The lesson is developed for secondary school students from the local Spanish community. Objectives of the lesson are: listening to several comparisons of family members and their roles in the community and discovering the proper grammatical form, learning new adjectives to characterize individuals, making comparisons to describe members of families using each of the newly learned adjectives and comparison forms in Spanish. This lesson will allow students to explore their local community and family unit of which they are an essential member. Each of them will create an Album with pictures of family members, using family pictures.
Instructional procedures: As an interactive parent-student homework children were asked to bring pictures of each member of the family. Parents were asked to make sure that their children know the names of all the family members, to review pictures and rehearse when these were taken. Parents were also asked to discuss appearance, characteristics of each family member and one`s contribution to the life of the family.
In the beginning of the lesson a teacher places the poster with family pictures on the board, while telling students the name of the lesson and quickly mentioning the overall objective. The class reviews their previous lesson on comparing items to each other. The students are offered to listen to a description of the family on the poster. Students are asked to try to pay attention to the way that the teacher is forming sentences, memorize specific words or phrases that the teacher uses to describe appearance and character of every family member and to make comparisons.
Afterwards each student is allowed to share his or her family pictures, putting them one by one into the album, telling about the family members and comparing them. Students are asked to use similar constructions and adjectives while comparing appearances and characters. Students are encouraged to compare the roles of their family members, beginning of their own (examples may include: following the household rules, making work on the house, taking care of pats). Students are asked to think about which member of their families solves conflicts or arguments and which talent do they think that individual has?
To end class, the teacher quickly reviews the newly learned material and briefly highlights the areas that students had difficulties with. The teacher informs students what the following lesson will focus on improving those areas.
References
Amatea, E. S. (2009). Building culturally responsive family-school relationships. Upper Saddle River: Pearson Education.
Hamayan, E.V. & Perlman,R. (1999). Helping Language Minority Students After They Exit From Bilingual. A Handbook for Teachers. National Clearinghouse for Bilingual Education
Sears, S.J. (2002). Contextual Teaching and Learning: A Primer for Effective Instruction. Phi Delta Kappa Education Foundation, …