Campus: Clark Junior High and Princeton HS
Author(s): Mica Tucker/Cyril Papa
Date Created / Revised: 6/07/11
Six Weeks Period: 4th Six Weeks
Grade Level & Course: Spanish 1
Lesson Unit Title: Capítulo 4. La vida escolar
Timeline: 31 Days
a. Which subject-specific TEKS are going to be addressed in the lesson unit?









Stated Objectives:
TEKS Addressed in
the Lesson Unit
(Include TEK
number and (SE)
student expectation
description













1. Communication.
The student communicates in a language other than English using the skills of listening,
speaking, reading, and writing. The student is expected to:
1A – The student engage in oral and written exchanges of learned material to socialize
and to provide and obtain information.
1B – The student demonstrate understanding of simple, clearly spoken, and written
language such as simple stories, high frequency commands, and brief instructions when
dealing with familiar topics.
1C – The student present information using familiar words, phrases, and sentences to
listeners and readers.
2. Cultures.
The student gains knowledge and understanding of other culture. The student is
expected to:
2A – The student demonstrate an understanding of the practices (what people do) and
how they are related the perspectives (how people perceive things) of the culture
studied.
2B – The student demonstrate an understanding of the products (what people create)
and how they are related to the perspective (how people perceive things) of the cultures
studied.
3. Connections.
The student uses the languages to make connections with other subject areas and to
acquire information. The student is expected to:
3A – The student use resources (that may include technology) in the language and
cultures being studied to gain access to information.
3B – The student use the language to obtain, reinforce, or expand knowledge of other
subjects areas.
4. Comparisons.
The student develops insight into the nature of language and culture by comparing the
student’s own language and culture to another. The student is expected to:
4A – The student demonstrate an understanding of the nature of language through
comparisons of the student’s own language and language studied.
4B – The student demonstrate an understanding of the concept of culture through
comparisons of the student’s own culture and the cultures studied.
4C – The student demonstrate an understanding of the influence of one language and
culture on another.
5. Communities.
The student participates in communities at home and around the world by using
languages other than English. The student is expected to:
5A – The student use the language both within and beyond the school setting through
activities such as participating in cultural events and using technology to communicate.
5B – The student show evidence of becoming a lifelong learner by using the language
for personal enrichment and career development.
b. Which specific (TA) Technology Application TEKS are going to be addressed in the
lesson unit?
What specific concepts will be included that clarify the content and satisfy the goal of the
TEKS addressed in this lesson unit?
1A




(i). Distinguish variations in sounds and intonation patterns.
(ii). Comprehend basic structures, expressions, and common vocabulary.
(iii). Comprehend short familiar utterances.
(iv). Recognize familiar material in unfamiliar context.





(i). Reproduce sounds and intonations patterns in meaningful contexts.
(ii). Use words, phrases, or sentences as appropriate.
(iii). Use expressions needed for classrooms and/or daily life situations.
(iv). Restate familiar material.
(v). Use alternate means of communicating an idea.




(i). Read familiar material orally, approximating correct pronunciation and intonation.
(ii). Read familiar material with comprehension.
(iii). Use word recognition skills; and
(iv). Understand unfamiliar material in context.

(i). write familiar material using spelling, capitalization, and punctuations
conventions.
(ii). Write from dictation.
(iii). Write familiar memorized material with some re-combination.
1B
2A
Clarifiers:
(Specific concepts
to be included to
address the TEKS)
2B


3A




(i). Experience various aspects of another culture such as contemporary life, the
arts, geography, history, and literature.
(ii). Understand that behavior is conditioned by culture.
(iii). Become aware of the cultural connotations of common words or phrases.
(iv). Locate and organize cultural information.
3B



