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Chávez Daily Lesson Plan Template

Goals

Monday Tuesday Wednesday Thursday Friday (FLEX DAY)

9/21 9/22 9/23 9/24 9/25

SWBAT identify SWBAT identify SWBAT identify

Review for Unit Test Prove mastery of first
days of the week seasons unit’s material on the the origin of the
and months SWBAT state test Spanish language
weather
SWBAT state the conditions.
date in Spanish
Questions

What is the origin of

How is the structure of How can I describe my Do I know how to best Have we mastered the the Spanish language?
the date different in surrounding prepare myself for building blocks of
Spanish and English? environment in assessment of unit 1 Spanish I?
another language? material?
HW

Project #1: Finish your “cognates

#9 - Worksheet to #10 - Review packet 1. writing prompt Begin your “cognates” collage”
practice the date and for the test practice collage. On an 8x11
review time again 2. Study Checklist sheet, cut out cognates
with “Ask Yourself” for Spanish print
questions for each (magazine, newspaper,
topic to serve as guide etc) to form a collage
to what students are of cognates and their
expected to know English definitions.
Due Monday

Dates and the Calendar

DATE: Monday, August 31
SUBJECT: Spanish I
TEACHER: Reilly
Learning Recognize useful classroom expressions, objects, dates, and telling time.
Outcome
Aligned IP.1.5 Initiate brief conversations applying basic language patterns, and familiar phrases and
Standard sentences.

Daily SWBAT identify days of the week and months

Objective
SWBAT state the date in Spanish
Essential How is the structure of the date different in Spanish and English?
Question
Students KNOW: BE ABLE TO DO:
will: -vocabulary of: months, days of the week -state and write the date in Spanish
-grammatical structure of writing or saying the
date in Spanish -compare and contrast the English and Spanish
-differences between Spanish and English calendar system
calendars
Public N/A
Policy
Integration
Assess- Calendar exit slip: matching and writing dates on a scaffoled exit slip
ment

DO NOW What is your favorite date of the year? Write a paragraph to describe why it is your
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(5min) favorite date, including the emotions you attach to this date.
Lesson
Agenda 1. warm up (5 min)
2. Intro to new material (10 min)
a. Use powerpoint as a visual
b. Students create a one month calendar and label in Spanish
c. Notes on key questions and responses and how to write the date
3. Vocabulary Practice (10 min): mini-GRR of the Days of the Week song to the
Addams Family theme, then flashcards on the vocabulary
4. Practice worksheet (10 min): answer questions in Spanish about a calendar
a. Independent work time for 8 minutes, then
b. Share out responses
5. Exit Slip (5 min)
a. Calendar questions related specifically to Monday
6. Close out (5 min)
a. Hw and practice the song and pronunciation again

Modifications for Questions translated below on worksheet to guide their responses

Students with
Special Needs
Homework Worksheet # 9 to practice the date and review time again
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Seasons and the Weather

DATE: Tuesday
SUBJECT: Spanish I
TEACHER: Reilly
Learning Interpret and present seasons and weather conditions.
Outcome
Aligned IP.1.3 Ask and answer simple questions about basic personal information and the student’s
Standard immediate
environment.

Connecting:
3.1.3 Describe different weather and environmental conditions.

Daily SWBAT identify seasons

Objective SWBAT state weather conditions.
Essential How can I describe my surrounding environment in another language?
Question
Students KNOW: BE ABLE TO DO:
will: -vocabulary for: the seasons, the weather -describe the weather in Spanish
-review dates/days of the week -connect descriptions of the weather to knowledge of
calendar vocabulary
Public N/A
Policy
Integration
Assess- Exit Slip on weather vocabulary using images and Spanish words
ment

DO NOW
What kind of weather do you prefer most and why? Describe in 2 to 3 complete
sentences.

Lesson
Agenda
1. warm up (5 min)
2. objective and share out (3 min)
3. review calendar homework of famous dates of the year (5 min)
4. review days of the week song (2 min)
5. Intro to new material: weather vocabulary (10 min)
a. Teacher uses TPR method to introduce new words
b. Students keep track of new vocabulary in graphic organizer
6. We do: vocab flashcards with pictures for the weather and seasons (5 min)
7. Weather reports: students will look at the weather forecast from a Spanish
newspaper and will write a weather report to describe the weather for each day of
the week (12 min)
a. Share out: students will share a day each (3 min)
8. Review telling time (8 min)
9. Close out and hw (2 min)
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Modifications for
Students with This lesson is supported with visual representation of vocabulary which supports
Special Needs all learners but especially students with learning disabilities

Modification of weather report to 5 days of the week instead of 7 or varied amounts

according to what is best for the student
Homework
HW #10 – Review packet for the test
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Practice, practice, practice: Test Review

