Valentine's Day
- What
- Valentine's Day
- When
- 2/10/2022, 9:00 AM – 10:00 AM
- Where
- boys & Girls
NMS Daily Lesson Plan for Instruction (Spanish) Teacher: Dr. Stephanie L. Perry Unit/Session: Valentine’s Day Date of Instruction: 2/11-14 Standard/s: MLI.CU1A Demonstrate knowledge of cultural contributions. MLI.CU1B Identify commonly held cultural viewpoints. MLI.CU1C Describe cultural customs and traditions. MLI.CCC1A Demonstrate basic geographical knowledge. Learning Target/ Teaching Point: Students will be able to say what they love, who they love, and what they’re grateful for. Success Criteria: When students can say what they love and are grateful for, they will be successful. 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: I introduce high frequency words: El día de los enamorados/Valentine’s Day El día de San Valentín/Valentine’s Day El día del amor y la amistad/Day of love and friendship ¡Felíz día de los enamorados! Me encanta/I love… Te amo/I love you Te quiero/I love you ¿Amas el chocolate?/Do you love chocolate? Me gustas/I like you ¿Quieres salir conmigo?/Do you want to go out with me? ¿Te gustar¡a ser mi novio?/Do you want to be my boyfriend? Estoy enamorado de ti. /I’m in love with you. Estoy perdidamente enamorada de ti./I’m lost in love with you. ¿Me amas?/Do you love me? ¿Amas a tus padres?/Do you love your parents? Estoy agradecida/o por - I’m grateful for Doy gracias por - I give thanks Da gracias por - s/he gives thanks Damos gracias por - We give thanks Está agradecida/o por - s/he is grateful for ¿Por qué estás agradecida/o? - What are you grateful for? ¿Por qué das gracias? - Why do you give thanks? DIRECT INSTRUCTION:1.) Brainstorm popular love phrases (some listed below) in the target language and write them on the board. 2.) Let them choose a half-sheet of colored paper. 3.) Have students make hearts and cards. VIDEO (5 min.): 10 most popular Valentine phrases 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: 1.) After I show the students how to outline their hands, I will go around the room and help them cut out their hands to make the feathers of the turkey. 2.) Students outline their hand on a piece of paper and then write at least five things they are grateful for. 3.) Add the hand feathers to the turkey INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Students will draw their part of the turkey and write five things they are thankful for. Students can go to this website to get more ideas: https://docs.google.com/presentation/d/1Pg8IUqTvw831rOV7Rpk7tef8uoD9gelf_fbsImWdId4/edit?usp=sharing https://misclaseslocas.blogspot.com/2014/11/quick-tip-thanksgiving-in-spanish-class.html 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: Students will share their feathers and tell the class what they’re thankful for. The class will translate to show their understanding. Formative Assessment: All throughout I will check on their comprehension by asking them questions about what they’re thankful for. Homework Students will tell their parents what they are grateful for in Spanish and ask their family what they are grateful for?