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|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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| |2nd Period |

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| |7th Period |

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| |8th 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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| |Students: |

| |1st Period |

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| |2nd Period |

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| |3rd Period |

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| |4th Period |

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| |5th Period |

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| |6th Period |

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| |7th Period |

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| |8th Period |

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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 |

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| |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 |

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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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| |TEST: Verb Conjugation |

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