Weekly Lesson Plans for Melissa McLaughlin ~ 8th Grade Spanish 2nd, 3rd, 4th, 5th, 6th hours (1st hour Prep)
Lesson :
Agenda. Plan for the day.
Students are encouraged and
expected to write our daily agenda in
their planners every day.
Lessons are subject to change based
on the teacher's discretion.
Lesson Key :
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Strategy
Differentiated Instruction
Assessment
Closing Activity
Monday 1-11-16
1. Update planners. organization
2. Nuevo: ‘Frase de la Semana’
3. Type2 Warm-Up: p.TE40: Subject
Pronouns linguistic, recall, target
vocabulary, chart w/ images provided
4. Review ‘SER’- students complete
chart of 'Ser' and subject pronouns
- Use Interactive website
http://www.myspanishgames.com/fu
n-Spanish-grammar/ser.html
- ‘SER’ Interactive (review)
intrapersonal, verbal/linguistic, word
bank provided, audio/visual, technology,
5. (p.41) Los famosos en Miami Comparación cultural: 'Los Premios
Juventud" - Read & discuss Latino
award show held in Miami. 'Who are
your favoirte figures in music, film,
and sports, and why? Comparing
cultures, make connections,
Audio/visual, show clip on YouTube
STEMS & ballot provided
Tuesday 1-12-16
1. Update planners. organization
2. Review ‘Ser’ & Subject Pronouns
target vocabulary, songs provided
3. Ser & Subject Pronouns Team Task
Card Challenge - Teams walk around
room collaborating while answering
questions & recording answers onto
their Task Card Response Sheet
target vocabulary & grammar, group
collaboration, interpersonal, charts
provided, bodily/kinesthetic,
4. *Bonus* Create an image related to
this Challenge and send it via snapchat
to our class Snapchat account:
Wednesday 1-13-16
1. Update planners. organization
2. Share Images created for
yesterday’s *Bonus* Challenge
3. (p.42) Presentación de gramática:
Notes in Interactive Spanish
Notebooks: 'Gustar with an
Infinitive" with chart from TE p.42
for clear structure verbal/linguistic,
organization, guided notes,
4. (p.43) Act.13: ¿Les gusta o no?
Students write what people like and
don't like to do. verbal/linguistic,
application, demonstration of
knowledge  and  faces show
likes/dislikes, graphic organizer given
Thursday 1-14-16
1. Update planners. Organization
2. Warm Up (p42TE) – Complete
sentences w/ pronouns: mí, ti, me, te.
verbal/linguistic, recall, target vocab
3. (p.43) Pronunciación: Las letras p &
t - Students listen to audio of correct
pronunciation of the letters 'p' and
't' in Spanish & compare the sounds
with the English pronunciations. Use
correct pronunciation of 'p' and 't'
verbal/linguistic, formative,
presentation of skills, oral, sample
words with 'p' and 't' given for
practice pronunciation
4. (p.43) Act.14: ¿Qué les gusta
hacer? Students ask and tell partners
what Alicia and others like to do.
verbal/linguistic, application,
demonstration of knowledge, model
(template – graphic organizer) of
conversation is given for slower-paced
learners
Estudiante A: "¿Qué ___ gusta hacer
a ____?"
Estudiante B: "____ gusta ___."
Friday 1-15-16
1. Update planners. Organization
2. Warm-Up (p.45TE) Unscramble
sentences that use 'gustar +
infinitive'. recall, verbal/linguistic,
application, partner discussion,
STEMS provided
3. (p.44) Act. 15: Las actividades:
Create a chart and listen to
descriptions, answer sí or no, then
answer questions. verbal/linguistic,
organization, interpersonal, active
listening, add 2 friends' names to
bottom of chart & ask them "Jacob,
¿te gusta descansar los sábados?"
4. (p.44) Act. 16: A mi amigo(a) le
gusta - Students talk with a partner &
ask what he/she likes to do on
weekends, then tell class partner's
answer. partners, verbal/linguistic,
Sample questions for help:
- ¿Qué te gusta hacer los sábados y
domingos?
- ¿Qué no te gusta hacer?
- Me gusta pasear y leer. No me gusta
hacer la tarea.
- Students will demonstrate analysis
of identifying basic differences and
similarities in grammatical structures
between English and Spanish by
identifying the best answers to task
card challenge questions about the
verb ‘ser’ (to be) and the subject
pronouns.
- Students will write about basic
differences and similarities in
grammatical structures between
English and Spanish using a set of
Task Cards about subject pronouns
and the verb ‘ser’ (to be). and the
Stems:
- The subject pronoun that takes the
place of ‘Alicia’ is ____.
- Roberto ____ de Honduras.
I can identify basic differences
and similarities in grammatical
structures between English and
Spanish by completing the ‘ser’ &
subject pronoun Task Card Challenge.
- Students will demonstrate
application of writing brief personal
descriptions on familiar topics in
Spanish by constructing sentences
that tell what people like and don’t
like to do.
- Students will demonstrate
evaluation of identifying basic
differences and similarities in
pronunciation of letters between
Spanish and English by comparing the
way the letters ‘p’ and ‘t’ are
pronounced in each language.
- Students will demonstrate
comprehension of sharing likes and
dislikes in Spanish with a classmate by
explaining their friend’s answers to
questions about what he or she likes
to do on weekends.
- Students will write brief personal
descriptions on familiar topics in
Spanish using the verb ‘gustar’ with
an infinitive and the Stems:
- A ____ ____ gusta comer pizza.
- A ____ no ____ gusta estudiar.
- A ___ no ___ gusta aprender el
español.
- A ___ ___ gusta escuchar música.
- A ___ no ___ gusta trabajar.
I can write brief personal
descriptions on familiar topics in
Spanish by creating sentences that
tell what people like and don’t like to
do.
- Students will listen for and respond
to proper pronunciations of the
letters ‘p’ & ‘t’ Spanish using a listen &
repeat activity and the Stems:
- When you pronounce the ‘p’ and ‘t’ in
English, a ____ of ____ comes out of
your mouth.
- In Spanish, there is NO ___ of ___.
- Students will write and orally
present likes and dislikes in
Spanish with a classmate using the
questions, “¿Qué te gusta hacer los
sábados y domingos?” AND “¿Qué no
te gusta hacer?” and the answer
Stems:
- Me gusta _____ y ______.
- No me gusta _____ la tarea.
I can identify basic differences and
similarities in pronunciation of letters
between Spanish and English by
properly pronouncing the letters ‘p’
and ‘t’ in Spanish.
escuchar música
estudiar
hablar por
teléfono
hacer la tarea
jugar al fútbol
leer un libro
preparar la comida
tocar la guitarra
trabajar
Snack Foods &
Beverages
el agua (fem.)
la fruta
¿Qué te gusta
hacer?
¿Te gusta...?
Me gusta...
No me gusta...
Other Words &
Phrases
la actividad
I can share likes and dislikes in
Spanish with a classmate by asking a
friend what he or she likes to do on
the weekends and then reporting
their answer to the class.
The verb ‘Ser”
Subject
(To be)
Pronouns
spanishatstrong interpersonal,
incorporate technology
Premios Juventud (Youthfulness Awards)
is an awards show for Spanish-speaking
celebrities in the areas of film, music,
sports, fashion, and pop culture, presented
by the television network Univision. Winners
are determined by online vote at
univision.com.
Content Objective :
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

