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Chávez Daily Lesson Plan Template

Goals

Monday Tuesday Wednesday Thursday Friday (FLEX DAY)

No School Review so far… 1B.1 SWBAT 1I.1 SWBAT SWBAT practice
identify letters in describe the LSRW cycles.
1J.1 SWBAT origin of the
the alphabet Spanish
identify the people 1B.2 SWBAT language SWBAT recognize
with whom they spell words in 1I. 2 SWBAT writing and
would use Spanish name Spanish- speaking rubrics.
informal and speaking countries
formal address. SWBAT define 1I.3 SWBAT
and identify identify the
cognates location of
Spanish-speaking
countries.
Questions

No school How do we How does knowing the Where in the world are How can I build my
appropriately address alphabet support our Spanish speakers? Spanish skills?
people of different Spanish skills?
ages in Spanish?
HW

No School Hw #5 Hw #6 Hw #7 Practice vocabulary.

With whom in your Teach a family As we continue to
life do you use formal member the alphabet study Spanish- Try to use your
or informal address? in Spanish. speaking countries, Spanish conversation
what do you want to skills with somebody
know about these new.
countries and peoples.
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Formal and Informal Speech

DATE: Tuesday, 9/8
SUBJECT: Spanish I
TEACHER: Reilly
Learning Recognize appropriate salutations (formal vs. informal) and gestures.
Outcome
Aligned I.1.1 Use verbal and non-verbal cues to understand simple spoken and written messages.
Standard
Connecting:
4.1.3 Identify and compare different forms of address used in the target language and the
dominant language.

Daily SWBAT identify the people with whom they would use informal and formal address.
Objective
Essential How do we appropriately address people of different ages in Spanish?
Question
Students KNOW: BE ABLE TO DO:
will: -forms of formal and informal address (tu vs. -distinguish between formal and informal address in
usted) speaking Spanish with others
-people whom we address formally or informally

Public N/A
Policy
Integration
Assess- Exit slip – Act. 6 page 5 in Realidades textbook (on a slip of paper). This is a short dialogue and 5 T/F
ment questions about the content of the dialogue.

WARM UP In English, how does our speech change to show respect when we speak to certain
people?
Lesson
Agenda
1. warm up (5 min)
2. Objective and share out (3 min)
3. GRR
Step 1: notes on informal and formal address (10 min)
Step 2: tu vs. usted flashcards…students have 2 index cards, one says tu the other
says ud. and they hold up the appropriate card depending on the person that the
techer names. Teacher will use visual check for understanding by looking at
student index cards. (7 min)
Step 3: Dialogues. Students, in pairs, will create a dialogue between a student and
the principal, keeping in mind formal and informal address. (15 min)
4. Share the dialogues (7 min)
Expectations: full attention “active listening” to the speakers, clap for pairs after
they present. We only give support, we do not laugh or correct. The teacher can
correct.
5. exit slip (see above)
6. close out: cold call to practice Spanish introductory phrases, pass out hw
Modifications for Guided notes
Students with Mixed level pairs
Special Needs Color coding for formal vs. informal during notes
Homework
HW #5 - Who in your own life would you address informally and formally? Complete
the chart.
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The Spanish Alphabet

DATE: Wednesday, 9/9
SUBJECT: Spanish I
TEACHER: Reilly
Learning Recognize and use the Spanish alphabet to spell Spanish words.
Outcome
Aligned P.1.3 Demonstrate attention to accuracy in intonation and pronunciation especially when
Standard presenting prepared material orally.
Connecting:
4.1.1 Identify and recognize word borrowings and cognates in the language studied and English.

Daily SWBAT identify letters in the alphabet

Objective SWBAT spell words in Spanish

SWBAT define and identify cognates

Essential How does knowing the alphabet support our Spanish skills?
Question
Students KNOW: BE ABLE TO DO:
will: -pronunciation of Spanish letters -use Spanish pronunciation to spell words
-definition of cognate -define cognate
-provide examples of cognates in words we have
learned already
Public N/A
Policy
Integration
Assess- Exit slip – Listening activity to practice spelling words for each other
ment

WARM UP
What words have we learned so far that look similar in English and Spanish?

Lesson
Agenda As students enter, teacher will greet each student at the door

1. Warm-up (5 min) See above.

2. Share out (5 min) warm-up and keep list at the left of the board
Define cognate: words students gave were all examples. We will reference this word all
year long.

