Author

Campus: Clark Junior High and Princeton HS



Author(s): Mica Tucker/Cyril Papa Date Created / Revised: 6/07/11



st

Six Weeks Period: 1 Six Weeks Grade Level & Course: Spanish 1



Lesson Unit Title: Capítulo 1. ¡Empecemos!

Timeline: 31 Days





a. Which subject-specific TEKS are going to be addressed in the lesson unit?



 1. Communication.

 The student communicates in a language other than English using the skills of listening,

speaking, reading, and writing. The student is expected to:

 1A – The student engage in oral and written exchanges of learned material to socialize

and to provide and obtain information.

 1B – The student demonstrate understanding of simple, clearly spoken, and written

language such as simple stories, high frequency commands, and brief instructions when

dealing with familiar topics.

 1C – The student present information using familiar words, phrases, and sentences to

listeners and readers.

 2. Cultures.

 The student gains knowledge and understanding of other culture. The student is

expected to:

 2A – The student demonstrate an understanding of the practices (what people do) and

how they are related the perspectives (how people perceive things) of the culture

studied.

 2B – The student demonstrate an understanding of the products (what people create)

and how they are related to the perspective (how people perceive things) of the cultures

Stated Objectives: studied.

TEKS Addressed in

 3. Connections.

the Lesson Unit

 The student uses the languages to make connections with other subject areas and to

acquire information. The student is expected to:

(Include TEK

 3A – The student use resources (that may include technology) in the language and

number and (SE)

cultures being studied to gain access to information.

student expectation

description  3B – The student use the language to obtain, reinforce, or expand knowledge of other

subjects areas.

 4. Comparisons.

 The student develops insight into the nature of language and culture by comparing the

student’s own language and culture to another. The student is expected to:

 4A – The student demonstrate an understanding of the nature of language through

comparisons of the student’s own language and language studied.

 4B – The student demonstrate an understanding of the concept of culture through

comparisons of the student’s own culture and the cultures studied.

 4C – The student demonstrate an understanding of the influence of one language and

culture on another.

 5. Communities.

 The student participates in communities at home and around the world by using

languages other than English. The student is expected to:

 5A – The student use the language both within and beyond the school setting through

activities such as participating in cultural events and using technology to communicate.

 5B – The student show evidence of becoming a lifelong learner by using the language

for personal enrichment and career development.





b. Which specific (TA) Technology Application TEKS are going to be addressed in the

lesson unit?









What specific concepts will be included that clarify the content and satisfy the goal of the

TEKS addressed in this lesson unit?



1A

 (i). Distinguish variations in sounds and intonation patterns.

 (ii). Comprehend basic structures, expressions, and common vocabulary.

 (iii). Comprehend short familiar utterances.

 (iv). Recognize familiar material in unfamiliar context.

1B

 (i). Reproduce sounds and intonations patterns in meaningful contexts.

 (ii). Use words, phrases, or sentences as appropriate.

 (iii). Use expressions needed for classrooms and/or daily life situations.

 (iv). Restate familiar material.

 (v). Use alternate means of communicating an idea.

2A

 (i). Read familiar material orally, approximating correct pronunciation and intonation.

Clarifiers:

 (ii). Read familiar material with comprehension.

 (iii). Use word recognition skills; and

(Specific concepts

to be included to  (iv). Understand unfamiliar material in context.

address the TEKS) 2B

 (i). write familiar material using spelling, capitalization, and punctuations

conventions.

 (ii). Write from dictation.

 (iii). Write familiar memorized material with some re-combination.

3A

 (i). Experience various aspects of another culture such as contemporary life, the

arts, geography, history, and literature.

 (ii). Understand that behavior is conditioned by culture.

 (iii). Become aware of the cultural connotations of common words or phrases.

 (iv). Locate and organize cultural information.

3B

 (i). Recognize the interrelationship of languages.

 (ii). Recognize that some language features are unique.

 (iii). Recognize the role or errors and the process of self-correction in learning a

language.



(iv). Develop language learning techniques.





Curriculum Framing Questions:



Essential Question: How can I learn about Spanish language and cultures?





Unit Questions: What can I do to introduce myself to someone?

