Molloy College

Division of Education

Marissa Evola Professor Giouroukakis

EDU 329 01 April 4th, 2017

7th Grade Los Colores Spanish

INSTRUCTIONAL OBJECTIVE(s) (Lesson Objective(s)*)

After teaching the class the name for each color in Spanish, students will complete an

exit ticket with the goal of seven out of ten accuracy. Students will leave class being able to

express the colors in Spanish.

NYS-CCLS/+NYS STANDARDS AND INDICATORS

Students will be able to call upon repetition, rephrasing, and nonverbal cues to derive or

convey meaning from a language other than English in accordance with the NY State LOTE

Standard 1 Checkpoint A requirement.

This will be evident when students are assessed through an exit ticket done in class

asking various questions targeting their knowledge of the colors in Spanish.

INSTRUCTIONAL RESOURCES

The lesson will include the following material: SMART Board, individual white boards,

dry erase markers, packets correlating with the SMART Board activities, highlighters,

conversation worksheets, exit tickets, homework, and follow-up assignments.

MOTIVATION (Engaging the learner(s)*)

The lesson will begin with students listening to an audio conversation. Students will

listen to a conversation in Spanish, with the topic being Los Colores. Students will be provided

with small white boards on which to write key points, and at the end of the audio students will be
asked to write on the flip side of the board what they believe the main idea or main topic of the

conversation is (Los Colores). Students will be asked to hold up their answers, and those with the

correct answers will be asked to keep them up for the rest for the class to see.

DEVELOPMENTAL PROCEDURES

1. Students will begin the class period by listening to a dialogue. This dialogue will

be a short conversation in Spanish on the colors. While listening to the conversation,

students will be given whiteboards on which to write. They will be asked to write any

keywords they hear on one side, and once the conversation is over, they will be asked to

flip the board over and write what they believe the topic of the conversation is. Once each

has written an answer, they will be asked to hold their whiteboards up above their heads.

The students with the correct answers will be asked to keep them up and explain to the

other students what keywords they heard that led them to the correct answer of Los

colores. (Time: 2 minute)

Key Questions: What do you believe the topic of the conversation is? and What

words did you hear in the conversation?

https://www.123teachme.com/learn_spanish/slow_dialogues_novice_024/#!/1

2. Students will then be given the written version of the conversation that they just

heard. They will listen to it again with highlighters, and they will be asked to highlight

the key words they hear the second time that led to the topic of the conversation.

(Time: 3 minutes)

Key Questions: What words did you highlight the second time that you didnt that

first? and Was it easier to understand the conversation after knowing the topic?
 3. Next, students will receive a packet with their vocabulary sheets and practice

problems. This packet will correlate with the SMART Board slides.

(Time: 20 minutes)

Key Question: Recall on your prior knowledge of Los Colores, what colors do you

know how to say in Spanish?

4. After learning the colors in Spanish, colors vocabulary, and the questions

associated with the topic, students will be asked to form groups to have conversations on

the topic. Each student will receive a sheet with differentiated question cues and sentence

starters. The groups will be given the worksheet that correlates with their tier of ability

(see the heading of differentiation of instruction for more details on the tiered

worksheets). The students will be asked to have a conversation with the others in their

group and record their answers. Students will then be asked to share parts of their

conversations. Students with developing abilities will be asked to share first, students

with average abilities next, and students with advanced abilities last, so that the class

conversation grows. The students with advanced abilities will also be asked to present

their conversations to the class to demonstrate the flow of a conversation in Spanish.

(Time: 10 minutes)

Key Question: What were a few questions and answers you and your group members

discussed?

5. Towards the end of the lesson, students will be given an exit ticket of ten

questions to assess their knowledge on the lesson. Students who get all ten correct will

receive a check plus, students who get seven or more correct will receive a check, and

students who get fewer than seven correct will receive a check minus. Students receiving
a check minus will be given additional practice sheets to do at home in addition to their

homework (see the subheading follow-up activities for more details).

(Time: 5 minutes)

Key Question: What were a few words you were stumped on?

6. Students will be then asked to do the fifth page in their packet with a partner.

While students color and label the rainbow, and highlight the keywords of the paragraph,

the teacher will grade the exit ticket. Students who received a check minus on the

assignment will be mandated to do the last page of the packet in addition to the

homework. All other students will have access to this last page for additional review and

practice, however, it will not be mandatory.

(Time: 10 minutes)

Key Question: Was it easier to recognize the keywords after the lesson rather than

during the exercise done in the beginning of class?

7. As students exit they will be given independent practice as homework. See the

subheading independent practice for more details.

Key Question: Name one new word/phrase you learned today and how can you use it in

everyday life?

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

1. Scaffolding (provide support and moving students towards greater independence)

a. Indicator: This will be evident when students are able to

successfully converse with peers in the target language using the material learned.
2. Direct Instruction (explicit presentation of information)
a. Indicator: This will be evident when the teacher is teaching the

students the definitions to the colors in Spanish through a SMART Board activity.

ADAPTATIONS (Exceptionality*)
 1. The student who struggle to focus and attend will be re-focused and re-directed

when the teacher walks around the room to redirect their attention and to make sure they

are on task.
2. The student who profiles with grapho-motor challenges will be provided with

binders to lean on while writing during class notes.

