Name:
|Charlotte High School Lesson Plan |
|Name: |EmilioR Baradith |Date(s): 8/26 to 8/30 |
|Subject: |Spanish II |
|Lesson Plan Title or Unit|La Ciudad de Mexico Familiares y Amigos |
|of Study: | |
|Learning Objectives: |The learner will ………Describe people, routines, and activities. Expressing likes and dislikes. Offer help and talk about chores. Talk |
| |about plan and places. |
|W.I.C.R |_____x_____ Writing Included a writing strategy that interacts with the lesson. |
|Strategies |_____x_____ Inquiry Included higher level thinking questions and/or strategies. |
| |_____x_____ Collaboration Included time for students to interact with the content and each other. |
| |_____x_____ Reading Included reading material and implemented strategies. |
|Blooms Taxonomy: |_____x_____ Knowledge tell, list, find, label, choose, select, identify, read, write, match, define, name, recognize |
| |_____x_____ Comprehension translate, retell, define, outline, interpret, expand, classify, compare, discuss, predict |
| |_____x_____ Application solve, relate, construct, employ, demonstrate, predict, restate, translate, utilize |
| |______x____ Analysis breakdown, uncover, classify, categorize, analyze, criticize, debate, distinguish |
| |__________ Synthesis compose, originate, produce, design, predict, arrange, create, organize, propose |
| |_____x_____ Evaluation translate, evaluate, select, criticize, recommend, rank, critique, rate, score, test |
|Next Generation |(Each subject area will type in their standards.) |
|Sunshine State Standards/| |
|Benchmarks: |_________FL.A.1.2.1. Express likes and dislikes regarding various objects |
| |_________FL.A.1.2.3. Recognize and appropriately use oral syntax and inflection in spoken target language |
| |_________FL.A.1.3.1 Exchange information with peers and familiar adults orally and in writing about topics |
| |_________FL.A.1.3.3 Use appropriate vocabulary and cultural expressions to express the failure to understand a message |
| |_________FL.A.1.3.4 Use repetitions rephrasing, and gestures effectively to assist in communicating spoken messages. |
| |_________FL.A.2.2.1 Give and understand written and verbal instructions, using known, verbal patterns in the target language |
| |_________FL.A.2.2.2 Answer or formulate questions about a variety of media experiences produced in the target language |
| |_________FL.A.2.2.3 Organize information in spoken or written form about a variety of topics of academic and cultural interest |
| |_________FL.A.2.2.4 Listen and read in the target language for leisure and personal enrichment |
| |_________FL.A.2.2.5 Comprehend and respond to oral messages based on familiar themes and vocabulary |
| |_________ FL.A.2.2.6 Compare and contrast age-appropriate target language records, films and TV programs |
| |_________FL.A.2.2.7 Recognize the multiple ways in which an idea may be expressed in the target language and use them |
| |_________FL.A.2.3.4 Recognize the relationship between verbal and nonverbal signals in communication, while listening |
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|Lowest 25 % Students: |1st Period |
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|ESOL/ESE Strategies: |_____x_____ Activate Background Knowledge __________ Drama ____x______ Other: |
| |______x____ Adult/Peer Tutoring __________ Graphic Organizer ____x______ Realia |
| |_____x_____ Audio-Visual ______x____ Inquiry Approach ____x______ Slide |
| |Show |
| |_____x_____ Computer Use _____x_____ Key Words __________ |
| |Song/Music |
| |_____x_____ Cooperative Learning _____x_____ KWL ____x______ Total |
| |Physical Response |
| |_____x_____ Direct Instruction _____x_____ Manipulatives ______x____ Video|
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|Lesson Plans: |Weekly Lesson Plan |
| |Brief Outline |
|English- Iovine |MONDAY |
|Reading-Iovine | |
|Social Studies-Shafer |Bell Ringer: Repetition of Every day questions en Español; rewview WOW words in Spanish |
|Math-Gehlhausen | |
|Science-Kepler |Students will copy Vocab. 1 and 2 on pg. 37 for Chapter 1 |
|Foreign Lang.-Kepler |Introduce the vocabulary with transparency Vocabulary 1.1, modeling the pronunciation. |
|ESE- Kepler |Ask students, Como eres tu? And have them answer using Soy……… and the vocabulary words that best describe them |
|Electives-Bohatch |Have Students practice the adjectives further by using Son……..to describe their family and friends. |
| |Students will interact with one another and talk about what their friends and family do on the weekends. Students will practice with |
|*ASSESSMENTS |at least 3 different activities. |
|Attach any assessment you|Student will then work on Workbook for vocab and grammar on pgs. 1-3 |
|will be using. It must |Teacher/Student will then review work together for comprehension and understanding the objective. |
|include higher level | |
|questions and a written | |
|portion. |TUESDAY |
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| |Bell Ringer: Repetition of Every day questions en Español; rewview WOW words in Spanish |
| | |
| |Students will copy Vocab. 1 and 2 on pg. 37 for Chapter 1 |
| |Introduce the vocabulary with transparency Vocabulary 1.1, modeling the pronunciation. |
| |Ask students, Como eres tu? And have them answer using Soy……… and the vocabulary words that best describe them |
| |Have Students practice the adjectives further by using Son……..to describe their family and friends. |
| |Students will interact with one another and talk about what their friends and family do on the weekends. Students will practice with |
| |at least 3 different activities. |
| |Student will then work on Workbook for vocab and grammar on pgs. 1-3 |
| |Teacher/Student will then review work together for comprehension and understanding the objective. |
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| |WEDNESDAY |
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| |Bell Ringer: Repetition of Every day questions en Español |
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| |Students will copy Vocab. 1 on pg. 37 for Chapter 1 |
| |Introduce the vocabulary with transparency Vocabulary 1.1, modeling the pronunciation. |
| |Ask students, Como eres tu? And have them answer using Soy……… and the vocabulary words that best describe them |
| |Have Students practice the adjectives further by using Son……..to describe their family and friends. |
| |Students will interact with one another and talk about what their friends and family do on the weekends. Students will practice with |
| |at least 3 different activities. |
| |Student will then work on Workbook for vocab and grammar on pgs. 1-3 |
| |Teacher/Student will then review work together for comprehension and understanding the objective. |
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| |THURSDAY |
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| |Bell Ringer - Repetition of Every day questions en Español |
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| |Continuing to review describing people and family, but now we are adding adjectives and Gustar to the questions and answers. |
| |Teacher will tell the students that they can determine gender of most Spanish nouns by looking at the noun’s ending. I will give them |
| |examples of different nouns and ask them to guess their genders. |
| |Teacher will check the student’s comprehension of noun adjective agreement, provide them with a noun, and add an adjective according to|
| |the noun. |
| |I will continue doing this with different nouns until they understand male and female nouns. |
| |Have students write sentences to practice the different forms of Gustar |
| |Teacher/Student will then review work together for comprehension and understanding the objective. |
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| |FRIDAY |
| |Bell Ringer - Repetition of Every day questions en Español |
| | |
| |Continuing to review describing people and family, but now we are adding adjectives and Gustar to the questions and answers. |
| |Teacher will tell the students that they can determine gender of most Spanish nouns by looking at the noun’s ending. I will give them |
| |examples of different nouns and ask them to guess their genders. |
| |Teacher will check the student’s comprehension of noun adjective agreement, provide them with a noun, and add an adjective according to|
| |the noun. |
| |I will continue doing this with different nouns until they understand male and female nouns. |
| |Have students write sentences to practice the different forms of Gustar |
| |Teacher/Student will then review work together for comprehension and understanding the objective. |
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| |TEST: Verb Conjugation |
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