Students will demonstrate
(Knowledge, Comprehension,
Application, Analysis, Synthesis,
Evaluation) of __ by (verb-ing) ___ .

COGNITIVE DOMAIN
Bloom’s Taxonomy

ACADEMIC TASK
(Student’s Job)
Language Objective:
WIDA: World-Class Instructional Design and
Assessment - Students will: [read,
write, speak (orally present, explain,
describe, respond, distinguish), listen
& monitor understanding]
Learning Target:
I Can . . .
Yo Puedo . . .
Key Vocabulary :
Michigan
World
Language
Standards &
Benchmarks :
- Students will demonstrate
knowledge of identifying current
cultural icons in the Hispanic world
by recalling the names of famous
stars that are celebrated at the ‘Los
Premios Juventud’ award show held in
Miami each year.
- Students will read about and listen
for current cultural icons in music,
film, and sports using an article and
video clip about ‘Los Premios
Juventud’ in our book and a video clip
and respond using the Stems:
- A famous current music artist on
Spanish-language television is ___.
- A famous current actor on Spanishlanguage television is _____.
I can identify current cultural
icons in the Hispanic world by reading
about and watching portions of ‘Los
Premios Juventud’.
Frase de la
Semana
Talk About
Activities
alquilar un DVD
andar en patineta
aprender el
español
beber
comer
comprar
corer
descansar dibujar
escribir correos
electrónicos
2.2.N.C.a: Identify current cultural
icons (arts, music, literature, film, and
the creators of these products as
well as natural sites)
mirar la televisión
montar en
bicicleta
pasar un rato con
los amigos
pasear
practicar deportes
4.1.N.b: Identify basic differences
and similarities in grammatical
structures between one’s own
language and the target
la galleta
el helado
el jugo
las papas fritas la
pizza
el refresco
Say What You Like
& Don’t Like to Do
1.3.N.W.c: Write brief personal
descriptions on familiar topics in the
target language such as self, friends,
family, home, and school
antes de
después (de)
la escuela
más
o
pero
también
4.1.N.d: Identify basic differences
and similarities in phonological
features (such as pronunciation,
intonation, and tone) between one’s
own language and the target language
1.1.N.SL.j: Share likes and dislikes in
the target language with a classmate