Lesson Plans
Teacher: Dunagin
Dates: 11/4/2014-11/17/2014
Day 2
Day 3
(11/6-11/7)
(11/10-11/11)
-I can identify the two
- I can recall and use information
different sounds of the letter
about classroom items, location
of the “g”
of items, the verb "estar", plural
- I can read, listen to, identify
nouns & articles, using "de" to
& understand information
show ownership (on test)
about the classroom & where
-I can read, listen to, &
objects in a classroom are
understand information about
located (Review for test)
food & beverages for breakfast
-I can conjugate and use the
and lunch
verb "estar" (Review for test)
--I can identify, recall, and
use the plural forms of nouns
and articles (Review for test)
-I can express possession by
using the word “de” & the
name of the owner of the item
(Review for test)
Translate:
The books are on the table.
Last minute study time for TEST
The flag is next to the
computer.
The chair is behind the door.
Course: Spanish I
Day 4
(11/12-11/13)
- I can read, comprehend, &
answer questions about a short
story/dialogue about different
foods
-I can talk & write about food
and beverages for breakfast &
lunch
-I can ask and tell what people
eat & drink for breakfast & lunch
-QUIZ
-Writing & speaking activity
to describe what there is in a
classroom (using “de” to talk
about ownership)
-Ask about things in a
classroom
-Write about things found in
our classroom
-Listen to Juanes song and
identify/fill in key words
-Review bell ringer
-Speaking activity to practice
with the pronunciation of the
letter "g" in Spanish
- Review for test
(activities to practice with
classroom objects, location,
the verb estar, plural forms of
nouns & articles, using "de"
to show ownership)
- TEST
-Presentation of new vocabulary
about food & beverages (p.124125)
-Reading, pronouncing, &
listening activities to practice
with new vocabulary
-Review bell ringer
-Reading a dialogue for
comprehension and answering
questions
-Writing and speaking activities
about food and drinks/eating
habits
Discussion of the meaning of
the song and vocabulary
Go over any questions about
test
Discussion of/Practice new
vocabulary words
Discuss new vocabulary/verbs
that were in the dialogue/story
What are the rules for using
“gustar” with nouns?
Homework
Study for TEST (Ch.2B)
A-day test-Monday, Nov.10
B-day test-Tuesday, Nov.11
Study for TEST (Ch.2B)
A-day test-Monday, Nov.10
B-day test-Tuesday, Nov.11
Review new vocabulary from
pages 124-125
Review vocabulary and activities
we did in class (pgs. 124-129)
Assessments
Quiz; Oral and written
responses; listening
Oral and written responses;
listening
Test; Oral and written responses;
listening
Oral and written responses;
listening
Review vocabulary (pgs. 124130, 144, and notes) for QUIZ.
A-day quiz:11/18
B-day quiz: 11/19
Oral and written responses;
listening
Learning
Target
Day 1
(11/4-11/5)
-I can express possession by
using the word “de” & the
name of the owner of the item
-I can ask & answer questions
within an authentic context
-I can write a paragraph about
things in the classroom
-I can listen to a song in
Spanish and
identify/understand key words
Bell ringer
Last minute study time for
QUIZ!
Lesson
(procedures,
activities,
materials)
Wrap
up/Reflection/ Exit
ticket
Translate: eggs, bacon, orange
juice, coffee
Day 5
(11/14-11/17)
- I can talk about food &
beverages for breakfast &
lunch (cont.)
-I can ask & tell what other people
eat & drink for breakfast &
lunch
-I can express likes & dislikes
about food & beverages
¿Qué significa "comparto"?
¿Cómo se dice "I eat" en español?
¿Cómo se dice "I drink" en
español?
¿Come yogur de fresa en el
desayuno?
¿Qué le gusta más, las papas
fritas o la sopa de verduras?
-Review bell ringer
-Writing, listening, speaking
activities to practice with vocabulary of different foods & beverages
-Asking & answering questions
about food and drink preferences
COMPETENCIES AND OBJECTIVES:
1. Engage in basic conversations using memorized vocabulary and expressions in order to provide and obtain personal information in the target
language. (C) INTERPERSONAL
a. Engage in short conversations using culturally appropriate greetings, gestures, and introductions. (DOK 2)
b. Ask and answer questions about familiar topics. (DOK 2)
2. Understand short spoken and written materials which use familiar vocabulary and structure in the target language. (C) INTERPRETIVE
a. Recognize specified vocabulary and expressions found in conversations, recordings, broadcasts, and videos. (DOK 2)
b. Identify people and objects in the students’ personal and school environment based on oral and written messages. (DOK 2)
c. Comprehend the main idea of selected short written materials on familiar topics such as family, school events, and celebrations. (DOK 3)
4. Develop awareness of the target culture’s way of life. (CU) PRACTICES
a. Discuss patterns of behavior used in informal and formal situations. (DOK 2)
b. Use appropriate verbal and non-verbal communication, such as greetings, leave takings, and classroom interactions. (DOK 2)
c. Demonstrate a comprehension of common words, phrases, and idioms that reflect the target culture. (DOK 2)
d. Discuss cultural activities such as games, songs, and holiday celebrations. (DOK 2)
5. Recognize products that are representative of the target culture. (CU) PRODUCTS
a. Identify objects and symbols that are used daily such as flags, currency, dress, types of dwellings, and foods. (DOK 1)
6. Apply knowledge of the target language to enhance learning in other disciplines. (CN) ACROSS DISCIPLINES
a. Demonstrate comprehension of oral and written messages related to other disciplines studied. (DOK 2)
b. Relate topics and skills from other school subjects to broaden knowledge and understanding in each discipline. (DOK 2)
7. Understand that the study of a language other than English provides an additional knowledge base. (CN) ADDED PERSPECTIVES
a. Discuss when information from the target culture is presented from a different point of view. (DOK 2)
b. Identify authentic resources that can present additional perspectives not available in English. (DOK 3)
8. Examine differences and similarities in structures and vocabulary between English and the target language. (CP) LANGUAGE
a. Identify words that are borrowed in both the native and target languages, and speculate about why languages need to borrow words. (DOK 1)
b. Identify commonly occurring cognates in the language being studied. (DOK 1)
c. Develop recognition of sounds, symbols, and basic language elements for comparison to the English language. (DOK 2)
d. Identify expressions that cannot be translated word for word in order to understand idiomatic expressions. (DOK 3)
9. Demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. (CP) CULTURE
b. Compare and contrast tangible products (e.g., clothing, dwellings, food, sports equipment, toys) of the target culture and the students’ own. (DOK 2)
c. Compare and contrast intangible products (e.g., rhymes, songs, folktales) of the target culture and the students’ own. (DOK 2)