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Lesson Plan Unit 4.2

Tuesday, November 26, 2013

Shannon D. Foster Dr. Jeon EdTech 506 Lesson Plan Unit 4.2

1. Lesson Title: Unit 4.2- Pronunciation of Spanish Numbers 0-20 2. Grade/Age Level: Grade 1, 6-7 year old students 3. Subject Area: Elementary (Grade 1) Spanish 4. Time allotted for the lesson Two lessons of 30 minutes each: Total time 60 minutes 5. Short description of lesson a. In this lesson, the teacher works with students on continued identification of Spanish numbers 0-20, pronunciation practice, and listening skills. b. In this lesson, learners review previous lessons on greetings, questions and answers, colors, and numbers 0-20; receive Ritmo de nmeros rhythm sheet, Count the Number Balls, and Number Tree practice pages; and play the games Pop Quiz and Cunto hay? 6. State Curriculum Standards met in this lesson: a. Based on ACTFL Standards (American Council On The Teaching of Foreign Language, n.d.) i. Interpretive Communication Standard 1.2, Novice level 1. Demonstrate comprehension of content from authentic audio and visual resources.
Identify main ideas in developmentally appropriate oral/visual narratives based on familiar themes and highly predictable contexts with visual or graphic support. Interpret informational texts with text features that support meaning, such as graphs and charts.

2. Understand the purpose of a message and point of view of its author. 3. Identify the distinguishing features (e.g. type of resource, intended audience, purpose) of authentic written and aural texts.
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Identify people and objects in their environment or from other school subjects, based on oral and written description. Identify and appreciate differences in cultural perspectives within a defined range of topics (defined by the curriculum).

4. Interpret content from authentic multimedia and digital/print resources.

Use content knowledge learned in other subject areas to comprehend spoken and written messages in authentic texts, on familiar topics in highly predictable contexts, and with text features that support meaning visually or graphically, such as illustrations, captions, section headers, graphs, or charts.

5. Monitor comprehension and use other sources to enhance understanding. 6. Apply critical reading skills to authentic written and aural sources.
Comprehend the principal message contained in various media such as illustrated texts, posters or advertisements, in familiar contexts and with text features that support meaning visually or graphically.

7. Instructional Objectives a. (Review) Students sing previously learned songs: Buenos das, Buenos das! and AD-I-O-S! (Unit 1), and Cancin de nmeros (Unit 4.1). b. (Review) Students participate in a brief greetings conversation using previously learned vocabulary phrases (Unit 1). c. (Review) Objective 1: Students will identify the numbers 0-20 in Spanish. i. Students choose and raise the correct number from their mini-flashcards after listening to the instructor say the word. ii. Students play Pop Quiz. d. Objective 2: Use correct pronunciation for numbers 0-20 in Spanish. i. Students identify, listen, and speak Spanish numbers 0-20 using correct pronunciation. ii. Students hear and practice orally Ritmo de nmeros and play Cunto hay? iii. Students give the correct word and pronunciation of numbers 0-20 shown on large classroom flashcards.

8. Instructional Procedures 8.1 Lesson Set a. Enter the classroom and sing the Buenos das, Buenos das! song (Unit 1). b. Remind them that you expect them to try their best to say the words and use them whenever they have the chance. This helps them practice and remember their new vocabulary. c. Greet students in Spanish with previously learned vocabulary question and answer phrases (Unit 1). Example of opening greetings: Teacher Greeting (orally) Choose one greeting per child
Hola, (insert student name)! Buenos das, (insert student name)! Buenas tardes, (insert student name)! Buenas noches, (insert student name)!

Learner Response (orally) Child should respond in kind

Hola, profesor(a)! Buenos das, profesor(a)! Buenas tardes, profesor(a)! Buenas noches, profesor(a)!

In a conversational manner Cmo te llamas? Me llamo profesor(a) (name). Cmo ests? Bien / as-as / mal Cuntos aos tientes?

Me llamo (name). Cmo se llama? Bien / as-as / mal Cmo est usted? Tengo (seis/siete) aos.

d. Using mini-flashcards, teacher says a number word; students find the corresponding mini-flashcard and hold it up for the teacher to see. e. Sing Cancin de nmeros aloud as a class, use song sheet for help. 8.2 Techniques and activities a. Pass out individual Ritmo de nmeros sheet. i. Begin pat-pat-clap hand rhythm. ii. Model the rhythm and vocabulary for students. iii. Students repeat the hand rhythm and vocabulary after the teacher keeping rhythm with the syllables Example: Teacher un-o (clap) Students respond un-o (clap) iv. Practice until the majority can at least say the words even if they cannot keep the rhythm. b. Pass out Number Tree practice page.
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i. ii. iii.

