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03- Day

9- 51
Performance Range Intermediate: Low Grade Date 25- in 1 Minutes
12 min
19 Unit
Theme/Topic Tú commands- Los Mandatos de la forma Tú

Essential Question Which values makes you become a good citizen and good community member?

Daily topic: Tú commands

STANDARDS LESSON OBJECTIVES


Which modes Learners can:
of * identify vocabulary words by using tú
What are the Communication communication commands
communicative and will be * respond and ask questions using tú commands
and addressed?
cultural objectives *write full sentences using commands
for the lesson? Cultures X Interpersonal * give and receive directions using the tú
X Interpretive commands
Presentational
Students will be using tú commands to then be able to use the tú
Connections
commands in order to talk about directions.
If applicable, Students are learning about tú commands so they can compare it and
Comparisons
indicate how this contrast it with the use of commands in English.
lesson connects to Students will be to discuss what to do and not to do in the community
Communities
other standards. by using tú commands
Other
Standards
Time* Materials/Resources/
How Technology
Activity/Activities many Be specific. What
Lesson Sequence What will learners do? minutes materials will you
What does the teacher do? will this develop? What materials
segment will you bring in from
take? other sources?
Students are to participate in a pair-share Prompt will be shown on
activity which is the warm up activity. The the LCD projector.
prompt is to answer the following questions:
“Tell your elbow partner 5 things he or she has
to do in order to be a good student”
Gain Attention / Example: Haz la tarea para ser un buen
Activate Prior estudiante. (Do your homework to be a good 3 min
Knowledge student)
Students will be answering and teacher will be
walking around. Each student has a minute to
share their answer.
After 2 minutes, teacher is to call on students
and write their answers on the board.
PPT Presentation-Students will be introduced PPT to introduce the tú
to the tú commands. Students will be taking commands and the use of
Cornell notes to reinforce their understanding it Spanish
and trigger their sense of critical thinkers by Persona A and Persona B
Provide Input writing their questions regarding 15 min activity to assess their
misconceptions and misunderstandings of the vocabulary knowledge
use of tú commands in Spanish. The Cornell and the use of the tú
notes allow students to question their commands. All the slides
understanding and identity their used are made out of the
misconceptions and misunderstandings of the vocabulary words of the
points lectured by the teacher. The Cornell unit plan and google
notes also allow student to identity their areas images.
of weaknesses that need to be clarified by the
teacher. It incites students to develop their
critical thinking regarding points being
introduced by the teacher.
Teacher will be walking around to check for
understanding while lecturing. By walking
around, it monitors students’ taking notes
abilities and allow the teacher to better
accommodate the needs of students on the
spot. (15 min)

Grammar Practice Activities Activity (15min)- Handout are from


PPT slides to practice activity using the tu Realidades 3 textbook
commands. Students are participating the pair and others are made by
share activity which allows the students to the teacher.
practice orally the use of the tú commands. To
then, write a full sentence by translating the
sentences into Spanish using the tú commands.
Third, students are to work with their elbow
partner on the written sheet activity. Students
are to work together so they can clarify
misunderstandings about the tú commands.
Teachers will be walking around to assist
students with finishing the activities and
clarify misunderstandings. 10 minutes later,
teacher will correct the assignments with
students using the equity sticks so everyone in
the class has an opportunity to have their voice
heard. Using the equity sticks decreases the
chance of calling always on the same students
Elicit Performance
or have always the same volunteers answering 28 min
/ Provide Feedback
the questions.

Persona A and Persona B Vocabulary


Activities (13 min)- Students will be allowed
to use their notes in order to be able to
complete the activity. The student structured
talk allows to solidify the students’
comprehension of the content and give them
the ability to practice the usage of tú
commands in a complete sentence. This
activity will help the teacher monitor the
student’s understanding of the lecture given in
class and deeper their knowledge of the
content taught in class. This activity builds on
deeper understanding of the content taught in
class so students will have the confidence and
the skills to talk and write in the target
language using the tú commands. Teacher will
be walking around monitoring students’
participation and checking for understanding to
ensure that learning is taking place in the
classroom.

