Week__2-3__
Subject: ____Spanish I______
Essential Question: ____¿Qué tengo en mi mochila?_(SUGGESTOPEDIA)
Time Allotment: __90__ minutes
Standards:
State –
Period: 2, 3, 4
Teaching Date: Day 2
ALEX. 2006. LOE (9-12). MLLI. 1. Recognize target language words and phrases spoken in context.
• Classroom objects
• Responding to basic instructions and questions
ALEX. 2006. LOE (9-12). MLLI. 2. Interpret basic oral and written information in the target language on a
variety of topics in the present time frame.
• Identifying main ideas with some details
• Guessing words and phrases based on context
ALEX. 2006. LOE (9-12). MLLI.8. Identify similarities and differences between words in the target
language and in English, including pronunciation, intonation, stress patterns, and simple written
conventions of language.
National Foreign Language Learning Standards –
SFLL Standard Communication. 1.2. Students understand and interpret written and spoken language on a
variety of topics.
SFLL Standard Cultures. 2.1. Students demonstrate an understanding of the relationship between the
practices and perspectives of the culture studied.
SFLL Standard Connections. 3.1. Students reinforce and further their knowledge of other disciplines
through the foreign language.
SFLL Standard Comparisons. 4.2. Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own.
Student Outcomes:
The students will:
-
Recognize various school supplies items in the target language.
Demonstrate understanding and correct use of the verb tener.
Exhibit understanding of a basic written text related to schooling experiences in other
cultures.
Teaching/Learning Procedures
Step and time
Teaching/Learning Procedures
allocation (min)
Calentamiento
_5_ min
Engage/Motivation
__5_min
Present New
Information
_25_ min
Teacher will administer short quiz on
Spanish numbers
Handouts, supplies,
points to remember
PowerPoint
Evaluation/Assess
ments for each
activity
Summative/Formal:
Quiz will be graded
for accuracy
Formal vs. Informal homework sheets will
be exchanged and graded. Teacher will
also check conjugation charts homework
for completion.
The teacher will show part of the
following YouTube video:
http://www.youtube.com/watch?v=UFbW
PMDLWlc
The teacher will then ask students
questions about the video. (What is the
song asking? What is the lady trying to
do?) If students are unsure, the teacher
will act out the words.
The teacher will pass out the classroom
Formative/Informal:
Observe student
alertness and
participation
items vocab list and ask students to write
down the SPANISH names for as many of
the words as they can, as a little more of
the video is played.
Classroom vocab list
(part 1)
State and show objectives to students
PowerPoint
First, the teacher will write the
conjugations for the verbs tener and
necesitar on the board for students to
copy and then discuss.
Students are to copy
verb conjugations in
their notes
Using her own backpack full of school
supplies, the teacher will use the
Suggestopedia technique to go over the
various vocabulary words on the lists that
the students have. As the teacher talks
about an item, she will place the name of
that item on the screen behind her so
students can correctly record the Spanish
names for the items.
The teacher will also show the slide with
the names of the various classes on it.
The teacher will then use the verbs tener
and necesitar to ask students what items
they have or what they may need.
Students are expected to answer “Sí,
tengo/…” or “No, no tengo/necesito…”
This will be done with the classes as well.
At the end of class,
classroom vocab list
will be checked for
completion
Ask questions to
check comprehension
PowerPoint slides with
vocab
Put up slide with
conjugations
Formative/Informal:
Observe student
alertness and
participation
Teacher will also include discussion about
the word hay (there is/there are).
Explain and Model
Activity
10 min
Pre-reading activity:
In English, the teacher will ask students to
think about that they believe should be
basic rights of children around the world.
Students will be encouraged to share
answers.
Then teacher will explain that school is not
something that is guaranteed for all
students all around the world. Talk about
why education is important.
Formative/Informal:
Ask for and clarify
any questions
The teacher will then explain that
students will be reading a short passage
that will talk about these ideas and
incorporate some of the new vocabulary
that has been discussed. When students
read, they are not expected to know every
single word, but to use context clues,
pictures, titles, and cognates in order to
figure out what the main idea of the
statement or story may be.
The teacher will then ask students to look
at the pictures and to scan the reading for
List cognates on board
as students say them
cognates and main ideas. Students will be
asked to underline the cognates as they
are discussed.
The teacher will discuss the Spanish and
English acronym UNICEF
Reading Activity
_30 min
Fondo Internacional
de Emergencia de las
Naciones Unidas para
los Niños / United
Nations International
Children's Emergency
Fund
Students will read the short passage “La
UNICEF y una convención para los ninos”
silently to themselves first.
Then the teacher will read the story aloud,
periodically asking questions to check
comprehension.
Post-reading activity:
The teacher will then pass out the
questions for the passage, and students
will be asked to work in partners to
complete them.
Teacher will collect the answers and send
students back to their seats to finish the
second part of the assignment.
Students will look at the list of things that
UNICEF has said that all kids need. IN
ENGLISH students are to:
1) Explain whether these items are
privileges or necessities.
2) Choose three items from this list and
write two full sentences for each
explaining what each is and why it is
important to them.
Closure/Preparatio
n for Next Class
_15_min
The teacher will collect these responses
and then review the answers to the
comprehension questions with students.
Walk among students
to monitor and keep
on task
Summative:
Students turn in
completed questions
and responses to
children’s rights for
evaluation.
(If students do not
finish, this must be
completed for
homework!!)
