OBJECTIVE:§114.32.

Discovering Languages and Cultures (One- GRADE LEVEL: 9th-12th

Half to One Credit), Adopted 2014.(C)(1)(A,B,C) SPAN I

Objective/Purpose

The student is expected to:

(A)engage in different types of language learning activities; (B)compare and contrast aspects of other languages to English and the

student's native language; and (C)apply basic communication skills in the target language(s), including listening, speaking, reading,

and writing.

The student will learn about different parts of the body and make connections with their corresponding verbs. They will learn through

different activities, understand the connection between certain words in English and Spanish, and put at practice their listening,

speaking, reading and writing skills.

Materials/Resources/Equipment Needed:

-Projector for PowerPoint and YouTube video

-Four packets with two sentences each

-Three fly swatters

-Papers in the shape of different insects, which will contain vocabulary words

-Exit ticket paper

Instructional delivery

The lesson will include lecture, group activities and collaboration. The lesson will start with the objective and introducing the topic.

Then, the students will be introduced to a video of the “head, shoulders, knees and toes” song to activate their prior knowledge, they

will sing and dance along. Afterwards, they will do the same, but in this case the song will be in Spanish. We will go over different

verbs that correspond to each body part (PowerPoint will be used for this). After going over the vocabulary, there will be two

activities where the students will be working in groups of six. At the end,, there will be and exit ticket, which will be done

individually.

Anticipatory Set (ENGAGE):

The topic for the day is the parts of the body. I will start by showing the students the “head, shoulders, knees and toes” song a couple

of times. The first time will be used as starting point to activate their prior knowledge and introduce the students to what we will be

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)

 working on for the day. From the second time and on, they will stand up and actually do the movements and sing along.

Tools: YouTube video “Head, Shoulders, Knees & Toes - Exercise Song For Kids“ https://www.youtube.com/watch?

v=h4eueDYPTIg

Task: Students will sing/dance to “head, shoulders, knees and toes.”

Strategy: Activate their prior knowledge by using a known song.

(EXPLORE):

I will ask the students how different parts of the body are called in Spanish, they will be the same parts from the song. By using

PowerPoint, students will get a visual of the body part and see how the word is spelled in Spanish. Once we go over the different

parts, they will also do the movements and sing along, but this time in Spanish

Tools: PowerPoint, Projector, YouTube video ”Cabeza, Hombros, Rodillas y Pies - Canción de Ejercicios Para Niños | ChuChu TV“

https://www.youtube.com/watch?v=71hiB8Z-03k

Task: Students will go over different parts of the body and sing/ dance to “Cabeza, hombros, rodillas y pies”

Strategy: Connection to prior knowledge to the second language, use of visuals and movement.

Model (EXPLAIN):

I will start by making connections between each body part and verbs that correspond to each part, this will be done by using visual on

a PowerPoint. While we go over them, I will also act them out and students will act along.

Tools: PowerPoint

Task: Students will relate body part to actions (verbs).

Strategy: Acting out, visuals.

Independent Practice (ELABORATE):

For the first activity, students will get in groups, each group will receive a packet containing two sentences. They will stand in a line.

The first in line will act out a sentence, to the next person, once they finish the person who saw the action will show it to the following

person, and this will continue until it gets to the last person in line who will have to write down on the board the sentence that is being

acted. For the second activity, students will get into four groups and play “Mata la palabra.” I will start a sentence but skip a word,

and one person from each group will have to run to the board and slap the missing word. For them to get the point they have to say the

whole sentence. Winning team will get a homework pass.

Tool: PowerPoint (projecting sentence “Uso mi(s)_____ para _____.”), words on the board, fly swatters to slap the word, list of

sentences (used by the teacher).

Task: Students will work in groups and act out different sentences; in groups, students will have to find the missing word and say the

whole sentence,

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)

 Strategy: Groups, competitive activity, reward.

Check for Understanding (EVALUATE):

To check and make sure that the students are understanding the lesson I will be observing their behavior participation throughout the

activities and assign them an exit ticket.

Tool: Exit ticket, board.

Task: Students will participate on the activities; work on exit ticket individually.

Strategy: Group and kinesthetic activities.

Closure:

Students will receive an exit ticket with the title “Uso mi(s)_____ para _____.” It will have two columns underneath in the will have

to match words that will fill in the blank correctly, this way I can check for understanding.

Tools: Exit ticket paper

Task: Students will match words between two different columns.

Strategy: Use of the information given throughout the lesson; individual work

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)