Day 1 Monday

February 9, 2015
OBJECTIVES: ( Link to Program of Studies)
I can recognize the Spanish names of objects related to sports
I can identify the names of some sports in Spanish
I can recognize similarities between my first language and Spanish
I can initiate new relationships
I can use a variety of visuals and other forms of nonverbal communication to
express meaning in guided situations
I can associate new words or expressions with familiar ones (cognates)
Materials and Resources (print & non-print)
Language Ladder (Materials.docx)
S and No posters (Materials.docx)
Formulaic Classroom Expressions (Formulaic Classroom Expressions.docx)
Formulaic Expressions Poster (Formulaic Expressions.jpg)
15 sec timer with a buzzer
Por favor, gracias, de nada poster (Por favor and Gracias.docx)
Pelotas video/song (https://www.youtube.com/watch?v=TFS-XBvJXBk)
GPC: Phonetics website
(http://www.uiowa.edu/~acadtech/phonetics/spanish/spanish.html)
Family Name Activity (Sports Cognates.doc)
Words Bingo (Los deportes Bingo.doc)
Go fish cards with images of sports (Los deportes Bingo.doc)
Assessment for Learning (Checklist.docx)
QR Code: El ftbol americano de Argentina (http://zacharyjones.com/zambombazo/paso-corto-liga-de-football-americano-argentina-faa/)
o Use http://www.qrstuff.com to create the QR code
TIME

TEACHER ACTIVITIES

(aprx 80
min)
(review, objectives, teach, check understanding, assign practice,
closure); any accommodations?

Intro.

A
C
T
I
V
I

Agenda
1. Greetings (5-6 min)
o Language Ladder
2. Introduce s and no (5 min)
3. Introduce Formulaic Classroom
Expressions (hand out sheets, poster) (8
min)
o Introduce only half of the
expressions today, half tomorrow
4. Introduce inverted punctuation in
Spanish (5 min)
5. Formulaic Expression Charades (8-

STUDENT
ACTIVITIES
(listen,, notes, practice,
presenting, viewing, etc.

1. Greet each
other
2. Use s and
no
3. Repeat after
the teacher
4. Listen
5. Practice in
groups
6. Listen, practice
7. Listen

ASSESS
(if any)
formative,
summative

8. Practice
9. Listen, practice
10. Listen, practice
in groups
11. Individual,
work with a
partner
12. Listen
13. Play in small
Closing
groups
14. Practice
15. Complete
individually




14. Review: Kinaesthetic mnemonic (5-6

min)



15. Assessment for learning: I can

statements (5 min)

o To preview what will be learned in

the unit

o Responses will be compared to those
at the end of the unit



Homework:

1. Complete journal refection of what was

learned/how you feel (AFL)

2. Watch the video: El ftbol americano de

Argentina (Teacher will provide the QR Code)



Vocabulary for Today:

Las Pelotas song

el ftbol, el tenis, el boliche, el golf, el voleibol,

el baloncesto, el ping-pong, el hockey



Cognates Activity

el ftbol, el hockey, el baloncesto, el tenis, el

ciclismo, la natacin, la gymnasia


Reflections on the lesson taught





T
I
E
S

10min)
6. Por favor, gracias, de nada (5 min)
7. Introduce the unit theme: Pelotas song
(5 min)
Context: You received many different
types of balls for your birthday
8. Parrot Activity (Pronunciation of
Vocabulary) (5 min)
9. GPC for sports vocabulary (r, h) (3
min)
10. Introduction to Kinaesthetic mnemonic
(8 min)
11. Family Name Activity (10 min + 5 min)
12. Words Bingo (8-10 min)
13. Extra activity: Go Fish game (10 min)