Provide Input If applicable

Elicit Performance
If applicable
/ Provide Feedback
Exit ticket Students are to write two
Students are asked to write answer the sentences using the
following prompt “List 5 things by using the tú preterit and two
commands to tell your best friend what to do in sentences using the tú
order to be a good citizen/ student/ member of commands. This exit
Closure 5 min
the community”. ticket will allow the
teacher to assess if
students have mastered
the skills of using the tú
commands in a sentence.
Enhance Retention
& Transfer
03- Day
9- 51
Performance Range Intermediate: Low Grade Date 26- in 2 Minutes
12 min
19 Unit
Theme/Topic Tú commands- Los Mandatos de la forma Tú

Essential Question Which values makes you become a good citizen and good community member?

Daily topic: Tú commands

STANDARDS LESSON OBJECTIVES


Which modes Learners can:
of * identify vocabulary words by using tú
What are the Communication communication commands
communicative and will be * respond and ask questions using tú commands
and addressed?
cultural objectives *write full sentences using commands
for the lesson? Cultures X Interpersonal * give and receive directions using the tú
X Interpretive commands
Presentational
Students will be using tú commands to then be able to use the tú
Connections
commands in order to talk about directions.
If applicable, Students are learning about tú commands so they can compare it and
Comparisons
indicate how this contrast it with the use of commands in English.
lesson connects to Students will be to discuss what to do and not to do in the community
Communities
other standards. by using tú commands
Other
Standards
Time* Materials/Resources/
How Technology
Activity/Activities many Be specific. What
Lesson Sequence What will learners do? minutes materials will you
What does the teacher do? will this develop? What materials
segment will you bring in from
take? other sources?
Students are to participate in a student Student structured talk
structured activity which is the warm up Tu commands will be
activity. Student A will be asking a question shown on the LCD
Gain Attention / and student B will be answering. Questions projector.
Activate Prior will be projected on the board. After a while, 10 min
Knowledge students will switch places so everyone will be
able to ask and answer questions. Teacher will
be walking around to check for understanding
and monitor students’ progress.
Students are to participate in a pair share 10 min PPT to introduce the tú
activity where they have to use the tú commands and the use of
commands by telling directions to their elbow it Spanish
partners Como se va Activity? First students Persona A and Persona B
are to write the structured script to then be activity to assess their
ready to participate in a conversation with their vocabulary knowledge
Provide Input elbow partner. A ma will be projected on the and the use of the tú
board with a structured sentence dialogue that commands. All the slides
will enable students to participate in the used are made out of the
dialogue. Sentence starters assist students in vocabulary words of the
finishing successfully the activity. Teacher will unit plan and google
always walk around to assist students who images.
needs help/ correction with the usage of the
affirmative and negative tú commands (10
min)
15 min

Story telling pair share activity- Students will


write a short story using the affirmative and
negative tu commands. Students will describe
the pictures and they write their own story.
Teacher will be walking around to ensure
students are doing their work diligently and
check for understanding.

Walk and talk Bingo activity- students are to Handout are from
walk around asking students how to do things Realidades 3 textbook
using the affirmative and negative tú and others are made by
commands (10 min). Students will write the the teacher.
answers of the students and their names. Each
student should talk to 25 different students.
Elicit Performance Teacher is to walk around to check to
10 min
/ Provide Feedback understanding and to monitor students’ work.
After the completion of the task (10 min),
teacher is to call on students and correct the
Bingo sheet as a whole class to ensure that
students have the correct answers so they can
deepen their understanding on the use of the
affirmative and negative tu commands.

Provide Input If applicable

Elicit Performance
If applicable
/ Provide Feedback
Exit ticket Students are list 5 things
Students are asked to write answer the using the tú commands.
following prompt “List 5 things your elbow This exit ticket will allow
Closure partner has to do in order to be a good citizen/ 6 min the teacher to assess if
student/ community member by using the tú students have mastered
commands.” the skills of using the tú
commands in a sentence.
Enhance Retention
& Transfer
Day
9- 51
Performance Range Intermediate: Low Grade Date in 3 Minutes
12 min
Unit
Theme/Topic Preterit- The past tense

Essential Question What does constitute an effective day?

