1. I DO….WE DO....YOU DO I DO The teacher: gets the attention of the learner communicates the learning goal of the lesson provides comprehensible input models language use in context WE DO The students: work collaboratively to use language are supported by peers gain confidence receive feedback on performance YOU DO The individual student: demonstrates his/her ability to meet the goal of the lesson Laura Terrill

2. Working memory is limited and can deal with items for only a limited time. For focus to continue there must be some change in the way the individual is processing the item. Age# of items*Time Span 5 – 143 - 710 minutes 14+5 – 920 minutes The lesson takes an appropriate amount of time considering the age of the learner. Laura Terrill image: http://customerthink.com

3. Water, Water Everywhere EQ: What makes water so important? Laura Terrill

4. Content-Based/Content-Related Curriculum: STEM Content-Obligatory LanguageContent-Compatible Language  Sequencing  First  Then  Next  Afterwards  Finally Laura Terrill Content Objectives Linguistic Functions and Structures Water cycle

5. Creating Learning Targets Laura Terrill Hear the conversations you want students to have.

6. Ask and answer questions about likes and dislikes of sea creatures Laura Terrill  Do you like (names of sea creatures)?  I like, don’t like….  What animal do you prefer? I prefer….  Have you ever seen a (sea creature) before?  Yes, in the ocean.  No, I haven’t seen a (sea creature), but I want to.

7. Student Can-do’s I canYes With some help Not yet Ask and answer questions about likes and dislikes of water sports Ask and answer questions about likes, dislikes, and preferences for sea creatures Explain the water cycle Introduce and state some things about sea creatures Ask and answer questions about sea creatures Identify causes of water pollution Laura Terrill

8. Student Can-do’s Laura Terrill Ask and answer questions about likes and dislikes of water sports Ask and answer questions about likes, dislikes and preferences for sea creatures Explain the water cycle Introduce and state some things about sea creatures. Ask and answer questions about sea creatures. Identify causes of water pollution.

9. Teacher Observation Check List Ask and answer questions about likes and dislikes of water sports Ask and answer questions about likes, dislikes, and preferences for sea creatures Explain the water cycle Introduce and state some things about sea creatures Ask and answer questions about sea creatures Identify causes of water pollution Student 1 Student 2 Student 3 Laura Terrill

10. Lesson Learning Target Laura Terrill Identify desired results Ask and answer questions about likes, dislikes and preferences for sea creatures. Determine acceptable evidence Students will interview their partner asking and answering questions about likes and dislikes with regard to sea creatures. Students will work individually and then in pairs to connect and say sentences about sea turtles.

11. Getting Started Laura Terrill

12.  Opening activity as a ‘hook’  Interesting to the learner  ‘Can–do’ disposition Laura Terrill The lesson gives students a reason for needing to/wanting to pay attention and be on task. La tortue de mer nage dans l'océan.

13. Hook Laura Terrill

14. Building toward Interpersonal Communication Laura Terrill Tu aimes ……?Oui, j’aime …….Non, je n’aime pas…… Mais oui, j’adore…..Absolument pas, je déteste…. Tu préfères…… ou….. ?Je préfère….. les tortue de merles dauphinsles étoiles de mer les hippocampesles sacs plastiquesl’eau propre

15. Building toward Interpersonal Communication Laura Terrill Do you like……? Yes, I like…….No, I don’t like…… Of course, I love…..Absolutely not, I hate…. Do you prefer……? or ?I prefer….. dolphinssea turtlesstarfish sea horsesplastic bagsclean water

16. Building toward Interpersonal Communication Laura Terrill Tu aimes ……?J’aime……Je n’aime pas…. les tortues de mer les dauphins Show the words that you are teaching.

17. Building toward Interpersonal Communication Laura Terrill Mais oui, j’adore…..Absolument pas, je déteste…. Tu préfères…… ou….. ?Je préfère….. Disappear the words to make sure that students are learning.

18. Building toward Interpersonal Communication Laura Terrill Have a conversation about the pictures.

19. Building toward Interpersonal Communication Laura Terrill Mais oui, j’adore…..Absolument pas, je déteste…. Tu préfères…...? ou ?Je préfère….. les étoile de mer les hippocampes Continue to add words and phrases.

20. Tear Sheet Vocabulary Laura Terrill

21. Check for Learning Laura Terrill Stage 1: Learning TargetAsk for and state likes and dislikes with regard to sea creatures. Stage 2: Check for Learning/Assessment Students will interview their partner asking and answering questions about likes and dislikes with regard to sea creatures. Working with Random Partners Inner/Outer Circle Rotating Rows Four Corners

22. Planning and Checking for Learning Laura Terrill Gouin Series I am a sea turtle. I am big. I live in the sea. I walk on the beach. I swim in the sea. I eat plants. I eat jellyfish. I hate plastic bags. I prefer clean water, please. https://wlteacher.wordpress.com/2012/02/10/using-the-gouin-series-is-the-foreign-language-classroom/ Identify desired results Introduce and state some things about sea creatures. Determine acceptable evidence Students will work individually and then in pairs to connect and say sentences about sea turtles.

23. Gain Attention - La tortue verte Laura Terrill What words and phrases do you know that would help you talk about this video?

24. Gain Attention - La tortue verte Laura Terrill

25. Où tu habites, la tortue de mer? Laura Terrill J’habite……. l’océanle fleuve Jaune

26. Où tu habites, la tortue de mer? Laura Terrill

27. Qu’est-ce que tu fais, la tortue de mer? Laura Terrill Je…. nage dans l’océan. marche sur la plage.

28. Qu’est-ce que tu fais, la tortue de mer? Laura Terrill

29. Qu’est-ce que tu manges, la tortue de mer? Laura Terrill Je mange…. des plantes.des méduses.

30. Qu’est-ce que tu manges, la tortue de mer? Laura Terrill

31. Tu es grande ou petite, la tortue de mer? Laura Terrill Je suis….. grande.petite.

32. Tu es grande ou petite, la tortue de mer? Laura Terrill

33. Qu’est-ce que tu préfères, la tortue de mer? Laura Terrill Je préfère….. Je déteste….. Je préfère….. Je déteste….. l’eau propre. les sacs plastiques.

34. Qu’est-ce que tu préfères, la tortue de mer? Laura Terrill

35. J’ai faim. Regarde, beaucoup de méduses délicieuses! Quel est le problème? Laura Terrill

37. Rebus Sentences Laura Terrill

38. Numbered Heads Together Laura Terrill Directions: Students assemble into groups and number off. The teacher asks a question and tells the groups to put their heads together to discuss it. The teacher calls a number and selects a group. The student with that number in that group answers. The teacher asks the students of the same number from the other groups if they agree with the response or asks them to elaborate on the response. 2 2 1 1 3 3 4 4

39. Working with authentic text Laura Terrill

40. Working with authentic text Laura Terrill Cómo se dice……? 1 2 3 4 5 5 6

41. Working with authentic text Laura Terrill Por qué……? 5 1.30 minutos? 2.7 años? 3.1,30 metros? Cierto o falso? Por qué? 1.Tienes que saber nadar. 2.Tengo 5 años. Puedo hacerlo 3.Es posible jugar con los delfines.

42. Working with authentic text Laura Terrill 5 Los delfines viven probablemente…. 1.en el zoologico. 2.en un parque como Sea World. 3.en un océano. Explain your choice in English and copy the Spanish words or phrases that support your answer.

43. Laura Terrill