Lesson Plans
Teacher: DUNAGIN
Learning
Target
Bell ringer
Day 1
(11/4-11/5)
-I can read, comprehend, &
answer questions about
classroom items & their
location
-I can ask & answer
questions about things in a
classroom
-I can distinguish between
the 2 sounds of the letter “c”
in Spanish
Write 3 complete sentences
using the words from pgs. 100101 to describe 3 different
items/objects in our classroom
& their location
Dates: 11/4/2015-11/17/2015
Day 2
Day 3
(11/6-11/9)
(11/10-11/11)
-I can conjugate & use the
-I can identify that other
verb ESTAR
countries have different
-I can listen to & respond
currencies than the U.S. &
to information about a
the exchange rate can
photo (using ESTAR and
change daily
words to describe location
-I can identify, recall, & use
of people)
the plural forms of nouns
and articles
-I can ask & answer
questions about a picture of
students
-I can write a paragraph
about things in the
classroom
Course: SPANISH I
Day 4
Day 5
(11/12-11/13)
(11/16-11/17)
-I can identify the two different
- I can recall and use information
sounds of the letter of the “g”
about classroom items, location
- I can read, listen to, identify &
of items, the verb "estar", plural
understand information about the
nouns & articles, using "de" to
classroom & where objects in a
show ownership (on test)
classroom are located (Review for
-I can read, listen to, &
test)
understand information about
-I can conjugate and use the verb
food & beverages for breakfast
"estar" (Review for test)
and lunch
--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)
1. Write the conjugation
chart for the verb ESTAR
2. ¿Cómo se dice “door” en
español?
3. ¿Cómo se dice “flag” en
español?
-Presentation of the verb
ESTAR & how it is
conjugated and used
-Practice with activities to
complete a dialogue & use
ESTAR in a school context
Translate:
The books are on the table.
The flag is next to the computer.
The chair is behind the door.
Last minute study time for TEST!
-QUIZ
-Discuss different currencies
in different countries and
exchange rates
-Discussion/presentation of
the plural forms of nouns &
articles
-Practice with plural forms
-Writing & speaking activity
to describe what there is in a
classroom picture
-Paragraph about things in a
classroom
-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
Last minute study time for
QUIZ!
Lesson
(procedures,
activities,
materials)
-Review bell ringer
-Practice with classroom/
location vocab. with writing,
reading, & speaking activities
(p.104-105), plate game,
crossword, word search,
jumbled letters
-Talk about the 2 sounds of
the letter “c”
Wrap
up/Reflection/ Exit
ticket
Exit card: write down 4 new
vocab. words from this chapter
(Write in Spanish, then tell
what it means in English.)
Discussion about how the
verb ESTAR is used
Discussion/review of how to
make nouns & articles plural
Go over any questions about test
Discussion of/Practice new
vocabulary words
Homework
Review notes & activities that
we did in class. Review
vocabulary words (p.120);
Review ESTAR; QUIZ on
Tues.11/10 & Wed. 11/11
Review notes & activities that
we did in class. Review p.120
and the verb ESTAR for QUIZ
next class: A-day 11/10 &
B-day 11/11
Study for TEST (Ch.2B)
A-day test-Monday, Nov.16
B-day test-Tuesday, Nov.17
Study for TEST (Ch.2B)
A-day test-Monday, Nov.16
B-day test-Tuesday, Nov.17
Review new vocabulary from
pages 124-125
Assessments
Oral and written responses;
listening
Oral and written responses;
listening
Quiz; Oral and written
responses; listening
Oral and written responses; listening
Test; Oral and written responses;
listening
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)