SED 427 LESSON PLAN for Spanish

Unit:

Intern: Carolina R. Waters

Date: 11/2/2015
Class: Spanish 1

1. Chapter 1.

Major focus of the chapter/unit: In this chapter the students will learn to: ask or tell who someone is, ask or tell
what something is, ask or tell where someone is from, ask or tell what someone is like, describe themselves or
someone else, and talk about a famous Spanish novel and some Latin American heroes.
Standard(s):
Communication. In chapter 1, students will communicate in spoken and written Spanish to:
a) identify and describe themselves and others,
b) find out where people are from and say their nationality.
Students will engage in conversations, provide and obtain information, and exchange opinions as they fulfill
the chapter objectives listed above.
Instructional objective(s) in terms of function(s) of this lesson:
What will the students KNOW after this lesson?
st
a) That different celebrations take place in different countries on the 31 of October.
What will the students BE ABLE TO DO after this lesson?
st
a) They will know Halloween is not what most Hispanic countries traditionally celebrate on the 31 of
October.
st
b) They will know that even in different Hispanic countries different celebrations take place on the 31 of
October.
c) They will be able to recognize cultural differences between these countries and celebrations, and
compare them to the US.
How will students be assessed on this segment of the chapter/unit?
Formative assessment at the end of the mini-lesson.
Materials of instruction needed for this lesson:
st
Chart with info about what is celebrated on the 31 of October in the US, Mexico and Peru.
Previous knowledge about Halloween.
Previous knowledge about the Day of the dead (Mexico).
MP3 player list of Peruvian Folk songs.
st
Ppoint presentation about Peruvian folk music celebrated on the 31 of October in Peru.
a)
Vocabulary
b) Concepts
c) Skills

recycle:
new:
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CONTENT
Day of the dead celebration in Mexico: definition and cultural meaning.
Halloween celebration in the US: definition and cultural meaning.
Peruvian folk music day = Da de la cancin criolla

Listening to songs for details: instruments being played.

my attitude(s) that I want to change: I want to incorporate more Spanish into the lesson. I want to give the
students more opportunities to do pair work and use the target language when possible.

student attitude(s) that I want to change: I would like them to be completely focused on this activity.
Time sequence

Routine (general housekeeping items)

st
Bell work: Chart. What happens on The US and Mexico on the 31 of October? Do other countries have
st
other celebrations? What do you think people celebrate in Peru on the 31 of October?

page 2

Greet students and read agenda for the day.

Transition from yesterdays lesson:

Todays mini-lesson is about culture. We will finish last Fridays activities: watching The Book of Life
(movie about the celebration of the Day of the Dead in Mexico) and making the calaca (skull) art project.

Todays plan:
Activities:
1)

Go over Bell Work Chart

Minutes: 7
THIS IS:
This Activity is:
This Activity features Standards:
an explanation
Communicative
1.1
2.1
3.1
4.1
5.1
a review
Or
1.2
2.2
3.2
4.2
5.2
an activity/exercise
Mechanical
1.3
2.3
3.3
4.3
5.3
Introduction:
0 mins.
Students will complete a chart that describes elements related to the celebrations of
Halloween and The day of the dead. The idea is to get them to remember about similarities
and differences. The chart adds a new element of culture related to a different nation (Peru).
Directions:
Look at the chart.
Repite por favor (underlined nouns).
Come to the board to share your ideas.

1 mins.

Activity:

5 mins.

(be as specific as possible)

What will I do?
What will the students do?
1) Give clear
1) Write relevant elements on
instructions.
the chart.
2) Let the students
complete the chart.

Follow up:
Teacher goes over chart and adds what she considers necessary.
Teachers feedback and comments.

1 mins.

2)

Mini lesson and listening activity: Peruvian Folk Music

Minutes: 10
THIS IS:
This Activity is:
This Activity features Standards:
an explanation
Communicative
1.1
2.1
3.1
4.1
5.1
a review
Or
1.2
2.2
3.2
4.2
5.2
an activity/exercise
Mechanical
1.3
2.3
3.3
4.3
5.3
Introduction:
3 mins.
PowerPoint:
The teacher will give a very brief description of types of musical instruments.
The teacher will talk about how there are Peruvian musical instruments that are different than
these instruments.
The teacher will point out that Peruvian music has many influences and among them
European, African and Andean influence.
MP3 songs:
After this brief presentation the students will listen to sample Peruvian music and they will try
to identify its mood, instruments and influences.
Directions:
Listen

2 mins.

page 3

What is the mood of this song? (happy, sad, etc.)

What instruments can you hear?
What influence do you hear?
Share your opinion and compare with a partner.
Share with the class.

Activity:

(be as specific as possible)

What will I do?
What will the students do?
1) Play listening
Make notes
samples.
Decide on what moods,
instruments and influences
they hear.
Share with a partner.

Follow up:
Teacher asks for volunteers to give answers.
Teacher goes over answers.
Teachers feedback and comments.

4 mins.

1 mins.

Closing:
Lead in to tomorrows lesson:
st
With the information that you learned today about the celebration of Peruvian Folk Music Day in Peru (31 of
st
October), complete your chart about celebrations on the 31 of October in the US, Mexico and Peru. Add some
information about the types of Peruvian music that you listened to, and the influences that Peruvian folk music
has.
Assignment for tomorrow:
Bring your chart to class.
What will students be able to do for class tomorrow after they finish this assignment?
Students will be able to talk about how three different countries and cultures have different celebrations on the
st
31 of October.
Summary of the class
(1) Planning stage:
How much time do you plan to spend on communicative activities?
How much time do you plan to spend on explanation and mechanical practice?
How much dead time will there be?
(2) After the lesson is over, i.e., execution of plan:
How much time did you spend on communicative activities?
How much time did you spend on explanation and mechanical practice?
How much dead time was there?
Your reflection on this lesson for future reference:

20 min.
0 min.
0 min.
min.
min.
min.