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Lesson Plans


 

LESSON PLANS                                                          

School:                                 

Teacher:                               

Class:                                                            

Thematic Unit:                      

Cycle or marking period:

 

Lesson: Step: 1             Date:

 

OBJECTIVES

At the end of the lesson the students will be able to say, spell, read, and understand the meaning of the following words, structures, or expressions:

Spanish                                                English

1

2

3

4

5

6

 

ASSESSMENT

Informal:

  • Teacher checks notebooks for spelling and correspondence between words and images.
  • Teacher observes students responses to commands.
  • Teacher checks for gestures or actions while the students keep their eyes closed.
  • Teacher notices responses to personalized questions.

 

MATERIALS

Transparency with vocabulary

Notebooks

Pencils

 

ACTIVATOR or ANTICIPATORY SET

  • Music Teacher plays music from…
  • Greetings. Hola, buenos días (buenas tardes), adelante, siéntate, necesitas lápiz 
  • y cuaderno.
  • Date of the day. Teacher asks: ¿Qué día es hoy? Teacher circles response with today’s date and the day for yesterday or for tomorrow. Ayer, hoy, mañana.

            Teacher asks: ¿Qué número?  Teacher circles with a different number.

            Teacher asks the full date with the wrong month. Teacher circles with the actual month.

            If keeping a calendar in the room, teacher asks one or a few students to set the calendar.

  • Weather report. Teacher asks students to look outside. Mira afuera, and then asks if it is raining, snowing, sunny, cloudy, windy, and/or there is a storm. ¿Llueve, nieva, hace sol, hace viento, está nublado, hay tormenta?  If keeping a chart in the room, teacher asks one or few students to fill the climate for the day or the period.
  • Music Teacher asks the students to pay attention to the music and try to identify the instruments being played. As they identify them, teacher says the name of the instrument in Spanish and corroborates if it is being played or not. Once all the instruments have been identified, teacher points out the specific instruments from the country and the members of a traditional band from that country and for that particular rhythm.

 

ACTIVITIES

Writing and drawing

1.       Teacher asks the students to take the notebook out, to open it, write the date, and divide the page in six parts. Saca el cuaderno (o toma el cuaderno de la canasta). Abre el cuaderno en una página limpia. Escribe 23 de marzo de 2007 (say today’s date) y divide la página en seis partes.

  1. Teacher asks the students to write the word or structure in the first cell or box. Por favor escribe ... en la caja número uno. Teacher says the word normally and then slowly. Teacher gives the students time to sound it out and write it. Then teacher spells the word in Spanish. (After first month, marking period, or whenever is appropriate teacher asks the student to spell the word in Spanish. Teacher agrees or corrects the spelling.) Teacher checks some notebooks and reads out loud some words misspelled. Teacher writes or uncovers the word on the transparency and gives the students time to check and correct if necessary, or to celebrate.

            Teacher repeats the process with each one of the six words or three expressions.

  1. Teacher says the meaning of the words or expressions and draws or uncovers the images. Teacher gives the students limited time to draw by playing the song during the allowed time. Or assign the drawings as homework.
  2. Teacher asks the students to put the notebooks away or back in the basket as they finish, while music is being played.

 

According to the kind of word or expression, teacher selects the best way to give repetitions for each word or expression. The goal is to help the students making connections to remember the meaning of the word or expression.

 

TPR Total Physical Response and/or Gestures

  1. Teacher perform the actions or models a gesture to represent the word. Teacher says the word and students are to mimic the action or gesture as a way to translate with their bodies not with English words. They may say the word in Spanish, but teacher does not ask them to repeat after him/her.
  2. Teacher starts with one word and gives variations, then adds a second word, then adds a third word. After they have mastered the first three, teacher may add more words, introducing them one by one or in sets of three.
  3. If the students’ behavior permits, teacher may ask the students to stand up and move around the room while acting out the meaning of the words.
  4. Teacher tests comprehension with eyes closed. If all the students have made the correct gesture or action, teacher moves to the next activity. If students have not mastered them yet, teacher asks for eyes to be open and does more TPR.

 

Passive TPR

  1. Teacher gives the students a pawn and a piece of paper with the images of the words or expressions.
  2. Teacher says the word and students put the pawn on top of the image that corresponds.
  3. Teacher goes at different speeds and modifies the intonation of the words.

 

Personalized Questions and Answers

Teacher asks one student a personal question that includes the word being taught. After the student answers, teacher asks questions to the class circling the word as much as possible. Teacher asks the same questions to another student and compares answers.