(i). Recognize the interrelationship of languages.
(ii). Recognize that some language features are unique.
(iii). Recognize the role or errors and the process of self-correction in learning a
language.
(iv). Develop language learning techniques.
Curriculum Framing Questions:
Essential Question: How can I learn about Spanish language and cultures?
Unit Questions: How can I learn more about school vocabulary?
Curriculum,
Vocabulary
Addressed
How can I use more prepositions and grammar clarifiers?
What can I do to learn about more verbs in the present tense?
Content Questions: What is “venir” and how can I use it to talk about where I and others go?
How can I talk about school supplies, classes and locations?
What is the best way to use the irregular verbs “ir” with infinitives?
How can I use basic ER and IR verbs and what are their present tense endings?
How can talk about amounts and use them with indefinite articles?
What unfamiliar terms will be introduced to the students that will enhance their understanding of
the concept?
 Saying what you have and need for school
Examples:
El boligrafo
La calculadora
La carpeta
La computadora
El cuaderno
El diccionario

Talking about the classes
Examples:
El aleman
El almuerzo
El arte, las artes
La biología
Las ciencias
La computación
La educación fisica

Talking about plans and school locations
Examples:
El auditorio
La biblioteca
La cafeteria
La clase de baile
El concierto
El estadio
Esta semana






