Unit Lesson Plan

Melissa de Leon Clark

EDCI 560
Fall 2006

Melissa Clark
EDCI 560 Methods of Teaching Foreign/World Languages
Lesson Plan
Teacher: Seora Clark
School: St. James Catholic School
Grade: 6
Language: Spanish Level I
Date: lunes 4 de diciembre Number of Students: 27
Time: 9:00 9:30am
PLANNING PHASE

Performance/Task-based Objectives
1. Students will be able to properly greet each other.
2. Students will be able to state where they and others are from using SER
3. Students will be able to follow and identity classroom commands
Standards:
National: Communication, Culture, Connections
State: Standard 1.1: Students engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions
Standard 1.3: Students present information, concepts, and ideas to an
audience of listeners.
Standard 2.1: Students demonstrate an understanding of the relationship
between the practices and perspectives of the culture studied
Standard 3.2: Students acquire information available through the foreign
language and its cultures

Local: Diocese of Arlington Foreign Language Curriculum Guidelines: Teaches reading,

writing, speaking, listening and culture with an emphasis on communication. Supports
native language of the student and strengthens English grammar. Exposes students to the
beauty and richness of other cultures and civilizations. Strengthens cognitive skills.
TEACHING PHASE
(1) Preparation
Lesson Outline:
Warm-up Activities:
1. Saluda a tu vecino usando los varios tiempos del da
2. Escribe de donde son varias gentes - imagina que son de diferentes pases
hispano hablantes
3. Lean pgina 14 en el libro y escriban dos frases tiles en sus cuadernos.

Theme or Topic: Greetings, Stating where one and others are from using SER and
Spanish speaking countries, Classroom commands
Vocabulary: Classroom commands
Verb(s): SER
Listening/Reading/Viewing selection(s): De donde es? Song to salsa rhythm that
describes where people are from..Page14 and look over In the classroom section
Three Modes and Practice:
Interpersonal Activities:
Students greet the person to their immediate right and left taking turns using Hola
Buenos Dias Buenas Tardes..etc..
Listen to the song De donde es? and think about the Spanish countries discussed and
how to state where various people are from.
Accommodations: Verbal, Kinesthetic and Musical Intelligences.
Presentational Activities: Students take turns coming up to the front of the classroom
and pick out a classroom command to act out. Students raise hands and guess what the
correct command is and then state what it means. If they answer correctly then they get to
go to the front of the class.
Accommodations: Kinesthetic and Visual Intelligences
Interpretive Activities: Students look at the world map on pages XXX-XXI in textbook
and write where people are from using Spanish speaking countries and the formula:
Subject + Ser + de... They can make up names or use people they know.
Accommodations: Logical and Visual Intelligences
Methods/Approaches/Strategies:
Direct Method, Total Physical Response and Grammar-Translation Method
Evaluation: Collect the sheets from the interpretive mode activity and provide feedback
to the students making any necessary comments or suggestions if needed.
Expansion/Extension: The various greetings and being able to state where one is from
will be used to build on tomorrows lesson of learning how to introduce people to one
another.
Materials: Textbooks and music CD with Overhead to supplement.
Homework: Draw and label 3 classroom commands in journals. Also do workbook page
7 crossword on Frases Utiles.
Closure: Review classroom commands by having students follow a set of directions ex:
cierren los libros, escuchen la tarea, y repitan. Explain homework assignment and model
on the board. Ask for questions. Dismiss.
Follow-up: provide feedback on worksheets collected before beginning new lesson.

Melissa Clark
EDCI 560 Methods of Teaching Foreign/World Languages
Lesson Plan
Teacher: Seora Clark
Grade: 6
Date: martes 5 de diciembre

School: St. James Catholic School

Language: Spanish Level I
Number of Students: 27
Time: 9:00 9:30am

PLANNING PHASE

Performance/Task-based Objectives
1. Students will be able to distinguish between formal and informal greetings
2. Students will be able to identify the various family members
Standards:
National: Communication, Culture, Connections
State: Standard 1.1: Students engage in conversations, provide and obtain information,
express feelings and emotions, and exchange opinions
Standard 2.1: Students demonstrate an understanding of the relationship between
the practices and perspectives of the culture studied
Standard 3.2: Students acquire information available through the foreign language
and its cultures
Local: Diocese of Arlington Foreign Language Curriculum Guidelines: Teaches reading,
writing, speaking, listening and culture with an emphasis on communication. Supports
native language of the student and strengthens English grammar. Exposes students to the
beauty and richness of other cultures and civilizations. Strengthens cognitive skills.
TEACHING PHASE
Lesson Outline:
Warm-up Activities:
1. Feedback from previous lesson
2. Piensen de varias gentes (maestro, amiga, policia) y deciden si deben usar Cmo
esta usted? o Como estas tu? en saludarlos.
3. Miren al overhead transparency y escriban, con un otro alumno, cuantos miembros
familiares pueden identificar eg: el abuelo, la prima etc
4. Lean En Vivo dialogo en pagina 30-31 y contesten las preguntas Que
Comprendistes? en pagina 31.
Theme or Topic: Formal vs. Familiar Greetings, Family and Community Members,
Cognates
Verb(s): Ser
Vocabulary: Family members and places in the community

