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Name: Melinda Selleck

Date: 11/02/15
Placement School: Lowell High School
Course (Spanish 2a) & Approximate Proficiency (Beginner)
Grades/Ages of students: 9th-10th
Mentor Teacher: Sarah Ellis
Lesson Topic: Dia de los muertos!!!!! & Preterite irregulars review
****At the beginning of fifth hour, we hear announcements and do
the pledge of the allegiance in Spanish.
A Brief Overview of the Lesson
 This lesson includes TPR practice with all previous vocabulary terms and
introduction of new vocabulary terms.
 This lesson also includes a domino activity with the previous vocabulary terms and
new vocabulary.
 There is a practice with Round Robin cards.
 There is a song with day of the dead vocabulary.
 There is a presentation and video about Day of the Dead.
 There is a cadence chant of irregular preterit verbs.
 There is a review of preterit irregulars.
 There is game type practice of preterit irregulars (avalanche).
Learning Objectives
After this lesson, students will be able to:
 Students will be able to respond with the appropriate action when given a
command.
 Students will be able to match the English word with the appropriate Spanish
word, using their dominoes.
 Students will be able to identify all of the new & previous vocabulary terms in
writing and orally.
 Students will be able to identify preterit tense vocabulary in writing and orally.
 Students will be able to conjugate verbs in the preterit tense, including irregulars
in writing and orally.
 Students will be able to describe Day of the Dead, where it is celebrated, when,
symbols and what it is in the TL orally.
 Students will be able to describe what happened in the video using the past tense
orally.
Standards
Previous Related Learning

L.1.2.a. follow simple three or four-step oral
 Students are familiar with
directions to complete a classroom task.
the routine of introducing

L.2.2.a. Understand simple speech produced by
new vocabulary with TPR.
peers and adults on familiar topics with repetition

Students are familiar with
and rephrasing.
the routine to complete their

S.2.2.a Participate in social conversations with
domino activity.
peers and adults on a familiar topic by asking and
answering questions and requesting information.
 Students are familiar with

S.4.2.a Ask and respond to questions using phrases
the vocabulary from today’s
or simple sentences.
lesson.

S.6.3.a. Speak clearly and comprehensibly by using

Students are familiar with
Standard grammatical forms and pronunciation,
the chant
phrasing and intonation.

S.7.1.a. Describe a concept with prepared text.
 Students are familiar with

R.2.1.f. Use decoding skills to read known and
completing round robin
unfamiliar words.
cards.

R.2.1.g. Match oral words to written words
 Students received a packet



R.3.2.a. Use context clues as a strategy to figure
out meaning of unfamiliar words and phrases.
W.1.2.c. Write simple sentences using key words
available in the classroom environment.
W.1.3.a. Write with consistent use of spelling
patterns and rules

about day of the dead on
Friday.

Activity 1 (Time: 10 mins)
Rationales:
 This activity engages students to begin the class thinking in Spanish. They will get
in the habit of completing these activities each day. Even though the task may
vary, they are always required to write it in their notebooks and to date it. It has
been noticed that students weren’t being held accountable for the work they
contribute in their notebooks, which should be diffused when the teacher reminds
students that the work they put in their notebook will be part of their grade. The
dominoes contain the new and old vocabulary words and provide students with
additional practice.
Modes of Communication and Skills Incorporated in this
Participation
Activity (circle all that apply):
Structures:
(e.g., Individual work,
 Interpersonal Mode, Interpretive Mode, Presentational
pair work, group work,
Mode
team work, whole
 Listening, Speaking, Reading, Writing, Grammar(ing),
class, etc.)
Culture(s)















