WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name EMTER
week:
Date 4-13-15
Length of Lesson 1 WEEK Content Area SPANISH 1
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STAGE I – DESIRED RESULTS
LESSON TOPIC:Capitulo 5--El café & -er/-ir verbs
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
Cultures
Communities
Connections
Interpretive Communication
Interpersonal Communication
Presentational Communication
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 food vocabulary.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: how to develope listening & reading strategies to get
meaning.
Vocabulary about people, places, everyday objects in a restaurant, café or
marker/ supermarket.
Pattern sof word relationships between two or more languages as well as normal
and 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?
VOCABULARY: café/restaurant vocab & food vocab
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
TSWBAT identify and apply café, restaurant and food vocab.
TSWBAT identify the present tense of ER & IR verbs.
TSWBAT conjugate & apply the present tense verb
conjugations to class activities.
TSWBAT read about and discuss the importance of the cafés
in Spanish speaking countries.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:LISTENING, READING,
WRITING & SPEAKING TASKS
FORMATIVE ASSESSMENTS:
#1. Graphic Organizers
#2. Brief in Class Writing Promp
#3. Pre-Assessment
Others:
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Note-Taking
#2. Partnering
Others: whole class response
NOTEBOOK
VOCAB SHEETS
PEN/PENCIL
FOLDER
WORKSHEETS
OVERHEADS
PREZI/ POWERPOINT
CELLPHONES
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:
4/13: Hagan Ahora-Vocab
practice, review verbs practice
reading, writing and speaking
about er/ir verbs
4/14: Hagan Ahora- Vocab
CONTENT AREA
READING:
STUDENTS WILL
READ ABOUT &
ANSWER QUESTIONS
ON THE
DIFFERENCES
BETWEEN MARKETS
& SUPERMARKETS
INTERVENTIONS:
ASSIGNMENTS:
TEACHER GUIDED
INSTRUCTION
Guided instruction,
independent work, listening,
speaking, reading & writing
activities
practice, review homework,
complete 2 worksheets using the
verbs to fill in the blank/ ask &
answer questions
4/15 Hagan Ahora- Vocab
practice, review & quiz. Solo
work- read cultural paragraph in
textbook & answer questions
4/16 Hagan Ahora: Vocab
practice, begin Ch 6: La familia
& su casa Vocab I
4/17 Hagan Ahora: Kahoot with
cellphones, Grudgeball review of
prior information & new
information, with focus on
vocabulary