Name: ERIKA CORREDOR Grade/Subject: SPANISH/PRE-K & Date: 02/28/2024

KINDERGARDEN
1. Texas Essential Knowledge and Skills (TEKS): (C2)
2. (b) (E) Develop social communication such as introduction to himself/herself, using common greetings, and expressing
needs and wants.

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
:
Students will be capable of greet accordingly to the time of the day (Buenos Dias, buenas trades, buenos noches). They can introduce
themselves by name using the frase “my name is” (Me llamo____), and will be able of indicate 5 different feelings/moods. (Feliz, triste,
enojado, hambriento, cansado).

3. SMART Objective(s): SMART objectives:

(C3) 1. The students will be able to identify the times of a day (morning, noon, evening) and be able
to greet accordingly.
2. After the lesson the child will be able to greet, follow by telling his/hers name and indicate
Essential Question: how he/she is feeling.
3. Students will be capable of name 5 feelings/moods, differentiate the morning, evening, noon
greeting and introduce their self in a proper way.
QUESTION:
How do we greet morning/noon/night properly, introduce ourself and express our current mood ?

4. Central Focus C4
(C4) Central: Once students master the greeting times, their introductions and some feelings/moods,
How will this lesson link we will add more feelings/moods in future lessons, also we can start adding some less formal
with other lessons in the greetings to refer to our close family or friends.
unit?
Targets:
Learning Targets I can greet and tell the difference between the day, noon or night time with my way of greeting.
I CAN statements that
I can introduce myself.
Clearly show alignment with
I can express how I feel (only 5 moods/feelings to start)
TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the assess-
ments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret, justify):

Academic language repre- -Describe (time of the day, feelings)

sents the language of the -understand (meaning, purpose, think, speak)
discipline that students
need to learn and use to
engage in the content area Vocabulary (words, phrases, and/or symbols that are used within disciplines):
in meaningful ways.
Buenos dias, buenas, tardes, buenas noches, me llamo, me siento, estoy, feliz, triste, enojado,
There are 4 language de- hambriento, cansado.
mands to consider as you
require students to read,
write, speak, listen, Discourse (Structures of written and oral language, how will they talk, write, and participate in knowl-
demonstrate and perform. edge construction: discussions, reports, essays, multi-media presentations, performance):
1.Class discussion
2.Small groups interaction
3.Performance.

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

-Language rules

6. Targeted Language
Supports (C5)
The resources, representa-
tions, and strategies you
will provide to help stu-
dents understand, use, and
practice the concepts and
language they need to
learn within the discipline
Language Function (How will you help them demonstrate the DO verb?)
-Giving examples
-Reading a story
Vocabulary Strategies - (GO TO Page)
1. Word games
2. Word walls

Site the researcher’s name

as you refer to the strat-
egy. Discourse strategies - (GO TO Page)
-Write: proper structure (organize the phrase)

-Talk: times of the day/ feelings/moods

Syntax - (GO TO Page)

1. Sentence completion.

2. Word cards (to be arrange in a proper order matching the title with the picture)

Making Content Comprehensible (R9)

7. Assessment/ Assessment of your TEK
Evaluation (C6) Formative: exit ticket
Assessment(s) must be
aligned to the TEKS,
and objectives.
Summative: one on one with each student.

Assessment of your language demands:

Formative: The teacher will carry a conversation where she greats the class and will ask for
each students name and how they are feeling that day.

Summative:
During a specific time of the day the teacher will greet her students, she will ask for their name
and how are they feeling at that moment.

8. Hook (C7) Hook activity (make connections to prior learning)

Put the students in groups of 2 and let them greet at each other, have a turn to introduce themselfs and tell
Closure (C7) them how are they doing at that time

Closure Activity: (make connections to prior learning)

Student Assets (C7) The teacher will show flash cards of different times of the day and will ask what’s the proper greeting for
that specific time, teacher will recreate some facial expressions and will ask how is that person feeling.

