Feelings and Emotions
- What
- Feelings and Emotions
- When
- 2/22/2022, 9:00 AM – 10:00 AM
- Where
- Spanish class
NMS Daily Lesson Plan for Instruction (Spanish) Teacher: Dr. Stephanie L. Perry, Spanish Unit/Session: Feelings and Emotions Date of Instruction: 2/22 Standard/s: New MLI.IP1B Express likes/dislikes, emotions, feelings, and agreement/disagreement 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. 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: We ask someone else (1) What is your name?/¿Cómo te llamas? (2) What do you like?/¿Qué te gusta? Adding to that, we will express how we feel. I feel good/Me siento bien. Another way to say this is: I am bad/Estoy mal. As humans, we have a lot of ordinary, complex, and varying emotions throughout the day, so it’s important to be able to communicate this in any language! DIRECT INSTRUCTION: Taking out the piece of paper from the previous day (or get a new one), draw a picture of how you often feel. Then draw a picture of something or someone that is usually connected with that feeling. VIDEO (8 min.): Sports and Activities (Likes and Dislikes) 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: ¿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