Curriculum,

Vocabulary

What are some basic grammar and vocabulary that I will use in a basic conversation?

Addressed



Content Questions What are the letters in the Spanish alphabet?



How do I learn and pronounce the numbers 1-30 in Spanish??



How do I give my name, where I am from, and how old I am?

How can I give the time?







What unfamiliar terms will be introduced to the students that will enhance their understanding of

the concept?



 The Spanish alphabet (El alfabeto)



 Greetings and Goodbyes in Spanish



Examples:

Buenos días, señor

Buenas tardes, señorita

Buenas noches, señora

Adiós

Buenas noches.

Hasta luego





 Numbers (Números) 0-31



Examples:

Uno

Dos

Tres

Catorce

Veinte

Veinticinco

Treinta



 Telling time (¿Qué hora es?)



Examples:

Son las dos de la tarde

Es el mediodia

Son las diez de la noche

Es la una de la tarde

Son las tres y media de la tarde



 Giving the date and the day



 Subjects and verbs in sentences



 Subject Pronouns



 The verb “Ser”



 Punctuation marks and written accents





What activity will focus attention on the subject matter of the upcoming lesson unit, establishing a

mental set to pique the students' interest?

Anticipatory Set or

Bell ringers & class discussions

Introduction to

Lesson Unit

Technology Integration:

DVD Tutor

Power Point Presentations

Transparencies





What specific teaching strategies are going to be used to teach this lesson unit? What approach

will be used to provide information (explain) the lesson unit to the students?



Summarizing and note taking – for the introduction of the grammar and vocabulary.

Modeling – skills and concepts expected from the students.

Assigning homework and practice – students will be provided the opportunity to practice.

Teaching Cooperative learning – Students will have the opportunity to work as teams.

Strategies Provide questioning and cues – Teacher / students interaction, oral practice.

Identifying similarities and differences between language and culture-oral and written

Nonlinguistic representations-student generated pictures; visuals provided by the teacher









What modeling will take place to demonstrate what the students will do?



Pronunciation, enunciation, of words, phrases, and sentences the students are expected to know

Modeling -Written samples of words, phrases, and sentences the students are expected to know

-Visuals such as maps, charts, notes on the board

-Multicultural components such as stories, written articles, music, art, artifacts

-Dramatizations through dialogues



What initial practice of lesson skill will be used under direct supervision of the teacher? What

practice of the skill concept of the lesson, without direct (step-by-step) adult supervision will take

place? (List for each day of the unit: Example: Day 1, Day 2, Day 3).

Day 1 and 2- Capítulo 1. ¡Empecemos!

Warm-Up

• Students will think about how learning Spanish can enrich their lives and future career plans.

What are their goals for Spanish this year? See Teacher Note, p. 5. 5B

Chapter Opener

• Students will look at the photo on pp. 4–5. Are the students familiar with a similar location in

their hometown? See Using the Photo, p. 4. 1B

 Students will create a “carpeta” (Spanish folder)

Activities • Teacher will present the objetivos (objectives of the chapter), p. 4.

 Teacher will introduce Spanish names; each student will have to choose a name.

(Guided Practice

Vocabulario en acción 1

and Independent

• Students will watch Geovision (España)

Practice)

 Teacher will show the ExpresaVisión video for Vocabulario en acción 1, Video Program

(Videocassette 1) or DVD Tutor (Disc 1).

(Include: Day 1,

• Students will be introduced to the vocabulary on pp. 6–7, using Teaching Vocabulario, p. 6.

Day 2, etc…)

• Listening activity, teacher will play audio CD 1, Tr. 1 for Activity 1, p. 7. 1B

• Students will work in pairs in activities 2–3, p. 7. 1B

• Teacher will present Nota cultural, p. 7. 4A

Wrap-Up

• Review of answers for Activity 3, p. 7, as a class. 1B

Day 3 and 4- CORE INSTRUCTION

Warm-Up

• Students will work in their daily activity (bell ringer) See Bell Work 1.1, p. 6. 1B

 Review of the work from the previous day

Vocabulario en acción 1

• Students will work on activity 4, p. 7. 1A, 1C

• Teacher will introduce more vocabulary words. Más vocabulario... , p. 8.

