Maestra McCormick



Lesson Plan~The Academy for Technology & the Classics~Cultivating Fearless Learners

|Instructor’s name: |Course/Grade: |

|McCormick |Spanish I |

|Week of: |Unit Name: |

|October 19th – 23rd |Pronombres Personales, Ser y adjetivos |

|(1A)*Essential Question(s): |(1A/1B) Connections (prior/future learning): |

|How do I describe myself and others in Spanish? |Unit connects to last lesson- Subject pronouns-differences between tu and usted; SER |

|How can I communicate essential information about myself and others? |asking quien es? and yo soy; Adjectives- have used some basic for feelings, touched |

| |on using masculine and feminine adjectives |

|(1A) Common Core/State Standards: |

|Standard 1: By speaking, writing or signing, students will express themselves in a culturally-appropriate manner for many purposes. |

|Standard 2: By listening, observing, reading and discussing, students will comprehend and interpret oral, written and visual messages on a variety of topics. |

|(1E) Other considerations |(1D) Resources/Materials: |

|All accommodations and modifications indicated in student IEPs will be |Students: |

|followed. Any needs of ELL students and native speakers (modification of |Monday: Tuesday: |

|assignment length, modification of assignment complexity, modification of |Wednesday: |

|source reading, etc.) will be implemented. |Thursday: |

| |Friday: |

| |Teacher: |

|(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: |

|Completion and revision of haz ahora; students can ask questions, make revisions during review |

|Exit ticket: students can ask questions in class or see me at lunch if they need assistance |

| |

|This Week: |

|Classwork: |

|Homework: |

|MONDAY | |

|(1C) Learning Target: I can construct descriptive sentences in Spanish, applying my |(1F) Embedded Formative Assessment: Teacher will monitor students’ |

|knowledge of subject pronouns, ser, and adjectives. |progress and look back at “dialog” for grading. She will give |

| |feedback/modifications as needed; ask critical questions. |

|(1C) Do Now: 10 min | |

|Copy the following sentences. Identify the mistakes. Then rewrite each sentence correctly.|(1B)Closing Activity: Identify and describe one of your friends with at |

| |least two adjectives. 5 min |

|1. Hola! Yo es Chris. Mucha gusto! | |

|2. Lo siento. Tu somos muy feo. |Homework: Noun-adjective Agreement 2 Teacher will distribute homework, |

|3. Alex y Marcus somos amigos. |explain and take any questions. 5 min |

|4. Marisa es una bonita chica. | |

|5. Mi novio y yo soy cómicos. | |

| | |

|Class will review three main topics of subject pronouns, ser and adjectives. Students will| |

|take notes. Teacher will cold call for review. 10 min | |

| | |

|Teacher will demo the google classroom assignments. Students will write a descriptive | |

|sentence for each picture that they see. Students must also respond to at least 3 | |

|classmates’ comments. For extension, students will use two adjectives to describe and/or | |

|describe what the subjects are doing. 30 min | |

|TUESDAY | |

|(1C) Learning Target: I can interpret spoken Spanish |(1F)Embedded Formative Assessment: Quick check of cloze activities and |

| |song comprehension |

|(1C) Do Now: 10 min | |

|Identify the verbs, subjects or subject pronouns in the following sentences. | |

|1. Tú eres guapo. |(1B)Closing Activity: Cold call- Como se dice? Adjectives in Spanish 5 |

|2. Ellos son interesantes. |min |

|3. La chica perezosa es bonita. | |

|4. Doctora López es antipática. | |

|5. Mi hermano y yo somos artísticos. | |

| | |

|Class will review and turn in SER practice | |

|Students will listen to four songs that reinforce ser and adjectives and complete the | |

|cloze activities | |

|Students will complete the adjective practice | |

|WEDNESDAY | |

|(1C) Learning Target: I can write interpret the Spanish that I read and identify |(1F )Embedded Formative Assessment- Quick check of student notes and |

|descriptions. |readings |

| | |

|(1C) Do Now: 10 min |(1B) Closing Activity: on a post it note, write 3 rules for using |

|ADJECTIVE PRACTICE |adjectives in Spanish. Turn in on your way out; share if time permits. 10|

| |min |

|Teacher will read with students. Students will answer comprehension questions and complete| |

|the adjective practice. |Homework: Noun-Adjective Agreement |

|THURSDAY | |

|(1C) Learning Target: I can describe in Spanish using correct noun-adjective agreement and|(1F)Embedded Formative Assessment: Review of presentations |

|present my description to the class. | |

| |(1B)Closing Activity: Discussion: which was the best animal |

|(1C) Do Now: 10 min | |

|ADJECTIVE PRACTICE | |

| | |

|Student will create a new animal and write a quick description. Then they will present | |

|their animal to the class. Students will write a quick description of the animal that they| |

|see | |

|FRIDAY CONFERENCES | |

|(1C) Learning Target: |(1F) Embedded Formative Assessment: |

| | |

|(1C) Do Now: |(1B)Closing Activity: |

|*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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