3. The Alphabet – a quick GRR (15 min) Students do not need to write. Need to listen to the
sounds and practice repeating after the teacher.
Step 1: teacher says and explains phonetic pronunciations of each, students write
Step 2: say and repeat, teacher, studentes
Step 3: students recite, as whole class, then in rows
Finally, students use the letters to spell words in Spanish

4. Alphabet Bingo (15 min)

5. Exit Slip (5 min) – Alphabet listening activity

6. Closing (5 min): Explain procedure for exiting: (Dismissed with “Adelante”), everyone
writes their homework in the agenda, as teacher checks she will pass out the homework
and explain procedure for the next day.
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Modifications for Written pronunciation of letters as a reference sheet will be provided.

Students with
Special Needs
Homework
Hw #6 - Teach the Spanish alphabet to a family member by saying each letter and
having them repeat after you. Come back with signature of this practice.
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Introduction to Spanish Geography

DATE: Thursday, 9/10
SUBJECT: Spanish I
TEACHER: Reilly
Learning Describe the origin of the Spanish language and where it is spoken in the world.
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 information.

Daily 1I.1 SWBAT describe the origin of the Spanish language

Objective 1I. 2 SWBAT name Spanish-speaking countries
1I.3 SWBAT identify the location of Spanish-speaking countries.
Essential Where in the world are Spanish speakers?
Question
Students KNOW: BE ABLE TO DO:
will: -origin of the Spanish language -describe the origin of the Spanish language
-names and locations of Spanish-speaking -identify Spanish-speaking countries
countries
-continents that are predominantly Spanish-
speaking
Public N/A
Policy
Integration
Assess- Exit slip, “L” of KWL
ment

WARM UP Why is knowing the origin of the Spanish language ans where it is spoken important
to our study of the language?

Lesson
Agenda
1. warm –up (5 min)
2. share-out and objective (5 min)
3. KWL: Spanish-speaking countries (traits and locations)
4. GRR – identifying origins and countries
1. Power Point presentation: origin of Spanish language and location of countries with
notes and graphics
-students take guided notes
2. together we practice naming and pointing to Spanish-speaking countries
3. students create a color-coded map by continent of Spanish-speaking countries
5. exit slip: complete the “L” column of your KWL
6. close out: reflect on what we learned.

Modifications for Guided notes during power point presentation for all students
Students with
Special Needs
Homework HW #7 - We will continue to study these Spanish-speaking countries throughout
the year? Please list 5 to 10 things you would like to know about these countries
and their people.
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Goal Setting
DATE: Friday, Sept. 11
SUBJECT: Spanish I
TEACHER: Reilly
Learning Engage in conversations in spoken and written form.
Outcome
Aligned IP.1.5 Initiate brief conversations applying basic language patterns, and familiar phrases and
Standard sentences.

P.1.2 Present orally and in writing information that contains a variety of familiar vocabulary,
phrases, and structural patterns.

Daily SWBAT practice LSRW cycles.

Objective
SWBAT recognize writing and speaking rubrics.
Essential How do I build my Spanish skills?
Question
Students KNOW: BE ABLE TO DO:
will: -how they will be graded in Spanish speaking Participate in timed writing and speaking practice
and writing assessments.
Public N/A
Policy
Integration
Assess- Teacher will assess writing and speaking of students according to the rubric.
ment

WARM UP What did you find challenging about the Spanish “listening” exercise from
yesterday? What about the “reading” exercise?

Lesson
Agenda
As students enter, teacher will greet each student at the door and ask ¿Cómo estás?

1. Warm-up (5 min) …share out responses

2. Objective (2 min)…student reads from the board

-talk about flex Fridays and the way we will use the time for skills practice

3. Practice/review from the week (3 min)

-ask students how they are doing
-have a student explain the LSRW cycle

TODAY: continue the LSRW cycle, learn the rubric, set goals

4. Importance of rubrics (5 min) – whole class discussion

5. Spanish WRITING (15 min): read the rubric together, mark the text, check for
understanding, answer questions
-given the prompt, and no vocabulary sheet, do the best you can to respond
-grade an exemplar together, then students grade their own

6. Spanish SPEAKING (15 min): read the rubric together, mark the text, check for
understanding, answer questions
-Use of video cassette recorders. Talk about setup, norms, procedures.
-Students are given a prompt (partner dialogues), 1 min to jot notes and plan: who will
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start? What is key vocabulary? Then 1 minute to record. Listen for the timer!
Depending on time, go back, listen, grade yourselves, re-record.

7. Closing (5 min): Students record homework in agendas. Talk about homework as a

challenge to themselves.
Popsicle dipsticking – ask students to reflect on use of the rubrics today.

TEACHER dismisses with “adelante”

Modifications for No time limit in writing prompt or in preparation for speaking task.
Students with
Special Needs
Homework Practice vocabulary.

Try to use your Spanish conversation skills with somebody new.