Kelsey Winkel *Lesson Plan*

Fecha: Semana II, Día 2 – (Martes/Tuesday) Clase / hora: Español 1 Tema: La Fonética y Los Colores

Contexto: The students learned the alphabet and associated vocabulary items the previous day, along with cognates, and
did an activity where they had to search in the Spanish dictionary to find words that began with each letter of the
Spanish alphabet. This lessons reviews and expands on that knowledge by introducing some of the phonetics of
Spanish to encourage correct pronunciation. Students will also be learning the colors inductively.

Language Learning Objectives Cultural Objectives

1) I can recognize and name the vowels in the 1) I can compare different sounds of letters in
Spanish alphabet (a, e, i, o, u). Spanish and English.

2) I can name and pronounce the letters in the

Spanish alphabet that are different from English (j,
ll, z, h, ñ, rr).

MiWL Standards Communication Mode(s)

1) 4.1.N.c Identify basic differences and
similarities in register/honorifics between one’s Interpersonal 
own language and the target language Interpretive 
Presentational 
2) 4.1.N.d
Identify basic differences and similarities in
phonological features (such as pronunciation,
intonation, and tone) between one’s own
language and the target language Exemption for
4.2.N.d only: No Longer Spoken, Signed

Warm – Up / Calentamiento ~ 5 min.

Learning opportunity: Participation structure:
Situated practice  Individual 
Overt instruction  Whole group 
Critical framing  Peer work 
Transformed practice  Team / group work 
Learning center 
Procedure: Materials / resources needed
Tip 1: Write as directive (Teacher will … / Students will) 1. Journal, pen/pencil
Tip 2: Include a time estimate
Tip 3: How will you adapt your activity to meet needs of
disabled, heritage and other diverse learners? 2. Calentamiento will either be written on the board,
or shown through a projector or overhead.
1. Students will come into class, sit down with all
their materials, and do the “calentamiento” which is
posted on the board. Students need to write down
in their journal five words that start with a Spanish
vowel, one per each vowel (a, e, i, o, u).

2. Students may get up to grab a dictionary if they

need to, to help them with the “calentamiento.”

Formative assessments Summative assessments

1. Teacher will later be asking students to give n/a
examples of what they wrote down.

Activity 1 – Repaso del Alfabeto ~10-15 min.

Learning opportunity: Participation structure:
Situated practice  Individual 
Overt instruction  Whole group 
Critical framing  Peer work 
Transformed practice  Team / group work 
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 Kelsey Winkel *Lesson Plan*
Learning center 
Procedure: Materials / resources needed
Tip 1: Write as directive (Teacher will … / Students will) 1. Students will need their alphabet lists.
Tip 2: Include a time estimate
Tip 3: How will you adapt your activity to meet needs of
disabled, heritage and other diverse learners?

1. Teacher will go through the Spanish alphabet

(several times), saying each letter and have the
students repeat it.

2. Teacher will ask students to take out their

alphabet lists from the previous day, and go
through the alphabet again, except this time, the
teacher will ask each student to share what
Spanish word they found that began with that letter.
Each student should share at least one word. It’s
probably best to just go all the way around the
room.
*NOTE: There aren’t any Spanish words that
begin with “rr.”

Formative assessments Summative assessments

1. Teacher will assess how well the students were n/a
able to use the dictionary to find words.

2. Teacher will also assess where the students are

at with Spanish pronunciation when they share
their word with the class.
Activity 2 – Repaso de Vocabulario ~ 5 min.
Learning opportunity: Participation structure:
Situated practice  Individual 
Overt instruction  Whole group 
Critical framing  Peer work 
Transformed practice  Team / group work 
Learning center 
Procedure: Materials / resources needed
Tip 1: Write as directive (Teacher will … / Students will)
Tip 2: Include a time estimate
1. PowerPoint La Fonética y Los Colores
Tip 3: How will you adapt your activity to meet needs of
disabled, heritage and other diverse learners?
2. Computer/projector
1. Teacher may use the PowerPoint La Fonética y
Los Colores to review the vocab from the previous
day, and point out that they are all cognates (will
probably need to review what a cognate is).

2.Teacher will also go over two new words: sonido

and fonética. Since these two words are similar in
meaning, the teacher should put emphasis on
sonido being more of a singular sound by perhaps
pointing to their ear (as if listening) and then
making a sound of one of the letters, perhaps write
that sound out on the board, and then say sonido
and point to the spelled out sound on the board.
Emphasis should be put on fonética being a system
of sound. The teacher should focus on all (todos
los sonidos) the sounds and the relationship
between them.

3. Teacher will use the discussion about the words

sonido and fonética to transition into the next
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 Kelsey Winkel *Lesson Plan*
activity.
Formative assessments Summative assessments
1. Teacher will ask students what a cognate is, and n/a
ask them to give an example.

