1. Topic-
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| Introductory Days to Spanish |
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2. Content-
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Initial correlations of Spanish and English:
alphabet; cognates; names; introductions;classroom expressions (1/early
fall).
This is a multiple day lesson of an Introductory Unit.
Administrative duties |
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3. Goals: Aims/Outcomes-
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1. To get students using components of the Spanish language, immediately!
2.To provide Baseline/introductory
lesson(s) using correlations/similarities of both languages' alphabets,
some cognates, names, introductions, and initial classroom connections. |
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4. Objectives-
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1.Students sing/chant the Spanish alphabet with 80%
or more correct pronunciation.
2.Students correctly identify/translate the given pure or near perfect
cognates of Spanish into English with 80% or more, accuracy..
3.*Students use internet information to either analyze or apply Spanish
version/equivalent of first name (tarea de apellido hispano) with
80%-100% accuracy. *Some students may need to synthesize gathered
data into name. Students may use middle name if equivalent doesn't
exist for first name.
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5. Materials and Aids-
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| "Do Now", dry erase board/Promethean board, dry erase markers,eraser,
song, cognates/vocabulario, alphabet poster, laminated letters, pens,
pencils, scrap papers, classroom expressions handout, cognate and/or
alphabet videos, computer |
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6. Procedures/Methods-
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A. Introduction-
1.Verbal welcome and hello in target language.
2. "Do Now" on dry erase board or Promethean/Smartboard.
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B. Development-
1. Discussion of student "Do Now"with "Haz lo." Can self-start each
class, beginning tomorrow.
2. So many comparisons/similarities/correlations...
3. alphabet: echo/chant song and comparisons associatives/references/visuals
in actual classroom -yellow cards
4.cognates (Spanish to English)with handout plus: in actual class:
Word Wall/pared de palabras
5.names (tarea/homework) |
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C. Practice-
1. Alphabet Song/Chant
2. alphabet laminated
3. Cognates: Spanish to English
4. Cognates: using some classroom expressions, right away for ear
training...easing into immersion and TPR, as well as cooperative learning
activities.
5. brain work review with videos
6.Closure questions.
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D. Independent Practice-
1.Find first name equivalent and practice pronouncing it.
2.Suggested: Share song in head with self and with someone at home.
3.Suggested: Share pronunciation of cognates with self and one other
person at home. |
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E. Accommodations (Differentiated Instruction)-
FOR FIRST DAY: 1.varied seating for varied activities
2.prior familiarization with student information: nurse notes, IEP,
504b, behavior nuances, facial/body/voice language, guidance counselor
information
3.aural/ visual stimuli
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F. Checking for understanding-
1.Student response
2.Active student participation at varying comfort levels.
3. voluntary response to teacher initiated questions and activities. |
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G. Closure-
1.Assign homework: find your name...
2.Tell us something about the Spanish alphabet...
3. Tell us something you learned today about cognates... |
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7. Evaluation-
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1.Note increase of active involvement as lesson is generated.
2.Note student responses to teacher initiated TPR/immersive techniques.
3.Lively? |
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