Teachers: Tom Anderson

Subject: Spanish 1

Standards:
1FL-P1. Comprehend the main ideas and significant details in both oral presentations and written text
4FL-P2. Use formal and informal language appropriately in a variety of settings
6FL-P1. Compare and contrast various elements of the target language, such as time or tense, with parallel
linguistic elements in English
Objectives (Explicit):

Read the in-class text silently as the teacher reads the text aloud.
Understand in-class reading well enough to answer comprehension questions.
Read the in-class text aloud.
Illustrate the main happenings and vocabulary of the story (flashcards).

Evidence of Mastery (Measurable):

Ability to answer most (80% or more) of the comprehension questions about the in-class text.
Completion and accuracy of illustrations (flash cards).
Sub-objectives, SWBAT (Sequenced from basic to complex):

Match previously learned vocabulary with its translation.

Match verb forms in the present tense with the appropriate subject(s).
Read well enough to follow along with the text being read aloud.
Read well enough to read the text aloud.
Speak in Spanish with proper pronunciation.
Draw pictures to represent the main vocabulary from the in-class text.
Use context clues and critical thinking to understand the in-class text.
Answer comprehension questions about the in-class text.

Key vocabulary:

Materials/Technology Resources to be Used:

Caminar, ver, hablar, jugar, carro, amigo(s), parque,

baloncesto, perro, muchachas, bicicleta(s)

Text using the present tense and beginner-level

vocabulary.
Flashcards, markers/colored pencils

Opening (state objectives, connect to previous learning, and make relevant to real life)

Instructi

Weve seen the conjugations for the present tense and practiced some beginning vocabulary, so today were going
to look at both of them being used to describe a real-life situation. How many of you like to go to the park? What
kinds of things do at a park? Good. Well, the story were reading today is about some friends who go to the park
and what they do there.
Teacher Will:

Student Will:

Review and stamp the bellwork

Complete the bellwork

Copyright 2016, by Thomas G. Anderson

Independent Practice

Guided Practice

onal Input

Read the in-class text aloud.

Read the text silently as the teacher reads aloud.

Co-Teaching Strategy/Differentiation
Students who have difficulty following along with the story can be given picture panels to aid their
understanding.
Teacher Will:

Student Will:

Ask comprehension questions such as Who did

?, What happened after?, and Why do you
think happened?

Answer the comprehension questions.

Co-Teaching Strategy/Differentiation
Students who have difficulty answering the question presented to them will be given additional (simpler)
questions in order to lead them to the answer to the original question.
Teacher Will:

Student Will:

Listen to students read and help with pronunciation

as needed.

Do popcorn-style reading of the in-class text.

Give students instructions on how to make

flashcards with illustrations.

Complete flashcards with illustrations as

homework.

Co-Teaching Strategy/Differentiation
Students who have difficulty drawing pictures can use photos from the internet or magazines instead.

Closing/Student Reflection/Real-life connections:

This exercise will help students with the everyday vocabulary required to describe some of the activities they
enjoy doing in Spanish.
The activities in this lesson will help students with reading, listening, and speaking in Spanish, which are all vital
skills in mastering the language.

Copyright 2016, by Thomas G. Anderson