​Unit1 Level 1 

 

WEEK 1:  I can greet classmates.

         Focus on students engaging with the target language through various modes of communication (interpretive, speaking, writing) while reinforcing essential vocabulary and sentence structures.

 

Monday: Introduction to Greetings and Vocabulary

Objective: Students will learn basic greetings and class vocabulary.

Activities:

• Warm-up: Introduce the essential question, "How are you?" and "And you?" using visuals or simple dialogues.

• Direct Instruction: Teach greetings (e.g., "Hello," "Hi," "Good morning," etc.) and introduce class vocabulary (e.g., "restroom," "water," "pencil," etc.).

• Practice: Students repeat greetings and class vocabulary aloud. Pair students to practice asking each other, "How are you?" and responding using sentence stems ("I am…, thank you, you’re welcome").

• Assessment: Observe and note student participation and pronunciation.

• Homework: Practice writing the greetings and class vocabulary in their notebooks.

 

Tuesday: Interpretive Reading and Sentence Construction.

Objective: Students will read a text message conversation and identify basic greetings.

Activities:

• Warm-up: Review greetings with a quick oral quiz.

• Interpretive Activity: Present a simple text message conversation in Spanish. Students read and identify greetings and responses.

• Guided Practice: Break down the conversation, identifying sentence structures. Students create their sentences using the vocabulary and sentence stems provided.

• Assessment: Collect and review the sentences students create.

• Homework: Write a short text message conversation including greetings.

 

Wednesday: Speaking Practice and Interactive Dialogue.

Objective: Students will practice asking and answering greeting questions.

Activities:

• Warm-up: Quick oral review of greetings and sentence stems.

• Interactive Activity: Students participate in a "speed-dating" activity where they greet multiple classmates rapidly. Encourage students to use as many different greetings as possible.

• Role-Play: In pairs, students create a brief dialogue using greetings, asking, "How are you?" and responding appropriately.

• Assessment: The teacher circulates to listen and provide feedback on pronunciation and fluency.

• Homework: Reflect on the activity by writing about how it felt to greet classmates in Spanish.

 

Thursday: Writing Practice and Text Message Creation

Objective: Students will write a text message conversation with a greeting.

Activities:

• Warm-up: Review yesterday’s dialogues with a brief class discussion.

• Writing Activity: Students draft a text message conversation, including a greeting, a question, and a response.

• Peer review: Students exchange their drafts and provide feedback.

• Guided Writing: Walk through the sentence stems to ensure all students use the correct structures. Allow time for revisions based on peer feedback.

• Assessment: Collect and evaluate the text message conversations.

• Homework: Finalize the text message conversation and prepare to present it orally.

 

Friday: Review and Assessment

Objective: Students will demonstrate their understanding of greetings through speaking and writing.

Activities:

• Warm-up: Quick oral review of greetings.

• Culminating Activity: Students present their text message conversations in pairs or small groups.

• Class discussion: Reflect on what they learned about greetings and how they feel about their progress.

• Assessment: Oral presentation assessment using a simple rubric (focus on pronunciation, fluency, and accuracy). Collect final written text message conversations for grading.

• Wrap-up: Answer any remaining questions and preview next week’s focus.

 

WEEK 2: I can introduce myself to a classmate.

         This outline Provides a structured approach to helping students learn and practice the language skills needed to introduce themselves and understand basic biographical information in Spanish.

 

Monday: Introduction to Self-Introduction Vocabulary and Sentence Stems

Objective: Students will learn to introduce themselves using basic vocabulary and sentence stems.

Activities:

• Warm-up: Review greetings from the previous week and introduce the new essential question: "What is your name? How old are you? Where are you from?"

• Direct Instruction: Teach the sentence stems: "My name is…," "I have __ years…," "My birthday is…," "I am from…" Introduce vocabulary for numbers (1-10, 11-31, 2000), months, and origin-related phrases.

• Practice: Students practice saying their names, ages, and birthplaces using sentence stems. Pair students to ask and answer the essential questions.

