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Lesson Plan Unit 4.1

Monday, November 18, 2013

Shannon D. Foster Dr. Jeon EdTech 506 Lesson Plan Unit 4.1

1. Lesson Title: Unit 4.1- Introduction to Spanish Numbers 0-20 2. Grade/Age Level: Grade 1, 6-7 year old students 3. Subject Area: Elementary (Grade 1) Spanish 4. Time allotted for the lesson Two lessons of 30 minutes each: Total time 60 minutes 5. Short description of lesson a. In this lesson, the teacher introduces Unit 4 Numbers 0-20 by reading a storybook and speaking new Spanish number vocabulary for students, and listens as students practice speaking new Spanish number vocabulary. b. In this lesson, learners review previous lessons on greetings, questions and answers, and colors; receive their number poster for vocabulary reference (the class will also have a classroom poster), Cancin de nmeros song sheet, and Numbers Matching worksheet; create new vocabulary flashcards; and identify new vocabulary by pointing to numerals given in oral prompts. 6. State Curriculum Standards met in this lesson: a. Based on ACTFL Standards (American Council On The Teaching of Foreign Language, n.d.) i. Interpretive Communication Standard 1.2, Novice level 1. Demonstrate comprehension of content from authentic audio and visual resources.
Identify main ideas in developmentally appropriate oral/visual narratives based on familiar themes and highly predictable contexts with visual or graphic support. Interpret informational texts with text features that support meaning, such as graphs and charts.

2. Understand the purpose of a message and point of view of its author.

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3. Identify the distinguishing features (e.g. type of resource, intended audience, purpose) of authentic written and aural texts.
Identify people and objects in their environment or from other school subjects, based on oral and written description. Identify and appreciate differences in cultural perspectives within a defined range of topics (defined by the curriculum).

4. Interpret content from authentic multimedia and digital/print resources.

Use content knowledge learned in other subject areas to comprehend spoken and written messages in authentic texts, on familiar topics in highly predictable contexts, and with text features that support meaning visually or graphically, such as illustrations, captions, section headers, graphs, or charts.

5. Monitor comprehension and use other sources to enhance understanding. 6. Apply critical reading skills to authentic written and aural sources.
Comprehend the principal message contained in various media such as illustrated texts, posters or advertisements, in familiar contexts and with text features that support meaning visually or graphically.

7. Instructional Objectives a. Students sing previously learned Buenos das, Buenos das song (Unit 1). b. Students participate in a brief greetings conversation using previously learned vocabulary phrases (Unit 1). c. Objective 1: Students will identify the numbers 0-20 in Spanish. i. Students identify Spanish numbers 0-20 by pointing at the number on the Number Cube Poster. ii. Students create their own mini-flashcards. iii. Students choose and raise the correct number from their mini-flashcards after listening to the instructor say the word. iv. Students sing the new song Los nmeros. v. Learners complete the Number Matching worksheet.

8. Instructional Procedures 8.1 Lesson Set a. Enter the classroom and sing the Buenos Das, Buenos das song (Unit 1). b. Greet students in Spanish with previously learned vocabulary question and answer phrases (Unit 1). Example of opening greetings: Teacher Greeting (orally) Choose one greeting per child
Hola, (insert student name)! Buenos das, (insert student name)! Buenas tardes, (insert student name)! Buenas noches, (insert student name)!

Learner Response (orally) Child should respond in kind

Hola, profesor(a)! Buenos das, profesor(a)! Buenas tardes, profesor(a)! Buenas noches, profesor(a)!

In a conversational manner Cmo te llamas? Me llamo profesor(a) (name). Cmo ests? Bien / as-as / mal Cuntos aos tientes?

Me llamo (name). Cmo se llama? Bien / as-as / mal Cmo est usted? Tengo (seis/siete) aos.

c. Introduce Unit 4: Numbers 0-20 i. Remind learners of three areas of proficiency: identification, spoken
proficiency, and use. ii. Remind them that you expect them to try their best to say the words and use them whenever they have the chance. This helps them practice and remember their new vocabulary.

