LESSON PLAN # 1

GRADE: 4th SUBJECT :Spanish

STANDARD: NM.CLL.2 Understand words and concepts presented in the language

TOPIC: Biography LENGTH OF LESSON: Five 40-minutes class periods.

LANGUAGE OBJECTIVE: CONTENT OBJECTIVE:

Students will understand the meaning of Students will be able to read and write

memorized phrases and questions about personal a biography and an autobiography.

information.

LEARNING STRATEGIES

Bridging: Students are asked to recall prior information related to the topic and use the

vocabulary seen in the class.

KEY VOCABULARY: Biography MATERIAL

1. Whats your name? http://learningl.weebly.

My names is___________ com/

2. How old are you? Picture of a family

I am _______years old member or any special

3. Where are you from? person for you.

I am from__________ Concept map

4. Where do you live? Power point

I live in______________ presentation (Pp.

5. How are you? Presentation)

I am__________ Copy
 6. When is your birthday? Board

My birthday is on__________ Markers

7. Whats your favorite animal/color/food/ subject/? Ipad:

My favorite animal/color/sport/ food is___________ Camera

8. What do you do in your free time? Chatterkid

I like to _____________ Construction paper

9. What do you do?

I am a/an______________

LESSON DELIVERY

Monday Building Background:

(day 1) Bring something: Bring something: Students are asked to bring a picture of a

Speaking family member or a special person in their lives from home. The teacher will

skill bring a picture of a special person as well. First, the teacher will introduce

40 min briefly the person in his/her picture, then, students will be organized in groups

in order to introduce the person they show in their pictures to other classmates

on the group. The teacher will write these prompts on the board to help

students have a guide, especially those students who dont speak the language

much.

Prompts: Name, age, birthplace, job

Presentation of content:

Before presenting the content the teacher will post on a wall of the

classroom both the language and content objectives. After this, he or

 she will explain what she expect s from the learners at the end of the

lesson.

After that, the teacher will describe her or his moms life.

After that, she will ask the students to infer from the moms description

what a biography is and what its main characteristics are, they also

need to make a connection with the introductions and descriptions they

made about their own pictures at the beginning of the class. (See Pp.

presentation).

Students will have a journal where they will write down some of the

concepts and vocabulary the teacher will ask them to write.

Practice and Application:

Finally, the learners will again take their pictures, and they will try to

describe them again in the groups by using the model on the power

point presentation and the characteristics of the biography.

The teacher will walk around to check how they are doing, and to

check if the advanced language level students are supporting the

students with more speaking limitations.

Tuesday Building Background:

(day 2) In this class, students are going to watch a video and listen to the teacher

listening describing his or her own biography. Then, the teacher will ask them to take

skill notes to later share the information they hear and read with the class. Watch

40 min the video here: http://learningl.weebly.com/

 Presentation of content:

An advanced language level student will be asked to come to the board and try

to make his or her own biography following some sentence frames (see

http://learningl.weebly.com/ )

Practice and Application:

Then, students will be given an ipad to work with in pairs. They will follow the

same sentence frames in order to record their autobiographies. For this activity,

they will use an app called CHATTERKID

(https://itunes.apple.com/us/app/chatterpix-kids-by-duck-

duck/id734046126?mt=8). This is a useful app where students can take a

picture of themselves and then, they can record their own voices. After

finishing the recordings, the teacher can share some of the autobiographies

with the class in order to listen to some of the students works.

Wednesd Building Background:

ay (day 3) The teacher will continue sharing some of the recording the next class in order

Reading to review some of the vocabulary and frame sentences related to the personal

skill information.

40 min Presentation of content:

The students will be in groups of 4 where they will be assigned an

advanced language level student as a leader to support the whole group.

Then, the teacher will first show some personal information questions,

and she or he will let the groups try to predict and answer each question

before it is shown. In that moment the leaders will be a great supporter.

 After this, the teacher will display on the board all the question with

their answers supported with pictures for more comprehension, to all

the students.

Practice and Application:

The teacher will play with students TINGO-TINGO- TANGO. In this game

the teacher will divide the class in two teams. They will sit down in a

semicircle. The teacher will place some questions on a table and the answers

on another table. Questions and answers should not match. Then, the teacher

will ask students to pass out two markers (blue and red) on different sides of

the semicircle, and the teacher or another student will say, along with the

maskers passing out: TINGO- TINGO- TINGO-TINGO, but if the teacher or

the student say TANGO, the students who have the markers in that moment

has to stop the game, come to the table, and read aloud any of the questions

with the correct answer. Try to do this activity with most of the students. And

make sure to establish some rules for the game, so students will be more

focused on the game.

Thursday Building Background:

(day 4) The teacher will let one or two students come to the front, then, she or he will

Writing ask the students all the personal information questions in order to review the

skill questions and the way to answer. In this activity the teacher can allow the

40 min whole class to ask them the questions trying not to repeat the same questions,

so all the class will be involved. The teacher can give the questions written in

the previous class or try to push them to recall the questions by themselves.
 Presentation of content:

The teacher will show a concept map with key vocabulary about famous

personal information and pictures to make it more comprehensible for all

learners. The teacher can ask a student to try to say the biography of that

famous person aloud, or the same teacher can model it.

Practice and Application:

After that presentation, each student will write down in his or her

journal the biography of Lebron James by using the prompts, recalling the

previous activities and checking their notes.

Finally, the teacher will pick up the writings and try to correct them

and give them feedback.

Friday Building Background:

(day 5) Dice game: Using some dices, the teacher will print some questions

Tasks/ with pictures on them, and place each question on a side of the dice.

projects Then, the teacher will call two students at a time who are going to be

40 min located in front of the board.

The teacher will throw a dice and both students need to read one

question on the dice and run to the board, take a marker and write the

correct answer. The answer can be in relation to their personal life.

Presentation of content:

The teacher will make a concept map with prompts of his or her personal life.

Then, the teacher will write each sentence on the board to let students show to

write it properly.
 Practice and Application:

After the teachers personal example, students will make a poster

writing a biography of any of the famous people assigned by the

teacher (Lebron James and Shakira).

If students want to search about a different character, they can use an

ipad or a computer to look for the information, or to talk about their

own family or friends. Students will be working in pairs to support

each other, but the poster will be individual.

When students finish the posters they need to place them around the

classroom, and all learners will start walking around, reading the

posters and asking and answering questions according to their posters.

It is suggested that the teacher assign some specific time for each

activity: 10 minutes to walk around, read some of the posters and take

notes, and 10 minutes to ask and answer questions.

REVIEW/ ASSESSMENT

Language objective: Students will be asked questions about the personal information of

their own posters.

Content objective: The teacher will check the final product the poster of the famous

biography