Day 2 Tuesday February 10, 2015

OBJECTIVES: ( Link to Program of Studies)
I can initiate and respond to social interaction patterns in guided situations
I can initiate simple, routine social interactions
I can distinguish between formal and informal situations, and use simple forms in
formal and informal situations with guidance (greetings)
I can use a variety of visuals and other forms of nonverbal communication to
express meaning in guided situations
I can experiment using some simple nonverbal means of communication
I can derive meaning from a variety of visuals and other forms of nonverbal
communication in guided situations
I can find information, using reference materials like dictionaries, textbooks and
grammars
I can make a personal dictionary
Materials and Resources (print & non-print)
Language Ladder (Materials.docx)
S and No posters (Materials.docx)
Formulaic Classroom Expressions (Formulaic Classroom Expressions.docx)
Formulaic Expressions Poster (Formulaic Expressions.jpg)
Go fish cards with images of sports (Los deportes Bingo.doc)
Story from StorybirdHola (http://storybird.com/books/hola/?token=6gw7mw)
Go fish cards with images of sports (Los deportes Bingo.doc)
Students personal dictionaries (can be a notebook)
QR Code for Homework Site
(http://www.bbc.co.uk/schools/primarylanguages/spanish/culture_and_places/spa
nish_sport/)

TIME
(aprx)

TEACHER ACTIVITIES

1. Listen, practice
Agenda
2. Listen, practice
1. Review greetings: Review Language
3. Listen,
Ladder, add new greetings (6-8 min)
practice, play
2. Review S and No (4 min)
in groups of 3
3. Review Formulaic Expressions from
4. Listen, repeat
yesterday (6-8 min)
after the
o Quick charades in groups of 3
teacher
4. Introduce the other half of the Formulaic
5.
Practice in
ExpressionsParrot Activity (4 min)
groups
5. Charades with all of the Formulaic
6.
Listen, practice
Expressions (6-8 min)
7. Practice, listen
6. Introduce Intonation with examples
to each other
(Give examples of different intonations
using the same words in the same order 8. Listen, repeat
after teacher
ie. l est aqu.), review the purpose of
inverted punctuation and emphasize its 9. Practice with
peers, listen
effect on intonation (4 min)
and speak
7. Give practice time for reading out loud
10.
Listen, practice
with a focus on intonationstudents will
words,
use the formulaic expressions (8 min)
perform
8. Introduce Cmo ests? How to ask and
actions
how to answer (Use story from
11.
Listen, practice
Storybird Hola) (6-8 min)
12. Listen,
9. Students meet and greet classmates,
practice,
listening closely to intonation used (8
perform
min)
actions
Sports
13.
Listen, match
10. Review of action (Kinaesthetic
the images to
mnemonic) (6-8 min)
the auditory
o Students play Charades with
input
cards
14.
Search for
11. Introduction to positive self-talk as a
words in
learning strategy (3 min)
dictionary,
12. Introduce Action Song (mnemonic)Use
write
visuals from the action cards (6-8 min)
translation
o Make groups: Visual Partner
15. Listen, try
Recognition: Deck of cards
wordreference.
(students do the action
com
mnemonic that matches the
16.
Write words in
image on their card to find their

(review, objectives, teach, check understanding, assign practice,

closure); any accommodations?

Intro.

A
C
T
I
V
I
T
I
E
S

Closing

STUDENT
ACTIVITIES

ASSESS
(if any)
formative,
summative

partner) (4 min)
personal
13. Images Bingo (10 min)
dictionary
14. Add more words to the vocabulary list:
17. Listen, practice
Students receive pictures of new words 18. Reflect and
for sports and must look up the words in
write
a paper dictionary (10 min)
15. Introduction to
www.wordreference.com, emphasize
the use of this resource over Google
Translateaccuracy (5-6 min)
16. Students create a personal dictionary
17. Introduce verbs hacer and jugar (8 min)
a. GPC(h and j)
b. Show examples of use
18. Check-in: Exit slip- Students write down
three things they learned today and
hand it in before they leave (5 min)

Homework:
1. Go to the site:
http://www.bbc.co.uk/schools/primarylan
guages/spanish/culture_and_places/spanis
h_sport/
-The teacher will supply a QR Code
-Students will listen to the recordings, then
repeat the vocabulary words after the
recording
-Instructions: Read the information and
write down the new vocabulary words (how
to show your support as a sports fan and
some vocabulary for concrete objects), then
bring your list to class tomorrow

Reflections on the lesson taught