• Assessment: Observe student participation and pronunciation.

• Homework: Write a short paragraph introducing themselves using the sentence stems.

 

Tuesday: Interpretive Reading and Comprehension of Biographies

Objective: Students can read simple biographies and identify essential information.

Activities:

• Warm-up: Quick oral quiz on numbers, months, and sentence stems.

• Interpretive Activity: Present short biographies of famous people (in Spanish) focusing on name, age, birthday, and origin. Students read the biographies and underline or highlight essential information.

• Guided Practice: Discuss the information from the biographies as a class. Students create a list of the key details from each biography.

• Assessment: Check students’ ability to identify the key information.

• Homework: Choose a famous person and write basic information (name, age, birthday, origin) in Spanish.

 

Wednesday: Speaking Practice and Classmate Introductions

Objective: Students will practice introducing themselves and their classmates using the target language.

Activities:

• Warm-up: Review vocabulary and sentence stems with a quick matching activity.

• Interactive Activity: Students engage in a "Find Someone Who…" activity where they must find classmates who match certain criteria (e.g., born in July, is 13 years old, etc.).

• Role-Play: In pairs, students take turns introducing themselves and their partner to another pair using the sentence stems.

• Assessment: The teacher circulates to assess fluency and accuracy during the role-play.

• Homework: Write a short dialogue between two people introducing themselves.

 

Thursday: Writing Practice and Creating a Simple Biography

Objective: Students will write a simple biography about themselves.

Activities:

• Warm-up: Review key information from the famous biographies read on Tuesday.

• Writing Activity: Students draft a simple biography about themselves using sentence stems and vocabulary.

• Peer review: Students exchange their drafts and provide feedback.

• Guided Writing: The teacher models expanding the biography with additional details (e.g., favorite activities, family members).

Students revise their biographies based on peer feedback.

• Assessment: Collect and review the biographies.

• Homework: Finalize the biography and prepare to present it.

 

Friday: Review and Assessment

Objective: Students will demonstrate their ability to introduce themselves and write a simple biography.

Activities:

• Warm-up: Quick review of the week’s key vocabulary and sentence stems.

• Culminating Activity: Students present their biographies to the class or in small groups, introducing themselves and answering questions from classmates.

• Class discussion: Reflect on what they’ve learned about introductions and how they feel about their progress.

• Assessment: Oral presentation assessment using a simple rubric (focus on pronunciation, fluency, and accuracy).

• Wrap-up: Answer any remaining questions and preview next week’s focus.

 

WEEK 3: I can share basic information about myself (descriptions, likes/dislikes).

         I focused on teaching descriptions and preferences in Spanish and balancing interpretive, speaking, and writing activities that build towards a culminating project.

 

Monday: Introduction to Descriptive Vocabulary and Adjective Agreement

Objective: Students will learn vocabulary related to physical and personality descriptions and practice adjective agreement.

Activities:

• Warm-up: Quick review of self-introduction vocabulary from the previous week using a quiz.

• Teacher-Led Discussion: Introduce vocabulary for physical and personality traits (e.g., funny, intelligent, tall, short) and explain adjective agreement (singular/plural, masculine/feminine).

• Practice Activity: Students match adjectives with nouns in different forms to practice agreement.

• Group Work: In small groups, students describe a famous person using the new vocabulary, focusing on the correct adjective agreement.

• Homework: Write five sentences describing yourself using the vocabulary and practicing adjective agreement.

 

Tuesday: Reading and Interpretation of Biographies

Objective: Students will read and extract information from simple biographies of famous people.

Activities:

• Warm-up: Review vocabulary for descriptions and likes/dislikes through a quick matching game.

• Interpretive Activity: Present short biographies of famous people (in Spanish) and have students underline descriptive words and phrases.

• Discussion: As a class, discuss what information can be inferred from the biographies, focusing on how descriptions and likes/dislikes are conveyed.

• Group Activity: In pairs, students choose a famous person and discuss, based on the biography, what they think this person likes or dislikes.