Teacher reads the directions and proceeds reading the number words below the colored balls. Students write in the correct numeral in pencil. Correct the practice page aloud writing the number word next to the numerals on the white board. Allow students to cross out an answer if it is incorrect and rewrite the numeral next to it in crayon or colored pencil. As a class, using the corrected words and numerals on the white board, teacher models the correct pronunciation and students repeat the number word aloud. Teacher holds up a large classroom flashcard. If a student knows the answer, they pop up out of their desk and stand quietly until called on, at least they are not to just shout out the words. The teacher choses one of the first few standing to give the correct number word aloud in Spanish. Have all the students repeat the number word aloud. Try to vary who gets to answer the question so the same student is not giving the answer all the time. Teacher reads the directions aloud to the students. As a class, work through the practice page orally with everyone counting the numbers aloud in unison. Allow time for students to mark the correct numeral in the blank next to the color ball after each problem. Teacher directs students to take out their Number Cube Poster and find the correct numeral and the correct number word. Students should write the correct number word in the blank below the counting balls using their poster to help them spell the words correctly. Teacher circulates among students as they are writing and helps students with spelling. Teacher spot-checks individual student pronunciation as s/he circulates.

iv.

c. Play Pop Quiz. i. ii. iii. iv. v.

d. Pass out Count the Number Balls practice page. i. ii.

iii.

iv.

e. Cunto hay? i. Model the question and answer sequence: Example: Teacher - Cunto hay (pronounced eye)? (hold up a large classroom flashcard). Students - Hay (there is/are) cinco (# of items).
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ii. Teacher asks each student in turn going around the room. After each response, the entire class should repeat the correct answer aloud. iii. Teacher should listen carefully and correct mispronunciation of students having the whole class repeat the correct pronunciation. iv. Practice this for several minutes until the students can correctly say the Spanish phrase. 8.3 Lesson Closure a. Remind students to store their mini-flashcards in their envelope. b. Instruct students to put their Number Cube Poster, mini-flashcards, and Ritmo de nmeros sheet in their Spanish notebook along with their Cancin de nmeros for safekeeping and center-time practice. c. Collect the two practice pages, Count the Number Balls (Cuentan las bolas de color) and Number Tree (rbol de nmeros). i. Teacher quickly evaluates their written work and asks the students to pronounce a few selected words aloud as s/he listens to their pronunciation. Teacher puts a sticker on each students paper based on completion.

ii.

d. Sing the A-D-I-O-S! Song at the end of each session. 9. Adaptations for special learners Students in this class are part of the general student population. It is beginning, basic Spanish. Students experience lesson activities aurally, orally, visually, and tactilely, thus giving learners of different abilities the opportunity to participate in the manner that is best suited for them. Accommodations for students with disabilities are made on written IEP requirements as needed. 10. Supplemental Activities: Extension and remediation a. Extension Activities i. Cuenten en el cuarto (Counting in the Classroom) i. All students stand next to their desk. ii. Beginning with 0-cero, go around the room one student at t time counting in order from 0-20. iii. If a student makes a mistake, start counting at 0-cero again. iv. No one goes out of the game, that way everyone stays involved. ii. Palomitas de contar (Counting Popcorn) i. Similar to Count Around the Room teacher points at random students and they give the next Spanish number word in order.
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ii. Start again if there is an error. iii. Todos en lnea (Lineem Up) i. Give each student a 3x5 card with a number word written on it. ii. Silently, students should line up in order of the numbers. iii. Then count off, each student saying their number from 0-20, by 5s, by 2s, backwards from 20-0. b. Remediation Activities Because these are basic Spanish words, students who need remediation may need one-on-one help. Allowing students to see the written words along with the numerals and hear the words spoken may take more time. 11. Assessment/Evaluation a. The assessment for this lesson is informal. No grade is given. i. Students exhibit their knowledge of pronunciation by correctly pronouncing the Spanish number words. ii. Students participate in oral practice as a whole class and when called on individually. iii. Students receive a sticker and an individual review of numbers with the teacher when presenting their Count the Number Balls and Number Tree practice page at the end of the lesson. Student evaluation is a do-it-ornot system: they do it, they receive a sticker and interaction with the teacher; they do not do it, they do not get the sticker or the interaction with the teacher. A sticker does not sound like too much to most adults, but to a first grade student, stickers and stars are very motivational. 12. Learner Products Learners will have Count the Number Balls and Number Tree practice pages completed.

References American Council On The Teaching of Foreign Language. (n.d.). National Standards for Foreign Language Education. ACTFL. Retrieved October 17, 2012, from http://www.actfl.org/advocacy/discover-languages/advocacy/discoverlanguages/advocacy/discover-languages/resources-1?pageid=3392