Lesson Plan : The Spanish Speaking World
Teacher Name: | Tammy Lyons |
Grade: | Grade 9-10 |
Subject: | World Languages |
Topic: | Countries, cities, regions, states in the United States where Spanish is spoken as the primary or secondary language. Pronunciation rules of Spanish. (EDITED) |
Content: | Vocabulary related to geographical features, names of places, typical classroom objects and necessary expressions. Describing what people are doing in a scene using the present progressive tense and the present tense. |
Goals: | Students will be able to: 1. Increase working vocabulary by 25-30 words, expressions and combinations related to the geography of the Spanish speaking world and classroom interactions. 2. Refine skill in describing a scene in the present time frame. 3. Refine skill in pronuncing |
Objectives: | Given an explanation and practice in class about the interpersonal, presentational, and interpretive modes of communication students will express the following with ease and complete accuracy. 1. The location and geographic characteristics of the Spanish speaking world. 2. What is going on in the classroom; things they need to use in the classroom |
Materials: | Juntos dos text, maps of the world, flashcards, transparencies, verb posters, handouts, large maps, dictionaries, video. |
Introduction: | List all the Spanish speaking countries in the world. Identify items in a typical classroom. Brainstorm famous people who speak Spanish and locations of these people. This is to be spoken in Spanish. |
Development: | Explain why learning Spanish is so important for students in the U.S. after viewing the video "English, Who needs it?" Model correct formation of the progressive tense to describe what people in the classroom are doing. |
Practice: | Tell a friend about what people are doing in a classroom, beach scene, and in a park. Write a description about what people are doing in the classroom. Repeat words and expressions approximating native pronunciation. Practice vocabulary with flashcards. |
Accommodations: | Listening activities about the classroom. Practicing correct pronunciation of Spanish in small groups and individually. |
Checking For Understanding: | Daily comprehension checks of previous day's material. Homework discussed daily. Written work corrected and returned to students. |
Closure: | Play charades with common daily activities and students guess what the others are acting out using the progressive tense. |
Evaluation: | Homework collected and graded for completeness and accuracy. Written work graded for completeness and accuracy. |
Teacher Reflections: | Begin with chapter 1 vocabulary and functions on Tuesday. Use this review to check previous day's understanding. Did the children retain what was taught and practiced? How can I help those students who are experiencing difficulty? What did the students enjoy most today? |
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