Lesson Plan One – Special Center

Class: Kindergarten (AM & PM) Date: Monday, April 10th, 2017

Title: Spring Bingo/Lotería de Primavera

Objective of Lesson (in own words): Students will be able to identify and verbalize vocabulary
associated with Spring in Spanish.
Learner Outcomes (Program of Studies) Plan for Diversity
Students will be able to recognize and Use of images and words on board game,
anticipate meaning from familiar print, words will be read in Spanish for those who
symbols and images (Kindergarten Spanish need to hear them aloud.
Program of Studies, p. 13).
Prerequisite Knowledge, Skills, Strategies Preliminary Matters (Announcements, etc.)
and Attitudes N/A
Familiarity with Spring vocabulary in
Spanish and English, listening skills, visual
identification, knowledge of letters.

Time Teaching Strategy Student Activity Resources Assessment

Introduction
(Link to previous learning,
introduction of new
concepts)
3 mins. Before centers, I will Students should be The original Check for
explain about the listening and paying Lotería for understanding
Mexican game, attention to demonstratio at the end of the
Lotería. I will also explanation of the n and the explanation of
show the students the game and plans for the adapted cards the Spring
real game to give them special center. and boards Lotería.
an idea what it looks the students
like and then I will will be using.
explain that at my
special center, we will
play an adapted
version of Lotería
using the Spring
vocabulary they have
been learning already,
along with instructions
on how to play.
Tentative: Prize for
winner of Lotería (will
discuss with Nicole).
Activity 25mins. Select 5 students for Students should be Boards, cards The cards I
Sequence center. watching and listening and kernels of read will be
Play the game: again for corn (game read aloud in
May involve Presentation, I will read the cards understanding. pieces). Spanish only.
Explanation, Guided
Practice, Independent
out without showing They will hopefully Students should
Practice the students the have fun applying their be able to
picture to see who is knowledge to the identify the
OR
able to identify the game! word on their
Approaching, word on their boards. boards based
Encountering,
Noticing
The first one to get a on the pictures
Internalizing vertical, horizontal, or or associated
Applying, diagonal line wins the written word
Refining
Personalizing, game. (letter
Transforming, They can keep playing identification).
Assessing until they win or we
run out of time.
Closure 2 mins. Before prize is given, a Students should Prizes:
check will have to be demonstrate good Selection of
(Summary of learning,
link to upcoming learning) done to ensure student sportsmanship for the toys, stickers,
has correctly winner. colouring
identified all objects books, etc.
on their line. Ask
student to identify
them in Spanish.
Assist with
pronunciation. Prize
given to student who
wins the game.
*Tentative*
Students move on to
other centers if there
is time.

Reflection
As my first lesson, I think it went okay. There are definitely things that I did in the first go around
with the AM students that I fixed for the PM students. In the first run with the AM students, I had
them sit at the carpet in their spots and I told them about the loteria game from Mexico and
shared some of the boards and cards with the students. However, this turned into a gong show as
the students started complaining about not sharing the cards and wanting to see more of them.
The management got a little out of hand. I had to take the cards back and it took a bit to get them
back on track to tell them about my game and prepare them for it. For the PM group I had them
sit in a circle and told them I would pass around the cards but reminded them of good audience
manners and how to share. This worked much, much better.

I think if I were to do this again, I would select smaller prizes as some of the kids got a little out of
hand in terms of wanting to win the game. As Sra. Sundset suggested, using stickers and handing
one out at a time might be better.

I would also try to demonstrate the rules of the game a little better as well. Some of the students
didn’t quite understand what I meant when I said “4 in a row” and it took a few tries at the game
for them to get what I was talking about.

Adapted from Alberta Education, Canada, 2008