• Homework: Choose a famous person and write a short paragraph describing them and their likes/dislikes in Spanish.

 

Wednesday: Speaking Practice - Asking and Answering Questions

Objective: Students will practice asking and answering questions about descriptions and likes/dislikes.

Activities:

• Warm-up: Review question words (who, what, where, when, why) and sentence stems (e.g., I am…, I like…).

• Interactive Activity: Students participate in a "Find Someone Who…" activity, asking classmates questions about their descriptions and preferences.

• Pair Work: Students practice role-playing scenarios where they ask and answer questions about physical descriptions, personality traits, and likes/dislikes.

• Blended Learning: Introduce an online tool or resource where students can practice these conversations in pairs or small groups.

• Homework: Prepare a list of questions you might ask a new friend about their likes, dislikes, and descriptions.

 

Thursday: Writing and Video Recording - Introducing Yourself

Objective: Students will write a script and record a video introducing themselves, focusing on descriptions and preferences.

Activities:

• Warm-up: Review the key vocabulary and sentence stems with a class discussion.

• Writing Activity: Students draft a script for a short video where they introduce themselves, including their physical and personality descriptions and what they like or dislike.

• Peer Review: Students exchange scripts and provide feedback on each other’s use of vocabulary, sentence structure, and adjective agreement.

• Recording Session: Students record their videos using their scripts as a guide.

• Homework: Review your video and write a short reflection on what you could improve in your next video.

 

Friday: Video Presentations and Reflective Writing

Objective: Students will present their videos to the class and reflect on their learning process.

Activities:

• Warm-up: Review the week’s vocabulary with a quick class game.

• Presentations: Students present their videos to the class or in small groups, discussing the vocabulary and sentence structures they use.

• Class Discussion: Reflect on the process of creating and presenting the video. What was easy? What was challenging?

• Reflective Writing: Students complete a writing prompt where they reflect on their learning, focusing on developing their descriptive language and their comfort with speaking Spanish.

• Review: Summarize the week’s key concepts and preview the following week’s focus.

 

WEEK 4: I can understand basic information about others.

         A structured approach to developing the skills necessary for understanding and communicating essential information about others, with a balance of interpretive, speaking, and writing activities.

 

Monday: Listening and Extracting Information from Peer Videos

Objective: Students will listen to videos made by their peers and extract essential information (name, age, birthday, origin, likes/dislikes).

Activities:

• Warm-up: Quickly review key vocabulary (numbers, months, descriptions) through a matching game or flashcards.

• Listening Activity: Play selected student videos from the previous week. Students fill out a worksheet with questions about the speaker's name, age, birthday, origin, and likes/dislikes.

• Pair Discussion: Students compare the information they extracted in pairs and discuss any discrepancies or new vocabulary they encountered.

• Whole-Class Reflection: Discuss as a class how accurately they understood the videos and what strategies they used to extract information.

• Homework: Listen to one more video at home (if available) and write a summary of the information extracted.

 

Tuesday: Asking and Answering Essential Questions

Objective: Students will practice asking and answering essential and detailed questions about others.

Activities:

• Warm-up: Review subject pronouns and sentences (I/You/He/She/They) with a quick quiz or interactive activity.

• Role-Play: Students work in pairs to have role-play conversations in which they ask and answer questions about descriptions, likes, dislikes, and other essential information.

• Interactive Game: Play a game where students must quickly respond to questions the teacher or classmates ask, focusing on using the correct pronouns and verb forms.

• Group Work: Small groups create a list of detailed questions they could ask someone about their likes/dislikes, origin, or personality traits.

• Homework: Write a short dialogue where one person asks another about their background and preferences, focusing on using appropriate pronouns and adjective agreement.

 

Wednesday: Writing a Biography from the Perspective of a Famous Person or Character.

Objective: Students will write a simple biography using the first person as if they were a famous person or character.

