Elementary Spanish Lesson By Jamie Black

Keys to Planning for Learning, 2013

Language Level Novice Low Grade 2
nd
Day in Unit Middle of unit Minutes
40 minutes each
lesson (2 part
lesson)
Unit Theme and Question Cosas en la clase: qu hay en la clase de espaol?
Daily topic: School Items
STANDARDS LESSON OBJECTIVES
What are the communicative
and cultural objectives for
the lesson?
Communication
and
Cultures
Which modes of
communication will be
addressed?
Students can:
I can label familiar people, places, and objects in pictures and
posters
I can list items I see everyday
Interpersonal
Interpretive
Presentational
If applicable, indicate how
Connections Comparisons

Communities Common
Core will be part of your
lesson.
Connections Spanish alphabet and symbols (accents where necessary)
Comparisons
Communities
Common Core
Prepare for and participate effectively in a range of conversations and collaborations
with diverse partners, building on others' ideas and expressing their own clearly and
persuasively (CCSS.ELA-Literacy.CCRA.SL.1).


Lesson Sequence
Activity/Activities
What will learners do?
What does the teacher do?
Time*
How many
minutes will this
segment take?
Materials Resources
Technology
Be specific. What materials will you
develop? What materials will you
bring in from other sources?
Gain Attention / Activate
Prior Knowledge
Teacher will start the lesson by reviewing the PowerPoint
the class made of everyday objects
Students will say the Spanish name of the object when it
appears on screen
5 minutes
PowerPoint
using
Microsoft
Power Point
program and
Elementary Spanish Lesson By Jamie Black
Keys to Planning for Learning, 2013
images from
Google
Computer to
display
PowerPoint
Provide Input
Teacher will briefly review the format of the stations and
expectations for work time that were previously taught
Teacher will also assign students to each station and have an
order for rotation
Stations are as follows: (students go to a total of 2 stations
each day, the lesson spans two class periods)
1) Label the classroom
students will take turns drawing a card from the pile
each card is labeled with a Spanish item in the room
they must go stick that label on the real item in the
room
students take turn until all cards are gone, then they
must go retrieve them
2) Pictionary
Students take turns drawing a card from the pile that has
an item and its Spanish name, then this student draws it
on their whiteboard
The other students must guess the item using its Spanish
name
Students repeat this process until the game has ended
3) Conversation
Students work in pairs to examine a picture of a
room
Each student must write down as many Spanish
items as they see in the room
Once they listed all the items they can think of
students must work together to point out every item
they see while saying its Spanish name
4) Listening-En Mi Mochilla Roja
Students will individually listen to En Mi Mochilla
Roja on student laptops
5 minutes
Teacher made
vocabulary cards (2
sets)
Pictures of different
rooms obtained from
Google Images (about
10 different rooms)
En Mi Mochilla Roja
video retrieved from:
https://www.youtube.c
om/watch?v=tSMY71I
J3DU
Plain paper (1 piece
per student)
Student laptops and
headphones (about 6)











Elementary Spanish Lesson By Jamie Black
Keys to Planning for Learning, 2013
Students will draw and label the items they saw and
heard in the video

Elicit Performance /
Provide Feedback
Teacher will observe students working and take anecdotal
records
Teacher can collect any work from the stations
25 minutes
Closure

Each student will complete an exit slip on a sticky note
with a drawing of a classroom object and label it
Students will write the name on the back of their sticky
note
Teacher will collect these after students are finished and
stick them on the whiteboard and review items with the
class and provide praise if needed
5 minutes




Enhance Retention &
Transfer


These stations may be repeated again near the end of the
unit
Students can take home their drawings as a future reference
Teacher may decide to post pictures of the labeled
classroom and student work on the class website or blog
Anytime,
anywhere
learning

Class website or blog
Differentiation The teacher has differentiated this lesson based on the process of learning about everyday items. Students are able to
practice their Spanish presentational speaking and writing throughout the lesson in various formats. This lesson also
shows flexible grouping where students can work in pairs, partner, or individual settings.