Curriculum & Instruction, School of Education, College of William & Mary
Daily Lesson Plan Template for Classical & Modern Languages
Teacher: Jenny Phelan
Subject: Spanish I
Class/level:
Period:
Date:
VA SOLs:
Spanish I
3rd and 4th
TBD
SI.1, SI.3, SI.4, SI.7, SI.12
Mastery Objectives for the Unit:
Goals:
1. Communications
SI.1 The student will exchange simple spoken and written
2. Culture
information in Spanish.
SI.3 The student will understand simple spoken and written
Spanish presented through a variety of media and based on familiar Communicative Modes:
Interpersonal
topics.
SI.4 The student will use verbal and nonverbal cues to understand Interpretive
simple spoken and written messages in Spanish.
SI.7 The student will develop an awareness of perspectives,
practices, and products of Spanish-speaking cultures.
SI.12 The student will explore situations in which to apply Spanish
language skills and cultural knowledge beyond the classroom setting
for recreational, educational, and occupational purposes.
Daily lesson objectives
- By the end of the class, the students will communicate the meaning
of the verb ir, as observed by the teacher through an in-class check.
- By the end of the class, the students will accurately conjugate the
verb ir in all six of its conjugated forms.
- By the end of the class, the students will listen to the song Si Tú Te
Vas and complete at least eight of the missing words in the lyrics
activity sheet.
Homework:
Practice with ir conjugations from workbook
Warm-up:
Instruct students to take out a piece of paper and write answer the question on the
board: ¿Cuales son algunas actividades que te gustan? ¿Por qué?
When all students have completed this warm-up activity, invite students to share their
favorite activities.
Time:
Activity:
Materials:
Goals/Modes Done
?
Developed in collaboration with W & M Foreign Language Education and WJCC World Languages
Intro to class
5 minutes - Have the agenda for the class on
whiteboard or
chalkboard
n/a
board. (Objetivo: aprender y practicar
con el verbo ir; Actividades: ¿qué
significa el verbo ir?; aprender las
conjugaciones; conversar; escuchar
unas canciones; completar una hoja de
trabajo usando el verbo ir)
- Welcome students to class, ask how
they are doing, and go over the
agenda for the day by communicating
the step-by-step overview of the class
and referring to the target board.
PowerPoint slides on the n/a
Intro to the verb ir
verb ir, paper, pen or
- Begin the guided PowerPoint by
8 minutes inviting students to individually think pencil
about what the underlined words on
slide 2 could mean.
- Invite student responses.
- Go over the conjugation chart for the
verb ir on slide 3. Have student
repeat the pronunciations and copy
the chart down in their notes.
- Provide examples of the verb ir
being followed by “a” or “al.”
PowerPoint slides on the Communications
Student Practice
verb ir, paper, pen or
interpersonal,
12
- Ask students to individually write
pencil
interpretive,
minutes
down in their notes the conjugations
presentational
for the various people on slide 5.
- Review answers as a class.
- Have students ask each other the
“Conversar” questions on slide 6.
- Model the first one with a student.
- Invite students to share their own
responses and the responses of their
partners.
Listen to a Song
5 minutes - Listen to the song from Realidades
that uses the verb ir. (The link to the
song can be found on slide 7)
PowerPoint slides on the Communications
verb ir, paper, pen or
interpretive
pencil
Developed in collaboration with W & M Foreign Language Education and WJCC World Languages
PowerPoint slides on the Communications
Practice with the verb ir
8 minutes - Practice the ir verb conjugations as a verb ir, paper, pen or
pencil
class using the online activity from
Realidades. (The link to the practice
activity can be found on slide 8)
PowerPoint slides on the Communications
Listen to a Song
verb ir, paper, pen or
Culture
8 minutes - Pass out Yahir Si Tú Te Vas cloze
pencil,
cloze
activity
interpretive
activity sheet to the students. Play
sheet for Yahir Si Tú Te
the song two or three times. Tell
Vas
students to fill in the missing lyrics
as they listen to the song.
- Play the song two or three times so
that students can complete the cloze
activity.
- Review the lyrics as a class by having
various students read the lyrics to
the parts of the song.
Student Practice
5 minutes - Pass out the worksheet for the
definition and conjugations of the
verb ir. Have students complete this
worksheet in the remaining time
during class.
- Check answers to the worksheet.
Closure:
PowerPoint slides on the
verb ir, paper, pen or
pencil, activity sheet on
the verb ir
After checking answers to the worksheet, assign homework.
Ask students about the conjugations of the verb ir (e.g. ¿Cómo se dice he goes?, ¿Cómo se
dice we go?, etc.)
Differentiated Instruction / Adaptations:
This lesson is very structured and logical. There are various opportunities for frequent
comprehension checks to gauge students‘ progress and understanding. The lesson meets the
needs of diverse learning profiles because it reaches linguistic, interpersonal, intrapersonal
and musical intelligences. The content is the same for all students (i.e. learning and applying
the verb ir) but there are a variety of opportunities for students to engage with the content.
Ongoing Informal Assessments:
Formal Assessments:
-Monitor and ask students to answer the ir
conjugations from the first slide.
-Ask students to give thumbs up at various parts
of the activity for comprehension checks.
-Monitor and ask for students’ responses on the
conversar activity.
-Review answers to the Yahir Si Tú Te Vas cloze
activity.
-Review answers to the ir activity sheet.
Upcoming summative assessment and
writing assignment to include the verb ir
Reflections (detailed reflections on this lesson):
To be determined....This lesson has not been taught yet.
Developed in collaboration with W & M Foreign Language Education and WJCC World Languages
Lesson planning guiding questions to ask yourself before writing a lesson plan:
1. What will students know and be able to do at the end of class that they cannot do at the
beginning?
2. What do the students need from me to be able to show they know and can do it?
3. How am I going to organize /present /manage the lesson?
4. How will students practice what they need to know and do?
5. How will I know that they “got it”? (assessment)
Developed in collaboration with W & M Foreign Language Education and WJCC World Languages