Rationale Statement
How did you choose your objectives for this lesson?
- I have taught this lesson before and when dealing with a Spanish lesson, I believe that for beginners, the biggest thing you can get out of it is learning and being able to use the vocabulary.
- I also want them to be able to recognize the vocabulary when they see and hear it. This is another important step to learning another language.
- Finally, I think that the correct pronunciation is another key part of learning a language.
- I wanted to provide activities that were good for all kinds of learners. I chose some activities that are specifically for visual learners and some for muscle memory and others that learn through lecturing and group activities.
- All of my activities are focused around the vocabulary which will help the students through repetition, visual aids, songs, and games. They will also work in groups to identify body parts through labeling, relating the material to themselves and their classmates.
- I wanted to begin with a transition from English to Spanish, which is why I chose to include both versions of the song in one video. It was then important that the students learned the vocabulary exclusively, both visually as well as by writing it out on the diagrams themselves. This gives them a better foundation of knowledge about the lesson at hand. After the lecture, they can then exercise the knowledge that they have just learned by practicing in groups with each other. As previously stated, it will also make the information and content of the lesson relate-able to each student. After the main content of the lesson is finished, they can play a game as a sort of wind-down activity. This will allow them to have some fun with the material with a game they all know how to play. It is a familiar game to them, but will have a Spanish spin on it to make it relevant to the class. Homework will be repetition from class, just as a sort of reminder and review from the day.
- I chose to use this order of activities because I thought they were all good transitions. The material built upon each other and there was also a variation of fun and serious material broken up into different parts. Students did not have to sit through a long, boring lecture. Instead, they could use their creativity and output some of their energy in an educational way.
- I chose my materials through previously teaching this lesson. I wanted a song with both English and Spanish, so I simply looked one up on YouTube and found the most entertaining one. I then used the same posters that I had used when I was learning body parts in Spanish. This was a resource that I had already owned. I chose labels for the body part group project because I though it was easier than paper and tape. Finally, I found the worksheet online and would give them the word bank that has already been made up.
- I grouped students into threes. I thought that this was the best way to approach the labeling activity. It provided one model for the group and two others to work together to come up with the solutions. I thought that groups of two would be too small in case the model does not participate in assisting as much as the others. I also thought that any more than three would be too much because the students in the groups could get lost. There may be two people doing the work and the other does not feel they have to participate.
- Yes. There are 2-3 opportunities. The first could be when they are filling out their worksheets during the "lecture". Teachers could walk around and check to make sure the students are copying down the answers correctly and putting the words in the correct places. The second opportunity is when students are doing the labeling activity. Each group will present their model in front of the class. This will allow the teacher time to correct students if they are incorrect as well as seeing if they are comprehending the words and understanding where to place them. The final opportunity is when the class is playing Simon Says. This will allow the teacher to correct mistakes in front of the class as well as see who knows the body parts by who points to them correctly.
- I thought that going through language learning myself made it easier to teach a lesson this way. I realized that I have to speak slowly and be repetitive in order to get my point across. There were several different things that I have learned throughout this class as well that helped me to more easily put this lesson together.
- In the class we talked about changing up groups in class and how that helps spark better learning. It may also help a better language learner to assist a student that is struggling.