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Lesson Plan~The Academy for Technology & the Classics~Cultivating Fearless Learners
|Instructor’s name: |Course/Grade: |
|McCormick |Spanish III |
|Week of: |Unit Name: |
|February 1st – 5th |Dialogue and Presentations |
|(1A)*Essential Question(s): |(1A/1B) Connections (prior/future learning): |
|What are direct/indirect object pronouns? |Review of Spanish II |
|How can I use double object pronouns in Spanish? | |
|(1A) Common Core/State Standards: |
|Standard 1: By speaking, writing or signing, students will express themselves in a culturally-appropriate manner for many purposes. |
|B. Standard 2: By listening, observing, reading and discussing, students will comprehend and interpret oral, written and visual messages on a variety of topics. |
|C. Standard 3: Students will understand the relationship between language and culture |
|E. Standard 5: Students will understand how language works. |
|(1E) Other considerations |(1D) Resources/Materials: |
|All accommodations and modifications indicated in student IEPs will be followed. Any |Students: Homework, Notes |
|needs of ELL students (modification of assignment length, modification of assignment |Teacher: PPT Double Object Pronouns |
|complexity, modification of source reading, etc.) will be implemented. | |
|(1F) Assessment (How will you monitor progress and know students have successfully met outcomes? What happens when students understand and when they don’t understand?|
| |
|Daily: Exit Tickets, Cold call and other checks for understanding. Homework |
| |
|This Week: |
|MONDAY | |
|(1C) Learning Target: I can use object pronouns to describe |(1F)Embedded Formative Assessment: teacher will monitor student progress |
| | |
|(1C) Do Now: PoS Practice |(1B)Closing Activity: define this part of a sentence |
| | |
|Students will watch a short commercial in Spanish. Then they will write at least |Homework: Complementos- sentence parts |
|one paragraph describing it using object pronouns | |
|Songs: Dile and dimelo | |
|TUESDAY | |
|(1C) Learning Target: I can write a dialogue in Spanish using object pronouns |(1F)Embedded Formative Assessment: teacher will monitor student progress |
| | |
|(1C) Do Now: PoS Practice |(1B)Closing Activity: define this part of a sentence |
| | |
|Song Dejenme llorar |Homework: Double Object Pronouns- sentence forming |
|Introduce dialogue assignment and begin brainstorming | |
|WEDNESDAY | |
|(1C) Learning Target: I can write a dialogue in Spanish using object pronouns |(1F )Embedded Formative Assessment teacher will monitor student progress |
|(1C) Do Now: complementos practice | |
| |(1B) Closing Activity: Pass the cow with commands |
|Student will continue to write their dialogues | |
|THURSDAY | |
|(1C) Learning Target: I can present a scripted dialogue in Spanish |(1F )Embedded Formative Assessment- teacher will monitor student progress |
| | |
|(1C) Do Now: Double Object Pronouns |(1B) Closing Activity: check in with progress |
| | |
|Student will swap dialogues and begin rehearsing | |
|FRIDAY | |
|(1C) Learning Target: I can report my article to the class and introduce a |(1F)Embedded Formative Assessment: teacher will monitor progress, visiting each |
|discussion topic |group and participating in discussions |
| | |
|(1C) Do Now: complementos practice |(1B)Closing Activity: recap assignment and performances |
| | |
|Students will present their dialogues to the class. |Homework: none |
|*Refers to NMTEACH Rubric: |Formative Assessment includes, but is not limited to: |
|1A-Demonstrating knowledge of content |Exit tickets, white board response, consensagrams, red/green cards, formal or |
|1B-Designing coherent instruction |informal student conferences, sticky note assessment. |
|1C-Setting Instructional outcomes | |
|1D-Demonstrating knowledge of resources | |
|1E-Demonstrating knowledge of students | |
|1F-Designing student assessment | |
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