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COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2017-2018
LESSON PLAN
SEPTEMBER 25 TO SEPTEMBER 13
School’s name: CCT: Instructor’s name: ID:
Stage(s): Doing with the language (Activities): Knowing about the language
Before starting your class take the following aspects into consideration: (Background):
helps them recall the vocabulary and language they have studied. Furthermore, it gives you the
opportunity to combine the past topic with the new topic and show how they relate if applicable.
Regular reviewing of previous lessons will also put less pressure on you and the students when it comes
to testing. Reviewing is a wonderful opportunity to consolidate what your students have learned.
10 minutes
Use the same chart you made before to write the singers and bands under their correct category
rock pop country reggae hip-hop classical jazz salsa
Katy Pharrell
Perry Williams
Justin
Bieber
10 minutes
Select the singers or bands most of the students prefer. Then ask students to say songs from those
singers or bands. Write the songs on the board.
V4/JGT/IPO/814
10 minutes
Once you have the list of songs. Ask the students to vote to select three songs. Raising hands while you
say a song would be helpful. Write on the board the songs they chose.
25 minutes Nouns:
Give the instructions to start making the booklet (see image 1): lyrics
1. Fold two paper sheets in half.
play
2. Paste the paper sheets together like the pages of a book.
recordings
3. Write the chosen songs and the singer’s name, one song by page on the booklet.
fill in
4. Look up the words you don´t understand in a dictionary.
blanks
5. Write your name and the word “Songs” as the title of the booklet on the front cover.
6. Decorate or personalize the booklet as you please. Use any colors, markers stickers, etc. Let the stanzas
imagination fly. worksheets
5 minutes
Students exchange their booklets with a classmate in order to see the different styles they have.
Session 3
5 minutes
Tell students you are going to work with the lyrics of the first song. Provide help when needed. Promote
the use of dictionaries. Be careful with bad words, omit the stanza or change the song.
5 minutes
Ask students the following questions:
Is it a happy or a sad song? Is it easy or difficult to understand? Why? Elicit students’ answers.
V4/JGT/IPO/814
20 minutes
Make lyric worksheets for the chosen song, leaving blanks for some of the words. Have your students
listen to the song in class, playing the recording three times to let them fill in as many blanks as possible.
Next, call on students to write the correct words for the blanks up on the board. After each word is
written, ask the class if they agree or disagree with the student’s answer. If anyone disagrees, he or she
writes an alternative answer on the board. Keep going until you have all the blanks filled in correctly.
Session 4
5 minutes
Tell students you are going to work with the lyrics of the second song. Provide help when needed.
Promote the use of dictionaries. Be careful with bad words, omit the stanza or change the song.
5 minutes
Ask students the following questions:
Is it a happy or a sad song? Is it easy or difficult to understand? Why?
20 minutes
Make lyric worksheets for the chosen song, leaving blanks for some of the words. Have your students
listen to the song in class, playing the recording three times to let them fill in as many blanks as possible.
Next, call on students to write the correct words for the blanks up on the board. After each word is
written, ask the class if they agree or disagree with the student’s answer. If anyone disagrees, he or she
writes an alternative answer on the board. Keep going until you have all the blanks filled in correctly.
5 minutes
Ask students the following questions:
How many verses (lines) are there? How many stanzas are there? What words receive emphasis?
Session 5
5 minutes
Tell students you are going to work with the lyrics of the third song. Provide help when needed. Promote
the use of dictionaries. Be careful with bad words, omit the stanza or change the song.
V4/JGT/IPO/814
5 minutes
Ask students the following questions:
Is it a happy or a sad song? Is it easy or difficult to understand? Why? Elicit students’ answers.
20 minutes
Make lyric worksheets for the chosen song, leaving blanks for some of the words. Have your students
listen to the song in class, playing the recording three times to let them fill in as many blanks as possible.
4 of 7 Lesson Plan designed by TPA Roberto López
Next, call on students to write the correct words for the blanks up on the board. After each word is
written, ask the class if they agree or disagree with the student’s answer. If anyone disagrees, he or she
writes an alternative answer on the board. Keep going until you have all the blanks filled in correctly.
5 minutes
Ask students the following questions:
How many verses (lines) are there? How many stanzas are there? What words receive emphasis?
15 minutes
Make teams of five. Divide the stanzas among the teams and rehearse their reading aloud.
Session 6
15 minutes
Have your students listen to the songs in class, playing the recording three times for each song. Provide
help with difficult words. Stop the song as needed.
15 minutes Nouns:
Help students identify cognates, false cognates, and sounds that are less frequent or absent in Spanish. cognates
false cognates
Example of cognate: sounds
curious curioso rhythm
delicious delicioso stress
mysterious misterioso intonation
precious precioso curious
abandon abandonar delicious
air aire mysterious
precious
Example of false cognate: air
actually At present arm
En realidad actual cartoon
conductor
to advertise to warn contest
anunciar advertir Verbs:
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cartoon cardboard
dibujo animado cartón
conductor driver
contest to answer
concurso contestar
Session 7
– Check the rewriting of the song 20 minutes
to make sure it is complete and Check the rewriting of the song to make sure it is complete and complies with spelling conventions. Read
complies with spelling the stanzas carefully and look for any mistake you could make.
conventions.
15 minutes
Make 3 teams and give each team a song. Ask them to practice singing and reading along the lyrics of the
song.
15 minutes
Help students identify rhythm, stress and changes in intonation. Also ask them to look for the words that
rhyme.
Session 8
– Sing and read along the lyrics 25 minutes
of the song. Make 3 teams and give each team a song. Ask them to practice singing and reading along the lyrics of the
song.
25 minutes
Ask the teams to sing the songs in front of the group; they must take special care on intonation,
punctuation marks, use of vocabulary. (Peer and self-correction practices to be encouraged). They can
also act out the song in front of the group.
Session 9
– Display the booklet in an 30 minutes
appropriate place inside or Show the booklet to other classmates. Teams go to other groups to show the booklets (3rd or 4th grade).
outside the classroom. Ask the teams to present their work in front of the group by reading aloud lyrics or singing, they must
V4/JGT/IPO/814
take special care on intonation, punctuation marks, use of vocabulary. (Peer and self-correction practices