 

CLOSING

·         Ask for the meaning of the new words.

  • Create a password to say bye. Such as Hasta mañana, see you tomorrow; Hasta el viernes, see you on Friday; Buen fin de semana, have a good weekend; Hasta la vista, see you later…

 

HOMEWORK

Illustrating the new words or expressions can be done as homework rather than in the classroom.

Reading complementary readings, listening to songs or discourses, or watching TV.

 

Lesson: Step: 2             Date:

 

OBJECTIVES

At the end of the lesson the students will be able to understand in context and use the following words, structures, or expressions by listening to a story that incorporates the vocabulary.  

Spanish                                    English

1

2

3

4

5

6

 

ASSESSMENT

Informal

  • Teacher observes responses to questions and desire to participate, checks for accuracy in responses and leads to the correct answer when incorrect.
  • Teacher asks F/T statements about the story or asks the students to match sentences with images.
  • Teacher checks constantly for understanding.
  • Teacher listens to re-tells.

 

Formal

  • Teacher gives a listening comprehension quiz.

 

MATERIALS

Transparency

Props

 

ACTIVATOR or ANTICIPATORY SET

  • Music Teacher plays music from …
  • Greetings. Hola, buenos días (buenas tardes), adelante, siéntate, no necesitas lápiz 
  • y no necesitas cuaderno.
  • Date of the day. Teacher asks: ¿Qué día es hoy? Teacher circles response with today’s date and the date for yesterday or for tomorrow. Ayer, hoy, mañana.

            Teacher asks: ¿Qué número? Teacher circles with a different number.

            Teacher asks the full date with the wrong month. Teacher circles with the actual month.

            If keeping a calendar in the room, teacher asks one or a few students to set the calendar.

  • Weather report. Teacher asks students to look outside. Mira afuera, and then asks if it is raining, snowing, sunny, cloudy, windy, and/or there is a storm. ¿Llueve, nieva, hace sol, hace viento, está nublado, hay tormenta? If keeping a chart in the room, teacher asks one or a few students to fill the climate for the day or the period.
  • Music. Teacher asks the students to pay attention to the music and try to identify the rhythm. Teacher says the name of the rhythm and offers to teach the steps of the dance. Teacher dances and students observe and dance according to teacher’s lead.

 

ACTIVITIES

Telling/asking the story

  1. Teacher says the first sentence and circles each known fact.
  2. Teacher asks for details or unknown information. Teacher selects the answer according to a pre-made story line or plays with the students’ answers and improvises a story.
  3. Teacher repeats the process with each statement that includes a new word or expression.
  4. Teacher selects a student to create a parallel story by comparison. Every fact and/or detail is then contrasted to the student’s responses. The student’s story may be totally fictional and exaggerated or based in his/her personal experience.
  5. Teacher retells the story.
  6. Students tell the story.

 

CLOSING

·         Ask for the meaning of the new words.

  • Create a password to say bye. Such as Hasta mañana, see you tomorrow; Hasta el viernes, see you on Friday; Buen fin de semana, have a good weekend; Hasta la vista, see you later…

 

HOMEWORK

Extended reading with the target vocabulary.

Illustrating the story.

Answering questions about the story.

Answering to personal questions related to the target vocabulary.

 

Lesson: Step: 3             Date:

 

OBJECTIVES

At the end of the lesson the students will be able to read and understand texts or/and play games that include the following words, structures, or expressions:

Spanish                                    English

1

2

3

4

5

6

 

ASSESSMENT

Informal

  • Teacher checks accuracy in translation.
  • Teacher checks participation and coral responses.

 

Formal

  • Teacher gives a reading comprehension quiz

 

MATERIALS

Story

Audio materials

Game

 

ACTIVATOR or ANTICIPATORY SET

  • Music Teacher plays music from
  • Greetings. Hola, buenos días (buenas tardes), adelante, siéntate, necesitas la tarea, necesitas el libro de…
  • Date of the day. Teacher asks: ¿Qué día es hoy? Teacher circles response with today’s date and the date for yesterday or for tomorrow. Ayer, hoy, mañana.

            Teacher asks: ¿Qué número?  Teacher circles with a different number.

            Teacher asks the full date with the wrong month. Teacher circles with the actual month.

            If keeping a calendar in the room, teacher asks one or a few students to set the calendar.