Activities:

• Warm-up: Review the previous day’s sentence stems and vocabulary, focusing on transitions from "I" to "He/She/They."

• Teacher-Led Writing Activity: Discuss using famous examples to write a biography in the first person. Include essential information such as name, age, birthday, origin, and descriptions.

• Writing Practice: Students choose a famous person or character and draft a biography as if they were that person, using the first person.

• Peer Review: Students exchange biographies and provide feedback on vocabulary use, sentence structure, and adherence to the assignment guidelines.

• Homework: Revise the biography based on peer feedback and finalize the draft.

 

Thursday:  Recognizing and Using Subject Pronouns and Adjective Agreement

Objective: Students will focus on recognizing and correctly using subject pronouns and adjective agreement in their writing and speaking.

Activities:

• Warm-up: Practice identifying and using subject pronouns with a quick classroom activity or worksheet.

• Adjective Agreement Review: Interactive lesson on ensuring adjectives agree in gender and number with the nouns they describe. Include examples in singular/plural and masculine/feminine forms.

• Group Activity: Students rewrite sentences from the biographies they wrote, changing the perspective from "I" to "He/She/They" and adjusting the adjectives accordingly.

• Class Discussion: Review the changes as a class, discussing common mistakes and strategies for ensuring agreement.

• Homework: Complete a worksheet on pronoun usage and adjective agreement, applying what was learned in class.

 

Friday: Presentations and Reflective Writing

Objective: Students will present their biographies and reflect on the week’s learning.

Activities:

• Warm-up: Quick review of key concepts from the week with a class discussion or interactive game.

• Presentations: Students present their biographies to the class or in small groups, speaking like a famous person or character.

• Class Feedback: After each presentation, peers provide constructive feedback, focusing on the correct use of pronouns, verb forms, and adjective agreement.

• Reflective Writing: Students complete a writing prompt reflecting on what they learned during the week, mainly focusing on understanding and communicating information about others.

• Review: Summarize the week’s key concepts and preview the following week’s focus.

 

WEEK 5: I can ask and answer simple questions to get to know somebody. 

         Balances interpretive, speaking, and writing activities to build students' skills in asking and answering questions and using conversational reactions in Spanish.

 

Monday: Reading and Extracting Information from Text Messages

Objective: Students can read text messages and extract meaningful information about the sender.

Activities:

• Warm-up: Quickly review essential questions and vocabulary through a matching activity or flashcards.

• Reading Activity: Provide students with sample text messages in Spanish. Students read and fill out a worksheet extracting information such as the sender's name, age, origin, likes, and dislikes.

• Pair Work: In pairs, students compare their answers and discuss any new vocabulary or phrases they found.

• Whole-Class Discussion: Review the text messages as a class, discussing how they extracted the information and any challenges they faced.

• Homework: Read a short set of text messages and write a summary of the information extracted.

 

Tuesday: Conversing with the Teacher

Objective: Students will practice conversing to get to know their teacher, focusing on asking and answering questions.

Activities:

• Warm-up: Review essential questions and conversational reactions with a class discussion or a game.

• Teacher Question and Answer: Conduct a question and answer session where students ask the teacher questions to get to know them better (e.g., "What’s your name?" "How old are you?" "Where are you from?" "What do you like?").

• Pair Practice: Students practice asking and answering similar questions with a partner, simulating a conversation where they get to know each other.

• Class Reflection: Discuss the conversation experience as a class, focusing on what questions were easy or challenging to ask and answer.

• Homework: Write a dialogue where two people ask and answer questions to get to know each other, using the vocabulary and sentence stems from the lesson.

 

Wednesday: Creating and Sharing Text Message Conversations

Objective: Students will create and exchange text message conversations where two people share essential information.

Activities:

• Warm-up: Review essential vocabulary and sentence stems related to text messaging.

• Writing Activity: Students write a text message conversation between two people where they introduce themselves and share essential information (name, age, likes/dislikes).

• Peer Review: Students exchange their text message conversations with a classmate and provide feedback on the accuracy and clarity of the information shared.

