LESSON PLANNING

Lesson planning
This template can be used for individual lessons or a sequence of lessons in the
same topic.
Teacher’s initials: School:
RINJ PIS – MODEL MONTESSORI SCHOOL
Subject/age group: Date:
SPANISH – YEAR 1 31ST JANUARY, 2024 and 7TH FEBRUARY,
2024
Learning objectives (from the Cambridge Primary Science curriculum):
 Identify and name basic family members in Spanish.
 Use simple phrases to describe relationships within the family
Unit: Topic: Topic:
B – PERSONAL AND SOCIAL LIFE: MI FAMILIA MI FAMILIA (SE LLAMA) – PART II
FAMILY MEMBERS

1 Resources:
 Videos on Family in Spanish – SPANISH TUTOR, Duolingo - Family Vocabulary

2 Language support, including any key vocabulary:

 FIRST LESSON: Father (padre), Mother (madre), Brother (hermano), Sister (hermana), Grandpa (abuelo),
Grandma (abuela)
 SECOND LESSON: Revision on family names and introduce how to mention their names in Spaish using -
mi………….se llama……………..

3 Introducing the lesson: Timing:

 FIRST LESSON: Introduce the concept of family and present family 15 minutes
members using pictures. Engage students in a discussion about their own
families
 SECOND LESSON: Revise on all family members’ vocabulary learnt during
the previous lesson. Introduce the words (MI………………SE LLAMA…………….)

4 Main activities Timing:

 FIRST LESSON: 30 minutes
- Family Members Charades: Act out the characters of different family
members for students to guess.
- Write and model the pronunciation of family member names in
Spanish and let them repeat them with gestures imitating their
characters.
- Alternatively, I can use SPANISH TUTOR video on FAMILY and pause at
the appropriate vocabulary for the lesson

© Cambridge University Press 2021 1

 LESSON PLANNING

 SECOND LESSON:
- After revising the previous vocabulary and their respective gestures on
family members – this lesson will seek to allow the learners introduce 30 minutes
different members of the family using the template: “MI ………….. SE
LLAMA ………………………. We focus more on padre and madre; and
progress as they are able to firmly grasp the pronunciation and
formation of such sentences

5 Assessment opportunities:
 FIRST LESSON: Using Total Physical Response; I will act out the various family members and allow the
students to correctly guess which family member in question. With the aid of a drawn portrait of a family, I
invite each student to point at a mentioned member or point randomly and let them mention it.
 SECOND LESSON: Using actual prices of items, I will test the learners creative/cognitive skills by letting
them use the acquired vocabulary to indicate the price nature of the given items and later, translate given
sentences

6 Differentiation opportunities:
 FIRST LESSON: Majorly individual work – CLASS WORK
 SECOND LESSON: Assign groups to come up with adverts indicating their clothing line, prices and form
simple sentences/dialogues

7 Plenary and reflection: Timing:

 In all lessons, a revision on sentence formation and conversation using 15 minutes
clothes in Spanish will help check the level of understanding and proficiency
of the learners.

8 Homework (if required):

 Major assignments will be based on describing the price tag of items

Notes:

© Cambridge University Press 2021 2