DATE: Wednesday
SUBJECT: Spanish I
TEACHER: Reilly
Learning All unit 1 outcomes
Outcome
Aligned All unit 1 standards
Standard
Daily SWBAT review for the unit 1 test.
Objective
Essential Do I know how to best prepare myself for assessment of unit 1 material?
Question
Students KNOW: BE ABLE TO DO:
will: -what content will be covered on the unit 1 test -identify areas of weakness
-what they still need to study -prepare a study plan
-how best to prepare
Public N/A
Policy
Integration
Assess- Ongoing assessment during class review game by teacher observation
ment

DO NOW What questions do you have before tomorrow’s test? If you do not have any
questions, how do you plan on studying?

Answer in complete sentences.

Lesson
Agenda

1. warm up (5 min)
2. Procedures and expectations (5 min)
a. Teach rules and expectations
b. Pass out materials
3. Review jeopardy (30 min)
a. All teams compete during each question
b. Students record answers and key information on guided “game” (notes)
template
4. Clean up and prepare for tomorrow (5 min)
a. Review best ways to study
5. Begin writing prompt in preparation for hw/study (5 min)

Modifications for Guided template for the game

Students with
Special Needs
Homework 1. Practice writing prompt
2. Study Checklist with “Ask Yourself” questions for each topic to serve as guide to what students
are expected to know
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Are we masters?: Unit 1 Test

DATE: Thursday
SUBJECT: Spanish I
TEACHER: Reilly
Learning All unit 1 outcomes
Outcome
Aligned All unit 1 standards
Standard
Daily SWBAT demonstrate mastery of unit 1 content through assessment.
Objective
Essential Have we mastered the building blocks of Spanish I?
Question
Students KNOW: BE ABLE TO DO:
will: -all unit 1 content and learning outcomes -demonstrate mastery of unit 1 learning outcomes
Public N/A
Policy
Integration
Assess- The test serves as a unit assessment
ment

DO NOW Spend the first five minutes of class doing a last review of vocabulary. You may quiz
a classmate quietly.

Lesson
Agenda

1. warm up (3 min)
2. expectations (2 min)
3. Unit 1 Test (rest of period)

When you are done:

begin cognates collage…read rubric, look at example and begin cutting out materials
-assignment is due Monday

Modifications for Modified test

Students with Read-aloud accommodations for Wesley (need to check and see if there are other
Special Needs students in this situation)
Homework Project #1:
Begin your “cognates” collage. On an 8x11 sheet, cut out cognates for Spanish print (magazine,
newspaper, etc) to form a collage of cognates and their English definitions.
Due Monday
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Origin of the Language

DATE: Friday
SUBJECT: Spanish I
TEACHER: Reilly
Learning Describe the origin of the Spanish language and where it is spoken in the world.
Outcome
Aligned 2.1.1 Recognize and identify the location(s) and major geographical features of regions of the
Standard world where the language studied is or was spoken.

Connecting:
3.1.2 Recognize and identify geographical nformation.

Daily SWBAT identify the origin of the Spanish language

Objective
Essential What is the origin of the Spanish language?
Question
Students KNOW: BE ABLE TO DO:
will: -the origin of the Spanish language -describe the origin of the Spanish language and its
-the patterns of the spreading of the language spread to other continents
Public N/A
Policy
Integration
Assess- Independent work: response to reading
ment

DO NOW Of the Spanish-speaking regions we have studied, which one would you must want
to visit and why? Answer in a full paragraph.

Lesson
Agenda
As students enter, teacher will greet each student at the door and ask ¿Cómo estás?
-students must answer correctly to enter

1. warm up (5 min)
2. share out (5 min)
3. Anticipation guide of the origin of the language
a. Students answer true/false questions
4. Reading: the origin and spread of Spanish (10 min)
a. Individual reading time
5. Response (5 min)
a. Students answer the same questions of the anticipation guide, only this time
as must explain why the statement is true or false
6. Spanish speaking exercise: get everyone’s phone number (20 min)
a. Explain: on Friday we will have the opportunity to practice our Spanish
from the week with ALL of our classmates
b. Today: ask each classmate for their phone number
c. First, each person writes out their number in Spanish at the top of their
survey paper. Can make up a fake number.
d. Then: ask and respond in SPANISH only
e. Record: the numerals of the phone number your classmate gave you
f. Review expectations for moving around
7. Close out: cold call to provide phone numbers (5 min)
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Modifications for Modified reading for students with special needs

Students with
Special Needs For ADVANCED students: reading is in English on one side and Spanish on the other side…
challenge yourself!
Homework Finish your cognates collage – due Monday