First the teacher will great the class and direct their
attention to the white board. The teacher will remind
students to write the new vocabulary in their notebook.
The teacher will ask students to direct their attention to
the projector screen and to listen. They will need to write
down at least two weather phrases in their notebooks.
Students will watch video and write down weather
phrases.
The teacher will shut off the projector and ask students
what phrases they heard.
Volunteers will share.
The teacher will then say “levanta la mano” and will read
the new vocabulary terms (hice un pastel, anduve, dije,
llegue) in Spanish and students will repeat each word.
The teacher will ask if anyone knows what the word
means.
The teacher will state the English translation for the
word.
Students will write the English in their notebooks next to
the Spanish.
The teacher will show the action for the word.
The last four steps will be repeated for each word.
The teacher will then say “levantense”. Students will
stand up.
The teacher will say a vocabulary word and students will
respond with the appropriate action.
The teacher will use new and old vocabulary terms.
The teacher will tell students “sientense” and “cierran
los ojos”. Students will sit and close their eyes to quiz

Materials /
Resources Needed
 White board,
white board
markers,
notebook,
pencils, paper
dominos,

themselves on the commands. The teacher will give the
commands and the students will show the commands.
 The teacher will then say “abren los ojos” and the
teacher will then tell students to get out their dominos
and will give students two minutes to practice.
 The teacher will wait for all students to get out their
dominoes and will say “empieza”. Students will practice
their dominoes for two minutes and teacher will set the
timer. The teacher will pass back any papers while they
are working.
 The timer will go off and the teacher will ask students to
put away their dominoes.
 The teacher will remind students to study their
vocabulary words and to practice their conjugations.
How will you check for your students’ understanding during this activity? In
other words, how will you know if students have met the learning objectives of
this activity?
 Based on the responses they give in the class discussion. Teacher will determine if
they understand the vocabulary if they can put their dominoes together, if they
are able to give the actions of the commands. When we look over the notebooks,
we will also know if they are staying on task by what they are writing in it.
Transition: The teacher will pull up the skeleton song and ask students to
write down 5 words that they don’t know.

Activity 2 (Time: 20 mins)
Rationale: This activity begins with a little song about skeletons requiring
students to write down five words that repeat often. The students listen to the
song and become familiar with words associated with the day of the dead
(tumba, esqueleto, reloj). It is a fun little song that will introduce students to
day of the dead vocabulary before they see it in the presentation and have to
talk about it. The powerpoint begins with a discussion about the day of the
dead in the target language. Students talk about what they know about the
event before they see the video so they can relate to their previous knowledge.
Then, the teacher provides basic information about the day of the dead before
they watch a mini-video. The teacher asks students to be thinking about the
day of the dead while they are watching the video. At the end, the teacher asks
students what happened in the video. This requires students to talk to a
partner using the past tense about what they saw, or what the characters did.
They reviewed their TPR words at the very beginning, which includes a lot of
their past tense vocabulary so they should be able to recall it. The teacher calls
on students to answer the questions about what happened after they had a
chance to tell a partner so they had a chance to think before they are required
to share. This provides them the opportunity to use the past tense in an
authentic manner. The remaining slides go over the cultural points of the video
along with what happened, again using the past tense in the writing. This
provides students with a deeper understanding of the day of the dead. At the
end, there is a discussion about how we celebrate loved ones that have passed
and compare the day of the dead to our own culture.
Modes of Communication and Skills Incorporated in this
Participation
Activity (circle all that apply):
Structures:
(e.g., Individual work,
 Interpersonal Mode, Interpretive Mode, Presentational
pair work, group work,
Mode
team work, whole
Listening, Speaking, Reading, Writing, Grammar(ing),

Culture(s)

class, etc.)

