Name: Melinda Selleck

Date: 11/04/15
Placement School: Lowell High School
Course (Spanish 2a) & Approximate Proficiency (Beginner)
Grades/Ages of students: 9th-10th
Mentor Teacher: Sarah Ellis
Lesson Topic: Dar consejos (To give advice)
****At the beginning of fifth hour, we hear announcements and do
the pledge of the allegiance in Spanish.
A Brief Overview of the Lesson
This lesson includes TPR practice with all previous vocabulary terms and
introduction of new vocabulary terms.
This lesson also includes a domino activity with the previous vocabulary terms and
new vocabulary.
There is a riddle for students to solve.
There is a practice with Round Robin cards (if time).
There is a powerpoint presentation to review new vocabulary and introduce new
grammar terms inductively.
There is writing and reading practice of the new vocabulary and grammar.
Learning Objectives
After this lesson, students will be able to:
Students will be able to respond with the appropriate action when given a
command.
Students will be able to match the English word with the appropriate Spanish
word, using their dominoes.
Students will be able to identify all of the new & previous vocabulary terms in
writing and orally.
Students will be able to use deber, tener que y hay que in writing and orally.
Students will be able to give advice in the target language in writing.
Students will be able to describe what one must do in order to be a good student.
Standards
Previous Related Learning

L.1.2.a. follow simple three or four-step oral

Students are familiar with
directions to complete a classroom task.
the routine of introducing

L.2.2.a. Understand simple speech produced by

new vocabulary with TPR.
peers and adults on familiar topics with repetition

Students are familiar with

and rephrasing.
the routine to complete their

S.2.2.a Participate in social conversations with

domino activity.
peers and adults on a familiar topic by asking and
answering questions and requesting information.
Students are familiar with

S.4.2.a Ask and respond to questions using phrases

the vocabulary from todays
or simple sentences.
lesson (its been introduced

S.6.3.a. Speak clearly and comprehensibly by using

through TPR).
Standard grammatical forms and pronunciation,

Students are familiar with

phrasing and intonation.
completing round robin

S.7.1.a. Describe a concept with prepared text.

R.2.1.f. Use decoding skills to read known and

cards.

unfamiliar words.
R.2.1.g. Match oral words to written words
R.3.2.a. Use context clues as a strategy to figure
out meaning of unfamiliar words and phrases.
W.1.2.c. Write simple sentences using key words
available in the classroom environment.
W.1.3.a. Write with consistent use of spelling

patterns and rules

Activity 1 (Time: 10 mins)

Rationales:
This activity engages students to begin the class thinking in Spanish. They will get
in the habit of completing these activities each day. Even though the task may
vary, they are always required to write it in their notebooks and to date it. It has
been noticed that students werent being held accountable for the work they
contribute in their notebooks, which should be diffused when the teacher reminds
students that the work they put in their notebook will be part of their grade. The
dominoes contain the new and old vocabulary words and provide students with
additional practice. The riddle relates to the vocabulary they will be working with
today and provides students with the opportunity use their previous knowledge in
order to solve the riddle.
Modes of Communication and Skills Incorporated in this
Participation
Activity (circle all that apply):
Structures:
(e.g., Individual work,
Interpersonal Mode, Interpretive Mode, Presentational
pair work, group work,
Mode
team work, whole
Listening, Speaking, Reading, Writing, Grammar(ing),
class, etc.)
Culture(s)

