Date: 10/12/2018 LESSON PLAN SPANISH Schedule: Mon- Level: Span 01
CLASS Fri 6:10 a.m.
Teacher: Diana Chaves
Lesson Topic: Spanish introduction-evolution of the second most spoken language in the world.
Learning outcome: Students will be able to identify the main features of the Castilian language and
how other cultures have influenced its evolution
Materials: Book of the computers room, CD with Spanish/Latin-American music, signs with Spanish
basic words (Bienvenidos, mapa, name of countries, etc.), bocadillos, Maps with historical
evolution of Spanish, tape, Muppets for theater presentation, map of Spain, worksheets for Spanish
variations, handout with interesting facts about Spanish.
Segment What and How? Describe Activities Time
and Work pattern
IMMERSION Students are directed to go to the Broad
Warming up/ Review previously learned content to begin a new lesson./ room, where they are welcome by the sign
Create an environment for learning / Short, quick activity that serves to get “Bienvenidos”. Teacher greet students in
sts interested and motivated. / Introduction/ create motivation for the Spanish and motivates them to reply with
new topic. / What´s in it for them? /Don´t start teaching your lesson yet, same phrase. Teacher invite students to try
just create interest in it. few Spanish treats. After, kindly the teacher
invites students to walk around the classroom
and while playing Spanish music, they read
the facts in the different maps.
STUDY FOCUS Once they are done, teacher changes the
Student centered / Language is presented./ music for classical music and comes back with
Teach the new information or skill using a variety of strategies/ Guided them to walk them through the maps, this
discovery./ Interactive explanation To put the language under a time with her guidance and explanations on
microscope and analyze it how Spanish has evolved across the centuries.
Check for student comprehension. After this, teacher invite students to sit down
Includes rules/patterns of language and relax while listening to the classical music.
To provide sts with the opportunity to focus on form and Teacher opens in the computer (Google maps)
accuracy. the map of Spain and with the help of some
Muppets, she tells story about how the Arabs
came to Spain (Florinda, Rodrigo story), why
they did not come to the north of the
Peninsula, how they were kicked out by
Catholic kings and how Spanish mixed with
Arabic language. After, teacher explains how
after Christopher Columbus came to America
brought Andalusian Castilian Speakers that
became the Spanish version widely use in
Latin America. After, teacher explains how
Spanish started to merge with Amerindian
languages and some African languages
brought later by the African slaves (Palenque).
After, European immigrants came to the south
of the continent, Spanish merged mainly with
Italian language, creating the variation called
Lunfardo (the lunfardo is an interlanguage
variety of the Italian dialects spoken by
immigrants in the areas of Buenos Aires and
Montevideo/Spanish words in reverse).
STUDY PRACTICE Students are given the worksheet, where they
Let the students practice the new skill have different maps of Spain and Latin-
Model the activity. America and they place the name of the
Make it safe for them to make mistakes. different influences that Spanish language has
Remember that the best lessons have more practice than presentation. had across the history (I provide the different
influences in small pieces of paper and they
just have to paste it). After we discuss
together the answers
ACTIVATE Teacher ask several questions randomly about
what she explained during the session, to see
how much students understood and clarify
Create an activity to apply new info/skills to their own lives.
any extra doubts about the topic
Simulate real world applications
ASSESMENT Students take turns to come to the board and
write, with they own words, what they have
6.Wrap Up/ Closing learned in the lesson. Teacher provide
Create an activity that asks students to reflect on what they have learned handout with FACTS ABOUT SPANISH
and how and when they will use it , whether they enjoyed learning about it LANGUAGE and invites students to broaden
and if they found it difficult or easy ..general continuous feedback their knowledge about this language. At the
end, teacher asks if there is any other
question/ feedback about the session.
Observations:
Date: Date: 10/12/2018 Group Code: Schedule: Level:
Teacher:
Class Objective:
Materials:
Segment What and How? Describe Activities and Work pattern Time
IMMERSION
Students are directed to go to the Broad room, where they are welcome by the sign “Bienvenidos”. Teacher
greet students in Spanish and motivates them to reply with same phrase. Teacher invite students to try few
Spanish treats. After, kindly the teacher invites students to walk around the classroom and while playing
Spanish music, they read the facts in the different maps.
Once they are done, teacher changes the music for classical music and comes back with them to walk them
FOCUS
STUDY
through the maps, this time with her guidance and explanations on how Spanish has evolved across the
centuries. After this, teacher invite students to sit down and relax while listening to the classical music.
Teacher opens in the computer (Google maps) the map of Spain and with the help of some Muppets, she
tells story about how the Arabs came to Spain (Florinda, Rodrigo story), why they did not come to the north
PRACTICE
Students are given the worksheet, where they have different maps of Spain and Latin-America and they
STUDY
place the name of the different influences that Spanish language has had across the history (I provide the
different influences in small pieces of paper and they just have to paste it). After we discuss together the
answers
Teacher ask several questions randomly about what she explained during the session, to see how much
ACTIVATE
students understood and clarify any extra doubts about the topic
ASSESMENT
Students take turns to come to the board and write, with they own words, what they have learned in the
lesson. Teacher provide handout with FACTS ABOUT SPANISH LANGUAGE and invites students to broaden
their knowledge about this language. At the end, teacher asks if there is any other question/ feedback about
the session.
Observations:
PASSPORT CLASS STRUCTURE
Estructura de la sesión OBJETIVOS QUÉ FOMENTA
1. Creación de un lazo cognitivo entre los 1. Organización del aula.
conocimientos previos y la nueva 2. Toma de asistencia.
información. 3. Warming up
INMERSION 2. Propiciar un ambiente para el aprendizaje 4. Activación de saberes previos.
3. Presentación del objetivo. Que los 5. Presentación del tema de la clase.
estudiantes sepan que van a aprender a hacer (teacher style)
esa sesión.
4. Motivar a los estudiantes hacia la temática.
(haciendo preguntas del tema, por medio de
una canción, imágenes…)
5. Activar conocimientos previos
STUDY FOCUS STUDENT CENTERED 1. Mecanización
2. Generación, integración y producción
1. Guiar al estudiante a la comprensión y personal
adquisición.
2. Verificar que se haya comprendido el tema
3. Aplicar el nuevo saber
4. Modificar saberes
5. Resolver problemas
6. Construir significados
STUDY PRACTICE 1. Utilizar el nuevo saber Conversación, diálogo, trabajo en grupo.
2. Exponer ideas
3. Opinar
ACTIVATE 1. COMUNICACIÓN REAL.
1. Desarrollo de las habilidades comunicativas.
2. Utilizar la lengua en contextos reales.
Escuchar, leer, escribir, hablar.
3. activar conocimientos generales
4. Dar significado
5. Desenvolvimiento del estudiante.
ASSESMENT 1. Reflexión
Verificar que se haya aprendido. 2. Verificación del aprendizaje
Evaluar lo aprendido. 3. Evaluación de lo aprendido basados en
Socializar. estándares. (objetivo de clase)
Comprobar. 4. Tomar conciencia
Reflexionar.
Retroalimentar.
Corregir.