Daily topic: Preterit

STANDARDS LESSON OBJECTIVES


Which modes Learners can:
of * identify vocabulary words by using the preterit
What are the Communication communication * respond and ask questions using the preterit
communicative and will be *write full sentences using the preterit
and addressed?
cultural objectives * describe activities done yesterday using the
for the lesson? Cultures X Interpersonal preterit
X Interpretive
Presentational
Students will learn about the preterit in order to describe activities
Connections
done yesterday.
If applicable, Students are learning about the preterit so they can compare their
Comparisons
indicate how this yesterday daily schedule with their classmates.
lesson connects to Students will be to discuss how their activities inside and outside the
Communities
other standards. classroom can reflect the conception of an effective day.
Other
Standards
Time*
Materials/Resources/
How
Technology
Activity/Activities many
Be specific. What materials
Lesson Sequence What will learners do? minutes
will you develop? What
What does the teacher do? will this
materials will you bring in
segment
from other sources?
take?
As a warm up activity students are to Student structure talk
Gain Attention /
participate in a student structured talk using the PPT activity will be
Activate Prior 6 min
tú commands as a review from yesterday’s shown on the LCD
Knowledge
lecture. projector.
PPT Presentation-Students will be introduced PPT to introduce/review
to the preterit. Students will be taking Cornell the preterit and the use of
notes to reinforce their understanding and it in Spanish
trigger their sense of critical thinkers by Persona A and Persona B
writing their questions regarding activity to assess their
misconceptions and misunderstandings of the vocabulary knowledge
use of the preterit in Spanish. Students already and the use of the
studied the preterit in Spanish 2 so they should preterit. All the slides
have a deeper understanding of the subject used are made out of the
Provide Input 10 min
being taught in class. It is more of a review of vocabulary words of the
last year’s lecture more than a new concept unit plan and google
being introduced to the class. For non-Spanish images.
speakers, students need to receive scaffolded
activities to reinforce their understanding of
the concept and ensure that their abilities of
communicating in the preterit is improving.
Teacher will be walking around to check for
understanding while lecturing. By walking
around, teacher can monitor the students’ skills
of taking notes and also their understanding of
the subject being reviewed in class (15 min)

Grammar Practice Activities Activity (15min)- Handout are from


PPT slides to practice activity using the Realidades 3 textbook
preterit. Students are participating the pair and others are made by
share activity which allows the students to the teacher.
practice orally the use of the preterit. Students
will be working in groups of two so they can
assist each other in finishing the task in class
on time. By working in groups of two, students
help each other by clarifying misconception of
the subject taught in class. It also allows the
teacher to identify what the students are
struggling with and clarify their misconception
of the use of the preterit. It also ensures that
students know that they are being hold
responsible for their work in class.

Persona A and Persona B Vocabulary


Elicit Performance
Activities (13 min)- Students will be allowed 30 min
/ Provide Feedback
to use their notes in order to be able to
complete the activity. The student structured
talk allows to solidify the students’
comprehension of the content and give them
the ability to practice the usage of preterit in a
complete sentence. This activity will help the
teacher monitor the student’s understanding of
the lecture given in class and deeper the
students’ knowledge of the content taught in
class. This activity builds on deeper
understanding of the content taught in class so
students will have the confidence and the skills
to talk and write in the target language using
the preterit. Teacher will be walking around
monitoring students’ participation and
checking for understanding to ensure that
learning is taking place in the classroom.

Provide Input If applicable

Elicit Performance
If applicable
/ Provide Feedback
Exit ticket Students are to write five
Students are to write 5 sentences using regular sentences using the
and irregular verbs in the preterit to describe preterit. This exit ticket
effective learning actions done by them will allow the teacher to
Closure 5 min
yesterday. Students will compare their answers assess if students have
with an elbow partner mastered the skills of
using the preterit in a
sentence.
Enhance Retention
& Transfer
03- 93
9- Day in Minute
Performance Range Intermediate: Low Grade Date 28- 4 mi
12 Unit s
19 n

Theme/Topic The legend of the llorona

Essential Question How does one’s culture shape our perception of fantasy and imagination?

Daily topic: Preterit and Tú commands

STANDARDS LESSON OBJECTIVES

Which modes of Learners can:


communication
* identify vocabulary words by using the
will be
preterit and Tú commands
addressed?
* respond and ask questions using the preterit
X Interpersonal
and tú commands
Communicatio X Interpretive *write full sentences using the preterit and Tú
What are the
n commands
communicative and
X
cultural objectives and * give and receive directions using the tú
Presentational
for the lesson? commands * narrate a story, summarize,
Cultures
interpret using the preterit, and predict events
of the legend of the llorona
*Listen to short story in the preterit and answer
the questions.