Cultural perspectives: Showing respect by addressing someone formally or informally,

Festival de Calle Ocho Cuban Heritage
Listening/Reading/Viewing selection(s) Family OHT, En Vivo page 30-31 and
Conexiones page 34.
Three Modes and Practice:
Interpersonal Activities:
Students will think about the various ways to address people in the family and the
community using Tu vs Usted.
Have students read pages 30-31 and pay close attention to any cognates to help them
understand meaning. Have students answer comprehension questions to be turned in
and checked for feedback.
Accommodations: Logical Intelligence
Presentational Activities: Have a few students role play the En Vivo dialogue at the
front of the class as other students read the dialogue aloud for them.
Accommodations: Kinesthetic Intelligence.
Interpretive Activities: Students will work together in groups of 3-4 during the warm up
activity to try and identify, in Spanish, as many of the family members and people of the
community as they can that are shown on the overhead transparency. Have them search
for cognates eg: el policia for policeman.
Accommodations: Visual and Verbal intelligences
Methods/Approaches/Strategies:
Total Physical Response
Evaluation Collect the comprehension questions from the warm up activity and
provide feedback.
Expansion/Extension Do a quick verbal review of the colors, body parts and adjective
rules already learned in order to learn how to make introductions and describe people in
tomorrows lesson.
Other Activities:
Materials: Textbooks, Overhead transparency
Assessment: Do a comprehension check right before closure. Ask students to answer
aloud as you ask them the preguntas personales on page 29. eg: Tienes amigos?, Eres
maestro o estudiante? Etc...
Homework: Students are to read Conexiones on page 34 on Festival de Calle Ocho and
think about the significance of this Cuban celebration. Write down 2 thoughts and be
prepared to discuss in class. Also students will draw a picture of their neighborhood and
label the various places found eg: la casa, la escuela, el apartamento and whos found
there eg: el amigo, el policia, la tia.

Accommodations: Visual and Verbal intelligences

Follow-up: Do a quick start review before next lesson and have students identify 3 family
members and places found on the OHT from todays lesson.

Melissa Clark
EDCI 560 Methods of Teaching Foreign/World Languages
Lesson Plan
Teacher: Seora Clark
Grade: 6
Date: mircoles 6 de diciembre

School: St. James Catholic School

Language: Spanish Level I
Number of Students: 27
Time: 9:00 9:30am

PLANNING PHASE

Performance/Task-based Objectives
1. Students will be able to introduce people to one another using direct
object pronouns
2. Students will be able to describe themselves and others physical
characteristics
3. Students will be able to use the verb Tener in proper context.
Standards:
National: Communication, Culture
State: Standard 1.1: Students engage in conversations, provide and obtain information,
express feelings and emotions, and exchange opinions
Standard 1.3: Students present information, concepts, and ideas to an
audience of listeners.
Standard 2.1: Students demonstrate an understanding of the relationship
between the practices and perspectives of the culture studied

Local: Diocese of Arlington Foreign Language Curriculum Guidelines: Teaches reading,

writing, speaking, listening and culture with an emphasis on communication. Supports
native language of the student and strengthens English grammar. Exposes students to the
beauty and richness of other cultures and civilizations. Strengthens cognitive skills.
TEACHING PHASE
Lesson Outline:
Warm-up Activities:
1. Feedback from previous lesson
2. Comparten su tarea con su vecino y revisen para gramtica correcta
3. Completa las frases worksheet.
Theme or Topic: Introductions, Describing People
Verb(s): Tener
Grammatical Structures: Direct Object Pronouns, Adjectives
Vocabulary: colors, body parts