Using indefinite articles
¿cuánto?, mucho, and poco
Venir + a
Ir with infinitives
ER and IR verbs
Tag questions
What activity will focus attention on the subject matter of the upcoming lesson unit, establishing a
mental set to pique the students' interest?
Anticipatory Set or
Introduction to
Lesson Unit
Bell ringers & class discussions
Technology Integration:
DVD Tutor
Power Point Presentations
Transparencies
What specific teaching strategies are going to be used to teach this lesson unit? What approach
will be used to provide information (explain) the lesson unit to the students?
Teaching
Strategies
Summarizing and note taking – for the introduction of the grammar and vocabulary.
Modeling – skills and concepts expected from the students.
Assigning homework and practice – students will be provided the opportunity to practice.
Cooperative learning – Students will have the opportunity to work as teams.
Provide questioning and cues – Teacher / students interaction, oral practice.
Identifying similarities and differences between language and culture-oral and written
Nonlinguistic representations-student generated pictures; visuals provided by the teacher
What modeling will take place to demonstrate what the students will do?
Modeling
Pronunciation, enunciation, of words, phrases, and sentences the students are expected to know
-Written samples of words, phrases, and sentences the students are expected to know
-Visuals such as maps, charts, notes on the board
-Multicultural components such as stories, written articles, music, art, artifacts
-Dramatizations through dialogues
What initial practice of lesson skill will be used under direct supervision of the teacher? What
practice of the skill concept of the lesson, without direct (step-by-step) adult supervision will take
place? (List for each day of the unit: Example: Day 1, Day 2, Day 3).
Capítulo 4. La vida escolar
Day 1 and 2- CORE INSTRUCTION
Warm-Up
 Students will create a “carpeta” (Spanish folder)
• Students will work on the labels presented in Learning Tips, p. 119
Chapter Opener
• Students will look at the photo on pp. 118-119. See About the Photo, p. 118. 1B
• Teacher will present the objetivos, p. 118.
Activities
(Guided Practice
and Independent
Practice)
Vocabulario en acción 1
• Teacher will show the ExpresaVisión video for Vocabulario en acción 1, DVD Tutor (Disc 1).
• Teacher will introduce the vocabulary on pp. 120-121, using Teaching Vocabulario, p. 120.
• Teacher will present the remaining expressions from ¡Exprésate!, p. 121
• Listening activity from audio CD 4, Tr. 1 for Activity 1, p. 122. 1B
Wrap-Up
• Students will identify school supplies that they have on their desks.
Day 3 and 4- CORE INSTRUCTION
(Include: Day 1,
Day 2, etc…)
Warm-Up
• Students will work on their daily activity (bell ringer) See Bell Work 4.1, p. 120. 1B
Vocabulario en acción 1
• Students will work with a partner on Activities 2–3, p. 122. 1B, 1C
• Teacher will present Notas culturales, pp. 122, 123. 2A, 2B, 4B
• Teacher will present ¡Exprésate!, p. 122, using Teaching ¡Exprésate!, p. 122.
• Students will work on Activities 4-5, p. 123. 1B, 1C
• Students will work with a partner on Activity 6, p. 123. 1A
Wrap-Up
• The class will listen to student volunteers presenting their schedules from Activity 6.
Day 5 and 6- CORE INSTRUCTION
Warm-Up
• Students will work on their daily activity (bell ringer) See Bell Work 4.2, p. 124. 1B
Assessment
• Students will take a test, Prueba: Vocabulario 1.
Gramática en acción 1
• Students will watch the GramaVisión, Segment 1, DVD Tutor (Disc 2).
• Teacher will introduce Present Indefinite articles: ¿cuánto?, mucho gusto, and gusto and En
inglés, p. 124, using Teaching Gramática, p. 124.
• Students will work on Activity 7, p. 124. 1B
Wrap-Up
• The class will correct answers together for Activity 7.
Day 7 and 8- CORE INSTRUCTION
Warm-Up
• Students will give the required indefinite article from a list of school supplies from the
Vocabulario.
Gramática en acción 1
• Students will work on Activities 8–9, p. 125. 1B, 1C
• Listening activity from audio CD 4, Tr. 2 for Activity 10, p. 125. 1A
• Students will work with a partner on Activity 11, p. 125. 1A
• Students will watch GramaVisión, Segment 2, DVD Tutor (Disc 2).
• Teacher will introduce Present tense of tener and some tener idioms and En inglés, p. 126,
using Teaching Gramática, p. 126.
• Listening activity from audio CD 4, Tr. 3 for Activity 12, p. 126. 1B
Wrap-Up
• Teacher will ask students questions using various tener idioms.
Day 9 and 10- CORE INSTRUCTION
Warm-Up
• Students will work on their daily activity (bell ringer) See Bell Work 4.3, p. 126. 1B
Gramática en acción 1
• Students will work on Activities 13-14, p. 127. 1B
• Students will work with a partner on Activity 15, p. 127. 1A
• Students will watch GramaVisión, Segment 2, DVD Tutor (Disc 2).
• Teacher will introduce The verb venir and a + time, p. 128, using Teaching Gramática, p. 128.
• Listening activity from audio CD 4, Tr. 4 for Activity 16, p. 128. 1B
• Students will work with a partner on Activity 17, p. 128. 1B
Wrap-Up
 Students will share some of the sentences they came up with for Activity 17. 1B
Day 11 and 12- CORE INSTRUCTION
Warm-Up
• Students will work on their daily activity (bell ringer) See Bell Work 4.4, p. 128. 1B
Gramática en acción 1
• Students will work with a partner on Activity 19, p. 129. 1A
Assessment
• Students will take a test, Prueba: Gramática 1.
Cultura
• Teacher will introduce Comparaciones, using Teaching Cultura, p. 130. 1B, 2A, 4B
Wrap-Up
• Teacher will check answers with the class from Para comprender. 1B
Day 13 and 14- CORE INSTRUCTION
Warm-Up
• Students will work with their Bell Work 4.5, p. 132
Chapter Opener
• Students will comment about the Spanish club Comunidad, p. 131.
 Students will create a “carpeta” (Spanish folder)
Vocabulario en acción 2
 Teacher will show the ExpresaVisión video for Vocabulario en acción 2, Video Program
(Videocassette 1) or DVD Tutor (Disc 2).
• Students will be introduced to the vocabulary and expressions on pp. 132–133.
• Teacher will present Nota cultural, p. 134.
Listening activity, teacher will play audio CD 4, Tr. 8 for Activity 20, p. 134.
• Students will work in pairs asking each other their afternoon plans using the new vocabulary.
Wrap-Up
• Class review
Day 15 and 16- CORE INSTRUCTION
Warm-Up
• Students will write down what they plan to do after school.
Vocabulario en acción 2
• Students will work on activity 21-22, p. 134. 1B
• Present ¡Exprésate!, p. 134, using Teaching ¡Exprésate!, p. 134.
• Listening activity from audio CD 4, Tr. 9 for Activity 23, p. 135. 1B
• Students will work with activities 24–25, p. 135. 1B
• Students willwork with activity 26, p. 135. 1A
Wrap-Up
• Volunteers present their conversation from Activity 26 to the class. 1A
Day 17 and 18 – CORE INSTRUCTION
Warm-Up
• Students will work in their daily activity (bell ringer) See Bell Work 4.6, p. 136. 1B
Assessment
• Students will take a Prueba: Vocabulario 2.
Gramática en acción 2
• Students will watch GramaVisión, Segment 4, Video Program (Videocassette 2) or DVD Tutor
(Disc 2).
• Teacher will present ir a with infinitives and ¿Te acuerdas?, p. 136, using Teaching
Gramática, p. 136.
• Students will listening to the audio CD 4, Tr. 10 for Activity 27, p. 136. 1B
Wrap-Up
• Review Gramática with students.
Day 19 and 20 – CORE INSTRUCTION
Warm-Up
• Students will work in their daily activity (bell ringer) See Bell Work 4.7, p. 138. 1B
Gramática en acción 2
• Students will work in pairs on activities 28–30, pp. 136–137. 1B, 1C
• Students will work on activity 31, p. 137. 1A
• Students will watch GramaVisión (present tense of –er, -ir verbs, tag questions), Video
Program (Videocassette 2) or DVD Tutor (Disc 2).
•Teacher will present The present tense of -er and –ir verbs and tag questions, p. 138, using
Teaching Gramática, p. 138.
• Students will work on activity 32, p. 138. 1B
Wrap-Up
• Students will check their answers for Activity 32 with a partner. 1B
Day 21 and 22- CORE INSTRUCTION
Warm-Up
• Students will review the conjugations of –er and –ir verbs that they noted in their carpetas
Gramática en acción 2
• Teacher will present Nota cultural, p. 138 2A, 4B
• Students will work on activities 33–34, p. 139. 1C
• Students will watch GramaVisión (some –er/-ir verbs with irregular yo forms), Segment 6,
Video Program (Videocassette 2) or DVD Tutor (Disc 2).
• Teacher will present some –er/-ir verbs with irregular yo forms, p. 140, using Teaching
Gramática, p. 140.
• Students will work in groups activities 36–37, pp. 140–141. 1B
Wrap-Up
• The class will review the conjugations of hacer, poner, traer, saber, ver, and salir.
Day 23 and 24- CORE INSTRUCTION
Warm-Up
• Students will work with their bell work. See Bell Work 4.8, p. 140. 1B.
Gramática en acción 2
• Students will work on activity 39, p. 141. 1C
• Students will review Gramática en acción 2, pp. 136–141.
Assessment
• Students will take a Prueba: Gramática 2.
Wrap-Up
• Students will scan the Novela en video text on pp. 142–143. 1B, 3A
Day 25 and 26- CORE INSTRUCTION
Warm-Up
• Have students review what happened in the previous episode of ¿Quién sera? 1B, 3A
• Novela en video
• (2 min.) Present Estrategia, p. 142.
• (20 min.) See Teaching Novela en video, p. 142. For a summary of the video, see ¿Quién
sera?, p. 143. 1B, 3A
Leamos y escribamos
• (20 min.) See Teaching Leamos, p. 144. 1B, 1C, 3A, 3B
Wrap-Up
• Students will answer the questions on Activity C, p. 145. 3A
Day 27 and 28- CORE INSTRUCTION
Warm-Up
• Students will complete Step 1 of Teaching Escribamos, p. 144.
Leamos y escribamos
• Teacher will introduce steps 2–5 for Teaching Escribamos, p. 144. 1C
Repaso
• Students will work on activities 1–4, pp. 146–147. 1A, 1B, 1C
Wrap-Up
• Teacher will discuss Test-Taking Strategy with students, p. 146.
Day 29 and 30- CORE INSTRUCTION
Warm-Up
• Students will work with Más práctica, p. 146.
Repaso
• Students will work on activity 5, p. 147. 4B
• Listening activity from audio CD 4, Tr. 13 for Activity 6, p. 147.
• Students will work on activity 7, p. 147. 1C
• Listening activity from audio CD 4, Tr. 14–16 for Letra y sonido, p. 148. 1B
Integración
• Listening activity audio CD 4, Tr. 18 for Activity 1, p. 150.
• Students will work on activity 2, p. 150.
• Students will work on activity 5, p. 151.
Wrap-Up
• Play Game: ¿A qué hora es...?, p. 149.
Day 31- CORE INSTRUCTION
Warm-Up
• Students will review for their chapter test
• Students will take their the Chapter Test
Mi Familia Project
Technology Integration: Microsoft Word, Power Point, MS Publisher, video streaming clips,
DVD tutor.
What check(s) will be used to determine if learners have understood the material and activities of
the lesson?
Checking for
Understanding
Opportunities to
Relearn
(Reteach)





