TPACK Template (THERE IS TWO PAGES TO THIS ONE!

C Subject Spanish
o
n Grade Level Spanish 1
t
e Learning Objective SI.1 The student will exchange simple spoken and written
n The objective of the lesson is what students information in Spanish.
will be able to do as they finish the activity.
t For this objective, use the Standards of 2. Express likes and dislikes, requests, descriptions, and
Learning (SOL) to say what you want to
focus on. directions.
You can find the SOLs at
http://www.doe.virginia.gov/testing/ look
on the right of the screen for the subjects SI.10 The student will compare basic elements of the
and go from there.
Spanish language to those of English and other languages.
1. Recognize cognates, genders, level-appropriate idioms,
and differences in writing systems.
2. Recognize differences in sound systems including basic
sound distinctions and intonation patterns and their effects on the
communication of meaning.

P Activity Describe what the learning Learning about food in Spanish

e activity will be. What will the students and
the teacher be doing? (This includes what
d they are doing with the technology). This is an activity I would do to as a fun assessment to see how
a well they are grasping the material. After they come into class
g and are settled, I would split them into two groups. Each group
o would quickly choose a team captain. I will keep tally of the
g points while guiding them on what to do for each slide. The
y winning team will get 1 point added to their exam on this unit.

Slide 2: Each student will come up to the board and, using the
picture bank, will say which three foods they like and which
three they dislike while moving them to their corresponding
sides. (This will allow them to create sentences using the
vocabulary.)

Slide 3: With the help of their team, Team 1 will match the
pictures with the vocabulary words.
Slide 4: Same as slide 3 but with Team 2.

Omit slides 5 thru 8

Slide 9: Each team will have a chance to answer the questions. If

one team does not get the answer right, the other team has a
chance to answer. Ex: If Team 1 answers question 1 incorrectly,
 Team 2 has a chance to answer and win that point.

Slides 10 and 11: In this slide they will have to move the letters
around to correctly spell the word. Each team will alternate
spelling the words correctly. If this is a board that allows
multiple students to touch the board at the same time, I will have
them work together to spell it correctly. Four students from a
team, at one time, will be doing the activity, while their
teammates help. I will make sure the students are being rotated
out so that they all get a chance to use the board and participate
in the activity. Ex: Four students from Team 1 will come up and
rearrange the letters to spell a word, then four students from
Team 2 will come up. Once they are done, four different students
from Team 1 will be next up to the board, and so on. Since this is
a timed activity, I will treat it as a “lightning round” and add up
the points given after each team completes a word.

As the teacher I will not only be facilitating the activity, but I

will be making sure they are pronouncing the vocabulary
correctly and ensure that only spanish is being used between
teammates while they are offering each other help. This will
allow them to connect the spelling of the word with the
pronunciation.

Keep Going to Page 2

 T Technology http://exchange.smarttech.com/details.html?id=0959a500-e057-
The link to the IWB lesson.
e 461e-993a-3c59a20d831e
c Note: If using the
h Smart Exchange,
n your link should look
o like this:
l http://exchange.s
o marttech.com/deta
g ils.html?id=2ebf61
y c1-797e-47ac-
b1b0-05fbcceea10f

Not this (no

"notebook", no
"express"):
http://express.smart
tech.com/?url=http://
exchangedownloads.s
marttech.com/public/
content/2e/2ebf61c1-
797e-47ac-b1b0-
05fbcceea10f/shakes
peare.notebook#

Before you submit, delete the explanatory text (the text in small italics).