8th Grade Spanish 1: Fears
- What
- 8th Grade Spanish 1: Fears
- When
- 10/27/2021
- Where
- B&G
NMS Daily Lesson Plan for Instruction (Spanish 1) Teacher: Dr. Stephanie L. Perry Unit/Session: Fears & Likes Date of Instruction: 10/18 Standard/s: New: MLII.IP2C: Use gestures and body language to convey that you are scared of something. Review/Repeat: MLI.IP1B Express like/dislike, emotions, and agreement/disagreement Learning Target/ Teaching Point: Students will express likes/dislikes, how they are feeling now, today, temporarily, and agree/disagree. They will also be able to ask someone else and listen for a correct reply. Success Criteria: I can express likes/dislikes, how I’m feeling, and whether I agree or disagree. I can also ask someone else these questions and understand others’ responses. 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 class, we talked about things we like and things we don’t like - things we are actually scared of. Teenagers’ favorite movies are often a mixture of scare and pleasing (comic relief). We will continue this conversation. DIRECT INSTRUCTION: 1) Taking out the piece of paper from the previous day of something you don’t like/No me gusta, we will “interview” different students and check the “audience” understanding of what, why, how something that scares you or them. 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 different 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 Make flashcards of the following Vocabulary: ¿De qué tienes miedo?/What are you scared of? Tengo miedo de . . ./I’m afraid of . . . Tiene miedo de . . ./s/he is afraid of . . . Las serpientes/the snakes Los tiburones/the sharks Las arañas/the spiders Los alacranes/the scorpions Las abejas/the bees La oscuridad/the dark Los payasos/the clowns Se va corriendo/s/he runs away Se va gritando/s/he goes away screaming Se va llorando/s/he goes away crying rápido/fast despacio/slowly Se hace pipi/s/he pees him-herself Me hago pipi/I pee myself grita/s/he screams llora/s/he cries Review - only make flashcards of the ones you don’t know or remember: ¿Quién eres?/Who are you Soy/I am ¿Cómo estás?/How are you? Estoy bien/I’m well Estoy mal/I’m bad Estoy Así Así/I’m so so ¿Cómo te llamas?/What’s your name Me llamo/I’m called . . . ¿Cuántos años tienes?/How old are you? Tengo/I am . . . ¿Qué juegas?/What do you play? Juego/I play . . . ¿Qué juega?/What does s/he play? Juega fútbol/s/he plays soccer Juega béisbol/s/he plays baseball Juega fútbol Americano/s/he plays football Juega básquetbol/s/he plays basketball Juega vóleibol/s/he plays volleyball lee/s/he reads Escucha música/s/he listens to music Mira la televisión/s/he watches TV baila/s/he dances Toca la guitarra/s/he plays guitar Monta en monopatín/s/he rides a skateboard Números 1-18