- Author:
- Tracy Rains
- Subject:
- Languages
- Material Type:
- Lesson Plan
- Level:
- Middle School, High School
- Tags:
- License:
- Creative Commons Attribution Non-Commercial
- Language:
- English
- Media Formats:
- Downloadable docs, Interactive, Text/HTML, Video
Furniture in the Classroom
Overview
Where do the libros go? Where do the estudiantes sit? Where does the maestro or maestra do their work? Furniture is essential in a classroom to help aid learning. In this seminar you will be able to identify different pieces of furniture in the classroom.
ACTFL Standards
Communication: Interpersonal Communication and Presentational Communication
Cultures: Relating Cultural Products to Perspectives
Learning Target
I can label items in a classroom
Habits of Mind
Gathering data through all senses
Critical Thinking Skill
Classifying
Engage
Introductory warm-up activity.
Other than the pencil and notebook you use, you can find a lot of things in a classroom. How do you get in and out of the room? Is there something that tells time? Where do you sit and where do the books go? What else can you think of?
Academic/Concept Vocabulary
Access the vocabulary terms here.
Explore
Read and watch the resources to learn about this concept, then do the practice activity.
Read | Watch | Do |
Click here to read. | Spanish lesson 18 - Classroom objects in Spanish . Objetos de la clase | Use this interactive to practice and learn the vocabulary terms you will need to understand for this Seminar. Choose your study mode! |
Explore More
Read about schools in the Amazons here.
Explain
Discuss your ideas / opinions / understandings.
Based on what you learned in the Explore and Engage sections of this Seminar, answer the following prompt:
In this lesson you learned about the hardships that some schools in Peru face. How do classroom objects play an impact on education? How can you use your Spanish skills to help those students or schools, if you had a chance?
Evaluate
Now it is time to self-check how much you have learned about the this topic. If you do not know as much as you thought, go back to the “Explore” section of this seminar and reread, rewatch, or redo the activities listed. See your facilitator if you have questions.
Elaborate
This is a task or project where you can show what you know.
Think about your Spanish classroom and your English classroom. Write five sentences comparing and contrasting the classroom furniture and objects in each class. Use key verbs and phrases such as: usar (use), hay (there is/there are), en (in), para (for), and pero (but) to help you write your sentences. Each sentence must have at least one vocabulary word from this module (bold the vocabulary word).
Example:
En la clase de ingles usamos libros de vocabulario, pero en la clase de español usamos computadoras para vocabulario.
Express
Complete this wrap-up activity where you reflect on your learning.
1. Write a reflection essay answering the following questions:
Look around your classroom or work space. List the classroom objects or furniture you see in Spanish. What object or piece of furniture helps you be the most successful in learning Spanish? How so?
2. Post an Artifact.
Include an artifact(s) that contains specific experiences, readings, assignments, or discussions in this course that supports your point.
What did you learn by creating this artifact? Be specific.
How did this artifact and other course elements help you reach it? Be specific.