Clarify any
misunderstandings/
questions
Teacher will administer numbers and
classroom vocab review homework sheet
to be completed by next class.
Materials/Resources: Laptop/Computer connected to projector, PowerPoint, YouTube, Classroom
vocabulary list (parts 1 and 2), reading passage and post-reading activity (from Realidades textbook pp.
114-115), numbers puzzle from Realidades workbook (p. 4), classroom vocabulary Cloze passage
adapted from ¡En español!: Cuaderno más práctica (p. 33)
Assessment/Assignments
Diagnostic:
Formative/Informal:
Summative/Formal:
Students will be expected to listen
to and record the Spanish names of
various classroom items and the
conjugations of tener and necesitar.
Furthermore, comprehension of
these words and ideas will be taken
a step farther to include a cultural
evaluation of children’s school
rights in other countries.
Homework sheet and conjugation
charts will be completed for
accuracy.
Observation of participation and
comprehension checks throughout
class
Completed student worksheets will
be evaluated for accuracy
Homework:
Study numbers 11-100
Homework:
Calentamiento (warm-up) of the
following class will be a quiz
about numbers 11-100
Numbers and vocab exercises
will be checked for accuracy and
reviewed
Accommodations/Differentiation
For academic disabilities:
- notes on the topic will be provided before hand
- numbers quiz may be modified (spelling may not be required/counted)
- scaffolded reading responses will be provided for students when necessary
- grading will be more lenient on sentence construction and length
For behavioral disabilities:
- accommodations similar to those with academic disabilities
- will be seated in close proximity to the teacher for extra monitoring
For physical disabilities:
- for those with visual impairments, modified reading resources and responses will be given
with larger font
Professional Reflection:
Essential Vocabulary and Phrases:
Tener
Necesitar
Hay
Spanish numbers 0-100
Classroom and subjects vocabulary
UNICEF - United Nations International Children's Emergency Fund
Las preguntas de
“La UNICEF y una convención para los niños”
Nombre__________________________
Fecha____________
1. Para los estudiantes de todas las naciones es fácil estar en una escuela y tener
una mochila. ¿Cierto o falso?
2. ¿Cuántas oficinas regionales tiene UNIFEF?
3. ¿Qué significa la sigla UNICEF?
4. ¿Dónde está el Centro de Investigaciones?
5. La convención es para los niños de todas las naciones. ¿Cierto o falso?
6. Según la convención para los niños, ¿cuáles (what) son cuatro cosas que
necesitan los niños?
Los números 10-100
Revista (1-10):
1
uno
6
seis
2
dos
7
siete
3
tres
8
ocho
4
cuatro
9
nueve
5
cinco
10
diez
Los números diez a cien:
10-19
20-29
30-39
diez
once
doce
trece
catorce
quince
dieciséis
diecisiete
dieciocho
diecinueve
veinte
veintiuno
veintidos
veintitrés
veinticuatro
veinticinco
veintiséis
veintisiete
veintiocho
veintinueve
treinta
treinta y uno
treinta y dos
treinta y tres
treinta y cuatro
treinta y cinco
treinta y seis
treinta y siete
treinta y ocho
treinta y nueve
40-49: cuarenta, cuarenta y uno, cuarenta y dos, cuarenta y tres…
50-59: cincuenta, cincuenta y uno, cincuenta y dos, cincuenta y tres…
60-69: sesenta, sesenta y uno, sesenta y dos, sesenta y tres…
70-79: setenta, setenta y uno, setenta y dos, setenta y tres…
80-89: ochenta, ochenta y uno ochenta y dos, ochenta y tres…
90-99: noventa, noventa y uno, noventa y dos, noventa y tres…
100-109: cien, ciento uno, ciento dos, ciento tres…
Las reglas:
 Uno becomes un before a masculine singular noun and una before a
feminine singular noun.
 un libro
(one book)
 una mesa (one table)
 In compound numbers, -uno becomes -ún before a masculine noun and
-una before a feminine noun.
 veintiún libros
 veintiuna profesoras
(twenty-one books)
(twenty-one professors)
 The numbers deiciséis through diecinueve (16-19) and veintiuno
through veintinueve (21-29) are generally written as one word. The
condensed spelling is not used after 30!
 Cien is used for exactly 100 or when counting the number 100 in
sequence.
 cien estudiantes
(one hundred students)
 noventa y ocho, noventa y nueve, cien
 Ciento is used in compound numbers from 101 to 199.
 ciento uno / ciento diez / ciento cuarenta y cinco
Quick list by tens:
10 diez
60 sesenta
20 veinte
70 setenta
30 treinta
80 ochenta
40 cuarenta
90 noventa
50 cincuenta
100 cien / ciento (101+)
Nombre____________________________________________
Fecha_____________________
A. Los números
NUMBERS PUZZLE
B. En la clase
bolígrafo
mochila
diccionario
tarea
libros
calculadora
cuaderno
papel
lápiz
tecnología
estudiante
tengo
Soy _____________ de Walker High School. En mi ____________
tengo muchas cosas para mis clases. Tengo todos mis
______________ para mis clases y un ___________ para escribir.
Para la clase de matemáticas, tengo una ___________________
pequeña. Para la clase de español, (yo) ____________ un
______________ bilingüe. Mi ____________ está en un cuaderno
rojo, y (yo) uso el cuaderno para hacer mi _____________ en
casa. ¡Mi clase favorito es la clase de ______________, porque la
tarea es fácil!