Name:   Dr. Stephanie L. Perry

GPS: Expressing Likes and Dislikes

Topic: Shapes, Colors

Class: Sp. 1 & Intro to Spanish

Date(s): 10/4

Learning Target: Students will identify and use the colors to express likes and dislikes and to talk about the different colors in the seasons

Colors

 Song: Colores

I CAN GOALS

1.  I can say and write the colors and shapes in Spanish.

2. I can use my knowledge of colors and shapes to express likes and dislikes.

TASKS:

AP#1 Students will ask and respond verbally what their favorite color and shape are in Spanish.

AP#2 Students will write in Spanish what their favorite color/figure are & a sentence describing an item in a room.

AP#3 Students will complete a tree map with 3 favorite shapes and 3 sentences describing that shape.

AP#4 Students will draw a picture of all the seasons by folding a paper two times. Then say which is their favorite season.

Activating Thinking Strategies:

Ask which color and shape is their favorite (emotional tie).

Key Vocabulary to Preview: See list below

Teaching Strategies:

AP’s are your embedded Summarizers throughout instructional period

Graphic Organizers:

List on the board

Chart on the board

Tree Map

Instruction for AP#1: Ask students, “Cuál es tu color y forma favorita?” Have them write down their favorite color in Spanish and their favorite shape in English. Write down how you would answer that question, “Mi color/forma favorito/a es ______. Ask them if they know what the shape is called in Spanish. See if they can guess. Introduce them to one shape at a time, saying it in Spanish several times. Ask if they can think of anything in the classroom that is in that shape. Under each shape, write some things that are that shape.

AP#1 Have students ask each other what their favorite color and shape is in Spanish. Have them respond.

Instruction for AP#2: After reviewing the shapes and giving repeated opportunities to say a sentence in Spanish, have students look back at the list they made of things with those shapes. Hand out dictionaries and have students look up the words and write the Spanish word in big letters on an index card. Now we can match the English with the Spanish and have a word bank from which the students can form various sentences.

For example, “La pizarra es un cuadrado”.

AP#2 Have students first write in Spanish on an index card what their favorite color/figura is. Then write a sentence describing an item in the room.

Instruction for AP#3 Ask students if they can think of another way to say they like something. (Me gusta el círculo). Also ask them if they can use other verbs with their new vocabulary. (Yo tengo joyas que es un diamante).

AP#3 Now have them make a tree map with 3 favorite shapes and write 3 sentences with that shape. If time, they can illustrate their tree maps. Or they could make a brace map with the item, then breaking it down into color, form, size (grande).

Assignment and/or Assessment:

Students will match the English with the Spanish shapes. They will practice on SmartBoard the shapes on a website. Teacher will observe responses.

Students will also be given a summative exam.

Re-Teaching Focus and Strategy:

(if necessary)

They will have extra practice on SpanishSpanish or 123 Teach Me websites.

SED Modifications:

1. For Gifted students, I will have them complete 4 shapes and 3 sentences on their tree map. For SED, I will have them complete only 2 shapes and 2 sentences.

2. My fluent Spanish students will use colors and shapes to describe orally and in writing one room in their house.

3. ESOLs and SED will receive a chart with some already written.

Materials and Resources

Active Board, shapes, word strips, posters, charts, Thinking maps, index cards.