First the teacher will great the class and direct their
attention to the white board. The teacher will remind
students to write the new vocabulary in their notebook.
The teacher will ask students to direct their attention to
the projector screen and to listen. They will need to write
down at least two weather phrases in their notebooks.
Students will watch video and write down weather
phrases.
The teacher will shut off the projector and ask students
what phrases they heard.
Volunteers will share.
The teacher will then say levanta la mano and will read
the new vocabulary terms (mejor, peor, ) in Spanish and
students will repeat each word.
The teacher will ask if anyone knows what the word
means.
The teacher will state the English translation for the
word.
Students will write the English in their notebooks next to
the Spanish.
The teacher will show the action for the word.
The last four steps will be repeated for each word.
The teacher will then say levantense. Students will
stand up.
The teacher will say a vocabulary word and students will
respond with the appropriate action.
The teacher will use new and old vocabulary terms.
The teacher will tell students sientense and cierran
los ojos. Students will sit and close their eyes to quiz
themselves on the commands. The teacher will give the
commands and the students will show the commands.
The teacher will then say abren los ojos and the

Materials /
Resources Needed
White board,
white board
markers,
notebook,
pencils, paper
dominos,

teacher will then tell students to get out their dominos

and will give students two minutes to practice.
The teacher will wait for all students to get out their
dominoes and will say empieza. Students will practice
their dominoes for two minutes and teacher will set the
timer. The teacher will pass back any papers while they
are working.
The timer will go off and the teacher will ask students to
put away their dominoes.
The teacher will remind students to study their
vocabulary words and to practice their conjugations.
How will you check for your students understanding during this activity? In
other words, how will you know if students have met the learning objectives of
this activity?
Based on the responses they give in the class discussion. Teacher will determine if
they understand the vocabulary if they can put their dominoes together, if they
are able to give the actions of the commands. When we look over the notebooks,
we will also know if they are staying on task by what they are writing in it.
Transition: The teacher will ask students to take out their notebooks so
they have the chance to take notes.

Activity 2 (Time: 20 mins)

Rationale: This activity is an introduction to new vocabulary terms and a review
of old ones. The teacher states the objective of todays lesson so that students
get an idea of what will be covered today, but also will be able to identify what
they should be able to do by the end of the lesson. The teacher engages
students in a discussion about giving advice and asking students when they
have ever given advice before, in order to activate students prior knowledge
about the topic and to help students to build connections to the new material.
The powerpoint introduces the new vocabulary and grammatical items
inductively. Which allows students to think critically about the new terms
instead of just receiving an English translation for them right away. They play
with the new terms in their head and draw their own conclusions before the
teacher explains anything. The teacher provides explanation to students after
they have had a chance to think on their own. Students are then able to
determine if their thinking process was right or wrong. The powerpoint has
practice questions for students to complete on their own at a very low difficulty
level. Students are not required to produce any of the new language. They just
select the appropriate response. After students have had a chance to think on
their own, the teacher allows students to talk with a partner. Here they can
explain what they think it is and why and then hear the ideas of their peers
before getting called on to share with the class. The teacher asks what am I
still making confusing? instead of do you have any questions? so that
students will be more likely to ask questions because its all put on the teacher
for being wrong, not the students.
Modes of Communication and Skills Incorporated in this
Participation
Activity (circle all that apply):
Structures:
(e.g., Individual work,
Interpersonal Mode, Interpretive Mode, Presentational
pair work, group work,
Mode
team work, whole
Listening, Speaking, Reading, Writing, Grammar(ing),
class, etc.)
Culture(s)
.
The teacher will state the objective for todays lesson,

