Download Day 1 Unit 2

CMS World Languages Daily Lesson Plan
Level 1A Unit 1: Bienvenidos Topic Hello, My Name is
Target Proficiency Level Novice High
Date Day 1 Time: 90/78 minutes
Essential Standards NM.CLL.2, NM.COD.1.2,
Stage 1: What will students know and be able to do at the end of this lesson? (Objectives)
DO (I can …)
·
I can say my name and ask my classmate theirs (speaking and listening)
·
I can identify the words- bandera, España, capital and Madrid for travel to Spain.
KNOW (Essential Vocab and Structures): (words will be on the Muro de Palabras)
Hola
Me llamo...
¿Como te llamas?/ ¿Cual es tu nombre?
Mucho gusto
¿Como estås?
Bien
Mal
Asi asi/ mas o menos
Stage 2: How will you know that students can do that? [Assessment Task(s)]
Boleto de SalidaStudents should perform a skit to show that they have mastered basic communication skills of introduction.
Prompt: Pretend you are meeting someone for the first time. You must:
1. Open the conversation with a greeting.
CMS World Languages Daily Lesson Plan
2. Introduce yourself.
3. Ask the other person for their name.
4. Tell them you are happy to meet them.
5. Ask them how they are doing.
Student Exemplar:
1. Hola
2. Me llamo __________
3. ¿Como te llamas?
4. Mucho gusto
5. ¿Como estas?
Stage 3: What instructional activities will be used?
Some English input required
(5 min) Opening/Activity 1—Calentamiento- Combine Mentira/ Verdad- Classroom commands, question words and classroom phrases.
(SR- Common Core)
¿Mentira o verdad? Is the teacher is giving Summer permission to go?
1. Summer: ¿Peudo ir al baño? (blurts out)
Maestra: ¡Levanta la mano! ¿Donde esta el baño?
Summer: El baño esta afuera.
2. Maestra: Okay. Levantate y en silencio ve al baño.
3. Summer regresa.
Maestra: Summer, sientate.
CMS World Languages Daily Lesson Plan
Summer: Gracias.
Maestra: De nada
(5 min) Activity 2— Objetivo
(15 min) Activity 3- Momento Cultural- ¿Sabias Que?- España- location (Europa), Bandera, Capital, Madrid
Transition to Spanish Only
(15 min) Activity 4— Notes Intro to new vocabulary- Image with Spanish phrase. Student will associate the image with the word.
- Student writes objective in notebook.
- Choral responses
- Student writes vocab word
(10 min) Activity 5— Como te llamas music video by Landa y Mercy; Video Hola, Hola; Video Hola
(5 min) Activity 6— Guided Practice- Stand up, walk around and introduce yourself to as many people as possible. In Spanish! Practiquemos. Come te llamas?
(5 min) Activity 7— ¿Como te sientes?
(10 min) Activity 8- Video Como te llamas- como te sientes
(5 min) Activity 9- Guided Practice Turn and talk. Add everything from last time plus Como te sientes.
(10 min) Closing/Activity 10— Boleto de Salida
Homework: Make flashcards with the color and practice saying them.
Materials Needed for this lesson
powerpoint, Boleto de salida.
21st Century Skills
CMS World Languages Daily Lesson Plan
Communications, Collaboration, Social and cross cultural skills, Global Awareness
Differentiation
I will be using visual aids, hands on activities for the kinesthetic learners, and spoken tasks for the auditory learners.
Reflection:
Differentiation
Low
1
2
3
High
4
5
Student Engagement
Low
1
2
3
High
4
5
Teacher Input
Low
1
2
3
High
4
5
Critical Thinking
Low
1
2
3
High
4
5
Lesson Effectiveness
Low
1
2
3
4
High
5
North Carolina Essential Standards:
1. Use the language to engage in interpersonal communication.
(Interpersonal Communication : Person-to-Person Communication)
Interpersonal skills are used in informal, one-on-one or small group conversations. Students can ask for clarification when needed and negotiate
with each other during the conversation. Most interpersonal communication involves everyday topics, like greetings, instructions, directions, current events, class discussions, news about family and friends, social events, requests for information, academic discourse, and so on.
2.
Understand words and concepts presented in the language.
(Interpretive Communication: Listening and Reading)
Interpretive skills involve receiving information in a situation where meaning cannot be negotiated. Students hear or see the message and respond based on their interpretation. These messages could be about any topic and come from a wide variety of sources and media: textbooks,
newspapers, signs, websites, news broadcasts, television and radio programs, lectures, presentations-live and recorded, etc.
3. Use the language to present information to an audience.
(Presentational Communication: Speaking and Writing)
Presentational skills involve preparing information to be shared with an audience, either through speaking or writing. Students have time to draft,
revise, and practice presentations that show their use of language. These presentations vary from somewhat informal, such as a quick report to
the class on an article, to quite formal, which might be a culminating project involving a multimedia display with a speech.
4.
Compare the students’ culture and the target culture.
(Culture)
Learning about culture means building an understanding of the practices, perspectives and products of a society. The practices involve patterns of social interactions, such as how people are greeted or how respect is shown. Perspectives are the values, beliefs, ideas, and attitudes
that are an integral part of life. Products are the books, foods, laws, music, games, etc., that are created and used within the society.
Strands:
Connections to Language & Literacy – CLL (Comparisons)
Connections to Other Disciplines-COD (Connections)
CMS World Languages Daily Lesson Plan
Communities – CMT (Communities)