Date: 09/26/16

School: SWHS

Teacher: Ms. Asteinza

STANDARDS-BASED
DAILY LESSON PLAN TEMPLATE
Language: Spanish Level I
Unit # 1
el calendario Qu tiempo hace?

Unit Theme: Los das de las semana y

(1.2) Goals -The student will be able to

-

Learn to describe the weather

Learn to write numbers from 11 199
Learn useful classroom expressions & use them with others

(1.3) Applicable Unit Essential Questions

How do I say the days of the week & write the date in Spanish? How do I describe the weather in Spanish?

(1.1)NGSSS: World Languages Standards

(1)Culture WL.K12.NM.6.1 recognize basic practices and perspectives of cultures where the target language is
spoke (holiday celebrations, etc.)
(4) Presentational Speaking WL.K12.IL.4.1 Present information on familiar topics using a series of sentences with
sufficient details.
(8)Comparisons WL.K12.IM.8.2 Compare and contrast structural patterns in the target language and own.

Learning Outcome of the week students will know greetings and introductions
Interpretive Listening: The student will be able to understand and interpret information, concepts, and ideas
orally from culturally authentic sources on a variety of topics in the target language.
Interpretive Reading: The student will be able to understand and interpret information, concepts, and ideas in
writing from culturally authentic sources on a variety of topics in the target language.
Interpersonal Communication: The student will be able to engage in conversations and exchange information,
concepts, and ideas orally and in writing with a variety of speakers or readers on a variety of topics in a culturally
appropriate context in the target language.
Presentational Speaking: The student will be able to present information, concepts, and ideas to an audience of
listeners on a variety of topics in a culturally appropriate context in the target language.
Presentational Writing: The student will be able to present information, concepts, and ideas to an audience of
readers on a variety of topics in a culturally appropriate context in the target language.
Culture: The student will be able to use the target language to gain knowledge and demonstrate understanding of
the relationship among practices, products, and perspectives of cultures other than his/her own.
Connections: The student will be able to acquire, reinforce, and further his/her knowledge of other disciplines
through the target language.
Comparisons: The student will be able to develop insight into the nature of the target language and culture by
comparing his/her own language(s) and cultures to others

Communities: The student will be able to use the target language both within and beyond the school setting to
investigate and improve his/her world beyond his/her immediate surroundings for personal growth and
enrichment.

Day
Monday

Content Goal
Write large
numbers and
review the
weather
seasons.

(R)

Activities
-

Tuesday

Pass a quiz on
large numbers,
weather seasons(R)

Wednesday Practice the

numbers &
weather.

(R)

Learn useful
classroom
expressions (N)
Thursday

Practice
classroom
expressions &
write a
conversation

(R)

Instructional
Strategies
Bell work Translate What is the weather like? Write the - Writing
four season in Spanish & English
- Monitoring
Turn in bell work
- Reviewing
- Online Game
QUIZ ON WEDNESDAY
Write the correct Spanish number absent students - Singing

say weather conversations

Review the weather expressions with Active Inspire
Review the numbers with Active Inspire & practice
writing 10 - 199
Play kahootit.com go to getakahoot.com or login My
Kahoots & select Duplicate of Los Numeros
Bell work: Translate: Whats the weather like in winter? It snows..
QUIZ ON WEDNESDAY
P. 21 Listening Activity 20 TC25b 20
P. 21 Speaking Activity 21 compare the Celsius to
Fahrenheit use cold, hot, raining, snowing
P. 21 Speaking Activity 22 Tell a partner what the
weather is like in each city.
Play kahootit.com go to getakahoot.com or login My
Kahoots & select Duplicate of Que Tiempo Hace?
Bell work: Study quietly for quiz
Pass a quiz on large numbers, weather seasons
VOCAB section of notebooks: copy p. 22 En la clase, p. 23 En el libro., & p. 25 Other words & phrases
Create vocabulary flashcards with the words on p. 22 & 23 write the word or phrase & a simple picture on one
side & Spanish on back
Learn the correct pronunciation
Bell-work: Unscramble and translate the classroom
expressions: 1. papel de hoja una 2. decir quiere qu? 3. mano la levanten 4. favor despacio por ms
Ask students to come up by rows to draw a card. Next ask
them to look for the person who has the other part of the
classroom expression
Ask students two write a skit in groups of 3. Divide the
students in two groups. The first group will act out
classroom commands. The second must guess
Students will work in groups of three one a teacher and
two students. Give instructions such as: Cmo te
llamas? Sintense.

Recycle
Monitoring
Reviewing
Speaking
Comparing cultural
differences
Game

Recycle
Monitoring
Pronunciation
Speaking
Multiple
intelligences
Flashcards
Critical thinking
Game
Writing a
conversation

Friday

Learn about the places &

customs in Peru. (N)
-

Bell-work: Write your first & last name, period, date on

the top right hand corner of your paper
Label your paper 15 Facts About Peru
Watch & take notes on Globe Trekker _ Peru
Turn work in to Mrs. Becker

Note taking
Monitoring

Homework Research Spanish speaking countries, study numbers.

( 1.5) Establish Background Knowledge / Pre- assessment (check all that apply)
KWL Brainstorming
Questioning (Whats the weather like? How do you say? You
say)
Give examples (compare different cultures) Weather from Celsius to Fahrenheit
(1.4) Materials and Resources Listening, Flipchart (Active Board), technology

(1.5)School- to career skills (check all that apply)

o Communication skills
o Problem-solving
o Research and Information Management Skills
o Teamwork skills
o Organization skills
o Technology skills
Connection to other areas
Geography Science
1.1 / 1.4/ 1.6 Options for differentiating instruction
Content
Break assignments into smaller, more manageable parts that include structures directions
for each part
Use a variety of instructional delivery methods to address different learning styles
Use reading and writing reinforcing activities for the Native Spanish Speakers
Process
Provide access to a variety of materials which target different learning preferences and
reading abilities.
Use flexible grouping to group and regroup students based on factors including content,
ability, and assessment results.
Develop activities that target auditory, visual, and kinesthetic learners.

Print outs for students with visual difficulties. Students with visual difficulties can freely
move to the front or to my desk to take notes or see activities.
Extra time for students when IEP requires it.
Performance
Use a variety of assessment strategies, including performance-based and open-ended
assessment.
Balance teacher-assigned and student-selected projects (different projects for Spanish
Native Speakers)
Offer students a choice of projects that reflect a variety of learning styles and interests.
Make assessment an ongoing, interactive process.

1.1/ 1.6 Collaboration

Collaborate with a classmate (s) to create a skit discussing the weather..
Ask a classmate what he or she does Monday, Tuesday, etc.
Reflection / Data: 60% of students need to learn the seasons. Last weeks calendar quiz resulted
in 85% of the students passing the assessment.

(R) Review content

(N) New content