Woodland Hills High School

Name: Susan Tanski Content Area: World Woodland Hills High School Languages Spanish 4 Date: 9/3/2012 Lesson Plans Length of Lesson: 4 Edline was updated this week: My class website was updated this week:

Stage I – Desired Results Lesson Topic (Standard/Anchor): Cultures, Big Ideas: What is the cultural history Understanding Goals (Concepts): How to Communication, Connections. of Spain? Who has influenced it? What use irregular past tense verbs. How the is it's geography like? monarch works. How the geography and terrain have influenced the history of the country. Student Objectives (Competencies/Outcomes): Essential Questions: Vocabulary: Capt. 1.1 terms pertaining to Students will be able to: What verbs are irregular in the past? geography and culture.  Write present and past tense sentences Who are the monarchs of importance? considerable accuracy. How has geography influenced the Write an intermediate sentence with about 75%- history of Spain. 100% accuracy- Begin complex paragraphs. Identify key historical and geographic concepts.. Stage II – Assessment Evidence Performance Task: Class response, self description, activity completion Other Evidence: various classroom activities dependent upon understanding. Stage III – Learning Plan Materials & Resources: Overheads, Workbook notes, LCD projectors Formative Assessment(s): and Textbooks. #1. Pre-Assessment #2. Summarizing Main Ideas CONTENT AREA READING: Go over cultural readings at the end of each #3. Graphic Organizers chapter. Others: In class prompting and whole class responses.

Instructional Procedures*: (includes mini-lessons) Active Engagements used: Scaffolding used: #1. Partnering #1. Build Vocabulary #2. Whole Class Response #2 . Build on Prior Knowledge Others: Compare and contrast Others:

Describe usage: Students will complete text exercises and respond to Describe usage: Use vocabulary to help navigate through days tasks. Build questions individually or as a group. They will work together to complete on knowledge of English Grammar structures to help create sentences and specific skill tasks and use prior knowledge to compare and contrast ideas to help students better understand to describe specific nouns pertaining to presented in notes or from direct instruction based on the day. themselves or others.

Monday Tuesday Wednesday Thursday Friday 9/3/12 9/4/12 B 9/5/12 A 9/6/12 B 9/7/12 a  labor day  Read objectives of  Review previous days  review bell ringer  Quiz on article chapter 1.1 pgs. 1-4 assignment. review cognate list Review questions.. Read through Learning from photos learning from photos Complete color and s

e transparency for section have students read through lecture label map of Spain, r u

d chapter 1.1 respond orally to rivers, provinces and e

c Ask questions about questions. major cities. o r

P pictures. Complete exercises 3-5 Review vocabulary. pg. 5 in notes. Write one sentence for each new word underline word.

 none  pg. 3, 1 and 2  read pg 6-7 make a  questions pg 7,1-12  finish map s

t list of cognates. 20 n

e total m n g i s s A

* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding