LESSON PLAN by: Lexi Salcedo and Je’ Nobia Smith
Lesson: Identify and Define Length 50 minutes (in real context) Age or Grade Intended Sixth grade lv.1
Spanish- Speakers
Academic Standard(s):
ELP 6.2.1 Respond to simple, factual questions about informational materials nonverbally (e.g.,
pictures, tables, lists, graphic organizers) or by using key words, phrases, or brief sentences.
ELP 6.2.2 Identify the main idea and limited details of familiar informational materials nonverbally
(e.g., pictures, tables, lists, graphic organizers) or by using key words and phrases.
Performance Objectives: Sixth grade English Language Leaners (level 1 Spanish- Speakers) will be able
to identify simple and frequent words, ideas, and details given a vocabulary sheet, presented with pictures,
and simple sentences and questions with 80% mastery.
Assessment: Informal assessment will be used while presenting the class with pictures and simple
sentences. If the students attempt to answer questions by pointing, holding up their own pictures, or using
simple words, then this may be a sign that those students understand or are trying to understand. If certain
students remain silent or do not interact the entire time, they may be confused or unsure. Such students
should be addressed to see if they understand or need additional help. For formal assessment, the students
will be given a quiz that includes words on the vocabulary sheet and simple sentences presented in class.
This quiz should be passed with 80% mastery.
Advanced Preparation by Teacher: For preparation, simple words, phrases, and questions need to be
compiled to make a vocabulary sheet. From this compiled information, a PowerPoint should be generated
with more pictures to help students follow along during instruction when questions are asked. Word tiles
will be created so that the students can hold them up to answer questions and participate in activities. Then,
a quiz using the vocabulary words and phrases can be generated in compliance with the standards covered
in the lesson. The answer key will also be made.
Procedure:
Introduction/Motivation: To introduce the lesson, we can begin by stating simple facts about
ourselves, such as describing what we are wearing. It could go as follows: My shirt is blue. I am wearing
black pants. It is cold outside, so I brought my jacket, too. These types of statements are what will be used
in the lesson to help students identify simple facts and use basic phrases.
Step-by-Step Plan:
1. After giving the introduction, pass out the vocabulary sheet to students
2. Go through each word or phrase on the vocabulary sheet, saying the phrase in English, then
having the students repeat it.
3. After going through the list of words, ask the students how to say certain words in English. For
example Como se dice “bufanda” en ingles? The students should find the word and say scarf,
or point to the answer. These types of questions reflect level one (Knowledge) in Bloom’s
Taxonomy. Learners who are verbal- linguistic and interpersonal would benefit from this
method. However, if students decided to ask each other for help during this exercise, that
would also incorporate intrapersonal learners.
4. After going through the vocabulary list in different ways, the PowerPoint can then be used to
ask different questions and make statements. For example “It is cold outside, what do you need
to wear?” On the slide it would show a picture of a cold scene, and a few possible clothing
items.
5. After a few slides, pass out the word tiles to each student.
Closure: To move on to the next activity, after passing out the tiles we will tell the students that we
will be using the tiles to answer questions. For instance, on the PowerPoint will be a picture of a starry
night sky. The students will be asked what they see in the picture and to hold up the correct tile. They will
have a tile with stars on it, and the word underneath. This is the tile they should hold up.
Adaptations/Enrichment: For students of upper levels (3-5), we will have them write their answers down
in complete sentences. For instance, with the tiles they should write “I see stars in the sky,” or something to
that effect. This will provide them with a greater challenge in that they have to display mastery of correct
English writing. Also, they can help the lower level students get to the answers faster. For lower level
students who may not be able to pronounce the words correctly, they will only have to point, hold up the
correct tiles, and listen carefully.
Vocabulary/ Vocabulario
Season
Winter
Fall
Cold
Snow
Boots
Coat
Gloves/Mittens
Sweater
Scarf
It is cold
Turkey
Ham
Eggnog
It is snowing
Stars
Umbrella
Sandals
Sun Glasses
Her sweater is…
Sky
Dark
Estación
Invierno
Otoño
Frío
Nieve
Botas
Abrigo
Mitones
Suéter
Bufanda
Hace frío
Pavo
Jamón
Caspiroleta
Está nevando
Estrellas
Paraguas
Sandalias
Gafas de Sol
Su suéter es…
Cielo
Oscuro
Apples
Christmas Tree
Reindeer
Gifts
It is windy
Bright
Dinner
Leaves
Moon
Jacket
Manzanas
Árbol de Navidad
Reno
Regalos
Hace viento
Brillante
Cena
Hojas
Luna
Chaqueta