Teacher: Marquez Subject: Kindergarten Spanish Week Of: September 3, 2008 s2

Teacher: Marquez Subject: 1st Grade Spanish Week of: December 8, 2008 Day One Objective Students will be able to: Count out loud from zero to fifteen in Spanish as part of a group Identify numeric symbols in Spanish NJCCCS 7.1 Key Points Numbers 0-15 in Spanish Word of the trece Day Opening Buenos Dias Song Engage Explain Happy Face Behavior, the Compliment Chain, and Three Strikes Meet Mr. Hipopotamo- pick a helper to take the Word of the Day out of the Hippo’s mouth What do you think “trece” means?? Give clues: these are dos perros, these are cinco perros…. Guided Practice counting from zero to ten out loud- have students count on their fingers. Practice Then practice counting rhythmically from zero to fifteen in Spanish. Use different voices to Explore practice (ie: pirate voices, opera voices, monster voices, etc).

Independent Post felt numbers on board and have class count out loud as you post them. Practice Then mix numbers up and call on individual students to identify them. Elaborate Assessment See Day Two Evaluate

Integration of Technology Closing Have class count out loud from zero to fifteen in Spanish. Teacher: Marquez Subject: 1st Grade Spanish Week of: December 8, 2008 Day Two Objective Students will be able to: Count out loud from zero to fifteen in Spanish as part of a group and as individuals Count animals in Spanish as part of a group NJCCCS 7.1 Key Points Numbers 0-15 in Spanish Word of the quince Day Opening Buenos Dias Song Engage Explain Happy Face Behavior, the Compliment Chain, and Three Strikes Meet Mr. Hipopotamo- pick a helper to take the Word of the Day out of the Hippo’s mouth Does anyone remember what “quince” means?? Give clues: these are once perros, these are doce perros…. Guided Practice counting from zero to ten out loud- have students count on their fingers. Practice Then practice counting rhythmically from zero to fifteen in Spanish. Use different voices to Explore practice (ie: pirate voices, opera voices, monster voices, etc). Post felt numbers on board and have class count out loud as you post them. Then mix numbers up and call on individual students to identify them.

Independent Felt board: have students practice counting different animals learned in the first trimester Practice (perros and gatos,). Put up a group of 3 gatos. Have the class count as you post them. Ask, “how many gatos all together?” and have the class answer in unison. Keep the gatos up. On Elaborate the other side of the board, post four perros. Have the class count as you post them. Ask “how many perros all together?” and have the class answer in unison.

If students are more advanced: Make a big deal out of the fact that NOW we will be adding dogs and cats! That’s right! How many dogs and cats do you see all together? Give students enough time to count in Spanish in their heads and then call on one student to answer on their own. Assessment Ask individual students to count groups of animals (diez gatos, once perros) and tell you how Evaluate many there are in Spanish. V= students answer correctly and with accurate pronunciation, no prompting M= students answer correctly with one to two prompts A= students answer correctly but need two or more prompts N= students cannot answer correctly even after prompting, or refuse to participate Integration of Technology Closing Have the entire class count to fifteen in unison.