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INTERVIEW

Preparation
Class Profile:

Rodolfo Chvez Rendn High School English Content Area 9th Grade

Total # of Students: 23 P = 20 students in the Preproduction stage EP = 3 students in the Early Production stage

S = ____students in the Speech emergent stage I Ahh! = ___students in the Intermediate fluency stage = ___ students in the Advanced fluency stage

Content Objective (CO): Our goal is to identify CAN for request. Language Objectives (LO): Listening : We will listen to identify in the dialogue how to request for personal information in the total group using the thumb challenge activity. Speaking : We will ask and respond about basic personal information using CAN working in pairs by the use of Think, pair, and share activity

Reading : We will read individually the instruction to work with the dialogue from the book. Writing : We will individually fill in the blanks in order to complete a guest pass from page 34. Key Vocabulary: Can You What First name

Date of Birth Address Phone number Signature Last name

I coded my vocabulary according to level of difficulty using the stages of SLA. PEP words for Preproduction and Early Production English learners SI words for Speech Emergent and Intermediate Fluency English learners A words for Advanced Fluency English language learners

** Materials Needed: Book Cards Projector Markers Board Piece of paper Pencil/pen CD PC

Activation: A Canvas of Opportunity


(Informing Instruction) Directions: I will present to students the content and language objectives of the lesson through slides. Teacher will model some questions about personal information.

For example: Whats your name? Can you spell your name, please?

Whats your address?

Teacher will apply the think, pair, and share activity.


Students will think and write some questions. Students will get in pairs and practice with the questions that they wrote. Each student will present his/her peer to the entire class.

Connections: The Broad & Narrow Strokes of Learning


(Interaction, Application, & Accommodation) Directions: o o o Students will individually listen to and underline the question of the dialogue on page 34 from the book. Students in small groups of 4 will use the thumb challenge activity to write these and other questions using CAN for request. After that, students will walk around and ask and answer for personal information at least 5 classmates.

Affirming: A Gallery of Understanding


(Assessment of Student Learning) Directions:

Individually, students will fill the guest pass that is modeled in the page 34, Unit 4 from the book. Students in small groups will role play a situation in which they have to register and use a guess pass.

TRIFOLD

Preparation
Class Profile:

Rodolfo Chvez Rendn High School English Content Area 9th Grade

Total # of Students: 23 P = 20 students in the Preproduction stage EP = 3 students in the Early Production stage

S = ____students in the Speech emergent stage I Ahh! = ___students in the Intermediate fluency stage = ___ students in the Advanced fluency stage

Content Objective (CO): We will provide the appropriate context for practicing ordinal numbers. Language Objectives (LO): Listening : We will individually listen to the dialogue on page 37 in order to look for specific information about events, dates, and times. Speaking : We will talk in pairs about events, dates, and times in order to interchange specific information. Reading : We will individually read the dialogue and instructions about the exercises in order to familiarize with expressions referent to specific information about events, dates, and times.

Writing : We will write in pairs some sentences using the exercise 8 on page 37 from the book number 1. Key Vocabulary:

First 1st Second 2nd Third 3rd 4, 6,7,8 , 11+ ending TH Fifth 5th

Ninth 9th Twelfth 12th 13-19 + ending TH 20-90 + ending TIETH

I coded my vocabulary according to level of difficulty using the stages of SLA. PEP words for Preproduction and Early Production English learners SI words for Speech Emergent and Intermediate Fluency English learners A words for Advanced Fluency English language learners

** Materials Needed: Book Cards Projector Markers Board Pieces of paper Pencil/pen CD PC

Activation: A Canvas of Opportunity


(Informing Instruction) Directions: Teacher will present to students the content and language objectives of the lesson through power point slides.

Teacher will introduce the Trifold activity. Students will be dividing in small groups of three students using numbered piece of paper above the chair. The first students says a number in Spanish, the second students write the number in the first side of the trifold, the third student have to say the same number in English. So, the second student has to write the number in the second side of the trifold. They are going to interchange roles every five numbers.

