Teacher: Dr. Stephanie L. Perry |
Unit/Session: Weekend Talk Weekend Talk |
Date of Instruction: 3/21 |
Standard/s: MLI.INT2A Differentiate among statements, questions, and exclamations MLII.INT2A (Sp. 2) Differentiate among increasingly complex statements, questions,and exclamationsG |
Learning Target/ Teaching Point: Students will tell what they did over the weekend using the past tense |
Success Criteria: Students will tell what they did during the weekend. Spanish 2 students will give more details about what their weekend was like.
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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: How many of you have seen the popular TV show, “The Office?” What is the first thing they do when they come in on Monday (tell about their weekend!). I think it’s this way everywhere, so we will tell about our weekends in Spanish. |
DIRECT INSTRUCTION: ¿Qué hiciste durante el fin de semana?/What did you do during the weekend?” Show students the poster with 3 columns on my wall. First column has examples of: Miré la tele/I watched TV, Escuché música/I listened to music, pasé tiempo con amigos/I spent time with friends, etc. Column 2 has examples of where I went -Fui al cine/I went to the movies, Fui al parqué/I went to the park, etc. The last column has things I played - jugué fútbol/I played soccer, jugué fútbol Americano/I played football, etc. VIDEO: Weekend Talk Video
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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 told students what I did over the weekend as an example, I will choose eager students to tell the class three things they did. For Intro students, I will ask Yes/No questions and maybe either/or questions for fast learners. For Spanish 1 students I will ask yes/no, either/or, and 4 Ws (what, where, when, who). For Spanish 2 students, I will ask either/or, 4 Ws + why and how; I will also encourage more descriptions/details. |
INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Students will turn to their partner and ask what they did over the weekend, listen to response, then change roles. I will seek out students who need more guidance. |
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: To make sure students understood their partner, I will ask them to tell me in Spanish what their partner did, and vice-versa. Formative Assessment : I will walk around and check their work and listen for understanding. |
Homework | Students will tell their parents/siblings what they did over the weekend. |
