Lesson Plans of Michelle M - Summit Hill
Lesson Plans of Mrs. Beth Moore
Spanish I, Grades 7-8
Monday, November 7, 2016
Grade 7
ISLS: 28.A.1a, 28.D.1b
CCSS: K.RI.7, K.RF.3.a, K.RF.3.c, K.RF.3.d
OBJECTIVE: Students will use with adjectives to construct sentences for describing people.
METHODOLOGY: Students will create an illustrated graphic organizer to tell what they are like and what they are not like, using 10 total different adjectives. Distribute project requirements and discuss. Allow students class time to begin drafting their work.
DIFFERENTIATION: Echo reading; choral reading; color-coding; mnemonic devices for memory strategy; explicit connections to cognates; use of notes/visual aides; use of graphic organizers; providing exemplars of student work; extended time to complete outside of class.
ASSESSMENT: Observe students’ participation.
TECHNOLOGY INTEGRATION: Suggested use of the Expresate! practice website to review vocabulary of Chapter 2:
Grade 8
ISLS: 28.A.1a and 28.B.1b
CCSS: K.RI.7, K.RF.3.a, K.RF.3.c, K.RF.3.d
OBJECTIVE: Students will differentiate between the uses of the verbs “to be:” ser and estar.
METHODOLOGY: Review homework. Students will take notes on the differences between uses of ser and estar. In ¡Expresate! read page 200 and discuss. Assign grammar tutor pages 33-34 and Ser/Estar Practice sheet.
DIFFERENTIATION: Use of notes/visual aides; use of graphic organizers; task completion with partners; extended time to complete outside of class.
ASSESSMENT: Observe oral participation.
TECHNOLOGY INTEGRATION: Suggested use of the Expresate! practice website to review vocabulary of Chapter 6:
Tuesday, November 8, 2016—Election Day—No School
Wednesday, November 9, 2016
Grade 7
ISLS: 28.A.1a, 28.D.1b
CCSS: K.RI.7, K.RF.3.a, K.RF.3.c, K.RF.3.d
OBJECTIVE: Students will use with adjectives to construct sentences for describing people.
METHODOLOGY: Review yesterday’s notes. In ¡Expresate! read page 48. Assign page 48-49, activities 7, 8, and 9 with English translations.
DIFFERENTIATION: Echo reading; choral reading; color-coding; mnemonic devices for memory strategy; explicit connections to cognates; use of notes/visual aides; use of graphic organizers; task completion with partners; extended time to complete outside of class.
ASSESSMENT: Observe students’ participation.
TECHNOLOGY INTEGRATION: Suggested use of the Expresate! practice website to review vocabulary of Chapter 2:
Grade 8
ISLS: 28.A.1a and 28.B.1b
CCSS: K.RI.7, K.RF.3.a, K.RF.3.c, K.RF.3.d
OBJECTIVE: Students will differentiate between the uses of the verbs “to be:” ser and estar.
METHODOLOGY: Review homework. In ¡Expresate! assign pages 200-201, activities 7-10.
DIFFERENTIATION: Use of notes/visual aides; use of graphic organizers; task completion with partners; extended time to complete outside of class.
ASSESSMENT: Observe oral participation.
TECHNOLOGY INTEGRATION: Suggested use of the Expresate! practice website to review vocabulary of Chapter 6:
Thursday, November 10, 2016
Grade 7
ISLS: 28.A.1a, 28.D.1b
CCSS: K.RI.7, K.RF.3.a, K.RF.3.c, K.RF.3.d
OBJECTIVE: Students will apply rules for gender and adjective agreement.
METHODOLOGY: Students must take excellent notes. In ¡Expresate! read page 50 for supplemental explanation. On pages 50-51 assign activities 11, 12, and 13.
DIFFERENTIATION: Echo reading; choral reading; color-coding; highlighting/underlining ends of nouns/adjectives; explicit connections to cognates; use of notes/visual aides; use of graphic organizers; task completion with partners; extended time to complete outside of class.
ASSESSMENT: Check homework.
TECHNOLOGY INTEGRATION: Suggested use of the Expresate! practice website to review vocabulary of Chapter 2:
Grade 8
ISLS: 28.A.1a and 28.B.1b
CCSS: K.RI.7, K.RF.3.a, K.RF.3.c, K.RF.3.d
OBJECTIVE: Students will differentiate between the uses of the verbs “to be:” ser and estar.
METHODOLOGY: Review homework. In Cuaderno de vocabulario y gramatica, assign page 64. In Cuaderno de actividades, assign pages 51-52.
DIFFERENTIATION: Echo reading; choral reading; color-coding; explicit connections to cognates; use of notes/visual aides; use of graphic organizers; task completion with partners; extended time to complete outside of class.
ASSESSMENT: Observe students’ participation. Check homework.
TECHNOLOGY INTEGRATION: Suggested use of the Expresate! practice website to review vocabulary of Chapter 6:
Friday, November 11, 2016
Grade 7
ISLS: 28.A.1a, 28.D.1b, 28.B.1a, 28.B.2a
CCSS: K.RI.7, K.RF.3.a, K.RF.3.c, K.RF.3.d
OBJECTIVE: Students will continue using forms of ser and applying rules for gender agreements. Students will apply question words to match questions with logical responses.
METHODOLOGY: Students will complete “cuaderno de gramatica y vocabulario” pages 16-18. (Stop at act. 15.) Students must take excellent notes on question formation. In ¡Expresate! page 52, read grammar notes. Also, assign pages 52-53, activities 16, 17, and 18.
DIFFERENTIATION: Echo reading; choral reading; color-coding; highlighting/underlining ends of nouns/adjectives; explicit connections to cognates; use of notes/visual aides; use of graphic organizers; task completion with partners; extended time to complete outside of class.
ASSESSMENT: Check homework.
TECHNOLOGY INTEGRATION: Suggested use of the Expresate! practice website to review vocabulary of Chapter 2:
Grade 8
ISLS: 28.A.1a
CCSS: K.RI.7, K.RF.3.a, K.RF.3.c, K.RF.3.d
OBJECTIVE: Students will apply rules for conjugation of e to i stem-changing verbs.
METHODOLOGY: Students will take notes on the two verbs pedir and servir. Students will practice conjugating the verbs pedir and servir with various subjects on practice sheet. Also, assign cuaderno de vocabulario y gramatica page 65.
DIFFERENTIATION: Echo reading; choral reading; color-coding stem-changes and verb endings; use of notes/visual aides; use of graphic organizers; task completion with partners; extended time to complete outside of class.
ASSESSMENT: Observe students’ participation.
TECHNOLOGY INTEGRATION: Suggested use of the Expresate! practice website to review vocabulary of Chapter 6:
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