iii. Ask learners how they use numbers. Have three or four students give an answer. iv. Ask if any of them know how to count in Spanish already (usually some know 1-10 already). 8.2 Techniques and activities a. Read the book Cuenten con sus amigos (Foster, 2010) (uses numbers 1-10) aloud counting each set of the characters on the pages in turn. b. Pass out individual Number Cube Poster. i. Direct the learners attention to the classroom poster posted on the wall for quick reference.
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ii. Ask learners to track (follow along with their right index finger under the cubes, numbers, and words) as the teacher points to and reads the new numbers vocabulary. Pause after each new vocabulary word and ask students to repeat the Spanish word and tell what each number. Example: Teacher says uno students say uno one iii. Read each number in this fashion. Ask for questions when finished with 0-20. c. Create mini-flashcards. i. Ask students to take out five crayons [use Spanish color words (review)]: negro (black), rojo (red), amarillo (yellow), verde (green), and azul (blue). ii. Pass out 21 blank pieces of paper (or 3x5 cards cut in half) to each student and a small envelope to store the mini-flashcards in. iii. Instruct students to write one numeral (0, 1, 2, 3, etc. through 20) on one side of each card making their own mini-flashcards. iv. Explain to them they should write the numerals with the color crayon that matches the number cubes on their poster (0: black, 1-5: red, 6-10: yellow, 11-15: green, and 16-20: blue). d. Use the mini-flashcards. i. Teacher says a new number word in Spanish. ii. Students choose and raise the card with the correct numeral, repeating the Spanish number aloud. iii. After everyone finds the correct number, students trace the numeral with their finger and repeat the word in Spanish. iv. Practice this for several minutes until the majority of students consistently choose the correct card and say the Spanish word. v. They may use their Number Cube Poster for reference to help them. e. Pass out Cancin de nmeros page. i. Explain that they will learn the song to help them remember the numbers. ii. Sing the song with or without an instrument. iii. Ask students if they recognize the tune of the song (it is the same tune as 10 Little Fingers). iv. Re-sing the song and students join in. f. Pass out the Number Matching page. i. Remind students to put their name on the top of the page in the blank of Me llamo __________. ii. Read the directions aloud. iii. Students should complete the page with or without help from the teacher or their personal Number Cube Poster.
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iv. Teacher should circulate and answer questions as students work on their Number Matching page. 8.3 Lesson Closure a. Instruct students to store their mini-flashcards in their envelope. i. Remind students to write their names on their envelopes just in case they are misplaced. b. Instruct students to put their Number Cube Poster in their Spanish notebook along with their Cancin de nmeros and mini-flashcards for safekeeping and center-time practice. c. Upon completion, students bring their Number Matching page to the teacher. i. Teacher quickly evaluates their work and asks the students to identify by pointing to the correct number ball as s/he says a few Spanish number words. ii. Teacher puts a sticker on each students paper based on completion. d. Sing the A-D-I-O-S! Song at the end of each session. 9. Adaptations for special learners Students in this class are part of the general student population. It is beginning, basic Spanish. Students experience lesson activities aurally, orally, visually, and tactilely, thus giving learners of different abilities the opportunity to participate in the manner that is best suited for them. Accommodations for students with disabilities are made on written IEP requirements as needed. 10. Supplemental Activities: Extension and remediation a. Extension activities: i. Memoria game i. With another set of mini-flashcard size papers, students write a Spanish number word on each of the papers (using pencil or black marker). ii. Playing with at least one partner, shuffle all the cards and place them blank side up in rows and columns on their desk. iii. Taking turns, turn over two cards trying to match a numeral and a word card and read them aloud in Spanish. iv. If they make a match, they keep the cards in a pile and take another turn; if there is no match, students turn the cards blank side up and the turn passes to another player. v. Play continues until all cards have a match. ii. Certamen de ortografa (Spelling Bee) i. Teacher (or another student) says a Spanish number Word.
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ii. Playing student repeats the word, spells it, and gives the correct translation. iii. Award 1 point for spelling and one point for a correct translation. b. Remediation Activities Because these are basic Spanish words, students who need remediation may need one-on-one help. Allowing students to see the written words along with the numerals and hear the words spoken may take more time. 11. Assessment/Evaluation a. The assessment for this lesson is informal. No grade is given. i. Students exhibit their knowledge of identification by choosing the correct numeral card and holding it up for the teacher to see or by pointing to the correct numeral. ii. Students participate in oral practice as a whole class and when called on individually. iii. Students receive a sticker and an individual review of numbers with the teacher when presenting their Number Matching worksheet at the end of the lesson. Student evaluation is a do-it-or-not system: they do it, they receive a sticker and interaction with the teacher; they do not do it, they do not get the sticker or the interaction with the teacher. A sticker does not sound like too much to most adults, but to a first grade student, stickers and stars are very motivational. 12. Learner Products Learners will have mini-flashcards and Numbers Matching worksheet completed.

References American Council On The Teaching of Foreign Language. (n.d.). National Standards for Foreign Language Education. ACTFL. Retrieved October 17, 2012, from http://www.actfl.org/advocacy/discover-languages/advocacy/discoverlanguages/advocacy/discover-languages/resources-1?pageid=3392 Foster, S. (2010). Cuenten con sus amigos. Retrieved November 18, 2013, from http://store.blurb.com/my/books/1997062-cuenten-con-sus-amigos