Cultural perspectives: Learn how young people address each other in various Spanish
speaking countries. Note how hand shakes and kisses on the cheek are also common
when introductions happen in these countries.
Listening/Reading/Viewing selection(s) Tener power point, page 33 Tambien Se Dice,
Page R13 Direct Object Pronouns
Three Modes and Practice:
Interpersonal Activities:
Students will complete the phrases on the worksheet provided in the warm up and
identify name of the people being described in the pictures.
Students will view a power point presentation on the verb Tener and write down the
answers to the mini quiz at the end of the slideshow.
Accommodations: Visual and logical Intelligences.
Presentational Activities:
As a way to review the previous days lesson, a few students will present their
homework drawings to the class and ask the class to name the various places and
people that are drawn in their pictures as the student hides the words labeled.
As a student stands at the front of the class the teacher will point to various physical
characteristics and students are to state what they are. Ex: point to brown hair
answer: el/ella tiene el pelo castao.
Accommodations: Visual and Kinesthetic Intelligences.
Interpretive Activities:
Students will share homework with each other and correct each others work.
Students will be called on to answer some of the questions out loud found in the
power point.
Students will use the correct direct object pronouns to introduce one another in
groups of 3-4.
Accommodations: Visual, Verbal and Logical intelligences.
Methods/Approaches/Strategies:
Direct Method, Natural Approach, Contiguity Principle
Evaluation Collect the completa las frases worksheet and provide feedback.
Expansion/Extension Students will practice these key components to build on
tomorrows lesson and will then apply all concepts learned to project that will be assigned
on Friday.

Other Activities:
Materials: Textbooks, Worksheet and Power Point
Assessment: After recap do activity Los ojos y el pelo on page 69 orally and call on
students to describe the people shown in the four pictures using as many descriptive
adjectives as possible. Then ask a few students to introduce another student to the class.
Homework: Students are to write short dialogue, minimum 10 sentences where they are
to include the following key points: a greeting, an introduction, and a description of
someone. This will be collected and some will be shared with the class. Make sure to use
proper punctuation and spelling.
Follow-up: Do a quick start review before next lesson and have students describe three
features of the people pictured on the OHT from todays lesson using Tener.

Melissa Clark
EDCI 560 Methods of Teaching Foreign/World Languages
Lesson Plan
Teacher: Seora Clark
Grade: 6
Date: jueves 7 de diciembre

School: St. James Catholic School

Language: Spanish Level I
Number of Students: 27
Time: 9:00 9:30am

PLANNING PHASE

Performance/Task-based Objectives
1. Students will be able to state likes and dislikes
2. Students will be bale to identify various common activities
3. Students will be able to use the direct object pronouns to say what activities
people like to do
Standards:
National: Communication, Culture, Comparisons
State: Standard 1.1: Students engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions
Standard 2.1: Students demonstrate an understanding of the relationship
between the practices and perspectives of the culture studied
Standard 4.2: Students demonstrate understanding of the concept of culture
through comparisons of the cultures studied and their own.

Local: Diocese of Arlington Foreign Language Curriculum Guidelines: Teaches reading,

writing, speaking, listening and culture with an emphasis on communication. Supports
native language of the student and strengthens English grammar. Exposes students to the
beauty and richness of other cultures and civilizations. Strengthens cognitive skills.
TEACHING PHASE
Lesson Outline:
Warm-up Activities:
1. Que actividades haces despus de la escuela?
2. Pregunta a tus vecinos que les gusta hacer el weekend.
Theme or Topic: Likes and Dislikes, Activities
Verb(s): Gustar and the Infinitive
Vocabulary: Names of various activities
Grammatical structure(s) Direct Object Pronouns
Cultural perspectives - Short video on how students enjoy popular after school activities.
Listening/Reading/Viewing selection(s) page 43 Using Verbs to Talk About What You
Like To Do, Video of students in different Spanish speaking counties and their interests.

Three Modes and Practice:

Interpersonal Activities: Students are to watch the short video on activities enjoyed by
students in Spanish speaking countries. Have students listen to the various intonations
and dialects found. Then have students write down three similarities/differences between
those countries and the U.S. Students are then to draw three activities they like and write
down how to state what they drew (can be finished for homework if not enough time).
Accommodations: Visual, Rhythmic, Logical, Verbal Intelligences.
Presentational Activities: Have a few students come to the front of the class and pick an
activity out of a bag. They are to act out that activity as students guess what it is.
Accommodations: Kinesthetic and Visual Intelligences.
Interpretive Activities: Have students take turns asking each other their likes and
dislikes. Have them vary their answers by asking and answering in different persons
using the direct object pronouns ex: me gusta, te gusta etc
Accommodations: Verbal and Logical Intelligences
Methods/Approaches/Strategies:
Direct Method, Frequency Principle
Evaluation Collect sheets from interpersonal activities and provide feedback to
students.
Expansion/Extension Students will use all of the concepts learned this week to
incorporate all lessons into a project that will be assigned in tomorrows class.
Other Activities:
Materials: Textbooks, Video
Assessment: After recap hold up a few pictures of activities and have students name the
activity and then state whether they like to do it or not.
Technology: Video
Homework: Students are to look over the weeks assignments and notes and review all
key concepts.
Follow-up: Begin tomorrows class with a quick power point slide show that requires
students to identify or name relevant information pertaining to weeks lessons.