Comprehension Check group/ individual
Teacher walk around checking written answers
Oral performance for the class
Bloom’s questioning(all levels)
Opportunities for students to ask questions
If necessary, what alternative teaching methods will be used to teach the same information or
skill? Consider teaching methods that address different learning styles, e.g., auditory, visual,
tactile, and kinesthetic.
Total Physical response lessons (TPR)
Coop group and partner activities
Technology Integration: Video streaming, Computer lab
Accommodations
for Special
Populations
What alternative instructional modifications and adaptations that address all learners' needs are
necessary, if any?
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.
What additional teaching strategies will be used to accommodate the needs of English Language
Learners during this lesson unit?
Strategies for
English Language
Learners (ELLs)
Assessment or
Evaluation
-a predictable routine
-visuals such as charts, maps, notes on the board, pictures
-use of gestures and dramatizations of language used
-identification of language needed for success and consistent use of such language
-leveled questions
-partner work
-shared reading
-cooperative learning
-modeled talk
-reporting back
-vocabulary role play
-scripting
-read-aloud plus
-peer tutoring
-syntax surgery
What formal assessment that provides learning criteria and indicators through traditional or
alternative assessment means will be used? State what the learner will do to demonstrate
understanding and mastery of objectives (this should be directly tied to the lesson unit
(Formative and
Summative to
Assess Mastery)
Enrichment /
Extension
objectives).


