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Spanish I: Unit 1 Daily Lesson Plan Topic: Introductions Date: Unit 1, Day 1

Target Proficiency Level: Novice-Low NC World Language Essential Standard: NL.COD.1.1

Stage 1: What will students know and be able to do at the end of this lesson?
Objective: I can say my name and I ask someone theirs.

Essential Vocabulary & Structures: ¿Cómo te llamas? ¿Cómo se llama? -Me llamo…

Stage 2: How will you know that students can do that?


Formative Assessments:
1. Campfire circle
2. Verbal Exit Ticket (out the door)

Stage 3: Instructional Activities

Activity & Time Description Materials Needed

5 minutes: Warm-Up Descriptive reading on singer, Shakira Warm-Up Reading and Questions
with multiple choice questions.

10 minutes: Momento Cultural Mini-Cultural Lesson on formal vs. NBC Kiss Report Video
informal greetings in Latin America
and Spain. Students will be able to
understand the kiss greeting across
the Spanish-speaking world.
5 minutes: Icebreaker (Intro) Two Truths & a Lie drilling
presentational speaking and listening
comprehension I am…, age, where I
am from… Students will work with
their table groups and identify the
truth from two lies.

10 minutes: Lesson & Notes Students will take note on how to ask What is your name? Guided Notes
others their name and how to say
their name. Note: there is a formal
and informal way to ask for names.
Review formal and informal concepts
with students.

8 minutes: Campfire Circle Students will circle up around the


classroom. They will go around the
circle asking their other classmates
‘What is your name?’ Each student
will respond and ask the student next
to them their name. All will ask and
respond.

5 minutes: Formal or Informal? Students will see various pictures on Formal or Informal Guided Notes
their guided notes sheet. Pictures
include: groups of elderly people,
groups of young people, famous
singers, etc. Students will determine
whether they will ask each one of
those people, ‘What is your name?’
in an informal or formal fashion.
2 minutes: Márcalo Rate yourself! On a post-it note, rate Post-It Notes
your understanding on today’s
lesson.

3 minutes: Verbal Exit Ticket Collect student post-it notes and ask Teacher Clipboard with Notes
what is your name and wait for their
response. All students must respond
before leaving class. Teacher will
take notes on students who need
extra practice the next day.

2 minutes: Homework Students will review the Unit 1 Study Quizlet Classroom Link
Announcement Set in Quizlet.

Teacher Reflection:

Differentiation Student Engagement Teacher Input Critical Thinking Lesson Effectiveness


Low High Low High Low High Low High Low High
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 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)
Communities – CMT (Communities)