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Chávez Daily Lesson Plan Template

Goals

Monday Tuesday Wednesday Thursday Friday (FLEX DAY)

9/14 9/15 9/16 9/17 9/18
Vocabulary quiz
1C.1 SWBAT 1G.1 SWBAT 1D.1 SWBAT SWBAT identify
identify 5 recognize identify numbers 1 1D.2 SWBAT the origin of the
classroom vocabulary for 5 to 30 identify Spanish language
objects and use classroom 1E.1 SWBAT ask numbers 31-
5 classroom commands. 100
for and provide a
expressions. 1G.2 SWBAT
telephone number 1C.2 SWBAT
give and
using numbers 1-9 tell time by the
respond to the 5
hour and minutes
classroom
commands. in Spanish.
Questions

How can express my Can I understand What patterns in the How are Spanish time What is the origin of
classroom needs in teacher instructions in vocabulary of Spanish expressions the same the Spanish language?
Spanish instead of Spanish? numbers aid my as and different from
English? counting from 1 to 30? English time
expressions?
HW

Using index cards Create 5 more Numbers half- Time worksheet – Practice your
provided, create flashcards. Practice worksheet scaffolded sheet of flashcards as you
vocabulary flashcards these and yesterday’s. matching then writing begin to study for next
for today’s 10 Have a family member times using Spanish Thursday’s test
vocabulary words. quiz you with your vocabulary
vocabulary flashcards
to prepare for
tomorrow’s quiz

Classroom expressions
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 5 classroom objects and use 5 classroom expressions.

Objective
Essential How can express my classroom needs in Spanish instead of English?
Question
Students KNOW: BE ABLE TO DO:
will: -the vocabulary of classroom objects and -identify classroom objects in Spanish
expressions -use classroom expressions to express needs

Public N/A
Policy
Integration
Assess- Spelling and vocabulary exit slip.
ment

DO NOW Make a list of 5 commands that Ms. Reilly gives to students during classtime. How do
(5min) we know these are commands? Answer in complete sentences.
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Lesson As students enter, teacher will greet each student at the door and ask ¿Cómo estás?
Agenda -students must answer correctly to enter
New seating chart – students are given a number as they enter and find the seat

1. warm up (5 min)
2. objective and preview the week (2 min)
3. Announcements and expectations (6 min)
a. need to clarify expectations and consequences
b. review/reinforce stoplight and bathroom
c. with new seating chart…must be in the correct
d. mini-quiz tomorrow on classroom rules and expectations
4. Classroom objects: Intro to new vocabulary (6 min)
a. I say, you watch/write with objects/picture flashcards
b. I say, you repeat with objects/picture flashcards
c. I show, you say with objects/picture flashcards
5. CFU: cold call students for the vocabulary
6. Classroom expressions: Round 2 of Intro to new vocabulary (6 min)
7. Vocabulary lists: write the English definitions of the words for your vocabulary
list for the quarter, which we will add to almost daily (5 min)
8. Exit Slip (5 min): Expectation: put vocabulary away and do your best to answer
based on your knowledge from today’s class; individual and silent
9. Closing (5 min)
a. Explain homework, pass out index cards and demonstrate the creation of a
vocabulary flashcard

Modifications for Use of visuals with introduction of vocabulary aids all learners, but especially those with
Students with special needs.
Special Needs
Homework
Using index cards provided, create vocabulary flashcards for today’s 10 vocabulary words.
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Classroom commands
DATE: Wednesday
SUBJECT: Spanish I
TEACHER: Reilly
Learning Recognize and use basic classroom commands and questions.
Outcome
Aligned IP.1.2 Respond to basic commands in classroom settings.
Standard
Daily 1G.1 SWBAT recognize vocabulary for 5 classroom commands.
Objective 1G.2 SWBAT give and respond to the 5 classroom commands.
Essential Can I understand teacher instructions in Spanish?
Question
Students KNOW: BE ABLE TO DO:
will: -the vocabulary of classroom commands -give classroom commands to others
-respond to classroom commands from the teacher
Public N/A
Policy
Integration
Assess- Exit slip: dictation of vocabulary
ment

DO NOW
Make a list of 5 commands that Ms. Reilly gives to students during classtime. How
do we know these are commands? Answer in complete sentences.

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. QUIZ: rules and expectations (10 min)
a. First: quiz expectations for quiz-taking
3. Classroom commands: Intro to new vocabulary (10 min)
a. I say, you watch with objects/picture flashcards
b. I say, you repeat with objects/picture flashcards
c. I show, you say with objects/picture flashcards
4. Simon says in Spanish (10 min)
a. First: create a gesture for each commands for students to mimic
5. Two groups present on Spanish-speaking regions (5 min. EACH)
a. Each group chooses 1 presenter this time
b. Expectations for listeners
c. Students are completing graphic organizer of the regions
6. Exit Slip: dictation (5 min)
7. Close: pass out hw (2 min)
a. New note cards, add to your set and practice!