  • Weather report. Teacher asks students to look outside. Mira afuera, and then asks if it is raining, snowing, sunny, cloudy, windy, and/or there is a storm. ¿Llueve, nieva, hace sol, hace viento, está nublado, hay tormenta?  If keeping a chart in the room, teacher asks one or few students to fill the climate for the day or the period.
  • Music. Teacher asks the students to pay attention to the music and dances. Teacher and students dance or sing.

 

ACTIVITIES

Homework checking

1.       Teacher asks the students to take out the story for homework.

  1. Teacher checks the illustrations were done.
  2. Teacher reads the first sentence and asks a student to translate into English.
  3. Teacher makes comments and asks questions in Spanish.
  4. Teacher continues with next sentence.
  5. Teacher gives students time at the end of each box for corrections or addition of details.

 

Reading aloud

  1. Teacher asks the student to sit on the floor surrounding her/him while teacher sits on a chair to read a book. Or teacher sets the projector with the scanned book.

2.       Teacher reads each sentence and asks for comprehension and translation. Teacher asks questions about images and establishes comparisons with students’ lives.

3.       Teacher translates non high frequency words.

4.       Teacher gives as many pop-up meaning explanations of grammar as necessary.

 

Free Voluntary Reading

Teacher reserves the last 10 to 15 minutes to ask the students to pick a book from the library and read it.

 

Learning Centers

Allow the students to slect and work at the center of their preference. See learning centers  for ideas. Go to lecturas en la red for a list of books and stories available on line.

 

Computer game

Teacher asks the students to go to the computers and play with the Spanish software. (Jump Start in Spanish, Say It in Spanish, etc.)

 

Bingo

Teacher calls the numbers or the words or expressions and students cover the number or image.

 

Fly swatter

Two students come to the front and receive fly swatters. Teacher calls for a word and the student who smacks the image, number, or word first stays.

 

Collective writing

Teacher gives or shows a set of images, comic book like, and asks the students to give her/him sentences that describe what is going on in each box. Teacher writes down what the students say.

 

Teacher gives the students words written in pieces of paper and then asks them to make up sentences and/or paragraphs.

 

CLOSING

·         Ask for the meaning of the new words.

  • Create a password to say bye. Such as Hasta mañana, see you tomorrow; Hasta el viernes, see you on Friday; Buen fin de semana, have a good weekend; Hasta la vista, see you later…

___________________________________

 

Abreviated version

 

School name

Lesson Plan for Unit on                                                                                                                                                                             Lesson #

Teacher name

 

Step 1

VOCABULARY

(About three days)

Step 2

STORYTELLING

(One day)

Step 3

READING

(One day)

Objectives

At the end of the lesson the students will be able to say, spell, read, and understand the meaning of the following words, structures, or expressions:

 

Objectives

At the end of the lesson the students will be able to understand in context and use the target vocabulary, structures, or expressions by listening to a story that incorporates the vocabulary.

Objectives

At the end of the lesson the students will be able to read and understand texts or/and play games that include the target vocabulary, structures, or expressions.

 

Content

 

Skeleton Story

Selected materials

Activities

Dictate, write, and illustrate words.

Total Physical Response

Personalized Questions and Answers

 

Complementary activities

Free writing

Free or guided listening

Interactive playing

Activities

Tell the story while

Asking questions for details

Ask students to retell the story

 

 

Activities

Read, translate, discuss.

Free Reading or Learning Centers

 

Complementary activities

Collective writing

Assessment

Check notebooks for spelling

Check for understanding of meaning

Check for following TPR commands

Check accuracy of the gestures

Check for answering of your questions during circling

Vocabulary Quiz

Assessment

Check for understanding

Listening comprehension quiz

 

 

Assessment

Check pronunciation

Check accuracy on translation

Check illustrations for correlation with text

Monitor use of learning centers

Reading comprehension quiz

Standards

7.1. A – Interpretational Communication

7.1. B – Interpersonal Communication

7.1. C – Presentational Communication

7.2. Culture

Standards

7.1. A – Interpretational Communication

7.1. B – Interpersonal Communication

7.1. C – Presentational Communication

7.2. Culture

Standards

7.1. A – Interpretational Communication

7.1. B – Interpersonal Communication

7.1. C – Presentational Communication

7.2. Culture

Date

 

Date

 

Date

 

 

 

 

Copyright © 2006 Piedad Gutiérrez

For materials, resources and ideas for foreign language teachers got to TPRSofNJ.com