6th & 7th Grade Intro to Spanish: Sports & Activities (Greetings)

Teacher: Dr. Stephanie L. Perry

Unit/Session: Sports & Activities (Greetings) 

Sports&Activities (Greetings)

Date of Instruction:  10/18-22

Standard/s: MLI.IP1A Use basic greetings, farewells, and expressions of courtesy.

Learning Target/ Teaching Point: Students will be able to introduce themselves, say something polite, and say goodbye. They will also be able to ask someone else and listen for a correct reply.

Success Criteria: 

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3, 4, 5, 8, 10

INTRODUCTION/CONNECTION: Last session we greeted (1) told others our name (2) , something we like (3), and then said goodbye (4). Today we will ask someone else (1) What is your name?/¿Cómo te llamas? (2) What do you like?/¿Qué te gusta? 

DIRECT INSTRUCTION: Students take out a piece of paper and write your name really big and draw a picture of something you like or like to do (sports, movies, music, socializing, reading, etc.). 

VIDEO (20 min.):

Sports and Activities (Greetings)

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7, 8, 10

GUIDED PRACTICE:  Choose a willing student and demonstrate a conversation to get to know that person. Use cognates that students recognize to keep conversation lively and real. After a period of time, let students try this with a partner for no longer than 1 min. Choose a different partner and get in repetitions for acquisition and comprehension.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Guiding the conversation, I differentiate students’ abilities by asking the slower learners YES/NO questions, moderate learners EITHER/OR questions, and more advanced learners WHO, WHAT, WHERE, and WHEN questions - all questions revolving around their interests, referring to their drawings. 

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Choose one last student who is willing/enthusiastic to ask basic questions. 

Formative Assessment : Have all students put thumb down for “No/NO” thumb up for “Sí/YES”; point to thing or person for “o/EITHER/OR”

Homework

Complete the list of cognates. At the bottom of the cognate list, answer this question: What is the difference between a DEFINITION and a COGNATE?