This is my fourth post about my first unit that I have planned for level 1. You can find my preliminary post here, the first set of details here, and the third post here.
I am making my way through my first unit. I just gave my first interpretive assessment on Friday. It went well! I want to continue to work on the purpose of the article. Also, I want to start working with students on identifying where they found information in the article. I did not do that before, so I am marking that for the next interpretive reading assessment. I also stuck a free write in the plans to start working on students’ writing.
The last can do focuses on dates and time- while still recycling likes. We have been discussing the dates throughout this unit. We also did a quick review of the months with Quizlet Live. I have a few activities bookmarked to continue to practice dates. I also found this authentic resource talking about school dates in Argentina (last few pages). We will be able to compare when we start school versus the trimester dates of Argentina. Also, as always Zachary Jones has some great resources about comparing schedules in many different countries including Argentina. I mentioned this resource about Independence dates that I used years ago. I like this because it is also timely with Hispanic Heritage Month as a way to explain why it is from September 15-October 15. Also for times and dates, I like to look at TV schedules like this one. Students can also discuss what they like or dislike on TV.
Using this awesome MovieTalk database, I found this clip about an annoyed penguin. I will start the week with this short video. It is easy to use penguin because it is a cognate. We can also work on the phrase- No le gusta/n. Also, this will allow us to work with ¿cómo está?
My outline for the MovieTalk consists of:
Hay un pingüino grande. Hay tres pingüinos pequeños. Hace frío. Está nublado. Al pingüino grande no le gustan los pingüinos pequeños. Los pingüinos pequeños saltan mucho. Saltan muchas veces. Al pingüino grande no le gusta saltar. Tampoco le gusta el entusiasmo. Está mal. Está frustrado. Los pingüinos pequeños saltan. Finalmente, el pingüino grande lanza un pingüino pequeño. Hay una ballena grande. Es posible que la ballena coma el pingüino. ¿Qué hacen los pingüinos pequeños?
I plan on drawing this as I explain it which is a bit more like some of the story listening techniques. I did the same thing with the first chapter of Frida Kahlo, and it seemed much more engaging for students.
As we continue to work through students’ likes and dislikes, I will do a 1-3-5 free write (a variation of 1-3-10.) When we do free writes, I like to have students write on a piece of paper then I can have students upload a picture to Seesaw. Also, to help students improve their writing, I am going to have them read a lot of summaries about their classmates’ likes and dislikes. Since their final assessment will be a version of a free write, I will focus my efforts here. Going forward, we can focus more on a variety of aspects of language. Initially, I just want students to put down what they can. Their final assessment will involve writing what they like to do based on a schedule (like the TV schedule or class schedule) and also a free write of what their peers like.
As I continue to work with this unit, I will update this and finally, I will reflect on any changes that I want to make at the end of the unit. Hope this helps you if you are doing a similar unit. If you have done something similar, also let me know the activities that you planned!