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EDU 366/EDUG 482 Name: Nicolina Salerno Dual Language Lesson Plan Template Thematic Unit: Quinceañera & Sweet 16 LP# 5 ** Big Idea/s: ** We want the students to understand where the concept of a Quinceañera and Sweet 16 came from, why and how it is celebrated as well as how to plan a Quinceañera and a Sweet 16. ** State Standards: IL ELP; IL Fine Arts; ** ** IL Social Science ** 18A Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions**; WIDA (English)** Standard 1 speaking – Express connected ideas to relate personal information or opinions using picture prompts. ** Language of Instruction: ** Spanish **Grade Level:** 4th - Review main components of Quinceañera -Create party planning checklist || ** Content Objectives: ** Students will identify the characteristics of the tradition of the quinceañera and sweet 16. - Strategy – turn and talk, notes from previous classes, - Student grouping – whole class and partners - Differentiation – graphic organizer for party-planning checklist, ** Language Objectives ** : // L1 students will state possible options for the party planning checklist and explain which component it relates to. // // L2 students will state possible options for the party planning checklist. // ** Prior Knowledge: ** Students have been learning about the Quinceañera and Sweet 16 and are able to identify what the final product includes and will look like. Now they will learn how to plan to create that final product.
 * Stage of Lesson Cycle ||
 * ** Preview Stage – preparing students for success **

** Description: ** The students will start the lesson by turning and talking to a partner about what they remember from last week’s lessons about the Quinceañera and Sweet 16, specifically what the different parts of the celebration are. As a class we will list the different parts on the board. After the different parts are listed the students will turn to a different partner and brainstorm possible ideas for a party-planning checklist. Each student will receive a party-planning graphic organizer and using an overhead projector the class and the teacher will fill it out together to create the checklist that the students will use as they complete the invitation project over the next four days. ** Assessments: ** Each student will have a party-planning checklist to be used throughout the rest of the unit. || -Students are placed into 6 groups of 4 to work in throughout the project -Students will receive a scenario that they will work within for the project <span style="tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: ideograph-numeric;">-Students will chose a theme, dress, shoes, last doll, jewelry, decorations and a date for their Quiñceanera || ** Content Objectives: **// Using the traditional elements of the //// Quinceañera the students will choose specific details about their Quinceañera or Sweet 16. // - Strategy – view and discuss options for each category together - Student grouping – heterogeneous groups of 4 - Differentiation – small groups, access to the internet, party-planning checklist, examples provided, group graphic organizer on computer <span style="tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: ideograph-numeric;">** Language Objectives ** : <span style="tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: ideograph-numeric;">// L1 students will identify in small groups which option they choose and why using complex sentences and grammar. // <span style="tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: ideograph-numeric;">// L2 students will identify in small groups which option they choose and why using less complex sentences and grammar. //
 * ** Focused Learning Stage **

<span style="tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: ideograph-numeric;">** Description: ** The students will be placed into heterogeneous groups of four. The students will keep these groups for the remainder of the unit. Each group will be randomly given one scenario to work with. The scenario includes the age and ethnicity of the girl, her birth date, the budget that she has for her party and if it is a Quinceañera or a Sweet 16, how many guests are invited, and some of her likes and dislikes. Each group will have a lap-top to work with and be directed to http://www.quinceanera-boutique.com/ and/or http://www.therosedress.com/dresses/dresses-pg13.html to look at dresses and accessory options. As a class we will discuss each category and then the groups will have time to make a decision. <span style="tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: ideograph-numeric;">** Assessments: ** Teacher will monitor group discussions to determine group understanding and see if the groups are on task. The students will fill out a group graphic organizer on the computer that will have room for the students to paste their choices for each element as well as the cost. || <span style="tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: ideograph-numeric;">-Identify easy and challenging aspects of party planning so far <span style="tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: ideograph-numeric;">-Make predictions about future planning || ** Content Objectives: **// Students will make connections from party planning to events in their own lives // - Strategy – Think, pair, share - Student grouping – heterogeneous groups of 4 - Differentiation – small groups <span style="tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: ideograph-numeric;">** Language Objectives ** : <span style="tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: ideograph-numeric;">// L1 students will express ideas and feelings about party planning using complex sentences and grammar. // <span style="tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: ideograph-numeric;">// L2 students will express ideas and feelings about party planning using less complex sentences and grammar. //
 * ** Application Stage – students demonstrate what they have learned **

<span style="tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: ideograph-numeric;">** Description: ** The students will hear and see the statement “Think about a time in your life when you helped plan an event.” The students will have a few moments to think, then share in their groups and then volunteers will have an opportunity to share with the class. Next students will think about how that is similar and different to what they did in class today. Finally each group will have time to talk about what was the most challenging part and easiest of today’s planning, then each group will share. Next each group will predict what will be the easiest and most challenging for tomorrow’s planning and then share with the rest of the class. <span style="tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: ideograph-numeric;">** Assessments: ** Each student will be asked to respond to at least one of the questions and the teacher will mark the response down on a clip board using a smiley face system. :-) = response is related to the question and well formed, :-/ = response is partially related to the question or is not well formed, :-( = response not related to the question and poorly formed ||

<span style="tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: ideograph-numeric;">** Self-Reflection* ** The second major part of our unit is to teach the students how to plan a large event. This lesson begins with a review so that the students are aware of the needs of the event that they are planning. We provided multiple review opportunities for the big ideas of this unit because of the age group of the students and due to the dual language component of the unit. I decided to take the decision making process of the planning in a step-by-step format because of the age group and language challenges of the students, I did not want them to become overwhelmed if they had to complete this part all on their own. Additionally I chose to use websites to help the students see some of the options because many students today are comfortable with technology and would be using this avenue anyway to plan an event like this. Additionally it allows them to view current styles and trends as opposed to magazines, which may have information that is not current. However I would encourage the use of magazines in addition to the internet sites or instead of if there is not access to the computer/internet for the students. Finally incentives could be offered for those who are able to bring in magazines (Quinceañera or Sweet 16) that can be used during the unit. Adapted from http://www.dualu.org