Name: Melinda Selleck

Date: 03/28/2016
Placement School: Lowell High School
Course (Spanish 2b) & Approximate Proficiency (Beginner)
Grades/Ages of students: 9th-10th
Mentor Teacher: Sarah Ellis
Lesson Topic: Una vida sana
****At the beginning of fifth hour, we hear announcements and do the
pledge of the allegiance in Spanish.
A Brief Overview of the Lesson
This lesson includes TPR practice with all previous vocabulary terms and
introduction of new vocabulary terms.
This lesson also includes a domino activity with the previous vocabulary
terms and new vocabulary.
There is a commercial to continue discussion about healthy living.
There is a reading activity including commands and healthy living.
There is project time for students to complete projects (due tomorrow).
Learning Objectives
After this lesson, students will be able to:
Students will be able to respond with the appropriate action when given a
command.
Students will be able to match the English word with the appropriate
Spanish word, using their dominoes.
Students will be able to identify all of the new & previous vocabulary terms
in writing and orally.
Students will be able to identify and use commands both orally and in
writing.
Students will be able to identify ways in which to lead a healthy life.
Standards
Previous Related Learning
L.1.2.a. follow simple three or four-step
Students are familiar with
oral directions to complete a classroom
the routine of introducing
task.
new vocabulary with TPR.
L.2.2.a. Understand simple speech
Students are familiar with
produced by peers and adults on
the routine to complete
familiar topics with repetition and
their domino activity.
rephrasing.
Students are familiar with
S.2.2.a Participate in social
the vocabulary from
conversations with peers and adults on
todays lesson (its been
a familiar topic by asking and
introduced through TPR).
answering questions and requesting
Students are familiar with
information.
completing round robin
S.4.2.a Ask and respond to questions
cards.
using phrases or simple sentences.
S.6.3.a. Speak clearly and
comprehensibly by using Standard
grammatical forms and pronunciation,
phrasing and intonation.
S.7.1.a. Describe a concept with
prepared text.

R.2.1.f. Use decoding skills to read

known and unfamiliar words.
R.2.1.g. Match oral words to written
words
R.3.2.a. Use context clues as a strategy
to figure out meaning of unfamiliar
words and phrases.
W.1.2.c. Write simple sentences using
key words available in the classroom
environment.
W.1.3.a. Write with consistent use of
spelling patterns and rules
Activity 1 (Time: 10 mins)

Rationales:
This activity engages students to begin the class thinking in Spanish. The
dominoes contain the new and old vocabulary words and provide students
with additional practice.
Modes of Communication and Skills Incorporated in Participation
this Activity (circle all that apply):
Structures:
(e.g., Individual
Interpersonal Mode, Interpretive Mode,
work,
Presentational Mode
pair work, group
Listening, Speaking, Reading, Writing,
work, team work,
Grammar(ing), Culture(s)
whole class, etc.)

First the teacher will great the class and direct their Materials /
Resources
attention to the white board. The teacher will
Needed
remind students to write the new vocabulary in
White board,
their notebook.
white board
The teacher will ask students to answer the
markers,
question for the bell ringer.
notebook,
After they have had a chance to write, the teacher
pencils, paper
will call on random students to share their answers.
dominos,
(highlight the importance of the question as they
will see it on their future test)
The teacher will review TPR words and students will
complete TPR.
The students complete dominoes for 2 minutes.
How will you check for your students understanding during this
activity? In other words, how will you know if students have met the
learning objectives of this activity?
Based on the responses they give in the class discussion. Teacher will
determine if they understand the vocabulary if they can put their dominoes
together, if they are able to give the actions of the commands. When we
look over the notebooks, we will also know if they are staying on task by
what they are writing in it.
Transition: The teacher will pull up the powerpoint and state the
objective for todays lesson: to continue our discussion about

living a healthy life.

Activity 2 (Time: 20 mins)
Rationale: This activity begins with a commercial from the target
language about making healthy lifestyle choices. It is designed to
introduce todays topic, healthy life, to get students thinking about
healthy choices they can make to improve their lives. The infographic is
used as reading practice to continue to introduce commands and
provide students with more input of their commands and healthy
lifestyle vocabulary. Before reading the infographic, students will make
predictions based of the title and headings. The first read students are
just reading for a general idea/overview of the infographic. The second
read, students are picking out the commands. And for the third read,
students are trying to answer the questions from the powerpoint. The
powerpoint is designed to breakdown each of the paragraphs one-byone to scaffold students to identify the meaning of each, before seeing
the entire big picture.
Modes of Communication and Skills Incorporated in Participation
this Activity (circle all that apply):
Structures:
(e.g., Individual
Interpersonal Mode, Interpretive Mode,
work,
Presentational Mode
pair work, group
Listening, Speaking, Reading, Writing,
work, team work,
Grammar(ing), Culture(s)
whole class, etc.)
.

The teacher will pass out the reading packets (only

Internet,
one class copy).
website,
Students will make predictions about the reading.
projector,
Students will read the infographic to determine a
powerpoint,
broad understanding/overview of reading.
reading article
Second read: students will determine verbs written
in command form and their meaning.
Third read: The teacher will go through the
powerpoint and have students read specific
sections keeping in mind the question on the
powerpoint slide.
After we have finished reading the infographic, the
teacher will ask students what the general idea was
of the reading.
The teacher will then tell students that this type of
infographic could be something they could use for
their projects that they are working on.
The teacher will ask if students have any questions
over this material.
How will you check for student understanding?
Based on students ability to answer the questions on the
powerpoint slides.
Transition: The teacher will ask students to take out their rubrics for the
project.

Activity 3 (Time: 20 mins)

Rationale: The project is titled plan de salud. Students are creating
their own gym that requires them to create seminars, an introduction,
and eating plan and a workout plan. This project requires students to
use commands and vocabulary from their chapter in an authentic way.
Modes of Communication and Skills Incorporated in Participation
this Activity (circle all that apply):
Structures:
(e.g., Individual
Interpersonal Mode, Interpretive Mode,
work,
Presentational Mode
pair work, group
Listening, Speaking, Reading, Writing,
work, team work,
Grammar(ing), Culture(s)
whole class, etc.)

The teacher will ask students to keep their rubrics

rubrics,
out as they are working so they are able to follow
the checklist to keep on track.
project
supplies
Students have the remainder of the hour to work
on their projects.
Teacher will circle to make sure students are on
track.
The teacher will remind students that the project is
due tomorrow.
How will you check for student understanding?
I will know if they have met the objective when they present their
projects.
Transition: The teacher will ask students if they met the learning
objective for the day. Can you command people to life a healthy life?