Campus: Clark Junior High and Princeton HS
Author(s): Mica Tucker/Cyril Papa
Date Created / Revised: 6/08/11
Six Weeks Period: 5th Six Weeks
Grade Level & Course: Spanish 1
Lesson Unit Title: Capítulo 5. En casa con familia
Timeline: 28 Days
a.
Which subject-specific TEKS are going to be addressed in the lesson unit?
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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.
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Stated Objectives:
TEKS Addressed in
the Lesson Unit
(Include TEK
number and (SE)
student expectation
description
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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
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(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.
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(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.
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(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.
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(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
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3A
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(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
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(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 working with adjectives?
Curriculum,
Vocabulary
Addressed
How can I use more prepositions, negation words, and possessives?
What can I do to learn about more stem changing verbs and reflexives?
Content Questions: What is “tocar” and “parecer” and how can I use it to talk about opinions
and taking turns?
How can I talk about where and how I and others live and the locations of our neighborhoods?
What are negation words and how do they need to be used?
How can I describe people and family relationships?
How can talk about the differences between “ser” and “estar” and using “estar” with
prepositions?
What unfamiliar terms will be introduced to the students that will enhance their understanding of
the concept?
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Describing People and family relationships
Examples:
Almorzar
Callado
Canoso
Castaño
Corto
Ciego
Delgado
Dormir
Empezar
Gordo
Los hijos
Joven
Largo
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Talking about where you and others live
Examples:
Las afueras
El apartamento
El baño
El campo
La casa
La cocina
El comedor
La ciudad
La dirección
El escritorio
El jardín
Largo
Mayor
Menor
La silla
El sofá
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Possessive adjectives
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Stem-changing verbs, O to UE, E to IE
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Estar with prepositions
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Negation words like: nunca, tampoco, nadie and nada
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Verbs Tocar and Parecer
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).
Chapter 5: En casa con la familia
Day 1 and 2- CORE INSTRUCTION
Warm-Up
• (5 min.) Review Vocabulario en acción 1, pp. 158–161.
Activities
(Guided Practice
and Independent
Practice)
(Include: Day 1,
Day 2, etc…)
Assessment
• (20 min.) Give Prueba: Vocabulario 1.
Gramática en acción 1
• (5 min.) Show GramaVisión, (Possessive adjectives), Video Program (Videocassette 2) or
DVD Tutor (Disc 1).
• (10 min.) Present Possessive adjectives, and En inglés, p. 162. See Teaching Gramática, p.
162.
• (5 min.) Have students do Activity 7, p. 162. 1B
Wrap-Up
• (5 min.) Review Gramática, p. 162 and Common Error Alert, p. 163.
Day 3 and 4- CORE INSTRUCTION
Warm-Up
• Students will work in their bell work. See Bell Work 5.2, p. 162. 1B
Gramática en acción 1
• Listening activity from audio CD 5, Tr. 2 for Activity 8, p. 163. 1B
• Teacher will present Nota cultural, p. 163.
• Students will work on activities 9–10, p. 163. 1A, 1B, 1C
• Students will watch GramaVisión, (stem-changing verbs: o > ue), Video Program
(Videocassette 2) or DVD Tutor (Disc 1).
• Teacher will present Stem-changing verbs: o•e and ¿Te acuerdas?, p. 164, using Teaching
Gramática, p. 164.
• Students will complete Activity 11, p. 164. 1B
Wrap-Up
• Students will conjugate some stem-changing verbs on the board.
Day 5 and 6 – CORE INSTRUCTION
Warm-Up
• Students will work in their bell work. See Bell Work 5.3, p. 164. 1B
Gramática en acción 1
• Students will work on activity 12, p. 165. 1B
• Students will work on activity 13, p. 165. 1A
• Studnets will watch GramaVisión (stem-changing verbs: e > ie), Video Program
(Videocassette 2) or DVD Tutor
(Disc 1).
• Teacher will present Stem-changing verbs: e•ie and ¿Te acuerdas?, p. 166. See Teaching
Gramática, p. 166. 1B
• Students will work on activities 14–15, pp. 166–167.
Wrap-Up
• Students will respond various questions using the new stem-changing verbs to check
comprehension
Day 7 and 8- CORE INSTRUCTION
Warm-Up
• Students will work in their bell work. See Bell Work 5.4, p. 166. 1B
Gramática en acción 1
• Studnets will review Gramática en acción 1, pp. 162–167.
Assessment
• Students will take a Prueba: Gramática 1.
Cultura
• Teacheer will present Comparaciones, p. 168, using Teaching Cultura, p. 168. 1A, 2A
• Students will discuss Comunidad, p. 169.
Wrap-Up
• Students will answer the questions in Para pensar y hablar, p. 169. 4B
Day 9 and 10 – CORE INSTRUCTION
Warm-Up
• Students will work in their bell work. See Bell Work 5.5, p. 170. 1B
Vocabulario en acción 2
• Teacher will introduce the vocabulary on pp. 170–171, using Teaching Vocabulario, p. 170.
