sson Planon Plan

Heritage High School Lesson Plan

Teacher: Date(s) of
Bonilla Course: Spanish I Lesson
Unit & Lesson: Preliminary Unit 0 : Let’s get Started - ¡Bienvenidos Block(s): 3,4,5,6
Framework First
Interpretive Communication: Listening and Reading for Understanding
VDOE SOL(s):
(Include specific SOL and detailed sub-
standard (a, b, c…) of today’s lesson.)
SI.3 The student will understand simple spoken and written Spanish presented through
a variety of media and based on familiar topics.
1. Identify key words, cognates and some formulaic expressions when listening and
reading.
3. Follow simple instructions, such as those about classroom procedures or for using
computers and other classroom technology.

SI.4 The student will use verbal and nonverbal cues to understand simple spoken and
written messages in Spanish.
1. Differentiate among basic types of statements, questions, and exclamations.
2. Use basic culturally appropriate gestures, body language, and intonation to clarify the
message.

Presentational Communication: Speaking and Writing

Learning Target:
Clearly identify Timeframe, A,B,C, and D from
learning target planner.
SI.5 The student will present information orally and in writing in Spanish, using a variety
of familiar vocabulary, phrases, and structural patterns
How will I know my students reached mastery today?
Today I will be able to tell the time and write the times in Spanish from various sources and
for various reasons as evidenced by the successful completion of answering questions on an
Exit Slip.

Enduring Understanding
Students will understand that…
 Learning a language requires continuous risk-taking—producing
communication, being open to feedback, and making immediate adjustments (if
necessary).
 Learning languages creates independence in your personal and professional life,
providing a direct connection to people and cultures.

Essential Question •How do I describe so that someone else can understand?

From VDOE Framework
● What can I use from my first language-learning experience? What adjustments do I
need to make?
•How do I use my multi-language abilities to open up new opportunities?
Engage & Hook
Create interest, pose questions, elicit responses about new learning
Do my students know what they are expected to learn today?

August 2015
The Teacher will assign the bell ringer and circulate around The students will be write the following numbers in
the room as students complete the assignment. Spanish:

10, 20, 30, 40, 50, 60

Explain & Model Explore & Apply
Teacher instructs and models to identify and clarify critical information, definitions, Teacher acts as a resource provider and guide as students apply new learning.
explanations, and new concepts Am I using a variety of instructional strategies in order to meet individual learning needs?
How are my students actively involved in this part of the lesson? Are my students engaged in tasks that support the learning target at the appropriate level
What questions will I ask to check for understanding? of rigor?
TTW = The Teacher Will CFU = Check For Understanding
TL = Target Language TSW = The Students Will
1. Today we will be learning the numbers in Spanish
1. The teacher will show a YouTube Video on the 0-100 watching a video in YouTube.
Smartboard that relates to counting in Spanish.

https://www.youtube.com/watch?v=qJ93x5PMMko

2. The student will be introduced to how to ask and tell Commented [BB1]:
2. The teacher will be use the numbers to teach the time in Spanish with time related vocabulary Commented [MCJ2]: Here, add a line saying you will
telling the time in Spanish using a Power Point. explain/compare the different views of time culturally in the the
such as menos, y media, cuarto, en punto. Also I will latin cultures vs US. This will meet the cultural input needed
explain and compare the different views of time for the points on the rubric.
Simpson.typepda.com/files/telling-time-in culturally in the the latin cultures vs US. Commented [BB3]:
Commented [BB4]: https://drive.google.com/file/d/1plGNCia
oDBcClMOqRK106A9PYCd6AT41/view?usp=sharing
3. The teacher will present on the Smartboard 3. The students will practice how to write the time in
twelve time related examples to complete in the Spanish.
paper.

4. Kahoot! Game about how to say the time in

Spanish on the Smartboard. 4. TSW participate in identifying how to say the time
in Spanish in an interactive game. They will answer
https://play.kahoot.it/#/k/ed8d766c-0aec-
question using their electronic devices. (Check For
4e3a-89c5-46fdf281cc36
Understanding) Commented [MCJ5]: Write a line saying supplemental
acivites will be to explain as needed when Kahoot answers
are wrong and that you will make game longer or shorter
Informal assessment Differentiation depending on time. This will give you the points on
Supplemental Activities on the rubric.
Hand Signals Interactive Online Activities Also, put a line that adaptaions are put kids in pairs that need
a partner for special needs, or alone for gifted, or something
Hand signals range from students raising their hands to
 Time for Time Games like that to receive points on the adaptations for diverse
respond to a question posed by the teacher to a group special learnisrs points on the rubric.
"thumbs up/down" signal to determine students  Teaching Time
"acknowledged" understanding of a concept or process.  Clockwise
 Virtual Manipulative Digital and Analog Clocks
What time is it? Que hora es?  Kid's Numbers Clock Games
Son las dos o es las dos levanta la mano. Raise Worksheets, Worksheet Generators and Printables
your hand if you know which answer is the  Dositey Time
correct time.  Time for Time Worksheet Generators
 Instructor Web Telling Time Lessons
 Superteacher Worksheets
 Black Dog Time Collection

Information Gap
Time around the World
August 2013
 ESL Telling Time Activity -
In this telling time activity, students practice asking
and answering questions about the time in different
cities around the world. The students are divided into
pairs (A and B) and each student is given a
corresponding worksheet. The students' task is to find
out the time in cities around the world when it is 12
o'clock in London. Students take it in turns to ask their
partner questions about the missing time for each city
on their worksheet, e.g. 'What's the time in
Singapore?' Their partner replies with the time shown
on their worksheet, e.g. 'It's 8 p.m.' The student then
writes the time into the table. When the students have
finished, they check their answers by comparing
worksheets. Next, each pair of students is given a set
of questions. Working together, students read and
answer the questions. When the students have
finished, the answers are elicited from the class.

Evaluate & Close

Teacher & students assess understanding and abilities through multiple assessments
How will my students know they achieved mastery today?
How will I know my student reached mastery today?

The teacher will assign the Exit Slip in Google Classroom. The Students Will access Google Classroom using their
electronic devices to answer the following 3 time-related
questions in Spanish. (Check For Understanding)

¿Son las doce a.m.?

¿Es la una de la tarde ?

¿Son las 5 de la tarde?

Homework/Review

Students will study how to tell and write the time in Spanish

August 2013