• Class Sharing: Volunteers share their text message conversations with the class, and the class provides feedback on the effectiveness of the conversations.

• Homework: Revise the text message conversation based on peer feedback and submit the final version.

 

Thursday:  Conversational Reactions and Interactive Role-Playing

Objective: Students will practice using conversational reactions and role-playing conversations to get to know others.

Activities:

• Warm-up: Introduce and practice conversational reactions (e.g., Me too, Me neither, How interesting!, How fun!, Cool!).

• Role-Playing Activity: In pairs, students role-play conversations using the essential questions and incorporating conversational reactions into their dialogues.

• Interactive Game: Play a game where students must respond with appropriate conversational reactions to various prompts or scenarios.

• Group Work: Students create short skits in small groups, using conversational reactions and essential questions to get to know each other.

• Homework: Write a reflection on how using conversational reactions affected the conversation and how it made the interaction feel more natural.

 

Friday: Presentation and Reflection.

Objective: Students will present their text message conversations and reflect on their learning process.

Activities:

• Warm-up: Review the week’s vocabulary and sentence stems with a quick quiz or class discussion.

• Presentations: Students present their revised text message conversations to the class or in small groups.

• Class Feedback: After each presentation, classmates provide feedback on the use of essential questions, conversational reactions, and overall effectiveness of the conversation.

• Reflective Writing: Students complete a writing prompt reflecting on what they learned during the week, focusing on their ability to ask and answer questions and use conversational reactions.

• Review: Summarize the key concepts and vocabulary learned throughout the week and preview the following week’s focus.

 

WEEK 6: I can describe myself and my preferences.

         A structured approach to developing students' ability to describe themselves and their preferences, incorporating various activities that balance interpretive, speaking, and writing skills.

 

Monday: Reading Biographies and Predicting Preferences

Objective: Students will read a biography, extract information, and make predictions about the person's likes/dislikes.

Activities:

• Warm-up: Review vocabulary and sentence stems related to preferences (e.g., I like, I love, I hate).

• Reading Activity: Provide students with biographies of various people (in Spanish) and have them read and extract key information.

• Prediction Exercise: Students predict the person’s likes and dislikes based on the information gathered. Discuss these predictions as a class.

• Pair Work: In pairs, students compare their predictions and discuss any differences in their interpretations.

• Homework: Write and read a biography summary, including predictions about the person’s preferences.

 

Tuesday: Interview Practice

Objective: Students will practice interviewing a partner about themselves and their preferences.

Activities:

• Warm-up: Review essential questions and sentence stems related to preferences (e.g., What do you like? What do you prefer?).

• Role-Play: In pairs, students take turns interviewing each other using prepared questions about their likes, dislikes, and preferences.

• Interactive Game: Conduct a "Find Someone Who…" activity where students ask classmates questions to discover shared preferences.

• Class Discussion: Share exciting findings from the interviews and discuss how preferences were expressed.

• Homework: Based on the interview, write a short paragraph about their partner’s preferences, using appropriate vocabulary and sentence stems.

 

Wednesday: Writing a Letter to the Teacher

Objective: Students will write a letter to their teacher introducing themselves and describing their preferences.

Activities:

• Warm-up: Review sentence stems and vocabulary for writing (e.g., My name is, I am, I like, I prefer).

• Model Letter: Show an example letter where preferences are clearly described. Highlight the use of sentence stems and connectors.

• Writing Activity: Students write letters to the teacher, introducing themselves and describing their likes and dislikes, using the vocabulary and sentence stems learned.

• Peer Review: Exchange letters with a classmate and provide feedback on clarity and use of language.

• Homework: Revise the letter based on peer feedback and submit the final version.

 

Thursday:  Describing Preferences and Using Connectors

Objective: Students will practice describing their preferences using connectors and transitions to make their descriptions more cohesive.

Activities:

• Warm-up: Review connectors and transitions (e.g., and, or, also, but) with a short, interactive activity or game.