after today, you will be able to give advice in Spanish

Projector,
(its written on the white board as well).
presentation,
The teacher will begin students in a discussion about
notebook,
when they usually provide someone with advice or when
pencils
they have given advice to someone before, while pulling
up todays PowerPoint.
The teacher will then tell students that todays
powerpoint is about giving advice. First we will review
the vocabulary we have already covered for this chapter,
but some of it will be new.
The teacher will read through each slide out loud to
students with the first 7 slides.
For the next slides, ask students to think to themselves,
what the vocabulary is for each picture.
Students will think about the picture.
The teacher will then ask students to tell a partner what
the vocabulary word/ phrase is for each picture.
Students will take turns describing picture.
The teacher will then call on a student to share what the
vocabulary phrase/word is for each picture.
Repeat for each slide from 10-16.
For slides with Deber tener que and Hay que the
teacher will ask students to think about what the phrase
in yellow is. And to be thinking about how it is used in
the sentence.
The teacher will read each slide out loud.
The teacher will then go back to the first slide and ask
students to tell a partner what they think it means in
English.
Students will take turns telling a partner.
The teacher will then call on volunteers to share what
they think it means.
The teacher will state the correct answer.
Above steps repeated for each slide that has the new
grammar phrases in it.
The teacher will then pull up the slides that explain the
rules for giving advice.
The teacher will ask students if they were able to figure
it out. (its okay if you didnt!)
The teacher will ask students What am I still making
confusing? Nothing? Vamos a practicar!
The teacher will pull up remaining slides with questions
on them, teacher will ask students to think of the answer
to themselves.
Students will think.
Teacher will call on students to answer.
Teacher will reveal correct answer and explain why it is
the correct one.
Teacher will ask students what am I still making
confusing?
How will you check for student understanding?
I will know if students are on track by the answers they will share in the

class discussion.
Transition: The teacher will pass out scrap pieces of paper and ask students to
write their names on it!

Activity 3 (Time: 20 mins)

Rationale: This activity provides students with an authentic way to practice
writing and using the new grammatical terms. This activity also incorporates
differentiated tasks because some of the students are more advanced and need
a challenge. The teacher provides a challenge to those students that is not
required for all students as not all students would be able to complete the
challenge. By writing in class, students can work on their own, but can receive
additional help or guidance from the teacher, something they wouldnt have if
they were working at home. By testing students knowledge, the teacher will
know at the end of the day if students understood the material that was
introduced or if they will need additional time with the material tomorrow. The
exit slips will also show if students are all making the same mistakes and it can
be easily corrected the next day before moving on.
Modes of Communication and Skills Incorporated in this
Participation
Activity (circle all that apply):
Structures:
(e.g., Individual work,
Interpersonal Mode, Interpretive Mode, Presentational
pair work, group work,
Mode
team work, whole
Listening, Speaking, Reading, Writing, Grammar(ing),
class, etc.)
Culture(s)

The teacher will ask students to write their name on the

scrap paper and number the paper from 1-5.
The teacher will tell students that one of their friends is
struggling in school and they need advice on how to be a
good student. So, your job is to write five different
sentences on how to be a good student. You must use
Deber tener que and hay que at least once. Try
not to use your book, but if you must, look on page 102.
If you want an extra challenge, write five things that you
shouldnt do and put it in the form of a letter or an email.
The teacher will model an example on the board.
Teacher will ask students what is still confusing.
Students will write.
If students all finish with time left at the end of the hour,
have students share their sentences.
Teacher will pass out new Chapter 4 packets to students.
Students will work on pages 1-3 for the remaining hour
and on their sentences.
Tell students that page 1 should be done for homework.
AT THE END OF THE HOUR, We will do round robin cards.
Directions are as follows:
The teacher will pass out new round robin cards with
preterit irregulars on them. The teacher will refresh
students of the rules before beginning. The teacher will
also tell students that this time they will be timed to see
how quickly they can complete it. Tell students also, that
they are competing against the other hours.
The teacher will then ask for a volunteer to start.
The teacher will count down 3-2-1 and then begin the

Round robin
cards, stop
watch, lined
paper, chapter
4 packets

stop watch.
The students will take turns reading their cards in
Spanish first.
Students will sit down after they have read their cards.
All students will be sitting at the end, the teacher will
stop the timer and write the time down. (Allow students
to go twice)
The teacher will tell students they will have another
chance tomorrow to try again.
How will you check for student understanding? I will know if students
met learning objectives based on the sentences they share orally with
the class and the exit slips they hand to me as they leave.
I will know if students are on track by their ability to complete round
robin.
Transition: The teacher will ask students if they met the learning objective for
the day. Can you give advice in Spanish?