Language Level Novice Low Grade 2 nd Day in Unit Middle of unit Minutes 40 minutes each lesson (2 part lesson) Unit Theme and Question Cosas en la clase: qu hay en la clase de espaol? Daily topic: School Items STANDARDS LESSON OBJECTIVES What are the communicative and cultural objectives for the lesson? Communication and Cultures Which modes of communication will be addressed? Students can: I can label familiar people, places, and objects in pictures and posters I can list items I see everyday Interpersonal Interpretive Presentational If applicable, indicate how Connections Comparisons
Communities Common Core will be part of your lesson. Connections Spanish alphabet and symbols (accents where necessary) Comparisons Communities Common Core Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively (CCSS.ELA-Literacy.CCRA.SL.1).
Lesson Sequence Activity/Activities What will learners do? What does the teacher do? Time* How many minutes will this segment take? Materials Resources Technology Be specific. What materials will you develop? What materials will you bring in from other sources? Gain Attention / Activate Prior Knowledge Teacher will start the lesson by reviewing the PowerPoint the class made of everyday objects Students will say the Spanish name of the object when it appears on screen 5 minutes PowerPoint using Microsoft Power Point program and Elementary Spanish Lesson By Jamie Black Keys to Planning for Learning, 2013 images from Google Computer to display PowerPoint Provide Input Teacher will briefly review the format of the stations and expectations for work time that were previously taught Teacher will also assign students to each station and have an order for rotation Stations are as follows: (students go to a total of 2 stations each day, the lesson spans two class periods) 1) Label the classroom students will take turns drawing a card from the pile each card is labeled with a Spanish item in the room they must go stick that label on the real item in the room students take turn until all cards are gone, then they must go retrieve them 2) Pictionary Students take turns drawing a card from the pile that has an item and its Spanish name, then this student draws it on their whiteboard The other students must guess the item using its Spanish name Students repeat this process until the game has ended 3) Conversation Students work in pairs to examine a picture of a room Each student must write down as many Spanish items as they see in the room Once they listed all the items they can think of students must work together to point out every item they see while saying its Spanish name 4) Listening-En Mi Mochilla Roja Students will individually listen to En Mi Mochilla Roja on student laptops 5 minutes Teacher made vocabulary cards (2 sets) Pictures of different rooms obtained from Google Images (about 10 different rooms) En Mi Mochilla Roja video retrieved from: https://www.youtube.c om/watch?v=tSMY71I J3DU Plain paper (1 piece per student) Student laptops and headphones (about 6)
Elementary Spanish Lesson By Jamie Black Keys to Planning for Learning, 2013 Students will draw and label the items they saw and heard in the video
Elicit Performance / Provide Feedback Teacher will observe students working and take anecdotal records Teacher can collect any work from the stations 25 minutes Closure
Each student will complete an exit slip on a sticky note with a drawing of a classroom object and label it Students will write the name on the back of their sticky note Teacher will collect these after students are finished and stick them on the whiteboard and review items with the class and provide praise if needed 5 minutes
Enhance Retention & Transfer
These stations may be repeated again near the end of the unit Students can take home their drawings as a future reference Teacher may decide to post pictures of the labeled classroom and student work on the class website or blog Anytime, anywhere learning
Class website or blog Differentiation The teacher has differentiated this lesson based on the process of learning about everyday items. Students are able to practice their Spanish presentational speaking and writing throughout the lesson in various formats. This lesson also shows flexible grouping where students can work in pairs, partner, or individual settings.