Modifications for During the assessment, students with special needs have the choice to write the
Students with dictation in Spanish or English.
Special Needs
Homework
Create 5 more flashcards. Practice these and yesterday’s.
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The Numbers 1-30

DATE: Tuesday
SUBJECT: Spanish I
TEACHER: Reilly
Learning Recognize spoken numbers.
Outcome Use numbers to exchange telephone numbers.

Aligned IP.1.5 Initiate brief conversations applying basic language patterns, and familiar phrases and
Standard sentences.
IP.1.3 Ask and answer simple questions about basic personal information and the student’s
immediate environment.

Connecting:
3.1.5 Use basic math number concepts and applications.

Daily 1D.1 SWBAT identify numbers 1 to 30

Objective 1E.1 SWBAT ask for and provide a telephone number using numbers 1-9
Essential What patterns in the vocabulary of Spanish numbers aid my counting from 1 to 30?
Question
Students KNOW: BE ABLE TO DO:
will: -vocabulary of the numbers 1-30 -recite numbers 1-30
-ask for and provide their telephone number
-recognize patterns of vocabulary in these numbers
Public N/A
Policy
Integration
Assess- Numbesr exit slip: matching and writing numbers
ment

DO NOW
Has practicing vocabulary through the flashcard method been successful? Write one
paragraph to describe your practice and how it has gone.

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. Numbers: Intro to new vocabulary (10 min)
b. Listen to audio version
c. Say and repeat with audio version
d. Recite the numbers 1-30
e. Write numbers in on running vocabulary sheet
3. Spanish BINGO (10 min)
f. First: review Bingo expectations
g. Student caller and recorder
5. Telephone number (5 min)
a. Teacher model of ask and answer
b. Students practice ask and answer with a partner
6. Two groups present on Spanish-speaking regions (5 min. EACH)
a. Each group chooses 1 presenter this time
b. Expectations for listeners
c. Students are completing graphic organizer of the regions
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7. Exit Slip (5 min)

8. Close: pass out hw (2 min)
Modifications for Exit slip is scaffolded and then students with special needs will have a word bank of vocabulary
Students with
Special Needs
Homework Numbers half worksheet
Have a family member quiz you with your vocabulary flashcards to prepare for tomorrow’s quiz on
intro conversations and classroom vocabulary
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More Numbers and Time

DATE: Thursday
SUBJECT: Spanish I
TEACHER: Reilly
Learning Recognize spoken numbers.
Outcome Recognize useful classroom expressions, objects, dates, and telling time.

Aligned IP.1.5 Initiate brief conversations applying basic language patterns, and familiar phrases and
Standard sentences.

Connecting:
3.1.5 Use basic math number concepts and applications.

Daily 1D.2 SWBAT identify numbers 31-100

Objective 1C.2 SWBAT tell time by the hour and minutes in Spanish.
Essential How are Spanish time expressions the same as and different from English time expressions?
Question
Students KNOW: BE ABLE TO DO:
will: -the vocabulary of numbers 31-100 -count by 10s from 31-100
-the pattern of numbers vocabulary in Spanish -tell time in Spanish
as one counts by 10
-the use of “ser” to tell time
-time expressions in Spanish
Public N/A
Policy
Integration
Assess- Exit slip: listening activity
ment

DO NOW
Write a dialogue between two students greeting each other in Spanish and asking
how each other is doing. Must be at least 5 lines.

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. QUIZ: intro conversations (15 min)
a. Review quiz-taking expectations
b. What to do when finished: begin writing in numbers on vocabulary sheet
for 31-100
3. Pronunciation practice: the numbers 31-100
a. I say, you repeat
b. Students lead, doing 31-40, then counting by tens from 50 to 100
4. Notes: telling time (10 min)
5. Partner practice (10 min)
a. Activity 11 p.8 in the text, asking each other about the time
6. Exit slip: listening activity 12 p.8 in the text (5 min)
a. Record the time that the teacher says in numerals
7. Closing: pass out homework
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Modifications for Answer bank for students on the listening exit slip, or written times instead as well as listening
Students with
Special Needs More time on the quiz as necessary, completed notes on time to provide to students who may need
more time on the quiz and fall behind on notes
Homework Time worksheet – scaffolded sheet of matching then writing times using Spanish vocabulary
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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 Practice your flashcards as you begin to study for next Thursday’s test