Lesson+Plan

**English Language Arts (Grades 9-12)**

__**Sunshine State Standards that apply:**__ 1. LA.910.1.6.5: The student will relate new vocabulary to familiar words;

2. LA.910.1.6.8: The student will identify advanced word/phrase relationships and their meanings.

3. LA.910.1.6.10: The student will determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools;

4. LA.910.1.6.11: The student will identify the meanings of words and phrases from other languages commonly used by writers of English;

__**Objective:**__ The student will show at least 95% comprehension of vocaubulary words and synonyms by using the words in a sentence, phrase, and/or paragraph they write to a classmate for Valentine's Day.

__**Procedures:**__ **Anticipatory Set: **<span style="color: #000000; font-family: Georgia,serif;"> Ask if anyone in the class knows what Valentine's Day is. Ask students to reflect on what they think Valentine's Day means to them. Ask students to to think critically about a word that represents what Valentine's Day means to them, and discuss in groups, or as a class. Have various discussion questions to explore the different meanings each students may have about what Valentine's Day means to them. For example, “Is Valentine's Day more for children or adults? Singles or couples? In what ways has Valentine's Day been commercialized? What does the word “love” mean to you? How does “love” differ from “infatuation”? What are some other holidays that we celebrate that involve expressing love for family, friends, pets, etc.? (These critical thinking questions can be discussed in groups, as a class, or in a free-response written assignment.)

<span style="color: #000000; font-family: Georgia,serif;">**<span style="color: #000000; font-family: Georgia,serif;">State Objective: **<span style="color: #000000; font-family: Georgia,serif;"> Inform students that Valentine's Day has a very different history than what our society assumes it does. Tell students that this lesson will include vocabulary that relates to Valentine's Day, and that we will be using those vocabulary words, as well as their synonyms and Spanish translations, to write a Valentine's Day card to one of their classmates.

<span style="color: #000000; font-family: Georgia,serif;">**<span style="color: #000000; font-family: Georgia,serif;">Input: **<span style="color: #000000; font-family: Georgia,serif;"> Ask students if they know they history of St. Valentine's Day, and and how it originated. Show students the video on Valentine's Day: []. Discuss the history behind St. Valentine's day, as well as the varying histories of St. Valentine's Day, using the power point found at [], about the histories of St. Valentine's Day. Discuss the Spanish version of St. Valentine's Day.

<span style="color: #000000; font-family: Georgia,serif;">**<span style="color: #000000; font-family: Georgia,serif;">Model: **<span style="color: #000000; font-family: Georgia,serif;"> Using a picture that represents Valentine's Day, ask students to discuss, as a class, a word that represents that best represents each picture. Ask each students why they chose the word they did.

<span style="color: #000000; font-family: Georgia,serif;">**Check For Understanding:** Ask students if they have any questions about what they will be completing in class, and answer as best you can.

**<span style="color: #000000; font-family: Georgia,serif;">Guided Practice: **<span style="color: #000000; font-family: Georgia,serif;"> After the discussion, divide students into groups of three or four, with each group receiving 3 pictures representative of Valentine's Day. Inform students that they are to answer the questions as a group about each picture: What do you see in the picture? What do you think is happening in the picture? What do you think will happen in the picture? Discuss each groups response as a class. Using a word bank as a class, discuss how each word in the word bank relates to Valentine's Day. Have students break into their groups again, and working together as a group, find two to three synonyms for each of the vocabulary words in their word bank.

**<span style="color: #000000; font-family: Georgia,serif;">Independent Practice: **<span style="color: #000000; font-family: Georgia,serif;"> Have students write a vocabulary word or synonym for the vocabulary that corresponds to one of the pictures used earlier (they should be placed around the classroom for students to walk up to, and match words with). Have students discuss as a class why they chose to match the words they used to the picture they decided represented that particular word. After students have come up with a list, look up the Spanish translation for the word “love” in and Spanish/English dictionary, and write it on the board as well.

**<span style="color: #000000; font-family: Georgia,serif;">Assessment: **<span style="color: #000000; font-family: Georgia,serif;"> Before beginning the assessment, ask students to think about a time they were complimented, received a special gift, gave a special gift, spent time with a loved one, or was the recipient of a nice gesture. Ask them to think about how they felt during and after that situation occurred. Have students draw a classmates name out of a hat or box randomly, and thinking about how they felt, have students write a nice Valentine's Day letter, song, poem, or card, that would make their classmate feel the way they felt during the experiences they reflected on when they received a nice gesture or compliment. In their Valentine's Day letter, song, poem, or card, they must use a minimum of 5 vocabulary terms and/or their synonyms, in complete sentences. Check the Valentine's from each of the students for accuracy and politeness before allowing the students to give them to their recipients in class.

<span style="color: #000000; font-family: Georgia,serif;">by pointing to pictures, or drawing pictures that represent what love is.
 * <span style="color: #000000; font-family: Georgia,serif;">__ESOL Adjustments:__ **
 * <span style="color: #000000; font-family: Georgia,serif;">Level 1 (Pre-Production): **<span style="color: #000000; font-family: Georgia,serif;">Have students show understanding of the definitions of the word “love”

<span style="color: #000000; font-family: Georgia,serif;">**Level 2 (Early production):** Have students show comprehension of the word “love” by matching the <span style="color: #000000; font-family: Georgia,serif;">synonyms (written out for the student on flash cards or in a word bank) to the word “love”.

<span style="color: #000000; font-family: Georgia,serif;">**Level 3 (Speech Emergence):** Have student show comprehension of the word “love” and its synonym(s), by writing a complete sentence or sentences using the word “love” and/or it's synonyms.

<span style="color: #000000; font-family: Georgia,serif;">**Level 4 (Intermediate Fluency):** Have student show comprehension of the word “love” and its synonyms by describing the definition of the word “love” and what the synonyms are, and why they are the synonym of “love”.