Lesson Plans
Teacher: DUNAGIN
Dates: 10/21/15-11/3/15
Course: Spanish I
Day 1
(10/21-10/22)
-I can identify, use, write,
and say the subject
pronouns in Spanish
-I can conjugate regular
verbs with the ending “ar” in the present tense
Day 2
(10/23-10/26)
Day 3
(10/27-10/28)
- I can conjugate regular verbs
with the ending “-ar” in the
present tense (continuation)
-I can pronounce the two
different sounds of the letter “c”
in Spanish
-I can read and comprehend a
brochure in Spanish about a
language school in Costa Rica
-I can recognize/identify, read,
listen to, & understand vocabulary
that has to do with a day at school
-I can read, write, & ask questions
about someone’s class schedule
-I can apply new vocabulary to
talk about homework & class
descriptions of classes
-I can identify, use, write, &
pronounce subject pronouns &
conjugate –ar verbs (All for
review for TEST)
1. ¿Quién enseña la clase
de ciencias naturales?
2. ¿Quién enseña la clase
de educación física?
Write the “-ar” chart and
conjugate these words in 4
different charts:
escuchar, dibujar, montar,
usar
-Review bell ringer
-Presentation of “Gramática”
section with subject
pronouns
-Listening, writing and
speaking activities using
subject pronouns
-Presentation of “Gramática”
section with present tense of
–ar verbs
-Listening, writing, speaking,
thinking activities to
conjugate/use regular –ar
verbs
- Continuation of conjugating “ar” verbs
-Reading, writing, speaking
activities enforcing conjugation
rules for “-ar” verbs
-Speaking activity to practice
with the pronunciation of the
letter “c” in Spanish
-Reading & speaking activity
about a language school in Costa
Rica
What are the endings for
-ar verbs?
Review the two sounds of the
letter “c”
Homework
Review notes & activities
that we did in class.
Review vocabulary words
Review notes & activities that
we did in class. Review
vocabulary words
Assessments
Oral and written
responses; listening
Oral and written responses;
listening
Learning
Target
Bell ringer
Lesson
(procedures,
activities,
materials)
Wrap
up/Reflection/
Exit ticket
Day 4
(10/29-10/30)
-I can read, identify, listen to, &
understand questions about
school schedules, descriptions
of classes, subject pronouns,
and conjugate –ar verbs,
pronounce the 2 different
sounds of the letter “c” in
Spanish (on TEST)
-I can read, listen to, &
understand info. about the
classroom & where objects are
located in a classroom (start
Ch.2B)
Write the conjugation charts
for these verbs:
hablar, enseñar, estudiar,
caminar, bailar, cantar, nadar
Last minute study time for
TEST!
-Review bell ringer
- Various activities to review
for upcoming test. TEST will
be next class 10/29 & 10/30
-TEST (Ch.2A)
-Presentation of vocabularypgs. 100101(classroom/location of
objects)-Ch.2B
Review/discussion about
things on test
Study for TEST (Ch.2A)! Aday test will be on Thursday,
October 29. B-day test will be
on Friday, October 30.
Oral and written responses;
listening
Review new vocabulary &
the 2 sounds of “c”
Day 5
(11/2-11/3)
-I can read, listen to, &
understand info. about the
classroom & where objects
are located in a classroom
(continuation)
-I can read & comprehend a
short story/dialogue about
what is happening in a
classroom (p.102-103)
-I can ask & answer questions
about things in a classroom
1)What are the 2 sounds of
the letter “c”?
2) ¿Cómo se dice “flag” en
español?
3) ¿Cómo se dice “door” en
español?
-Review bell ringer
-Group work to practice
reading & comprehension of a
short story/dialogue (pgs.
102-103)
-Writing/speaking activities
using new vocab. & grammar
(pgs. 104-105)
Exit Card: Write down 4 new
vocab. words that you have
learned from this chapter
(write it in Spanish first with
the English translation next to
it)
Review vocabulary on pgs.
100-101
Review notes & activities that we
did in class. Review vocabulary
words (pgs. 100-103;p.120);
Quiz on 11/4 & 11/5
Test; Oral and written
responses; listening
Oral and written responses;
listening
CCSS/ MS Framework Competency/Objective
1. Engage in basic conversations using memorized vocabulary and expressions in order to provide and obtain personal information in the target
language. (C) INTERPERSONAL
b. Ask and answer questions about familiar topics. (DOK 2)
c. Share likes and dislikes about people, events, places, and things. (DOK 2)
d. Follow and give directions for participating in age-appropriate classroom and cultural activities. (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)
3. Using familiar vocabulary and basic structures, present information to an audience of listeners or readers in the target language.
(C) PRESENTATIONAL
b. Write and present a short narrative on a selected topic. (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 nonverbal 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)
b. Identify major historical and contemporary contributions from prominent figures. (DOK 1)
6. Apply knowledge of the target language to enhance learning in other disciplines. (CN) ACROSS DISCIPLINES
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
c. Compare and contrast intangible products (e.g., rhymes, songs, folktales) of the target culture and the students’ own. (DOK 2)
10.Identify means of using the target language for personal enjoyment and enrichment. (CT) PERSONAL ENRICHMENT
b. Investigate activities where skills in another language and/or cross-cultural understanding make participation more pleasurable. (DOK 4)