Melissa Clark
EDCI 560 Methods of Teaching Foreign/World Languages
Lesson Plan
Teacher: Seora Clark
Grade: 6
Date: viernes 8 de diciembre

School: St. James Catholic School

Language: Spanish Level I
Number of Students: 27
Time: 9:00 9:30am

PLANNING PHASE

Performance/Task-based Objectives
1.
2.
3.
4.
5.
6.

Students will be able to properly greet each other.

Students will be able to state where they and others are from using SER
Students will be able to distinguish between formal and informal greetings
Students will be able to identify the various family members
Students will be able to introduce people to one another
Students will be able to introduce people to one another using direct object
pronouns
7. Students will be able to describe themselves and others physical
characteristics
8. Students will be able to use the verb Tener in proper context
9. Students will be able to state likes and dislikes
10. Students will be bale to identify various common activities
11. Students will be able to use the direct object pronouns to say what activities
people like to do
Standards:
National: Communication, Culture, Connections, Communities
State: Standard 1.1: Students engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a
variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of
listeners or readers on a variety of topics.

Standard 2.2: Students demonstrate an understanding of the relationship

between the products and perspectives of the culture studied
Standard 3.2: Students acquire information and recognize the distinctive
viewpoints that are only available through the foreign language and its
cultures

Standard 5.1: Students use the language both within and beyond the school
setting

Local: Diocese of Arlington Foreign Language Curriculum Guidelines: Teaches

reading, writing, speaking, listening and culture with an emphasis on
communication. Supports native language of the student and strengthens English
grammar. Exposes students to the beauty and richness of other cultures and
civilizations. Strengthens cognitive skills.
TEACHING PHASE
Lesson Outline:
Warm-up Activities:
1. Miren al power point y escriben tres conceptos que aprendiste esta semana y
comprtanlos con sus vecinos. Den ejemplos.
2. Piensa de una persona hispanohablante que conoces. Escribe su nombre en un
papel.
Theme or Topic: La Entrevista Students will conduct an interview of a native Spanish
speaker using the specific criteria set by the teacher and the rubrics with the clear
expectations
Verb(s): Ser, Tener, Gustar and the Infinitive
Vocabulary: family and people in the community, places in the community, colors,
physical traits, activities
Grammatical structure(s) Adjectives, Direct Object Pronouns, and Punctuation
Cultural perspectives Interview a native Spanish speaker and learn more about them
and their heritage
Listening/Reading/Viewing selection(s) En Vivo video
Three Modes and Practice:
Interpersonal Activities: Students are to watch the En Vivo video viewed at the
beginning of the week. They are to pay close attention to the questions and topics
addressed during the introductions and conversations. Students are to list as many
questions and other points that they recognize and would be pertinent to interviewing
someone.
Accommodations: Visual, Logical, Verbal Intelligences.
Presentational Activities: Teacher will show exemplars of previous projects and will
point out specific key elements that are to be included as she reviews the directions and
rubric for the project.
Accommodations: Kinesthetic Verbal, Logical and Visual Intelligences.
Interpretive Activities: In groups of 2-3 have students conduct a mock interview with
the list of questions and topics provided by the teacher. Each student is to have an active
role in the interview.
Accommodations: Verbal and Logical Intelligences

Methods/Approaches/Strategies:
Direct Method, Frequency Principle, Total Physical Response
Evaluation Students will conduct an interview of a native Spanish speaker and will
include the key points addressed in the rubric. Students are to include a greeting,
introduction, where one is from, likes/dislikes. Other elements suggested would be to
include a description, information about the family and community in which they live.
Students will then either video or audio record the interview and transcribe it to be turned
in. The written transcription will then be put onto a poster board where students will
illustrate, either by drawing or cutting out pictures, the key points addressed during the
interview. The posters will then be presented to the class.
Accommodations: Visual, Verbal, Kinesthetic
Expansion/Extension Students will use all of the concepts learned this week to
conduct an interview in the target language and the final product will be presented to the
class and collected for grading.
Other Activities:
Materials: Video, Exemplars, Rubrics, Checklist and Instructions sheet
Assessment: Final Projects will be collected for grading based on the criteria set in the
rubrics.
Technology: Video, Power Point
Homework: Assigned projects due in two weeks.
Follow-up: Have check points throughout the next two weeks to make sure that students
are working on projects. Provide checklists to ensure that key elements are being
covered.