Connections: The Broad & Narrow Strokes of Learning


(Interaction, Application, & Accommodation) Directions: o o o o Students individually will listen and read to the dialogue page 37 from the Unit 4 from the book number 1. Students individually will underline the numbers of the dialogue and will answer questions from comprehension exercises. All the class will model the ordinal numbers from first to twenty-first. Students will work in the same group of the activation phase to practice the ordinal numbers. So, they have to write the ordinal number in the third side of the trifold.

Affirming: A Gallery of Understanding


(Assessment of Student Learning) Directions:

Students will form group according to colors of the popsicles sticks. Students will make practice the exercise 10 on page 37 from the book number 1.

Cooperative Group

Preparation
Class Profile:

Rodolfo Chvez Rendn High School English Content Area 9th Grade

Total # of Students: 23 P = 20 students in the Preproduction stage EP = 3 students in the Early Production stage

S = ____students in the Speech emergent stage I Ahh! = ___students in the Intermediate fluency stage = ___ students in the Advanced fluency stage

Content Objective (CO): We will apply the language in use in order to understand and model the intonation patterns in the information questions. Language Objectives (LO): Listening : We will listen to intonation patterns in information questions in order to realize how the voice falls on the last content word. This is a total group activity. Speaking : We will talk in pairs about our favorite TV show. We will ask and respond about dates and times on the TV schedule for these programs.

Reading : We will individually read instructions about exercises from the book. Also, in total group read exaggerating the intonation in order to realize how the voice falls on the last content word from the information questions. Writing : We will individually fill out the chart on page 39, in the unit 4 from the book number 1.

Key Vocabulary: January February March April May June July August September October November December

I coded my vocabulary according to level of difficulty using the stages of SLA. PEP words for Preproduction and Early Production English learners SI words for Speech Emergent and Intermediate Fluency English learners A words for Advanced Fluency English language learners

** Materials Needed: Book Cards Projector Markers Board Piece of paper Pencil/pen CD PC

Activation: A Canvas of Opportunity


(Informing Instruction) Directions:

Teacher will present to students the content and language objectives of the lesson by power point slides. Students will get in groups of three and four. Each student will be assigned a number. Teacher will set up twelve color sheets around the classroom. This piece of paper will be labeled with a month. Each group will think about a special event in each month. For example: February, Valentines Day. May, Mothers Day.etc.

Each group will walk around writing an event in each month.

Connections: The Broad & Narrow Strokes of Learning


(Interaction, Application, & Accommodation) Directions: o o o o Teacher will draw in the board a T chart. And model the exercise on page 39, unit 4 from the book number 1. Teacher will ask a volunteer to read the directions aloud in page 39 from the book. In pairs, one student will go around the room asking for information about classmates birthday and name. The second student will write the answers on the books chart. The pair who collects the most responses will present to the entire class the information.

Affirming: A Gallery of Understanding


(Assessment of Student Learning) Directions:

The groups will vote for the most important event from task one. Teacher will summarize to the entire class which event is the most important and ask why to the class. The pair who collects the most responses in task 2 will present to the entire class the information. Finally every student will add to their chart on page 39 the information written on the board.

Vocabulary quilt

Preparation
Class Profile:

Rodolfo Chvez Rendn High School English Content Area 9th Grade

Total # of Students: 23 P = 20 students in the Preproduction stage EP = 3 students in the Early Production stage

S = ____students in the Speech emergent stage I Ahh! = ___students in the Intermediate fluency stage = ___ students in the Advanced fluency stage

Content Objective (CO): We will analyze a schedule in order to look for specific information about events. Language Objectives (LO): Listening : We will listen to identify the kind of music that students prefer. Speaking : We will ask and response about specific information about events, in pairs. Reading : We will individually read the summer schedule carefully on the page 40, unit 4 from the book number 1. Writing : We will individually fill out the form on page 40, exercise 17 from the book number 1. Also, we will create a schedule in groups.

