EDUC 480 - Lesson Plan (80 min)

Date: May 24, 2016

Name: Jacquelyn Davies

Target Student Group: Entry 9 Spanish Class

Created with: Grace Murry

ID: 301033377

Title of Lesson: Primera leccin en espaol

Big ideas:

Listening and viewing with intent help us acquire Spanish

Meaningful communication is possible in Spanish using simple, high-frequency words and patterns.

Meaning can be conveyed in multiple ways such as gestures, repetition in the target language, and visual references,
etc.
Curricular Competencies

Exchange ideas and information using complete sentences, orally and in writing.

Use a growing variety of strategies to construct meaning.

Lesson Objectives/Student Understandings:
Assessment:

Students will be able to...

Give a basic greeting in Spanish
Ask for a persons name (both formal and
informal) in a complete sentence
Ask and tell where they are from in a
complete sentence
Ask how someone is feeling and respond
(both formal and informal) in a complete
sentence.
can use as a starting point to pursue
further studies in Spanish at the
Secondary level
Demonstrate their learning with more
than one person orally.
Ask and respond appropriately by the
end of the lesson to questions about
their name and what city they live in, in
the Lower Mainland

During the speed dating activity I will be able to go

around and listen in on students as they meet each
other. Will be able to see pronunciation, students
grasp of what is taught, students willingness to try
things, the level that everyone is at. . . do we need to
review this?
Fly swatter game allows me to see if students
understand the words that they have learned and
practiced in the day and which words I need to go over
next class.
The written mini-dialogue allows me to assess their
ability to transfer their oral and auditory skills into
written skills. Also indicates if they have been able to
follow what is being taught.
I will also use techniques such as give me 5 for
complete understanding 3 I think I get this you can
move on or 1 I am totally lost to give me an indication
of what is going with my students.
The closure at the end of the class will indicate what I
need to review during the next class.

Activities:
* All activities will be led in Spanish except for classroom expectations as this is their first class
and it is important for them to understand clearly what is being said.

Expectations within the classroom

Do a name circle where each student is given a piece of food that starts with the same
letter (eg. jamn Jacquelyn o dtil Daniel)

Go through some basic rules of pronunciation

Introductions/greetings Hol me llamo . . . o Buenos Das o Buenas tardes with a

question of where are you from.

Model introductions (preferably with a partner, however use different voice and jump
back and forth to show 2 people talking).

Clapping with words to reinforce pronunciations

Speed dating activity (Students will move into 2 lines where they face each other, each

Materials/Resources:

Power point

Vocablist
Paper
Pens
Whiteboard
andmarker
Scrappaper
Example
dialogue
Timer

student will have a partner. Her they will practice introductions for approximately 20 seconds before
moving on to another person it is times).

Brainbreakactivity(30seconds)

Add in the question of how are you. Express how your feeling: bien, mal, mas o menos
Learn goodbyes Ados, hasta maana, hasta luego,
Stand up and practice. Talk to at least 3 different people using different greetings,
feelings and ways of saying goodbye (have a piece of paper and the person has to sign
their name to show accountability).

Fly swatter game write both English and Spanish words on the boards students have
to hit the right word in to opposite language before the other student team mates can
help by only using Spanish instructions (will go over these at the beginning of the game
and leave instructions on board for them to see and use the words).

Students then write (or draw a cartoon) with a mini dialogue with the greetings,
questions and forms of good-byes they have learned (individual activity).

1 thing you learned, 1 thing you feel confused about and 1 think you would change about
the lesson.
Extensions:

Activity where I speak a greeting, a question about the person, a reply to a question or a good bye. The students have
to listen closely and then go to which corner of the room is designated for what they think it is. (eg. the back left hand
corner you go to if you think it is a greeting). * This can also be used as a form of assessment to see how the students are

doing with understanding and listening.

Have students model introductions and mini conversations.

Pair will volunteer to model the lesson in front of the class in Spanish

Ask Cuantas personas son de _____

Adaptations:

If there are students who have finished their mini dialogue before hand, get them to look at other words, questions,
etc. on vocabulary list and see if they can add in more sentences, questions etc. to the dialogue

If a student seems to be struggling match them up with a person who is doing well to help them with the area of
struggle.

If student is really struggling give them the vocab sheet earlier so they can use it as a referencing point.

Have students work in pairs to create dialogues.

Will speak in English if necessary to convey understanding.

Handouts and powerpoints to help as a visual aid.