• Descriptive Activity: Students describe their preferences in detail using connectors to link their ideas (e.g., "I like ice cream and pizza, but I don’t like vegetables.").

• Group Work: In small groups, students use the vocabulary and connectors to create a collaborative description of their group’s collective preferences.

• Class Sharing: Groups share their descriptions with the class, and the class provides feedback on using connectors and clarity.

• Homework: Write a short essay describing their favorite activities and why they like them, incorporating connectors and transitions.

 

Friday: Presentation and Reflection

Objective: Students will present their letters and reflect on what they learned about describing preferences.

Activities:

• Warm-up: Review the week’s key vocabulary and sentence stems through a class discussion or game.

• Presentations: Students present their letters to the class or in small groups, focusing on clearly describing their preferences.

• Class Feedback: After each presentation, peers provide feedback on the effectiveness of the description and the use of sentence stems and connectors.

• Reflective Writing: Students complete a writing prompt reflecting on what they learned about describing preferences and how they can improve their descriptions in the future.

• Review: Summarize the key concepts from the week and preview the following week’s focus.

 

WEEK 7: I can ask and answer simple questions about my preferences. 

         This outline provides a structured approach to developing students' ability to ask and answer questions about their preferences, incorporating various activities to balance interpretive, speaking, and writing skills.

 

Monday: Reading About Preferences

Objective: Students will read about other people’s preferences and identify what they may like/dislike based on the text.

Activities:

• Warm-up: Review vocabulary and sentence stems related to preferences (e.g., I prefer, You prefer, I love, You love).

• Reading Activity: Provide students with short passages or profiles of various individuals discussing their preferences (e.g., favorite food, hobbies).

• Identification Exercise: Students read the passages and identify key preferences and dislikes. They fill out a worksheet or graphic organizer to summarize these preferences.

• Pair Work: Discuss the identified preferences with a partner and compare their choices to those in the texts.

• Homework: Write a summary of one passage, focusing on the person's likes and dislikes.

 

Tuesday: Conversing to Compare Preferences

Objective: Students will converse with multiple classmates to see who shares similar preferences.

Activities:

• Warm-up: Review essential questions and sentence stems for comparing preferences (e.g., Do you prefer…? I prefer…, You prefer…).

• Conversation Practice: Conduct a "Preference Bingo" activity where students ask classmates about their preferences and mark their bingo cards accordingly.

• Group Activity: In small groups, students discuss their preferences and find classmates with similar likes or dislikes. They use the sentence stems to express agreement or disagreement.

• Class Discussion: Share findings with the class, focusing on the shared and unique preferences.

• Homework: Write a paragraph about the preferences of a few classmates, including how their preferences compare.

 

Wednesday: Recording a Video About Preferences

Objective: Students will record a video sharing their preferences using the target language.

Activities:

• Warm-up: Review the sentence stems and vocabulary related to describing preferences.

• Video Preparation: Students plan their video content, outlining what they will say about their preferences (e.g., favorite food, activities, classes).

• Recording: Students record a short video introducing themselves and describing their preferences using sentence stems and vocabulary.

• Peer Review: Students exchange videos with a partner and provide constructive feedback on clarity and use of language.

• Homework: Revise and finalize the video based on peer feedback and submit the final version.

 

Thursday: Practice with Reactions and Preferences

Objective: Students will practice using conversational reactions and discuss preferences with peers.

Activities:

• Warm-up: Introduce and practice conversational reactions (e.g., Me too! I agree, I disagree) with an interactive activity or game.

• Role-Playing: Students role-play conversations in pairs, discussing and reacting to each other’s preferences using the new vocabulary.

• Group Discussion: Students participate in a group discussion where they share and react to others’ preferences using sentence stems and reactions.

• Class Activity: Conduct a "Preferences Debate," in which students argue for or against specific preferences and use reactions to express their opinions.

• Homework: Write a dialogue where two people discuss their preferences and use conversational reactions.

 

Friday: Presentation and Reflection

Objective: Students will present their videos and reflect on their learning about preferences.

