TEACHER: Elisabet Mayora DATE: 02-14-2007
TEACHER: Elisabet Mayora DATE: 02-14-2007
LESSON TITLE: Colores GRADE: 6th / Spanish
INSTRUCTIONAL OBJECTIVES/ STUDENTS OUTCOMES:
• Students will be able to recognize, recite, spell, identify and understand colors in Spanish.
• Students will be able to learn new vocabulary.
• Students will be able to write and remember Spanish words.
• Students will be able to explain and compare information.
• Students will be able to use their creativity to design and construct a color chart
• FLI.1.7 recognize words and phrases in context.
• FLI.1.10 read and comprehend language appropriate to the level of study
• FLI.1.13 reproduce appropriate intonation and pronunciation of words and
phrases
• FLI.1.14 write familiar words or phrases.
• FLI.3.1 recognize information and skills common to the target language and
other disciplines.
RATIONALE:
This lesson is designated to help the students to know, recognize, and remember the colors in Spanish through working actively with hands on art experience with them.
MANAGEMENT FRAMEWORK:
50 minutes Block Lesson
• 5 minutes: students enter classroom, sit down, be quiet, pass roll, collect homework
• 10 minutes: class discussion with overhead projector
• 1 minute: giving out worksheet
• 5 minutes: explaining the exercise to be done showing example
• 5 minutes: answering student’s questions
• 10 minutes: individual work
• 1 minutes: collecting worksheets
• 8 minutes: oral assessment with flashcards
• 5 minutes: closure – essential question
TEACHING STRATEGIES/ ACTIVITIES:
• Teacher-led discussion (oral)
• Teacher demonstration (oral, visual)
• Technology integration – Overhead projector (visual)
• Student questioning (oral)
• Independent Practice – worksheet (visual, written, kinesthetic)
• Assessment – Colored flashcards (oral, visual)
PROCEDURES:
Introduction:
• Students take out homework assignment.
• Show colors on overhead projector. See attachment #1.
Body:
• Show how to pronounce the colors in Spanish
• Students repeat the new vocabulary after teacher
• Give out the worksheets
• Explain how to do the worksheet with an example on the overhead projector. See attachment #2, #3, and #4. Students will work independently at their own pace. They can start with filing in the colors first and then write the names or vice versa. I will let the students use their creativity and their own way.
• Answer students’ questions
• Students’ individual work
• Collect worksheets and prepare students for assessment with the flashcards. See attachment # 5
• Ask students to say the colors first as a group then individually
Closure:
• Finish with essential question: Can anybody tell me how many colors are in the Spain’s flag and what are they? (The Spanish flag was shown and done in a prior lesson).
• Assign homework for next class which is to finish the worksheet at home.
ASSESSMENT:
• Observation during individual work
• Student completed worksheet. See Student example 1,2,3, and 4
• Students oral response to Essential Question
• Oral responses to flashcards
MATERIALS/RESOURCES:
• Worksheet
• Checklist
• Projector
• Transparencies
• Flashcards
• Color pencils
• Rubric, see attachment # 6
REFLECTION/SELF-EVALUATION:
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