The teacher will pull up the skeleton song on youtube
 Projector,
and will ask students to listen and write down five high
frequency words.
youtube, dia de
los muertos
 The students will listen and write.
PowerPoint
 The teacher will stop the song at the end and ask
presentation,
students what words they wrote down. The teacher will
short clip about
be sure to define tumba y esqueleto.
day of the dead
 The teacher will then pull up the powerpoint for the day
on youtube
of the dead. The first slide has questions about the day
of the dead. The teacher will ask students to tell their
partner what they know about the day of the dead.
 Students will tell their partner.
 The teacher will then bring the class back to a discussion
about the day of the dead and will answer the generic
questions about the day of the dead.
 The teacher will then play the short silent video about
the day of the dead. The teacher will ask students to pay
particular attention to the different cultural things in the
video that relate to the day of the dead.
 The students will watch the video.
 The teacher will bring up the powerpoint after the video
and will ask students what they know now about the day
of the dead.
 The teacher will go through each slide. First telling about
what happened in the video (using the past tense) and
then talking about what really happens for the day of the
dead.
 The teacher will repeat the above step for each slide.
 At the end of the presentation, teacher will lead students
in a discussion about death and visiting the cemetery, is
it a happy thing? Is it a sad thing? How does our culture
view death? And how does Latin America view it? What
about skeletons?
How will you check for student understanding?
I will know if students are on track by the answers they will share in the
class discussion.
Transition: The teacher will pull up the chant and remind students they have a
big quiz tomorrow!

Activity 3 (Time: 20 mins)
Rationale: This activity introduces preterit irregulars with a chant which
provides students with another means to remember the preterit tense and to
make further connections with the new material. The chant is also done every
day which will help students to memorize this information so they can recall it
on future tests! Prior to working with the preterit, the teacher reviews what we
have already learned about preterit irregulars from this week which gets their
mind thinking about the newly learned material. The teacher also reviews
previously learned vocabulary during the TPR session earlier in class which will
help students to better recall words they might need in order to write their
sentences. At the end of the review, the teacher explains the writing activity
and models what they should do on their own by providing examples. By

working on their sentences during class, the students are able to ask questions
and seek help from teachers or their peers, an opportunity they wouldn’t have
at home. Also, by telling students they will be sharing with the entire class
their sentences, it will keep them on task during the in class time they have to
work. After they have had a chance to write, students will take turns asking
each other what they have done and will respond with their sentences. This
allows students the chance to practice speaking their sentences and to check
each other’s work before they share them in front of the whole class.
Modes of Communication and Skills Incorporated in this
Participation
Activity (circle all that apply):
Structures:
(e.g., Individual work,
 Interpersonal Mode, Interpretive Mode, Presentational
pair work, group work,
Mode
team work, whole
Listening, Speaking, Reading, Writing, Grammar(ing),
class, etc.)
Culture(s)
















The teacher will pull up the chant and ask students to
first sing the chant as fast as they can to their partner.
The students will sing.
The teacher will ask students to conjugate three words
from the chant into the other verb forms.
Students will conjugate three words.
The teacher will then ask students to repeat after me.
The teacher and students will go through the chant
twice.
The teacher will then review the preterit tense and point
out different things that will be on the quiz tomorrow.
The teacher will then pull up the practice quiz and
explain the directions.
The students will work on the practice quiz on a scrap
piece of paper. (Remind students to take practice quiz
seriously because it is crucial they make mistakes now
before it counts on the quiz & to ask questions!)
The teacher will call on random students to answer the
questions.
The teacher will review the correct answer.
The teacher will remind students to study for their quiz!
AT THE END OF THE HOUR, We will do round robin cards.
Directions are as follows:
The teacher will pass out new round robin cards with
preterit irregulars on them. The teacher will refresh
students of the rules before beginning. The teacher will
also tell students that this time they will be timed to see
how quickly they can complete it. Tell students also, that
they are competing against the other hours.
The teacher will then ask for a volunteer to start.
The teacher will count down 3-2-1 and then begin the
stop watch.
The students will take turns reading their cards in
Spanish first.
Students will sit down after they have read their cards.
All students will be sitting at the end, the teacher will
stop the timer and write the time down. (Allow students
to go twice)

Round robin
cards, stop
watch, lined
paper, chant,
practice quiz
word document,
projector

The teacher will tell students they will have another
chance tomorrow to try again.
How will you check for student understanding? I will know if students
met learning objectives based on the sentences they share orally with
the class.
I will know if students are on track by their ability to complete round
robin.
Transition: The teacher will tell students to have a nice day 