutes) and growth mindset.
Commented [MF4]: After learning about each mindset
and persistence, students get an opportunity to create
a word cloud and perform a skit. These are both
formative assessments.
LESSON METHODS
LEARNING INTRODUCTION: MATERIALS:
MODALITIES:
1. Free write: Write about a time when you
 Active Pasaporte to write
 Auditory gave up in school, write about a time when you on
 Deductive persevered (5 min) Commented [MF5]: This warm up begins our
 Kinesthetic conversation with the fixed mindset and allows
 Oral students to share a personal experience with this
practice.
 Synthesis
 Tactile
 Visual
GROUP/GUIDED PRACTICE:
 Discussion on international borders (as well as the
 Active corresponding vocabulary words and concepts we
 Auditory have discussed)
 Deductive
o Refugee crisis
 Kinesthetic
 Oral
o Displaced
 Synthesis  Lecture on growth mindset and fixed mindsets
 Tactile o Short discussion on traits/habits associated
 Visual with the growth mindset, students create a list
(perseverance, resilience, drive,
determination, etc.)
o Students define the growth mindset: that
working through challenges allows you to grow
and become smarter/stronger. Believing you
have the power to change your intelligence.
o Students discuss traits associated with a fixed
mindset (frustration, anger, apathy, etc.)
o Students define a fixed mindset: Believing that
you are born with a certain amount of talent
and intelligence. Assuming you have no
control over changing that amount of skill.
Getting frustrated and giving up quickly.
 Student volunteers read through different teacher-
created scenarios, class guesses which mindset is
emphasized.
 World Cloud Creation: Students volunteer words
that are associated with the growth mindset. We
collectively create a word cloud
PAIRED PRACTICE:

 Active  Skit creation using an example of persistence in the

 Auditory classroom Commented [MF6]: The skits are teacher created but
 Deductive o You are a freshman struggling to pass algebra student performed. Each skit represents either the fixed
 Kinesthetic class, you have a 60% in class and a lot of or growth mindset. Students work in teams to interpret
 Oral and perform the skits for the class.
missing work. Yet, you have a great
 Synthesis
 Tactile relationship with the teacher. What can you do
 Visual to persevere?
o You are a senior trying to pass Spanish II for
the second time. You have Spanish class first
period and you struggle to make it there on
time. You help drop your little sister off at
school in the morning and it makes it hard to
be on time. What can you do to persevere?
o You are a sophomore struggling because a
group of girls in your chemistry class continue
to pick on you every class. They whisper
insults to you during class and pass you
disturbing drawings. You stopped coming to
class because you don’t want to deal with it,
but your grade has dropped significantly. What
can you do to persevere?
INDEPENDENT PRACTICE:
 Active  Create personal goals based on conversations
 Auditory around persistence and goal setting.
 Deductive  One goal should focus on academic progress while
 Kinesthetic the other should focus on a personal goal that
 Oral
pertains to growth made outside of the classroom.
 Synthesis
 Tactile  Class Discussion: Do immigrants display Commented [MF7]: This class discussion allows
perseverance or persistence? students to reinforce the trait of persistence through
 Visual discussing our cultural topic of immigration. Students
CLOSING/SUMMARY: are given sentence starters to support them in
1. What are the two main goals for this year? developing their ideas.

2. Why are these goals important to you?

HOMEWORK: ANNOUNCEMENTS:
-Parent/family letter due this Friday 1/2/2018

NOTES/REFLECTION: