P age |1
Chávez Daily Lesson Plan Template
Monday
Tuesday
Thursday
Friday (FLEX DAY)
9/16
1C.1 SWBAT identify 5
classroom objects and
use 5 classroom
expressions.
9/17
Vocabulary quiz
1G.1 SWBAT
recognize vocabulary
for 5 classroom
commands.
1G.2 SWBAT give and
respond to the 5
classroom commands.
1D.1 SWBAT
identify numbers 1
to 30
1E.1 SWBAT ask
for and provide a
telephone number
using numbers 1-9
SWBAT identify
1D.2 SWBAT identify the origin of the
numbers 31-100
Spanish language
1C.2 SWBAT tell
time by the hour
and minutes in
Spanish.
How can express my
classroom needs in
Spanish instead of
English?
Can I understand
teacher instructions in
Spanish?
What patterns in the
vocabulary of Spanish
numbers aid my
counting from 1 to 30?
Using index cards
provided, create
vocabulary flashcards
for today’s 10
vocabulary words.
Create 5 more
flashcards. Practice
these and yesterday’s.
Numbers halfworksheet
How are Spanish time
expressions the same
as and different from
English time
expressions?
Time worksheet –
scaffolded sheet of
matching then writing
times using Spanish
vocabulary
Goals
9/15
Have a family member
quiz you with your
vocabulary flashcards
to prepare for
tomorrow’s quiz
HW
Questions
Wednesday
9/14
9/18
What is the origin of
the Spanish language?
Practice your
flashcards as you
begin to study for next
Thursday’s test
Classroom expressions
DATE: Monday, August 31
SUBJECT: Spanish I
TEACHER: Reilly
Recognize useful classroom expressions, objects, dates, and telling time.
Learning
Outcome
Aligned
IP.1.5 Initiate brief conversations applying basic language patterns, and familiar phrases and
Standard
sentences.
Daily
Objective
Essential
Question
Students
will:
SWBAT identify 5 classroom objects and use 5 classroom expressions.
Public
Policy
Integration
Assessment
N/A
DO NOW
(5min)
Lesson
Agenda
How can express my classroom needs in Spanish instead of English?
KNOW:
-the vocabulary of classroom objects and
expressions
BE ABLE TO DO:
-identify classroom objects in Spanish
-use classroom expressions to express needs
Spelling and vocabulary exit slip.
Make a list of 5 commands that Ms. Reilly gives to students during classtime. How do
we know these are commands? Answer in complete sentences.
As students enter, teacher will greet each student at the door and ask ¿Cómo estás?
-students must answer correctly to enter
New seating chart – students are given a number as they enter and find the seat
P age |2
1. warm up (5 min)
2. objective and preview the week (2 min)
3. Announcements and expectations (6 min)
a. need to clarify expectations and consequences
b. review/reinforce stoplight and bathroom
c. with new seating chart…must be in the correct
d. mini-quiz tomorrow on classroom rules and expectations
4. Classroom objects: Intro to new vocabulary (6 min)
a. I say, you watch/write with objects/picture flashcards
b. I say, you repeat with objects/picture flashcards
c. I show, you say with objects/picture flashcards
5. CFU: cold call students for the vocabulary
6. Classroom expressions: Round 2 of Intro to new vocabulary (6 min)
7. Vocabulary lists: write the English definitions of the words for your vocabulary
list for the quarter, which we will add to almost daily (5 min)
8. Exit Slip (5 min): Expectation: put vocabulary away and do your best to answer
based on your knowledge from today’s class; individual and silent
9. Closing (5 min)
a. Explain homework, pass out index cards and demonstrate the creation of a
vocabulary flashcard
Modifications for
Students with
Special Needs
Homework
Use of visuals with introduction of vocabulary aids all learners, but especially those with
special needs.
Using index cards provided, create vocabulary flashcards for today’s 10 vocabulary words.
P age |3
Classroom commands
DATE: Wednesday
SUBJECT: Spanish I
TEACHER: Reilly
Recognize and use basic classroom commands and questions.
Learning
Outcome
Aligned
IP.1.2 Respond to basic commands in classroom settings.
Standard
Daily
1G.1 SWBAT recognize vocabulary for 5 classroom commands.
Objective
1G.2 SWBAT give and respond to the 5 classroom commands.
Can I understand teacher instructions in Spanish?
Essential
Question
Students
KNOW:
BE ABLE TO DO:
will:
-the vocabulary of classroom commands
-give classroom commands to others
-respond to classroom commands from the teacher
Public
N/A
Policy
Integration
AssessExit slip: dictation of vocabulary
ment
DO NOW
Make a list of 5 commands that Ms. Reilly gives to students during classtime. How
do we know these are commands? Answer in complete sentences.
Lesson
Agenda
As students enter, teacher will greet each student at the door and ask ¿Cómo estás?
-students must answer correctly to enter
1. warm up (5 min)
2. QUIZ: rules and expectations (10 min)
a. First: quiz expectations for quiz-taking
3. Classroom commands: Intro to new vocabulary (10 min)
a. I say, you watch with objects/picture flashcards
b. I say, you repeat with objects/picture flashcards
c. I show, you say with objects/picture flashcards
4. Simon says in Spanish (10 min)
a. First: create a gesture for each commands for students to mimic
5. Two groups present on Spanish-speaking regions (5 min. EACH)
a. Each group chooses 1 presenter this time
b. Expectations for listeners
c. Students are completing graphic organizer of the regions
6. Exit Slip: dictation (5 min)
7. Close: pass out hw (2 min)
a. New note cards, add to your set and practice!
Modifications for
Students with
Special Needs
Homework
During the assessment, students with special needs have the choice to write the
dictation in Spanish or English.
Create 5 more flashcards. Practice these and yesterday’s.
P age |4
The Numbers 1-30
DATE: Tuesday
SUBJECT: Spanish I
TEACHER: Reilly
Recognize spoken numbers.
Learning
Use numbers to exchange telephone numbers.
Outcome
Aligned
Standard
IP.1.5 Initiate brief conversations applying basic language patterns, and familiar phrases and
sentences.
IP.1.3 Ask and answer simple questions about basic personal information and the student’s
immediate environment.
Connecting:
3.1.5 Use basic math number concepts and applications.
Daily
Objective
1D.1 SWBAT identify numbers 1 to 30
1E.1 SWBAT ask for and provide a telephone number using numbers 1-9
Essential
Question
Students
will:
What patterns in the vocabulary of Spanish numbers aid my counting from 1 to 30?
Public
Policy
Integration
Assessment
N/A
KNOW:
-vocabulary of the numbers 1-30
BE ABLE TO DO:
-recite numbers 1-30
-ask for and provide their telephone number
-recognize patterns of vocabulary in these numbers
Numbesr exit slip: matching and writing numbers
DO NOW
Has practicing vocabulary through the flashcard method been successful? Write one
paragraph to describe your practice and how it has gone.
Lesson
Agenda
As students enter, teacher will greet each student at the door and ask ¿Cómo estás?
-students must answer correctly to enter
1. warm up (5 min)
2. Numbers: Intro to new vocabulary (10 min)
b. Listen to audio version
c. Say and repeat with audio version
d. Recite the numbers 1-30
e. Write numbers in on running vocabulary sheet
3. Spanish BINGO (10 min)
f. First: review Bingo expectations
g. Student caller and recorder
5. Telephone number (5 min)
a. Teacher model of ask and answer
b. Students practice ask and answer with a partner
6. Two groups present on Spanish-speaking regions (5 min. EACH)
a. Each group chooses 1 presenter this time
b. Expectations for listeners
c. Students are completing graphic organizer of the regions
P age |5
7. Exit Slip (5 min)
8. Close: pass out hw (2 min)
Modifications for
Students with
Special Needs
Homework
Exit slip is scaffolded and then students with special needs will have a word bank of vocabulary
Numbers half worksheet
Have a family member quiz you with your vocabulary flashcards to prepare for tomorrow’s quiz on
intro conversations and classroom vocabulary
P age |6
More Numbers and Time
DATE: Thursday
SUBJECT: Spanish I
TEACHER: Reilly
Recognize spoken numbers.
