6th, 7th & 8th Grade Intro: The Alphabet

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

Unit/Session: Los Vocales/Vowels & Alfabeto/Alphabet

Alfabeto

Date of Instruction:  1/17-21

Standard/s: MLI.CCC3A Recognize similarities and differences in sound systems, writing systems, cognates, gender, and level appropriate idioms.

MLI.CCC3B Recognize basic sound distinctions and intonation patterns and their effects on communicating meaning.

Learning Target/ Teaching Point: Students will pronounce the vowels and consonants correctly.

Success Criteria: Students will be able to be understood when they pronounce the Spanish letters with the correct sound in conversations.

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: One of the most important things to learn the first days of Spanish is how to pronounce the five vowels in Spanish. The reason is that the vowels make up 80% of spoken Spanish. Then we learn the consonants. It is also important for you to hear the sounds naturally spoken before you focus too much on the technical sounds. However, it IS helpful to know their basic sounds. 

DIRECT INSTRUCTION: Students were already introduced to the five vowel sounds (which constitute 70% of Spanish pronunciation), and now will hear and practice the sounds of the consonants as well. Using a visual poster, I will say the letter and then pronounce it using an example of a Spanish word. Then I will teach the students a popular cadence/song to help with learning the alphabet.

VIDEO: Spanish Alphabet

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:  First tell students that almost all of the letters in Spanish sound like the English letters, with a few exceptions. Firstly, Spanish has three more letters than in English; they are the “ch” which sounds like the English, the “ll” which sounds like English’s “y”, the ñ, which sounds like “canyon”. Other than that, there is “g” which often sounds like our “h” and sometimes a hard “g” sound like “gate”, the “h” is ALWAYS silent as in “jalapeño”, “q” sounds like “koo” where you don’t hear the u very often, “rr” when two r’s are together you roll them, otherwise one r sounds a little like our “d”, x sounds like an “h” or a “z” and a z sounds like an “s”

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Students will have the opportunity to practice as a class and with a partner. They will be given independent work to practice with.

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:

Point to a letter and ask them to sound it out.

Homework

Make flashcards with the letter on one side and the phonetic sound on the other.