• Teacher will introduce ¡Exprésate!, using Teaching ¡Exprésate!, p. 8.

• Listening activity, students will listen to the activity on audio CD 1, Tr. 2 for Activity 5, p. 9. 1B

• Students will work independently in activities 6–8, p. 9. 1A, 1C

Wrap-Up

• Students will review greetings and goodbyes and discuss También se puede decir... , p. 9.

Day 5 and 6 – CORE INSTRUCTION

Warm-Up

• Students will work in their daily activity (bell ringer) See Bell Work 1.2, p. 10. 1B

Vocabulario en acción 1

• Teacher will present ¡Exprésate! and Más vocabulario..., pp. 10–11, using Teaching

¡Exprésate!, p. 10.

• Students will work in pairs on activity 9, p. 10. 1C

• Listening activity, students will demonstrate understanding of the vocabulary words presented

in the audio CD 1, Tr. 3 for Activity 10, p. 11. 1B

• Students will work in groups on activities 11–12, p. 11. 1A, 1C

• Students will continue to work in groups on activities. See Comunicación (TE), p. 11. 1A

Wrap-Up

• Students will perform the Comunicación activity for the class. 1A

Day 7 and 8 – CORE INSTRUCTION

Warm-Up

• Students will work in their daily activity (bell ringer)See Bell Work 1.3, p. 12. 1B

Assessment

• Teacher will review Vocabulario en acción 1, pp. 6–11.

• Students will take a Prueba: Vocabulario 1.

Gramática en acción 1

• Teacher will present Nota cultural, p. 12. 4B

• Teacher will introduce Subjects and verbs in sentences, p. 12, using Teaching Gramática, p.

12.

• Students will watch GramaVisión, Segment 1, Video Program (Videocassette 1) or DVD Tutor

(Disc 1).

• Students will work on activities 13–14, pp. 12–13. 1B, 4A

Wrap-Up

• Students will review what they have learned about subjects and verbs in this lesson.



Day 9 and 10- CORE INSTRUCTION

Warm-Up

• Students will work in their daily activity (bell ringer) See Bell Work 1.4, p. 14. 1B

Gramática en acción 1

• Teacher will present Subject pronouns and En inglés, p. 14, using Teaching Gramática, p. 14.

• Students will watch GramaVisión (subject pronouns), Video Program (Videocassette 1) or

DVD

Tutor (Disc 1).

• Students will work on activity 16, p. 14. 2A, 4A

• Listening activity from audio CD 1, Tr. 4 for Activity 17, p. 15. 1B, 2A

• Students will work on activities 18–19, p. 15. 1A, 1B

• Teacher will present activity. See Comunicación (TE), p. 15. 1C

Wrap-Up

• Review Gramática, p. 14, once again with students to verify understanding.

Day 11 and 12- CORE INSTRUCTION

Warm-Up

• Students will review Gramática en acción 1, pp. 12–15.

Assessment

• Students will be taken a Prueba: Gramática 1.

Cultura

• Teacher will introduce “Cultura” See Teaching Cultura, p. 16. 2A, 4B

• Listening activity from audio CD 1, Tr. 5–7, or show the VideoCultura video for Chapter 1,

Video Program (Videocassette 1) or DVD Tutor (Disc 1).

• Class will discuss Comunidad, p. 17. 3A

Wrap-Up

• Teacher will check answers to Para comprender, p. 17. 2A

Day 13 and 14- CORE INSTRUCTION

Warm-Up

• Students will work in their daily activity (bell ringer) See Bell Work 1.5, p. 18. 1B

Vocabulario en acción 2

• Teacher will show the ExpresaVisión video for Vocabulario en acción 2, Video Program

(Videocassette 1) or DVD Tutor (Disc 1).

• Students will work on the new vocabulary. See Teaching Vocabulario, p. 18.

• Students will compare and contrast activity on page 19. See Cultures, p. 19. 2A

• Students will work on activity 20–21, p. 18. 1C

• Listening activity from audio CD 1, Tr. 8 for Activity 22, p. 19. 1B

• Students will work on activities 23–24, p. 19. 1A

Wrap-Up

• Checking for understanding. Students count from zero to 31 as a class.