2. Teacher will ask students to give examples of

sonidos and fonética to see how well they
understand the concepts.
Activity 3 - La Fonética de Español ~20 min.
Learning opportunity: Participation structure:
Situated practice  Individual 
Overt instruction  Whole group 
Critical framing  Peer work 
Transformed practice  Team / group work 
Learning center 
Procedure: Materials / resources needed
Tip 1: Write as directive (Teacher will … / Students will)
Tip 2: Include a time estimate
1. PowerPoint La Fonética y Los Colores
Tip 3: How will you adapt your activity to meet needs of
disabled, heritage and other diverse learners?
2. Computer/projector
1. Teacher will refer to PowerPoint (slide 3) and go
over the Spanish vowels (a, e, i, o, u) pronouncing
each one carefully and having the students repeat
them.

2. Teacher will then proceed to ask students to

share examples of words that start with vowels that
they came up with in the Calentamiento.
*Management note: Teacher should remind
students to raise their hands and wait to be
called on and everyone else should be quiet
and listening when someone else is speaking.

3. Teacher will move on to slides 4 and 5, starting

with the first line of colors. Students should note
that each word is matched with the color it is
naming. Teacher will say each color and have the
students repeat it, and ask the students what each
one means.

4. Teacher will then ask students to find what vowel

all of those colors have in common. Once the
students have figured out which vowel it is (NOTE:
The vowel is labeled on the right side of the colors),
the teacher will once again say each color and ask
students to pay attention to the sound of that
particular vowel in each word. At the end, the
teacher will ask students to demonstrate what
sound the vowel has (should be the same across
the board). The teacher will do this for each set of
colors per vowel.

5. Teacher will continue with slides 6 and 7 and do

essentially the same thing as with slides 4 and 5,
but putting emphasis on how these letters have
different sounds in Spanish than they have in
English. The teacher will pronounce each set of
words, and ask the students, ¿Cómo es el sonido
de “x letra”? (How is the sound of “x letter”?) and
the students will describe the sound. For example,
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 Kelsey Winkel *Lesson Plan*
students will probably say the Spanish “j” sounds
like an English “h.” Teacher will have the students
repeat these sounds and also repeat the set of
words on the PowerPoint which are examples of
those sounds.

Formative assessments Summative assessments

1. Teacher can go around the room and ask n/a
individual students to say the sounds of certain
letters.
Activity 4 – Práctica ~ 10 min. or til the end of class
Learning opportunity: Participation structure:
Situated practice  Individual 
Overt instruction  Whole group 
Critical framing  Peer work 
Transformed practice  Team / group work 
Learning center 
Procedure: Materials / resources needed
Tip 1: Write as directive (Teacher will … / Students will)
Tip 2: Include a time estimate
1. La Fonética y Los Colores Práctica worksheet
Tip 3: How will you adapt your activity to meet needs of
disabled, heritage and other diverse learners?

1. Teacher will ask students to practice each of the

sounds that they went over with a partner while
they pass out the La Fonética y Los Colores
Práctica worksheet.

2. Once the worksheet has been passed out, the

teacher will give directions on how to complete it.
*Management Note: Teacher should get
students’ attention and remind them to be quiet
and listen to the directions so that they know
what they’re supposed to do next.
Teacher will have a student read the directions on
the worksheet (at the top), then ask the students to
pick out any words that they already know (letras,
sonidos, colores, la clase, nombre) or any cognates
(materiales, círculo, objeto) and explain what they
mean. Then the teacher will move on to unfamiliar
words (busca, siguientes, escriba, ponga, subraya)
and act those out.

3. Once the class has gone over all of the words in

the directions, the teacher will ask the students to
put it all together and explain what they’re
supposed to do – “Find the following letters/sounds
in the materials and colors in the classroom and
write the name of the object/color and put a circle
or underline the letter.”

Directions:
-Students can use their flashcards that they made
the week before, the vocab list at the bottom of the
worksheet, a dictionary, or move around the
classroom to find any objects that are labeled (they
don’t have to be on the vocab list) and use those to
find examples of the letters/sounds listed on their
worksheet.
-Students should then write down the names of
these objects and underline or circle the letter.
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 Kelsey Winkel *Lesson Plan*

Teacher will have a couple students repeat the

directions to the class (or part of the directions).

4. Students will work on the worksheet until the end

of class. They may turn it in if they finish early, and
go play Scrabble in Spanish.
Formative assessments Summative assessments
1. Teacher can assess if students understand what n/a
a cognate is by seeing if they can pick out any in
the directions.

Wrap-Up ~ 2 min.
Learning opportunity: Participation structure:
Situated practice  Individual 
Overt instruction  Whole group 
Critical framing  Peer work 
Transformed practice  Team / group work 
Learning center 
Procedure: Materials / resources needed
Tip 1: Write as directive (Teacher will … / Students will) n/a
Tip 2: Include a time estimate
Tip 3: How will you adapt your activity to meet needs of
disabled, heritage and other diverse learners?

1. A couple minutes before the end of class, the

teacher will ask the class to be quiet and direct
their attention to the front (or wherever the teacher
is), and then ask the students to give a couple
examples of the letters/sounds they found.

Formative assessments Summative assessments

1. Teacher can see if students understand how to The items in this lesson will be included on the quiz
do the worksheet and see how far they’ve gotten. at the end of the week.

Homework & Extensions

1. If the students didn’t finish the worksheet, it is
homework.

Self-assessment of your lesson:

What worked? What didn’t? Why? What will you do differently last time? Major a-ha’s?

*Copy & paste an activity “block” to expand this template as needed.