Activities:

• Warm-up: Review the week’s key vocabulary and sentence stems with a quick quiz or review activity.

• Presentations: Students present their videos to the class or in small groups. Focus on how clearly they described their preferences and used the target language.

• Class Feedback: After each presentation, classmates provide feedback on the video's effectiveness and language use.

• Reflective Writing: Students complete a writing prompt reflecting on their experience with asking and answering questions about preferences, including what they learned and how they might improve.

• Review: Summarize the key concepts from the week and preview the following week’s focus.

 

WEEK 8:  I can understand and apply learning strategies, followed by guided reflections and adjust the learning approach.

         This outline provides a comprehensive approach to helping students understand, apply, and reflect on learning strategies, aligning with the target and reinforcing essential skills.

 

Monday: Introduction to Learning Strategies

Objective: Students will explore different learning strategies and understand their purpose.

Activities:

• Warm-up: Discuss with students what they think a "learning strategy" is and share personal experiences of strategies they use.

• Introduction: Present learning strategies such as note-taking, summarizing, self-assessment, and time management. Use examples and visuals.

• Reading Activity: Provide students with short texts or articles explaining each strategy in detail. Students will read and identify key points.

• Discussion: In pairs or small groups, students discuss which strategies they have used before and how effective they found them.

• Homework: Write a brief reflection on which learning strategy they think could be most helpful and why.

 

Tuesday: Practicing Learning Strategies

Objective: Students will practice applying different learning strategies in a classroom setting.

Activities:

• Warm-up: Quick review of the previous day's strategies, focusing on their benefits.

• Application Activity: Students engage in a note-taking exercise during a short lecture or video, followed by summarizing the content.

• Self-Assessment Exercise: After the activity, students assess their work, identifying strengths and areas for improvement.

• Group Discussion: Students share their experiences using these strategies in the activity. They discuss what worked well and what challenges they faced.

• Homework: Choose one learning strategy and apply it to another subject or homework assignment. Prepare to share the experience.

 

Wednesday: Sharing and Reflecting on Learning Strategies

Objective: Students will discuss the effectiveness of their learning strategies and reflect on their experiences.

Activities:

• Warm-up: Review the homework task, where students applied a learning strategy to another subject.

• Group Discussion: Students discuss their homework experiences in small groups, sharing what they learned and any adjustments they made.

• Reflective Writing: Begin a reflective journal entry about the learning strategies they've tried, focusing on what worked, what didn’t, and why.

• Peer Feedback: Exchange journals with a partner for feedback, focusing on the clarity of reflection and ideas for further improvement.

• Homework: Continue the reflective journal, focusing on how they plan to adjust their learning strategies in the future.

 

Thursday: Developing Personalized Learning Plans

Objective: Students will create personalized learning plans based on their reflections and goals.

Activities:

• Warm-up: Discuss the importance of a personalized learning approach using real-life examples.

• Planning Activity: Students use a template to create a personalized learning plan, including the strategies they plan to use, academic goals, and how they will adjust strategies based on self-assessment.

• Peer Review: Students share their learning plans with a partner, giving and receiving feedback on the strategies and goals outlined.

• Class Discussion: Share key takeaways from the peer review process with the whole class.

• Homework: Finalize the learning plan, incorporating peer feedback and additional thoughts.

 

Friday: Presentation and Reflection

Objective: Students will present their personalized learning plans and reflect on their learning process.

Activities:

• Warm-up: Quick review of the week’s activities and the importance of continuous reflection in learning.

• Presentations: Students present their learning plans to the class or in small groups, explaining their strategy choices and how they plan to implement them.

• Class Feedback: Classmates provide feedback on the learning plans, focusing on feasibility and goal alignment.

• Final Reflection: Students write a final reflective journal entry on what they have learned about learning strategies, how they will continue to use them, and any adjustments they plan to make moving forward.

• Review: Summarize the week’s learning and preview the focus for the next week.

 

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