Direct instruction

Teacher(s): Andrea Valles Subject: Spanish 1

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

Understand familiar words, phrases, sentences, and sometimes the main idea within short and
simple text related to everyday life.
Investigate and describe similarities and differences in practices, products, and perspectives
used across cultures (e.g. Holidays, family life, historical and contemporary figures) to understand
ones own and others ways of thinking.
Objectives (Explicit): Use Blooms verbiage and formula

SWD define vocabulary words in Spanish by sketching an image of the given vocabulary words.
SWD distinguish the holiday of Halloween and Day of the Dead by comparing how they are
celebrated.
SWD identify the customs and traditions by giving examples of each holiday.
Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)

At the end of the lesson, the teacher will use Kahoot to evaluate what students have learned in the lesson. The students will
use their mobile devices or laptops to answer the questions. 9/10- mastery. The questions will be based on the information
that the students learned in their learning stations.

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)

Sketch and define vocabulary terms that will relate to our lesson
Identify: Las diferencias (similitudes) entre los dos das festivos Halloween y Da de los
Muertos (The differences (similarities) between the holidays are)
Rotate to each leaening station about Halloween and Day of the Dead
Complete a Venn Diagram for each group to collect your findings from the work stations.
Key vocabulary: Materials/Technology Resources to be Used:

El Da festivo(s), El Da de los muertos, El Da de las brujas, la Articles, butcher paper, markers,Internet access and
calavera, el pan de muerto, el panten, el tradicin, los dulces, el mobile devices to acess Kahoot and Quizlet,
otoo, la ofrenda, el cempasuchil, el papel picado notebooks, pencils, PowerPoint,

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students

Ask students how can they define or come up with examples of the term:da festivo (holiday).Then sho w students images
from both holidays Students will write down their ideas on their notebooks and discuss what the students came up with.

Ins Teacher Will: Be specific Student Will: Be specific

tru
cti Introduce the topic of the lesson by using the strategy of Have out a piece of paper and be attentive when they
ona Quick-sketching. Select a few vocabulary words to use should sketch a Spanish vocabulary word. After the
l during this practice. The words will be all in Spanish. sketches, they will compare their images with their
Inp After the sketches, I will demonstrate the correct images table members.
ut that corresponds with each word with the English
translation. Then, students will write brief notes throughout the
presentation and ask questions along the way.
Then, I will start off the lesson by presenting the topic of
 Day of the dead through a PowerPoint explaining the Be provided with their own Venn Diagram to use for
basic information about the festive holiday and ask the the guided practice.
students if they think Halloween and Day of the Dead are
similar.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching?

If the students are having a difficult time doing the sketches, this activity can be accomplished in small
groups. After times up, all group members will share what they have sketched to remember the
vocabulary word.

Bring in any materials that are used for the Day of the Dead. While discussing about the holiday, set up an
alter in front of the class while explaining the components of the alter and how the holiday is celebrated in
Latin America.
Gu Teacher Will: Be specific Student Will: Be specific
ide
d Give directions to the class of how each work station will Students will move from station to station for a period
Pra work. Facilitate each learning station by ensuring that all of six minute intervals, to complete all activities
ctic students are on task. Help those that do not understand related to Halloween and Day of the Dead. Students
e the instructions or are unable to perform the task. will discuss what information they will use to complete
the Venn Diagram.
After the activity, discuss with the whole class about
what information did they find. The stations include: The Origins, Traditions/Customs,
Food, and Importance of the holidays.
.
After students have rotated through all learning
centers, they will share out what each group wrote in
their Venn Diagram.

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is
ready to move onto independent practice? And how are you going to differentiate if they do not understand?

Instead of working on their own diagram, four tables will have their own diagrams with a certain topic. The
students will be responsible to find information from videos or articles and write whats different or similar
between the holidays. Then go on to the next table to find more similarities and differences.

Ind Teacher Will: Be specific Student Will: Be specific

epe
nde Provide a worksheet in which the students will design un Be provided a worksheet in which they will design
nt ofrenda offering for any loved one who has passed their own day of the dead offering to their loved
Pra away. Monitor around the room if anyone has any one(s). If the students have not completed their
ctic question. offering, they will complete it as homework.
e

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations?
Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson? Ask the students what they have learned about in this
lesson. What interesting facts did they find while doing the group activity. What sort of family tradition is familiar
to the student or their families. If Day of the dead is not familiar to them, what sort of holiday or family tradition
is familiar in their own families or culture.