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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