Day 15 and 16- CORE INSTRUCTION

Warm-Up

• Students will work in their daily activity (bell ringer) See Bell Work 1.6, p. 20. 1B

Vocabulario en acción 2

• Students will watch the ExpresaVisión video for Vocabulario en acción 2, Video Program

(Videocassette 1) or DVD Tutor (Disc 1).

• Teacher will introduce the vocabulary on p. 20, using Teaching Vocabulario, p. 20.

• Students will differentiate the telling time from the Spanish to the English language.

See Connections, p. 21.

• Students will work on activities 25–26, p. 20. 1B, 1C

• Students will continue to work on activities 27–28, p. 21. 1A, 1B

• Comunicación, p. 21. 1B

Wrap-Up

• Students will review the days of the week with the teacher. p. 21.

Day 17 and 18- CORE INSTRUCTION

Warm-Up

• Students will work in their daily activity (bell ringer) See Bell Work 1.7, p. 24. 1B

Vocabulario en acción 2

• Students will be introduced to El alfabeto and ¡Exprésate! on pp. 21–22, using Teaching

¡Exprésate! and Language Note, p. 22.

• Listening activity audio CD 1, Tr. 9 for Activity 29, p. 23. 1B

• Students will work on activity 30, p. 23. 1B, 1C

Gramática en acción 2

• Review ¿Te acuerdas? with students. Present The present tense of the verb ser p. 24, using

Teaching Gramática, p. 24.

• Students will watch GramaVisión, Segment 3, Video Program (Videocassette 1) or DVD Tutor

(Disc 1).

Wrap-Up

• Students will record information on the verb ser into the carpeta for future reference.

Day 19 and 20- CORE INSTRUCTION

Warm-Up

• Students will review Vocabulario en acción 2, pp. 18–23.

Assessment

• Students will be taken a Prueba: Vocabulario 2.

Gramática en acción 2

• Students will work on activities 32–34, pp. 24–25. 1B

Wrap-Up

• Review the forms of ser using the song presented in Teacher to Teacher, p. 25.

Day 21 and 22- CORE INSTRUCTION

Warm-Up

• Students will work in their daily activity (bell ringer) See Bell Work 1.8, p. 26. 1B

Gramática en acción 2

• Students will watch GramaVisión (punctuation marks, accents), Video Program (Videocassette

1) or DVD Tutor (Disc 1).

• Teacher will present Punctuation marks and written accents, p. 26. See Teaching Gramática,

p. 26.

• Students will work on activities 36–37, pp. 26–27.

• Teacher will discuss the Spanish Advanced Placement Examination and have students

complete Activity 38, p. 27. 1A, 1B, 1C

Wrap-Up

• Groups will present their conversation to the class.

Day 23 and 24- CORE INSTRUCTION

Warm-Up

• Students will review Gramática en acción 2, pp. 24–27.

Assessment

• Students will be taken Prueba: Gramática 2.

Wrap-Up

• Students will scan the Novela en video text on pp. 28–29. 1B, 3A

Day 25 and 26- CORE INSTRUCTION

Warm-Up

• Students based on their scanning from the previous day, have will predict what the Novela en

video will be about.

Novela en video

• Teacher will present Estrategia, p. 28.

• See Teaching Novela en video, p. 28. (For a summary of the video, see ¿Quién sera?, p. 29.)

1B, 3A

Leamos y escribamos

• Listening activity audio CD 1, Tr. 10 for Participa en el club de español, p. 30 and students

will tell what they understand. 1B, 4A

• Students will work on activity page 30. See Teaching Leamos, p. 30. 1B, 3B, 4A

Wrap-Up

• Students will check their work for Activities B and C with a partner. 1B, 3B

Day 27 and 28- CORE INSTRUCTION

Warm-Up

• Students will tell what they remember about the Spanish Club homepage that they read the

previous day.

Leamos y escribamos

• Students will work on activity Escribamos, p. 30. 1B, 3B, 4A

Repaso

• Students will work in groups on activities 1–5, pp. 32–33. 1B, 1C

Wrap-Up

• Students will begin the Fold-N-Learn, p. 32.