3. The student who has medical needs and may require the use of the bathroom

facilities will be given non-verbal cues to use to indicate they need to leave the

classroom.
4. The students who impulsively calls out during class will be given a behavior

chart. This chart will be evaluated at the end of each class and if the student successfully

completes class with little to no outbursts they will receive a sticker on the chart for that

day.
5. The student who struggles to work in small groups will be able to work

individually or with the teacher if they choose.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Students will receive an informal assessment at the end of class. This assessment will be

in the form of an exit ticket. The exit ticket will consist of 10 questions. These questions will

be to assess the level of knowledge students are leaving class with. Students who get all ten

correct will receive a check plus, students who get seven or more correct will receive a check,

and students who get less than seven correct will receive a check minus. Students receiving a

check minus will be given additional practice sheets to do at home in addition to their

homework, see the subheading follow-up activities for more details.

INDEPENDENT PRACTICE

As students submit their exit tickets they will receive their homework assignment

which will be a picture they they are expected to label. Students are expected to submit this
homework assignment at the beginning of the period the next day. These homework assignments

will be differentiated based on the students abilities. See the subheading differentiation of

instruction for more details. Students who received a check minus on their exit ticket will be

given additional work to provide them with the additional practice they need to learn the lessons

vocabulary. See the subheading follow-up activities for more details.

DIFFERENTIATION OF INSTRUCTION

To target the students various learning styles, the lesson will include aspects from the

three categories of kinesthetic, visual, and auditory. Students who learn best in an auditory

setting will have their needs met through the dialogue at the beginning of class, the repetition of

the vocabulary, and the class discussion. To best meet the needs of students who learn best

visually, pictures on the handouts, SMART lesson, partner work, and independent work will be

available. For the kinesthetic learners, the SMART activities will all be interactive. These

students will have their needs to be successful met because they will be able to get up

periodically during the review to practice their vocabulary.

For the differentiation between the three tiers of capability students will receive

differentiated group work and homework. The groups will be arranged based on students ability

levels. Students who are developing will be grouped and will be given a conversation sheet that

outlines the conversation sheet will have the questions and answer cues listed in Spanish. During

class discussion after the activity, this group will be asked the share the opening of the

conversation, as it is more basic. The students with average capabilities will be grouped together.

Their questions and answer cues will be in English. This students will be expected to translate

and complete the dialogue. They will be asked to share the next portions as it will be more

advanced. The last group, or the advanced group will be given only the questions in English and
will be expected the translate them to Spanish and respond with original statements. This group

will share last as the final questions in the dialogue are the most advanced. The students with

advanced abilities will also be asked to present their conversations to the class to demonstrate the

flow of a conversation in Spanish.

The groups the students are in will be the groups that receive the same homework

assignments. All students will receive a picture to label for homework. The developing student

will have instructions that are written in Spanish asking them to label the colors in Spanish. The

student with average capabilities will be given the instructions in spanish and will be asked to

use descriptive words listing the colors in the picture. The students with advanced capabilities

will also receive the instructions in Spanish and will be asked to label the colors in Spanish using

descriptive words in complete sentences.

FOLLOW-UP ACTIVITIES:

DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Academic Intervention (for students who have shown difficulty in the subject/lesson)

a. Students at this level will be grouped together

during small group work and will be given work that has more assistance.
b. For students who received a check minus on their

exit ticket, they will be manded to do the alternative review to practice on

the last page of the packet in addition to the homework.

c. For students who show repeated struggles during

class lessons, assignments and assessments, they will be advised to attend

extra help sessions after school. At this time they will be giving alternate

instruction to the lessons they are struggling with.

Academic Enrichment (for students who are showing above average skills in the

subject/lessons)

d. Students at this level will be grouped together

during small group work and will be given work that is more advanced

than the rest of the class.

e. To provide students with the challenge they need,

they will be given more challenging dialogue questions to complete and

will be asked to present the dialogue to the class in role play activity.

REFERENCES

Borich, G. D. (2017). Effective teaching methods: research-based practice. Boston: Prentice\

 Hall.

S. (2015, February 12). Los Colores: The Colors in Spanish Song by Risas y Sonrisas

Spanish for Kids. Retrieved April 05, 2017, from https://m.youtube.com/watch?

v=zpLQSdu4V94

Submitted by: jthornsb24 "Colors in Spanish Match Em LAB Activity"

March 22nd 2017

http://exchange.smarttech.com/details.html?id=b3b2be6d-02ca-4378-ae0b-94bf7865cb0e

Spanish Dialogues. (n.d.). Retrieved April 04, 2017, from

https://www.123teachme.com/learn_spanish/slow_dialogues_novice_024/#!/1

Spanish/English Color Match. (n.d.). Retrieved April 05, 2017, from

http://www.learninggamesforkids.com/vocabulary-games/foreign-languages/spanish-eng

lish-color-match.html

New York State Department of Education. 1996. Retrieved April 04, 2017 from

http://www.nysed.gov/common/nysed/files/programs/world-languages/lotelea.pdf