Daily bell ringer, written and oral quizzes, chapter tests, group projects.
Students will be given a six weeks test to assess understanding.
What challenging instructional activities can be provided for students who demonstrate academic
proficiency of curriculum objectives? Focus on Application and Transference to the "Real World".
Make a connection between past and present.
Students that have mastered the material can be challenged with additional tasks. They can be
assigned in depth biographies or research into certain businesses.
What very brief activity will take place that has students state or demonstrate the main
objective(s) of the lesson.
At the beginning of the unit the teacher will identify the objectives to be taught and they will be
listed on the board throughout the unit.
Closure or Ending
the Lesson Unit
The teacher will identify daily for the students what objective/concept will be covered during the
lesson and clarify specific examples of level of mastery expected as the lesson progresses.
Upon reviewing the unit prior to the test the teacher will ask the students to summarize what they
should be able to express in Spanish.
Students will be expected to utilize the Spanish language learned in class whenever the
opportunity arises. Once learned, Spanish must be used for that particular communication.
What preparation must occur before the lesson is ready?
What resources should be available to the instructor and learner to appropriately and
successfully complete the lesson unit’s stated objective(s), purpose(s) or goal(s)?
Materials:
Preparation and
Resources













Teachers edition Text book
Students edition Text book
¡Exprésate! Students work book
Comprehension check yellow cards
Overhead projector
Supplementary resource transparencies
Unit DVD
LCD Projector
CD player for the listening activities
Cuaderno de Actividades
Teacher made test/quiz
Dictionaries
501 Spanish Verbs Book