Learning
Recognize useful classroom expressions, objects, dates, and telling time.
Outcome
Aligned
Standard
IP.1.5 Initiate brief conversations applying basic language patterns, and familiar phrases and
sentences.
Connecting:
3.1.5 Use basic math number concepts and applications.
Daily
Objective
1D.2 SWBAT identify numbers 31-100
1C.2 SWBAT tell time by the hour and minutes in Spanish.
Essential
Question
Students
will:
How are Spanish time expressions the same as and different from English time expressions?
Public
Policy
Integration
Assessment
KNOW:
-the vocabulary of numbers 31-100
-the pattern of numbers vocabulary in Spanish
as one counts by 10
-the use of “ser” to tell time
-time expressions in Spanish
N/A
BE ABLE TO DO:
-count by 10s from 31-100
-tell time in Spanish
Exit slip: listening activity
DO NOW
Write a dialogue between two students greeting each other in Spanish and asking
how each other is doing. Must be at least 5 lines.
Lesson
Agenda
As students enter, teacher will greet each student at the door and ask ¿Cómo estás?
-students must answer correctly to enter
1. warm up (5 min)
2. QUIZ: intro conversations (15 min)
a. Review quiz-taking expectations
b. What to do when finished: begin writing in numbers on vocabulary sheet
for 31-100
3. Pronunciation practice: the numbers 31-100
a. I say, you repeat
b. Students lead, doing 31-40, then counting by tens from 50 to 100
4. Notes: telling time (10 min)
5. Partner practice (10 min)
a. Activity 11 p.8 in the text, asking each other about the time
6. Exit slip: listening activity 12 p.8 in the text (5 min)
a. Record the time that the teacher says in numerals
7. Closing: pass out homework
P age |7
Modifications for
Students with
Special Needs
Homework
Answer bank for students on the listening exit slip, or written times instead as well as listening
More time on the quiz as necessary, completed notes on time to provide to students who may need
more time on the quiz and fall behind on notes
Time worksheet – scaffolded sheet of matching then writing times using Spanish vocabulary
P age |8
Origin of the Language
DATE: Friday
SUBJECT: Spanish I
TEACHER: Reilly
Describe the origin of the Spanish language and where it is spoken in the world.
Learning
Outcome
Aligned
2.1.1 Recognize and identify the location(s) and major geographical features of regions of the
Standard
world where the language studied is or was spoken.
Connecting:
3.1.2 Recognize and identify geographical nformation.
Daily
Objective
Essential
Question
Students
will:
Public
Policy
Integration
Assessment
DO NOW
SWBAT identify the origin of the Spanish language
What is the origin of the Spanish language?
KNOW:
-the origin of the Spanish language
-the patterns of the spreading of the language
N/A
BE ABLE TO DO:
-describe the origin of the Spanish language and its
spread to other continents
Independent work: response to reading
Of the Spanish-speaking regions we have studied, which one would you must want
to visit and why? Answer in a full paragraph.
Lesson
Agenda
As students enter, teacher will greet each student at the door and ask ¿Cómo estás?
-students must answer correctly to enter
1. warm up (5 min)
2. share out (5 min)
3. Anticipation guide of the origin of the language
a. Students answer true/false questions
4. Reading: the origin and spread of Spanish (10 min)
a. Individual reading time
5. Response (5 min)
a. Students answer the same questions of the anticipation guide, only this time
as must explain why the statement is true or false
6. Spanish speaking exercise: get everyone’s phone number (20 min)
a. Explain: on Friday we will have the opportunity to practice our Spanish
from the week with ALL of our classmates
b. Today: ask each classmate for their phone number
c. First, each person writes out their number in Spanish at the top of their
survey paper. Can make up a fake number.
d. Then: ask and respond in SPANISH only
e. Record: the numerals of the phone number your classmate gave you
f. Review expectations for moving around
7. Close out: cold call to provide phone numbers (5 min)
P age |9
Modifications for
Students with
Special Needs
Homework
Modified reading for students with special needs
For ADVANCED students: reading is in English on one side and Spanish on the other
side…challenge yourself!
Practice your flashcards as you begin to study for next Thursday’s test