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Josh Beckers Lesson Plan

Subject Area: Spanish
Grade Level: Sixth Grade
Unit Title: Un da en la escuela (One day in the school)
Duration of Lesson: 30 minutes

Objectives: Students will reinforce their knowledge of the story Un da en la escuela by
reviewing vocabulary by means of research-based methodology TPRS (Total Physical Response
Storytelling). Basically, TPR couples vocabulary with hand motions so words are internalized
on a deeper level. In a previous lesson, these vocabulary words were already shown in a story on
the overhead (The S component of TPRS), where questions were asked to the students about
the story, thereby assessing student comprehension. After, the students took the story home to
share and read with their parents for homework. Students will further their understanding of the
story with correct pronunciation of Un da en la escuela by reading the story today in small
groups. Vocabulary will be reinforced by playing one of two games Ive invented, either
Spanish Duel or La tortuga.

Materials/Resources Needed: Students should have brought their copies of the story to class.
The overhead and its corresponding overhead story sheets may be necessary.

Standards Addressed by Todays Lesson: All levels are at the Beginning Level:
A5: Comprehension: Students will ask for repetition and repeat to ensure understanding.
B1: Listening: Students will understand spoken language on familiar topics that have strong
visual support.
B3: Reading: Students will understand written materials on familiar topics that have strong
visual support.
B5: Strategies: Students will use previous classroom experience with the language to understand
its spoken and written forms.
C4: Recounting Events: Students will retell a simple story.
D1: Patterns of Interaction: Students will observe and imitate appropriate patterns of behavior
(such as greetings or gestures) used with friends and family in the cultures studied.

Connections:
F1: Speaking: Students will use topics and skills from other school subjects to discuss in the
language studied.

Comparisons:
H1: Structures: Students will identify cognates (works similar to English), word roots, and
sentence structure to derive meaning.
H5: Phonetics: Students will compare the sound-symbol association of English to that of the
language studied.






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Anticipatory Set:

1. I will check-in with each student to make sure he or she completed the homework assignment.
(2 minutes)

2. Students will start the lesson by having a student say aloud the Spanish alphabet. The
rationale is that the alphabet sounds comprise the words. By forming the letters, the students will
be better able to read Un da en la escuela. Furthermore, students will review numbers fifty
through five hundred (numbers one through fifty have already been reviewed for a year and a
half), as numerical concepts are an important part of language acquisition. (2 minutes)

3. As happens every class, individual students will be asked in the target language what day is
today, tomorrow, and yesterday. This is done to constantly reinforce calendar concepts that were
taught in fourth grade. (1 minute)

4. As is also consistent for each class, students will be asked a list of Expresiones diarias, a list
of phrases that the students have been learning all school year. To reinforce brain-based
methodology, I may ask the question, having the student answer, or I might say the answer,
expecting the student to ask the question. I will also proceed doing this out-of-order
numerically, differently than as they appear on their sheet. The purpose of this is, for every
lesson, basic expressions should be reinforced. Expressions get students in the mode for
Spanish. It also builds community as I get to further check-in with students. (3 minutes)

Instruction:

5. Students will review the vocabulary in the story by pantomiming while each word is said
aloud by me. (2 minutes)

6. There are some vocabulary words in the story that do not have hand motions. Students have
been working on memorizing these words without any other aid. Students will be asked to state
these words in Spanish after I say them in English. (2 minutes)

7. In groups of three or four, students will reinforce their comprehension and pronunciation of
the story by alternating reading sequences. I will ask, Whats the purpose in doing this
activity? Students should know that they should help each other with pronunciation, and I will
roam the classroom, trying to listen to each student pronounce parts of the story. (8 minutes)

Check for Understanding: I will be going around the classroom and checking for correct
pronunciation of words.

Independent Practice: As already mentioned, students were required to take this story home
and read it and explain the story to a parent.

Closing Activity:
8. Students will play one of the following Spanish games, Simon dice (Simon Says), Spanish
Duel, or Around the World, to reinforce the vocabulary from the story. This also serves as a
Check for understanding and lends enjoyment to learning a second language. (10 minutes)