• Students will watch ExpresaVisión video for Vocabulario en acción 2, Video Program
(Videocassette 2) or DVD Tutor (Disc 1).
• Students will present the remaining expressions from ¡Exprésate!, p. 171.
• Students will work on activities 17–18, p. 172. 1B, 1C
Wrap-Up
• Students will talk about their personal responsibilities.
Day 11 and 12 – CORE INSTRUCTION
Warm-Up
• Students sketch a room in their house and describe its contents to a partner.
Vocabulario en acción 2
• Teacher will present ¡Exprésate! and Más vocabulario, p. 172, using Teaching ¡Exprésate!,
p. 172.
• Listening activities from audio CD 5, Tr. 6 for Activity 19, p. 173. 1B
• Students will work on activities 20–21, p. 173. 1C
• Students will work on activity 22 with a partner, p. 173. 1A
Gramática en acción 2
• Teacher will present Estar with prepositions, p. 174, using Teaching Gramática, p. 24.
• Students will work on activity 23, p. 174. 1B
Wrap-Up
• Students will work with Más práctica, p. 175 1B
Day 13 and 14- CORE INSTRUCTION
Warm-Up
• Students will work in their bell work. See Bell Work 5.6, p. 174. 1B
Vocabulario en acción 2
• Students will review Vocabulario en acción 2, pp. 170–173.
Assessment
• Students will take a Prueba: Vocabulario 2.
Gramática en acción 2
• Students will review estar with prepositions, show GramaVisión, Segment 4, Video Program
(Videocassette 2) or DVD Tutor (Disc 1).
• Teacher will present Nota cultural, p. 174. 2B, 4B
• Students will work on activity 24, p. 174. 1B
Wrap-Up
• Check answers for Activity 24 as a class.
Day 15 and 16- CORE INSTRUCTION
Warm-Up
• Students will work in their bell work. See Bell Work 5.7, p. 176. 1B
Gramática en acción 2
• Students will work on activities 25–26, p. 175. 1A, 1B, 1C
• Students will watch GramaVisión (negation with nunca, tampoca, nadie, nada), Video
Program (Videocassette 2) or DVD Tutor (Disc 1).
• Teacher will present ¿Te acuerdas? and Negation with nunca, tampoco, nadie, and nada, p.
176, using Teaching Gramática, p. 176.
• Listening activity from audio CD 5, Tr. 7 for Activity 27, p. 176. 1B
• Students will work on activities 28–29, p. 176. 1B
Wrap-Up
• Students will work with Más práctica, p. 177. 1A, 1C
Day 17 and 18 – CORE INSTRUCTION
Warm-Up
• Students will work in their bell work. See Bell Work 5.8, p. 178. 1B
Gramática en acción 2
• Students will work on activity 30, p. 177. 1A
• Students will watch GramaVisión, (tocar, parecer), Video Program (Videocassette 2) or DVD
Tutor (Disc 1).
• Teacher will present tocar and parecer and ¿Te acuerdas?, p. 178, using Teaching
Gramática, p. 178.
• Listening activity from audio CD 5, Tr. 8 for Activity 31, p. 178. 1B
• Students will work on activities 32–33, p. 179. 1B, 1C
Wrap-Up
• Students will begin to review Gramática en acción 2, pp. 174–179.
Day 19 and 20- CORE INSTRUCTION
Warm-Up
• Students will review the conjugations of tocar and parecer.
Gramática en acción 2
• Students will work on activity 34, p. 179. 1C
• Students will review Gramática en acción 2, pp. 174–179.
Assessment
• Students will take a Prueba: Gramática 2.
Wrap-Up
• Students will scan the Novela en video text on pp. 180–181 3B
Day 21 and 22 – CORE INSTRUCTION
Warm-Up
• Students review what happened in the previous episode of ¿Quién sera?
Novela en video
• Teacher will present Estrategia, p. 180. 3B
• Students will watch Novela en video, p. 180. For a summary of the video, see ¿Quién sera?,
p. 181. 1B, 3A
Leamos y escribamos
• Students will work on activity A, p. 182. 3A
• Students will read Leamos, p. 182. 1B, 1C
Wrap-Up
• Students will discuss their answers for Activity C, p. 183. 1C
Day 23 and 24- CORE INSTRUCTION
Warm-Up
• Students will review in partners for their chapter test
Day 25 and 26 – Review for semester exam
Warm-Up
• Students will begin their work with the review hand out.
Repaso en acción
• Teacher will present the information related to the semester exam
• Students will work in groups.
• Review of the listening section for the semester exam
Wrap-Up
 Class review of the semester exam hand out.
Day 27 and 28– Semester Exam
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)
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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.
Strategies for
What additional teaching strategies will be used to accommodate the needs of English Language
English Language
Learners (ELLs)
Learners during this lesson unit?
-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
Assessment or
Evaluation
(Formative and
Summative to
Assess Mastery)
Enrichment /
Extension
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
objectives).
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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?
Materials:
Preparation and
Resources
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)?
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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