Electives Lesson Plan Foreign Language

UNIT TITLE:
My friends and I
CONCEPT:
Likes and dislikes
Teacher: Jazmin Merriam
Subject: Spanish 1
Grades:
6th Grade
Period: (Check All That Apply)
1st
2nd
3rd
Dates:
Begin - 11/10/2014

7th Grade

8th Grade

4th
5th
6th
7th
8th
End - 11/17/2014
STANDARDS
Next Generation Sunshine State Standards (NGSSS):
WL.K12.NM.4.3 Express likes and dislikes.
WL.K12.NM.3.6 Use appropriate gestures, body language, and intonation to clarify a
message.
Choose an item.
Choose an item.

Florida Standards:
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.

ESSENTIAL QUESTIONS
UEQ: What are the phrases used to talk about activities and things people like or
don't like to do?
LEQs: How do you identify and use the vocabulary words related to expressions of
likes and dislikes?.(A) How do you use the infinitives and the verb "gustar" to express
likes and dislikes? (A) What is another way you can express what you love to do in
Spanish? (A)
ACTIVATING STRATEGIES
BAV (Building Academic Vocabulary):
Click here to enter text.
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Lesson Vocabulary:

To ride a bike, to write stories, to watch tv, to spend time with friends, to run, to sing,
to use computers

Activating Strategies (Check All That Apply)

Acrostic
Draw Picture
Whats Already in My
Head
Anticipation Guide
Frayer Model
What-Why-When
Brainstorming
Hot Seat
Word Splash
Dear Teacher
K of KWL
Other: Click here to enter text.
TEACHING STRATEGIES
(Check All That Apply)
Brainstorming
Inquiry
Problem Based Learning
Collaborative Pairs
Instructional Technology Project Design
Graphic Organizer
Modeling
Research
Guided Practice
Note-Taking
Simulation/Role Play
Independent Practice Presentation
Teacher Questioning
CISM
Differentiated Instruction: Click here to enter text.
Achieve 3000 Article Title: Click here to enter text.
GRAPHIC ORGANIZER
(Check All That Apply)
Circle Map
Tree Map
Bubble Map
Double Bubble Map
Flow Map
Multi-Flow Map
Brace Map
Bridge Map
Cause/Effect Map
Other: Click here to enter text.
INSTRUCTION
*Assessment Prompts are Higher Order Thinking Questions or Performance Tasks*
Lesson 1
PB: Finish the last 2 exercises of your handout.
LEQ: How do you identify and use the vocabulary words related to expressions of
likes and dislikes?.(A)
Teach: The student will answer a test about Calendar, weather and verb tener.
Lesson 2
PB: Copy and answer exercise displayed with verb tener.
LEQ: How do you use the infinitives and the verb "gustar" to express likes and
dislikes? (A)
Activator: Song about bathroom permission.

Teach: Present vocabulary in a power point presentation

Assessment Prompt: Students must read and translate the story.
Teach: Students do videoactivity 1, and then show the video Que te gusta hacer?.
Through multiple viewings, students learn new vocabulary and grammar in context.
Summary: Ask the students about activities they like or dislike to do.
Lesson 3
PB: Write Actividad 12, (P. 16) WB second section
LEQ: What is another way you can express what you love to do in Spanish? (A)
Activator: Students express likes and dislikes orally.
Teach: Review verbs and likes and dislikes
Assessment Prompt: Practice likes and dislikes, infinitives through a worksheet.
Summary: Write at least 4 sentences using leisure activities, infinitives, likes and
dislikes
Lesson 4:
EXTENDED THINKING
(Check All That Apply)
Abstracting
Comparing/Contrasting
Classifying & Categorizing
Constructing Support
Analyzing Perspective
Inductive Reasoning
Deductive Reasoning
Error Analysis
ASSESSMENT
(Check All That Apply)
Anecdotal Record
Multiple Choice Quiz/Test
Project
Teacher Observation
Essay/Writing
Performance Based
Other: Click here to enter text.
ESE STRATEGIES
(Check All That Apply)
Additional Time
Limit Timed Assignments
Avoid Penalizing for Spelling
Note taking Guides
Behavior Contract/Interventions
Prompt for Specific Tasks
Break Assignments into Smaller Assignments
Reduction in the Number of Practice Problems
Check Often for Understanding/Review Reduction in the Number of Test
Items
Credit for Class Participation
Teaching Presentation Modified
Give Directions in Small Steps
Testing Setting Modified
Give Oral/Visual Cues of Prompts
Testing Time Extended

 Have Students Repeat Directions

ESOL STRATEGIES
(Check All That Apply)
Classify
Flow Charts
Compare and Contrast
Experiments
Peer Tutoring
Cooperative Learning
Games
Provide Clues
Identify Main Ideas and Vocab
Illustrations
Reading Log
Mapping/Graphic Organizer
Maps
Role Play
Modify Assignment
Outlines
Small Groups
Predict Problem Solving
Summarize
Show Patterns
Repetition/Rephrasing
Timelines
Wh. Questions
Use Students Experiences
Researching
Venn Diagrams
Use Doc. Camera/Projector

ESOL Teaching Strategies

Student Name: Click here to enter text.
Language Level/ Stage: Click here
1st Stage: (IPT A
& B)
Preproduction

2nd Stage: (IPT C&

D)
Beginning

3rd Stage: (IPT E)

Low Intermediate

4th Stage: (IPT F)

High
Intermediate

Use Gestures
Language
focuses on
conveying meaning
Total Physical
Response (TPR)
Modeling
Active student
involvement
Use of pictures
Use of realia
(concrete items)
Simplified
language Focus on
making language
understandable
rather than
requiring oral
production.

Questions that
can be answered by
yes/no and
either/or responses
Models correct
responses
TPR with
responses--Verbal
and non-verbal
Who, what,
where, and
either/or questions
Role playing
Completing
sentences Use
books with
repetitive texts for
language practice
Choral readings,

Focuses content on key

concepts
Provides frequent
comprehension checks
Uses expanded
vocabulary
Uses performancebased assessment
Asks open-ended
questions that stimulate
language production
Scaffolding and
expansion
Poetry, songs, chants
Critical Thinking Skills
Social interaction
(cooperative learning with
information gaps)
How and why
questions
Problem solving
Group discussion
Labeling

Fosters
conceptual
development and
expanded literacy
through content
Essay writing
Analyzing
charts and graphs
More complex
problem solving
and evaluating
Continued with
how and why
questions-research and
support
Pre-writing
activities--writing
process, peer

Students may be
asked to respond in
non-verbal ways.

and songs or chants

to encourage
language
participation

Listing, charting,
graphing
Provide explicit
instruction and
opportunities for students
to rehearse language
structures and vocabulary
found in the curriculum.

critiquing, etc.
Literary
analysis
Focus on
reaching
curricular
benchmarks.