Day 29 and 30 – CORE INSTRUCTION

Warm-Up

• Students will complete their Fold-N-Learn, p. 32.

Repaso

• Students will work on activity 6, p. 33. 2A

• Listening activity from audio CD 1, Tr. 12 for Activity 7, p. 33. 1B

• Students will work on activity 8, p. 33. 1C

• Listening activity from audio CD 1, Tr. 13–15 for Letra y sonido, p. 34. 1B

Integración

• Students will listen to the audio CD 1, Tr. 16 for Activity 1, p. 36. 1B

• Students will continue working on activity 2, p. 36. 1B

Wrap-Up

• Play Game: ¿De dónde eres?, p. 35. 1B

Day 31 and 32- CORE INSTRUCTION

Assessment

• (50 min.) Give the Chapter Test.



ALPHABET PROJECT



Technology Integration: Microsoft Word, Power Point, MS Publisher, video streaming clips,

DVD tutor.



What check(s) will be used to determine if learners have understood the material and activities of

the lesson?



 Comprehension Check group/ individual

Checking for  Teacher walk around, checking written answers, In Class Assessment

Understanding  Oral performance for the class

 Bloom’s questioning(all levels)

 Opportunities for students to ask questions









If necessary, what alternative teaching methods will be used to teach the same information or

skill? Consider teaching methods that address different learning styles, e.g., auditory, visual,

tactile, and kinesthetic.

Opportunities to

Relearn

Total Physical response lessons (TPR)

(Reteach)

Co-op group and partner activities



Technology Integration: Video streaming, Computer lab



What alternative instructional modifications and adaptations that address all learners' needs are

Accommodations

necessary, if any?

for Special

Accommodations for instruction will be provided as stated on each student’s (IEP)

Populations

Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.



What additional teaching strategies will be used to accommodate the needs of English Language

Learners during this lesson unit?



-a predictable routine

-visuals such as charts, maps, notes on the board, pictures

-use of gestures and dramatizations of language used

Strategies for -identification of language needed for success and consistent use of such language

English Language -leveled questions

Learners (ELLs) -partner work

-shared reading

-cooperative learning

-modeled talk

-reporting back

-vocabulary role play

-scripting

-read-aloud plus

-peer tutoring

-syntax surgery



What formal assessment that provides learning criteria and indicators through traditional or

Assessment or alternative assessment means will be used? State what the learner will do to demonstrate

Evaluation understanding and mastery of objectives (this should be directly tied to the lesson unit

objectives).

(Formative and

Summative to  Daily bell ringer, written and oral quizzes, chapter tests, group projects.

Assess Mastery)  Students will be given a six weeks test to assess understanding.





What challenging instructional activities can be provided for students who demonstrate academic

proficiency of curriculum objectives? Focus on Application and Transference to the "Real World".

Make a connection between past and present.

Enrichment /

Extension

Students that have mastered the material can be challenged with additional tasks. They can be

assigned in-depth biographies or research into certain businesses. Focus on life applications.





What very brief activity will take place that has students state or demonstrate the main

objective(s) of the lesson.



At the beginning of the unit the teacher will identify the objectives to be taught and they will be

listed on the board throughout the unit.



The teacher will identify daily for the students what objective/concept will be covered during the

Closure or Ending

lesson and clarify specific examples of level of mastery expected as the lesson progresses.

the Lesson Unit

Upon reviewing the unit prior to the test the teacher will ask the students to summarize what they

should be able to express in Spanish.



Students will be expected to utilize the Spanish language learned in class whenever the

opportunity arises. Once learned, Spanish must be used for that particular communication.





What preparation must occur before the lesson is ready?







What resources should be available to the instructor and learner to appropriately and

successfully complete the lesson unit’s stated objective(s), purpose(s) or goal(s)?



 Teachers edition Text book

 Students edition Text book

 ¡Exprésate! Students work book

Materials:  Comprehension check yellow cards

Preparation and  Overhead projector

Resources  Supplementary resource transparencies

 Unit DVD

 LCD Projector

 CD player for the listening activities

 Cuaderno de Actividades

 Teacher made test/quiz

 Dictionaries

 501 Spanish Verbs Book