6th, 7th & 8th Grade Intro Classes: Cognates
- What
- 6th, 7th & 8th Grade Intro Classes: Cognates
- When
- 1/11/2022
- Where
- Room 807
NMS Daily Lesson Plan for Instruction (Intro to Spanish) Teacher: Dr. Stephanie L. Perry Unit/Session: Identifying COGNATES on a regular basis in everyday conversations (Ex. Likes, Dislikes, Emotions and Activities) MLI.CCC1C: Identify examples of the target language in other subjects. Date of Instruction: 8/12-13 Standard/s: New MLI.IP1B Express like/dislike, emotions, and agreement/disagreement - Identifying Cognates Review/Repeat: MLI.IP1A Use basic greetings, farewells, and expressions of courtesy. Learning Target/ Teaching Point: Students will express likes/dislikes, how they are feeling now, today, temporarily, and agree/disagree. Students will be able to identify cognates while engaging in a conversation. 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: Can anyone tell me what a cognate is? A cognate is a word that is similar in two different languages. Did you know that Spanish and English share over 20,000 Cognates? That means that you already know over 20,000 Spanish words!!!! Because when you see the Spanish word televisión, you notice it is almost exactly like the English television (except for the accent mark). DIRECT INSTRUCTION: Show students examples of different cognates. For example, words that end in “mente” (simplemente) mean “ly” (simply). It’s important to not confuse cognates with borrowed words and translations. They are different, and I will show the difference. Video: https://drive.google.com/file/d/1ictVQpY_nX717rr-wdclzRkEQKPzg0U7/view?usp=sharing Slide: https://docs.google.com/presentation/d/1sBMvqZpG4wAJOlYl_ZG-TC9fQHlnH_d40RMsUhqS874/edit?usp=sharing 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: Read a magazine together and point out to the students the cognates. Then have them point out some. Show students aUse cognates that students recognize to keep conversation lively and real. Students will inevitably choose words that are not cognates; take this opportunity to guide them in seeing the difference between a cognate and a translation or borrowed word. ACTIVITY: Cognate List INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Have students start a list of their favorite cognates. 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: Show examples of cognates and words that are not cognates and see if they identify them properly. Formative Assessment : Have all students put thumb down for “No/NO” it’s not a cognate or thumb up for “Sí/YES” it is a cognate. Homework Make flashcards of the following vocabulary: ¿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