Students will be using the preterit and commands to narrate the story
Connections
of Llorona and use the tú commands in order to talk about directions.

If applicable, Students are learning about the Legend of the Llorona so they can
Comparisons
indicate how this compare it and contrast it with a true American legend.
lesson connects to Students will be able to learn more about the community in Mexico
other standards. Communities
that is portrayed in the story la Llorona and compare it to their own.

Other
Standards

Time*
Materials/Resources/
Activity/Activities How many Technology
Lesson Sequence What will learners do? minutes
will this Be specific. What
What does the teacher do? segment materials will you
take? develop? What materials
will you bring in from
other sources?

PPT presentation with engaging pair share PPT slides to check for
Activities-Students will be engaged in understanding
answering questions that require them to Persona A and Persona
activate their prior knowledge and B activity to assess their
demonstrate the understanding of the words in vocabulary knowledge.
context in the target language. All the slides used are
made out of the
Teacher will be walking around to check for
vocabulary words of the
understanding, and will also call on students
unit plan and google
by always providing positive feedback and
images.
providing encouragement to build students’
Gain Attention / confidence in talking in the target language.
Activate Prior Persona A and Persona B Vocabulary 7 min
Knowledge Activities- This activity is a formative
assessment that will help the teacher monitor
the student’s knowledge of the content taught
in class and allow for more scaffolded
activities to build on deeper understanding of
the content so students will have the
confidence to talk and write in the target
language. Teacher will be walking around
monitoring students’ participation and
checking for understanding to ensure that
learning is taking place in the classroom.

Student Structured Talk- This activity requires I created a PPT with


a lot of movement among students. PPT slides slides that are discipline
contains different questions that require specific and a scaffolded
students to use the Tú commands forms and to assess the student
preterit. Student A will read the questions to knowledge of the
Students B. Student B will answer the material taught in class
questions. Every time a different question is and also to monitor
displayed on the board, student B is supposed their areas of growth
to move seats. After a while, students will and areas of
Provide Input switch seats so all students are given the 3 min weaknesses. The images
opportunity to ask and answer questions. are taken from google
Teacher is constantly walking, checking for images.
understanding, taking notes on similar
mistakes to reinforce the meaning of these
mistakes later in class. Teacher is always
providing positive feedback and positive
words of encouragement so students feel safe
to participate in class activity and talk in the
target language,
Reading, listening and presenting Activity that The modes of
will require the use if the following modes if communication will
communication (Impersonal, interpretive and allow the teacher to
Presentational) assess students’ ability
First, Students will be placed in groups of four of writing, talking and
with designated roles. These roles are to be interpreting in the
rotated with a reading paragraph completion. target language. The
The fact that students have different roles will short story of the
allow them to master the skills of being a Llorona is from a books
clarifier, summarizer, questioner and on Latin American
predictor. Students will read, summarize, legends.
Elicit Performance interpret and predict the story they are reading
while completing the writing activity. 60 min
/ Provide Feedback
Second, students will listen to an activity and
answer the questions. Teacher will be
walking around to check for understanding
and ensure that students are completing the
work diligently. Third, students will write to
then present to each other’s about their
statement/ opinions of the positive and
negative points of the reading of the Llorona
in the target Language. After sharing their
opinions among each other’s, students are to
share as a whole class.

Provide Input If applicable

Elicit Performance
If applicable
/ Provide Feedback

Exit ticket Students are to write


two to three paragraphs
Students are asked to write two to three
using the preterit. This
paragraphs using the preterit to answer the
exit ticket will allow the
exit ticket open answer response. Students
teacher to assess if
will makes changes about the Mexican
students have mastered
Legend to then write about a favorite
the skills of using the
childhood legend that resonated with them
preterit and if students
Closure since they were growing up. Teacher will 23 min have a deeper
walk around to ensure that work is being done
understanding of the
and to check for understanding.
Mexican Legend la
Llorona. Also students
will write about their
own favorite childhood
legend that had an
impact on them growing
up. This will allow
student to connect with
their own culture and
the Mexican culture.

Enhance Retention
& Transfer