WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Emter
week:
Date 4-24-15
Length of Lesson 1 WEEK Content Area SPANISH 1
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STAGE I – DESIRED RESULTS
LESSON TOPIC:Capitulo 6- La familia y su casa
Begin Ch 7: Deportes de equipo
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
Cultures
Communities
Connections
Interpretive Communication
Interpersonal Communication
Presentational Communication
12.1.1.S1.A: Recite target language alphabet& associated sounds& basic words
with proper accentuation.
12.1.1S1.B: Speak & write common vocabulary, phrases & structures during
activities with the teacher, classmates & family.
12.1.1.S1.C: comprehend simple spoken conversations & written sentences in
dialogs & short paragraphs.
12.1.1.S1.D:Use simple sentence & question structures in speaking & writing.
12.1.1.S1.F:Discuss with classmates & the teacher howthe target language has
influenced other areas of school curriculum.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: how to develope listening & reading strategies to get
meaning.
Vocabulary about people, places, everyday objects in areas such as family, the
house, apartments & environment.
Purpose & audience for presentation.
Pattern sof word relationships between two or more languages as well as false
cognates.
ESSENTIAL QUESTIONS: How can learning about the
practices of another culture give us insights into the
perspectives of the people of that culture?
What can the products of another culture reveal about the
perspectives of the people of that culture?
How does second language learning reinforce and expand
interdisciplinary studies?
What knowledge and insight can we gain from the world
language study that otherwise would not be available to
us?What skills do we need to interpretwritten, spoken, or nonverbal forms of communication?
What are some good strategies to help us communicate with
someone in the language we are studying?
What language phrases do we need to know to survive in a
foreign country? What skills & knowledge do we need to
interact with others in a second language?
What are some good strategies to understand a second
language?
What knowledge and skills do we need to make oral or written
presentations in a variety of formats?
VOCABULARY: family, house, apartment vocab
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
TSWBAT identify and apply family, house, apartment vocab.
TSWBAT identify the present tense tener, tener que & ir a.
TSWBAT conjugate & apply the present tense verb
conjugations to class activities.
TSWBAT read about and discuss the importance of
quinceañera in Spanish speaking countries.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:LISTENING, READING,
WRITING & SPEAKING TASKS
FORMATIVE ASSESSMENTS:
#1. Graphic Organizers
#2. Summarizing Main Ideas
#3. Open Ended Questions
Others: Kahoot
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Note-Taking
#2. Partnering
Others: whole class response,
compare, contrast
NOTEBOOK
PEN/PENCIL
FOLDER
VOCAB LIST
OVERHEADS
PREZI/ POWERPOINT
KAHOOT
GRUDGEBALL
Describe usage: TO
REINFORCE INFORMATION
THAT IS PRESENTED
Scaffolding used:
#1. Guided Notes
#2 . Build Vocabulary
Others: build on prior
knowledge, chunking, visual
support, teacher prompting
Describe usage: TO
REINFORCE INFORMATION
THAT IS PRESENTED
Other techniques used:
GROUPING
PROMPTING
PARTNERING
MINI LESSON:
4/27- Hagan Ahora/ Review
Tener/ Quiz Tener/
Quinceañera reading
4/28- Hagan Ahora/ Tener
CONTENT AREA
READING:
STUDENTS WILL
READ ABOUT &
DISCUSS THE ROLE
OF THE
QUINCEAÑERA IN
SPANISH SPEAKING
COUNTRIES
INTERVENTIONS:
ASSIGNMENTS:
TEACHER GUIDED
INSTRUCTION
Guided instruction,
independent work, listening,
speaking, reading & writing
activities
hambre/sed/ Ir a + infintive,
practice text pg. 172
4/29- Hagan Ahora/ possessive
adjectives, text pg 174A,D,E
4/30- Hagan Ahora/ Ch 7 Vocab
parts I & II, 193B, 196A,B,C
5/1- Hagan Ahora, e->ie verb
notes, Review Game