Teacher: Dr. Stephanie L. Perry |
Unit/Session: Body Parts body parts lesson plan
|
Date of Instruction: 5/5-6 |
Standard/s: MLI.PIB Give basic information about self and others using suggested topics. |
Learning Target/ Teaching Point: Students will be able to identify their body parts and say basic sentences. |
Success Criteria: Students can point to their body parts and talk about themselves in context with body parts. |
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: “Face it” (pun intended) we wouldn’t be us without our bodies, so knowing how to say major body parts in Spanish is important. What if you had to go to the doctor? How would you describe where it hurts?
|
DIRECT INSTRUCTION: Show students poster/diagram of body parts. Practice pronunciation while pointing to parts. Teach them how to say “my head hurts/me duele en la cabeza, my stomach hurts/me duele en el estómago.” Teach them to say “my eyes are brown/mis ojos son cafes, my hair is blonde/mi pelo es rubio.” Teach them to say “I have a pencil in my hand/Tengo un lápiz en mis manos, I have a hat on my head/Tengo un sombrero en mi cabeza.” VIDEO: body parts video
|
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: Sing song “Head, shoulders, legs, and feet” in Spanish and practice going faster and faster. Ask students, “Te duele en tus piés?/Do your feet hurt?” and have them point to the body part I am talking about. Watch a video of a teenager from the U.S. learning the body parts from a Mexican teen. |
INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Students will draw a picture/diagram of a body with a head and label at least 10 parts.
|
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 exchange pictures and check each other’s accuracy.
Formative Assessment : I will walk around and check their diagrams while they are sharing their art work. |
Homework | Teach a sibling the “Heads, shoulders” song in Spanish. |