Personal assets: “refers to specific background information that students bring to the learning
environment. Students may bring interests, knowledge, everyday experiences, family back-
grounds, and so on, that a teacher can draw upon to support learning.”
Cultural assets: “refers to the cultural backgrounds and practices that students bring to the
learning environment, such as traditions, languages, worldviews, literature, art, and so on, that a
teacher can draw upon to support learning.”
Community assets: “refers to common backgrounds and experiences that students bring from
the community where they live, such as resources, local landmarks, community events and prac-
tices, and so on, that a teacher can draw upon to support learning.”
9. Body of Lesson/
Teaching Strategies and I DO – We will all do circle time and sit in a spot, I will show flash cards of emotions and
Learning Task(s) we will compare and divide the cards in two groups by “good moods” and “bad moods” I
(C9) will give an example first for them to be able to follow

Be sure to include: WE DO – I will ask the students one by one to pick a card and tell me how is that person
How will students learn feeling and where should that face expression will go if in the good or bad mood, in case
and use academic lan- there is a wrong answer the class will help our friend by giving some hints.
guage?
YOU DO – Place this activity as a center and watch as they play the game together or inde-
pendently
Three higher order think-
ing questions. Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating
the content, process, product, and/or learning environment):
Marzano Strategy -Anchoring Activites
-Flexible grouping
• Second Language learners / Cultural Diversity: Add extra steps until they are able to
work independently.
• Gifted / advanced learners: Allow them to work independently.

Technology: -(GO TO page)

Youtube has such great videos to engage students in their learning.

Marzano Strategy - (GO TO page)

Marzanos, Compare and Contrast EX 2: T-Chart is something that will help myself and my stu-
dents.

Higher Order Thinking Questions (GO TO page)

1. How would you recognize a happy from a sad face? (REMEMBER)
2. How would you describe a a good mood? (ANALYZE)
3. If I smile how do you think I am feeling? (ANALYZE)

Grouping / Partnering Technique: (Hattie)

Small group learning, Classroom Discussions

Potential misconceptions and your plan to address it:

A way to help student misconceptions is to apply Marzanos KWL chart and see their prior
knowledge.
10. Resources and ma-
terials needed (C9)
(E7)
11. Classroom Manage-
ment Strategies (CBM5)
What procedures will you
employ to manage transi-
tions, behavior, passing out
materials, engagement, etc.?
Add 3 procedures
Flash cards, mirrors, paper and colors.
Add in anchor charts as well for students who may need to see examples of how to represent an
emotion.
(How might you differentiate materials and resources for learners with various needs?)
Reading-Audio books
Writing-pen/pencil grips
Using sign language
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
1. Sign language + Spanish word for restroom (baño)
2. Spanish commands for please (for favor) and thank you (gracias) add sign language
3. “Listening ears” for when a friend is talking or teacher is giving instructions (add sign
language as well)
12. Academic Supports
for Students (E6)
What instructional strate-
gies and planned supports,
will you employ to meet the
needs of each student that
has identified special learn-
ing needs?
(E11)
Accommodation(s)- (A change that helps a student overcome or work around obstacles):
1. For students with disabilities there is accommodations that will allow them to be suc-
cessful, for example having the problems read to them, being able to use headphones or a
translator.
2. PreK, OUTPUT... When it is time for the review.. If a student is not able draw/write
physically, we will accommodate for a friend to write it out.
3. Difficulty- Accommodate.
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Modification. Things that can be changed in instruction or assessments. For exam-
ple: making the assignments easier.
2. Alternate goals… Allowed students to read their friends/ family emotions by been more
observant of their faces and call them out.
3. Participation- Allow for a student tome a fail expression and whoever guess it by naming
it gets to go next.
Strategies for ELLs (strategies that support language acquisition)
1. Use a variety of techniques to make content comprehensible
2. Have students practice reading and writing in academic English
3. High level of student interaction focusing on lesson concepts
4. Ensure you have a baseline assessment of the student in Reading and Math, so you know
where they are in their learning.
5. Have instructional interventions for students with disabilities