Spanish 1 & Intro

Teacher: Dr. Stephanie L. Perry

Unit/Session: Calendar

Calendar

Date of Instruction:  8/20-27

Standard/s: MLI.IP1E Give simple descriptions 

Learning Target/ Teaching Point: Students will use Spanish terms of seasons, months of the year, and days of the week in context with their present conditions

Success Criteria: Students will tell what day/month/season it is.

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: What is something people ask almost every day? Give time to think. Almost daily, someone asks me, “What day is it? We go by the Gregorian calendar, which was introduced in 1582 by Pope Gregory XIII. So we will tell the date and the seasons. 

DIRECT INSTRUCTION: Show students the question strip: What day is it?/ ¿Qué día es? Then go over the response “Today is Tuesday, the first of September, 2020/Hoy es martes, el primer de septiembre, dos mil veinte or veintiuno.” Point out that the year is the same for 365 days, the season for 90 days (3 months), the month for 30 days, and the day of month changes daily as does the day of the week.

VIDEO (7 min.):

Calendar

VIDEO (4 min.):

Days, Weeks, Months

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:  I will show the class the sentence strip What season is it?/¿Qué estación es? Or What season are we in?/¿En qué estación estamos? and ¿Qué día es? Several students will have the opportunity to respond and to ask the questions. 

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Students will turn to partner and ask him/her what day it is, what season it is, and they will change roles (cambian papeles) until everyone has it.

Calendar

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: I will ask the class to complete the Comprehension Activity sheet

Formative Assessment : I will ask the class chorally to tell me the date and the season and look for incomprehensibility.

Homework

Students will complete the Comprehension Activity sheet they did not finish in class. 

Teacher: Dr. Stephanie L. Perry, Spanish 1 & Intro

Unit/Session: Week 2, 

Date of Instruction:  9/1-4

Standard/s: MLI.IP1E Give simple descriptions 

Learning Target/ Teaching Point: Students will use Spanish terms of weather, seasons, months of the year, and days of the week in context with their present conditions

Success Criteria: Students will tell what day/month/season it is and what the weather is like.

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: It’s kind of a joke when people say “Nice weather, huh?” or “What’s the weather like?” Sometimes we ask this question to be polite or because we can’t think of anything else to ask. Yet there is a basic human interest in what is going on outside and in our environment. So we will be talking about the weather. 

DIRECT INSTRUCTION: Show students the question strip: What is the weather like?/¿Qué tiempo hace? I will show students a Google Slide of the different seasons, and we will stop and go over them as a class.

VIDEO:

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:  Once I have gone over song and explained the meaning of the words, students will join in speaking and translating. They will practice saying “Hace buen tiempo/it’s good weather, hace mal tiempo/it’s bad weather, hace frío/it’s cold, hace calor/it’s hot, hace fresco/it’s cool.”

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Students will divide a piece of paper into four squares (folding twice) and labeling four squares “el invierno/Winter, la primavera/Spring, el verano/Summer, el otoño/autumn (Fall).” Then they will draw a picture of that season and write two sentences describing each season.

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:

Comprehension Activity sheet

Students will share with a partner their seasons.

Formative Assessment : I will walk around and check their work and listen for understanding.

Homework

Students will describe to their family the four seasons.