High School Spanish 1 Lesson Plans - ___________________________________________________ reyna luplow identify: descriptions with ser problem: spanish 1 grade: excessive college time allotted: eight:36am – nine:28 am (52 mins) popular(s): .E ask questions in writing approximately physical appearance, character and personality developments of pals, own family, classmates and solution in writing the usage of a list of tendencies. ? .E ask questions approximately bodily appearance, character and persona traits of pals, family, classmates and answer the usage of a list of trends. ? materials needed: projector/projector display, laptop with electricity factor, powerpoint for first activity, worksheets for 2d hobby, flash playing cards for the 0.33 hobby goals and gaining knowledge of objectives: objective 1: tsw use at least five sentences to write a description of himself or herself. ? getting to know objectives: 1. I can describe myself with a written description the usage of the list of vocabulary words we have found out accordingly far in the unit. ? goal 2: tsw specific verbally a description of someone using the listing of vocabulary phrases we have discovered accordingly a long way in the unit. ? getting to know targets: 1. ?i can describe myself or someone else in the spanish language. ? goal three: tsw increase their information of the spanish verb ser the usage of it in their speaking and writing for the duration of the lesson. ? mastering objectives: 1. I can use ser effectively, whilst describing myself or a person else in writing and talking. ? academic process: 1. ?anticipatory set (10 mins): a. ? there will be a electricity factor slide (see appendix a) projected on the display offering college students with the ‘warm-‐up’ of the lesson. ? lesson plan ___________________________________________________ b. ?college students will be asked to describe the picture on a scrap piece of paper using their knowledge of adjectives they’ve already learned and they will additionally be requested to translate three sentences in spanish. ? i. ?this heat-‐up additionally includes tradition with each images. ?1 is a soccer group from spain and the different is a flamenco dancer from spain. ? c. ?the heat up includes context for the lesson as well as review of ser from preceding instructions. ? d. ?we will pass over the answers to the warm-‐up in class. ? e. ?attendance will be taken at the end of this time as they use 1 word to describe either picture of their desire. ? 2. ?reason of lesson: i need students to research how to with a bit of luck describe himself or herself, and a person else in spanish. ?by way of the give up of the lesson they will be able to describe themselves and someone else with accurate grammar and the use of full sentences. ? the majority of the lesson is to awareness on the conversation aspect of the five c’s. ?they will be in a position to each talk and write their responses. ? three. ?plan for instruction (35 mins total damaged up underneath): a. ?vocab listing (10 minutes): a. ?we will introduce eight new phrases to their vocab lists that they already have: organizado, desorganizado, honesto, modesto, interesante, aburrido, tímido, and extrovertido. ? i. ?i will pass via a powerpoint with the phrases and their translations as well as a photograph to help the students recall the ones phrases. ? b. ?test for information: after getting to know the words college students will be asked to flip to their partners and speak in sentences the usage of the phrases. ?this is a listening and speaking interest. ? i. ?for example: mi madre es organizado. ?i will version this for the students so that they can accomplish the venture efficiently. ? b. ?¿quién eres? ?(15 minutes): a. ?“¿quien eres??? manner, “who are you? ?” students will be requested to fill out a worksheet (appendix a) describing what ‘they are like’. ?they will use adjectives they’ve been learning and ser to describe themselves. ? b. ?i will show an example to the class and this will also allow students to work on their listening talents. ? c. ?they can additionally consist of 1 symbol that may also describe them on the worksheet in which it says “adentro del espejo pequeño, dibuja tu autorretrato.?? d. ? take a look at for knowledge: (if time) i will use this interest as a way for them to exercise their talking competencies. ?they will then gift part of their activity to the elegance. ? (informal 20-‐30 2nd presentations) lesson plan ___________________________________________________ c. ?¿qué es? ?(10 mins): a. ?what is it? ?is a sport for college students to use their vocabulary in a competitive yet difficult atmosphere. ? b. ?i will have all of the adjective vocabulary phrases the students have discovered/are getting to know in an index card deck. ? c. ?we will play a sport comparable to charades. ? i. ?one at a time a pupil will come to the front of the class. ? ii. ?i will display them one of the cards and they will have to act it out for college students to bet. ? iii. ?students will be allowed to use their vocabulary worksheets to assist, however if i deem essential we will placed the vocabulary worksheets away for more of a challenge. ? d. ? this is a incredible manner for them to pass round during the lesson and practice their vocabulary, however will simplest take place if there is time close to the end of the lesson. ? four. ?differentiation consideration: for the students who might also now not be able to hold close the lesson as speedy as others, i will put into effect peer tutoring. ?i will ask a pupil who knows in my higher judgment to help one of the other students. ?we will hold classmate verbal exchange. ? if i see someone struggling, i will ask them a query myself to test their reaction and take into account if they want any in addition assist than what they are studying in elegance at that time. ? i will have a standard idea of their information through an informal assessment. ?for the better getting to know students, i will encourage them to take their gaining knowledge of a step in addition venture them to increase their sentences or provide them a higher gaining knowledge of objective for the time being. ? 5. ? check for know-how/assessment: a. ?the check for understanding moments will be embedded inner of the lesson. ?with each the vocabulary list conversations, the casual displays, and the game at the end i will have a wellknown concept of their know-how and whether or no longer the college students understand what they have found out. ? b. ?if a few show they have no longer discovered the material then i will take note and we will similarly the mastering and evaluation in the subsequent lesson. ? c. ?if they show that they have grasped the fabric, it gives me with the ok to begin incorporating new material. ? lesson plan ___________________________________________________ 6. ?closure: (7 minutes) a. ?we will have a quick dialogue about the words they learned that day. ?i will ask them to translate the phrases and call on individuals, or they can say it all collectively as a class. ? i. ?an instance of a question is: qué es organizado? ? desired reaction: organized. ? b. ?i will guarantee them that they need to be able to describe themselves or others after the lesson is whole for the day. ? i. ?this will happen by means of calling on them or speaking a sentence so they can translate it – permitting me to see that they understand. ? c. ?there will be a cool-‐down strength factor slide (appendix a) to wrap up the lesson. ? i. ?during the cool-‐down the college students will briefly evaluate and translate sentences the use of special paperwork of ser with their companions. ? .