Session+4


 * __ Session 4 __ **

Chapter 7: Use this chapter as a resource to complete the activities below. · Create a thematic web for the unit you have chosen. Add 1 element to your web that is not currently in your unit. · Ideas for web: National Standards, Multiple Intelligences, Content Disciplines

Chapter 8: pgs 176-180, 193-198 · Create/modify can-do statements for your unit. · Create an informal assessment for your unit. · Create a formal assessment for your unit. Choose 1: interpretive – listening, interpretive – reading, interpersonal – speaking, interpersonal – writing, presentational – reading, or presentational – writing.

Chapter 10: pgs 225-239  · Reflect on your own language experiences: Give an example for each of the following: products, practices, and perspectives and how you could use that experience at the elementary level. Only 1 can be related to a holiday. **(T & R)**  · Write out a TPRS of no more than 10 lines to practice a culturally rich story. Describe the actions you will use to teach/tell the story. **(T)**  · Create a fantasy experience that will be used in your unit.  · Create a wiki. Complete the homepage with information about yourself: education, language experience, other.  · Find a 2 videos to add to your wiki that would help you teach either a product, practice, or a perspective from Spanish speaking culture.

**__Can-do statements__** Can-do statements are an informal assessment given at the beginning and end of a unit of study. In 3rd grade we go over the can-do statements as a class (and I am considering doing this in 2nd grade also). In grades 4-6 the kids fill them out individually. Can-do statements are the unit objectives converted into kid friendly language. Kids know from the beginning of the unit what they will be able to do by the end. At the end they reflect on their growth and view they own learning in a more concrete way. I have found these statements to be very powerful tools. You can find examples of can-do statements on the West Des Moines FLES website, under the language portfolio. Below is an example of how to turn unit objectives into can-do statements.


 * Unit objectives: **

// Content Objectives: // Students will be able to…. compare and contrast colors, body parts and type of movement of insects. describe an insect. compare and contrast insects with spiders.

// Culture Objectives: // Students will be able to… sing and give main idea behind the first verse of “La cucaracha”. identify the climates in which the cockroach is commonly found. identify México as the country in which “La cucaracha” originated. explain that monarch butterflies migrate to México for winter.

// Content Obligatory Structures: // Students will be able to… identify colors: rojo, negro, verde, morado, azul, amarillo, anaranjado, marrón, gris, rosado, blanco recognize Spanish names of the following insects: la hormiga, la mariquita, el escarabajo, la abeja, la mariposa, el mosquito, la cucaracha, la oruga, //el grillo// identify parts: la cabeza, el torax, el abdomen, las alas, las patas, las antenas identify movement: camina, vuela, salta

I can describe an insect in Spanish. I can tell how insects and spiders are the same and different in Spanish. I can sing the first verse of “La cucaracha” in Spanish. I can name 5 insects in Spanish. I can tell how an insect moves in Spanish.
 * Can-do statements:**