Key Vocabulary: Salsa Swing dance Ballet Hip-hop Funk Jazz Tap Belly dance

I coded my vocabulary according to level of difficulty using the stages of SLA. PEP words for Preproduction and Early Production English learners SI words for Speech Emergent and Intermediate Fluency English learners A words for Advanced Fluency English language learners

** Materials Needed: Book Cards Projector Markers Board Piece of paper Pencil/pen CD Projector PC Museum schedule

Activation: A Canvas of Opportunity


(Informing Instruction) Directions: Teacher will present to students the content and language objectives of the lesson by power point slides.

Students will be divided in groups of five by using their shoes size. Students will write on the wall chart their favorite music using vocabulary quilt. Students will present to the class their chart and explain why they like that kind of music.

Connections: The Broad & Narrow Strokes of Learning


(Interaction, Application, & Accommodation) Directions: o o o Students will scan the summer dance schedule and compare the vocabulary quilt. Students will add other dances names to their vocabulary quilt. Students will get in pair and read the summer schedule carefully then take turns asking and answering the question in page 40 exercise 16 b. For example: Q. When is the first session for salsa class? A. It is on Monday June 3rd at 5:00 pm.

Affirming: A Gallery of Understanding


(Assessment of Student Learning) Directions:

Teachers will provide a museum brochure schedule to each group and ask some questions on the board about the schedule. For example: What time is the first guided-tour? What day is the History exposition?

Students will answer the questions individually. Students will compare answers with their shoulder partner. Students will talk about the museum exhibition in small groups. Students will write a ticket out with a schedule containing the hour to visit three museum exhibitions.

DOT CHART
Preparation
Class Profile:

Rodolfo Chvez Rendn High School English Content Area 9th Grade

Total # of Students: 23 P = 20 students in the Preproduction stage EP = 3 students in the Early Production stage

S = ____students in the Speech emergent stage I Ahh! = ___students in the Intermediate fluency stage = ___ students in the Advanced fluency stage

Content Objective (CO): We will develop the use of WH questions for request specific information about events, dates, and times. Language Objectives (LO): Listening : we will individually listen to instructions about the use of WH questions for request specific information using the Dot chart strategy. Speaking : we will ask and respond using WH questions and answers about specific information in pairs. Also, in total group will share the information obtained in the Dot chart. Reading : we will read in pairs for information in the dot chart. Writing : we will individually write key vocabulary words from the Dot chart.

Key Vocabulary: What When Time Day In On At s

I coded my vocabulary according to level of difficulty using the stages of SLA. PEP words for Preproduction and Early Production English learners SI words for Speech Emergent and Intermediate Fluency English learners A words for Advanced Fluency English language learners

** Materials Needed: Book Cards Projector Markers Board Piece of paper Pencil/pen CD PC

Activation: A Canvas of Opportunity


(Informing Instruction) Directions: Teacher will present to students the content and language objectives of the lesson.

Teacher will bring each student a dot chart. Students will write the words that they know about events, dates, times on the dot chart. Students will check their answers using the partner shoulder activity.

Connections: The Broad & Narrow Strokes of Learning


(Interaction, Application, & Accommodation) Directions: o o o Teacher will write students words in the dot chart in order to create complete and improve the vocabulary related to the topic. Teacher will write the key words in the sides of the dot chart in order to create connections among these words and the students answers. Teacher will write some sentence on the board in order to model questions that students have to answer. For example: Whens Carnival? What months Valentines day? Whens Halloween?

Affirming: A Gallery of Understanding


(Assessment of Student Learning) Directions:

Students in pairs will write some questions on the back of the dot chart and practice using the words that they wrote in the front of the page. Students will practice reading aloud the questions and answers.