Design Document What makes some animals to be Unique?

Index Instructional Goal. Prerequisites. Brief Outline or Scope and Sequence of Unit. Performance Objectives. Testing and Evaluation Strategies. Feedback Mechanisms and Practice Activities to support Testing and Evaluation. Feedback Mechanisms and Practice Activities to support Testing and Evaluation. Motivational Strategies. Basic Plans for Instructor Materials

Instructional Goal: The learning goal is for the students to distinguish where animals can live. They will describe orally and by writing some of the main characteristics that make animals to be unique, using colors, length, size, and habitats. An introduction to the topic was given, and a survey was created and distributed to 40 of my 51 students in the Spanish Kindergarten Dual immersion program in Midvale Elementary. The objective of the survey was to know the students’ background on the topic and also to know what kind of retention the kids had after the pre-introduction to the topic. Click on the pictures to go back to Index

Prerequisites: An introduction to the topic was given, and a survey was created and distributed to 40 of my 51 students in the Spanish Kindergarten Dual immersion program in Midvale Elementary. The objective of the survey was to know the students’ background on the topic and also to know what kind of retention the kids had after the pre- introduction to the topic. Now I know what kind of animals kids know by name, and some of the places where animals can live. This unit will help them name more animals in Spanish, identify where animals can live depending and describe some of the more important characteristics of each animal.

Brief Outline or Scope and Sequence of Unit: We will start trying to answer our topic question, What make some animals to be Unique? And see what students can answer, I will be looking forward to hear their answers in Spanish. Depending on their answers I will write down their answers, and introduce the names and pictures of our “Topic Animals” (ELEFANTE, JIRAFA, CEBRA, LEON, PERRO, GATO, PEZ, PAJARO, HIPOPOTAMO, SERPIENTE, CHANGO, COCODRILO). These animals will be integrated into language arts activities (in this case for Spanish Class) by reading and writing names of animals and step by step until they are able to write and say sentences. Also they will be integrated to math by being able to describe length, size, color and to count and tell how many. Also in art projects by having kids drawing, coloring and painting animals. For science they will be able to understand where and why animals live in an specific habitat. And for social studies, kids will sing and dance animal songs with the purpose of reinforcing what kids are learning.

Performance Objectives: Based on the Utah’s State Core, Standard 3, students will develop an understanding of their environment. Kids can observe and describe animals in the local environment. a. a.Observe, describe, draw, and compare familiar animals. b. b.Describe how young animals are different from adult animals. c. c.Describe how animals care for their young. d. d.Observe and imitate the sounds and movements of animals with songs, dances, and storytelling. e. e.Distinguish between real and make-believe animal behaviors

Standard 3: Objective 2a: Observe, describe, draw, and compare familiar animals. Performance Objectives 1. Students will observe videos, picture cards to describe orally what animals they know. a. Watch a video to introduce some of our vocabulary words. b. After the video kids will give their opinion on what they understand from the video. 2. Kids will draw their favorite animal 3. Kids will compare where some animals can live 4. Students will describe some of the main characteristics some animals have (color, size, etc.) 5. Kids will color, cut out and make puppets with these animals. a. They will make envelopes with each habitat to be learnt (Pradera, Selva, Casa, Mar). b. Kids will categorize where these animals live and place them in their habitat. c. They will work with partners to describe some of these animals using vocabulary words. -Animal’s name -Color -Size -Specific characteristics like length of neck, tail, size of ears, etc. - Where these animals live.

Standard 3: Objective 2b: Describe how young animals are different from adult animals. Performance Objectives 1.Students will be able to read a book that talks about how young animals grow up and how they look different from when they become adult animals.

Standard 3: Objective 2c: Describe how animals care for their young. Performance Objectives 1. Kids will learn some of the names animals have in Spanish when they are young (osezno, cachorro, yegua)

Standard 3: Objective 2d: Observe and imitate the sounds and movements of animals with songs, dances, and storytelling. Performance Objectives 1.Students will watch the video of the song “El Arca de Noe”, they will learn the lyrics of the song and imitate the dancing movements of the song. 2.Kids will listen to the story “The Jungle Book” where they can watch the animals and imitate some of the sounds these animals make. 3. Kids will watch the movie “The Jungle Book” and write the name of the animals they can see in the movie.

Standard 3: Objective 2e: Distinguish between real and make- believe animal behaviors. Performance Objectives 1. After watching the movie “The Jungle Book”, kids will tell which of the things in the movie can be real or which ones are make-believe.

Testing and Evaluation Strategies: Students will have 2 kinds of evaluations. In the Dual program it is really important to make sure kids can express orally what they have learnt, but we also need to give them the opportunity to prove it in writing, due to the fact that not all of them are ready to write, our evaluations consist mostly in pictures, although there is one graphic where kids need to be able to recognize the vocabulary words, in this case, names of the animals and habitats.

Testing and Evaluation Strategies: The first Evaluation consists of having the kids to draw their favorite animal after all we have learnt. Kids need to make a picture, color it and write a sentence where they express which animal he/she is talking about. Each student will present his/her picture to two different classmates and have his/her classmates sign his/her picture as proof that he or she presented the picture to two other classmates. Each student will present their picture to the teacher, and answer some questions the Teacher will ask about the picture. Tell me about your picture. Which is you favorite animal? Can this animal live in________? If it’s an elephant the teacher will say in the ocean, if it is a dog, the teacher will say in the jungle, etc. Where Does this animal live?

Testing and Evaluation Strategies: The second test will evaluate if the student is able to listen and comprehend oral directions. a) Kids will follow directions to color different animals depending on where these animals live. e.g. (Color the Jungle animals green). On the third test, Students will cut out some vocabulary words and glue them in the correct place in the four square graph. (the word “gato” will go in the square that says “casa”, “elefante” in the square that says “pradera”, etc.).

Feedback Mechanisms and Practice Activities to support Testing and Evaluation Every day, we will practice the vocabulary words using the pictures of the animals that will be posted on the board, I will have kids repeat, and eventually read the words. Kids will receive feedback on anytime they express an answer, trying to make more positive remarks than negative (4:1) Every time, before kids have to work by themselves, we will always follow the best way to teach, and our School objective: the “I do, we do, you all do”. Students will be able to listen and most important watch the teacher to comprehend what kids are supposed to do (in the Spanish class, it is extremely important to always use body language, model activities and to be very specific in every step on what kids need to do, if they can’t understand 100% verbally what the teacher is saying in Spanish, at least they can observe what is expected from them to do). Also, students will have the opportunity to work with partners and small groups activities where they can get a better idea of the things we are working with. So when the moment to work by themselves arrives, students will have the opportunity to practice the activity with others, so that the “you do” part will be easier for them to perform.

Motivational Strategies My students already love animals, they love to pretend to be animals when we have our oral language block time. So this will really facilitate keeping their attention on the task. It is always important to attract their attention by using attractive manipulatives, or pictures. For a kindergarten anything colorful will catch their attention automatically, but also they can lose focus really easily. So having videos, songs, having them share with their partners will help me to keep them not only motivated but more importantly engaged with the activities. We will also make some animal sounds, read some books about animals, color some pictures, and talk about our visit to the zoo at the end of the school year. Animal cookies, animal stickers and other fun stickers will be very helpful resources to motivate the students to participate during the activities.

Basic Plans for Instructor Materials