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Lesson Plan Template Candidate Name:__Marcela Crowe_________

Strategy (circle one): Task Rotation; NAL; Mystery; Decision Making;

C/C Thinking; Metaphorical; Windows Notes; Other

Unit Name
U1-E3 Te presento a mi familia.

TAG Standards:
The student produces written and/or oral work that is complex, purposeful, and organized, includes
relevant supporting examples and manipulation of language.
The student, independently or through collaboration with classmates, clarifies, illustrates, or
elaborates on an idea for product improvement.
The student responds to questions with supporting information that reflects in-depth knowledge of a
The student responds to contributions of others, considering all available information.

WL Standards:
Communication - Students will engage in conversations, understand and interpret spoken and
written language, and present information on a variety of topics.
Connections Students will connect aspects of their target language learning with information
acquired in other subject areas such as math, science, social studies, English and the arts.
Comparisons Students will demonstrate an understanding of the nature of language and culture,
making comparisons between those of the target language and their own.
Communities Students will find and engage in the target language outside of the school
environment and show evidence of building a life-long skill for their own personal enjoyment and

Lesson Name Time Needed (Hours/Days)

La familia 1-2 hours

Grade Subject Course

6th Spanish Level 1

Essential Question(s)
What should students know when lesson is completed?
Cules son los miembros de mi familia y cmo los describo? Who are the members of my family
and how do I describe them?

Teacher Lesson Preparation

Textbook: !En espaol! , level 1, pp. 72-85
Graphic organizar : task rotation
Painting: Sandia/Watermelon de Carmen Lomas Garza:

Activating Strategy (for example: Hook/Mini-Lesson/Warm-Up/Connection to Prior Learning)
Take a packet of task Rotation.
Students look at the picture on the board and describe the scene

1. Qu ves en el tablero?
Describe la pintura Sandia/Watermelon de Carmen
Lomas Garza:

Reto (challenge): Conoces un pintor (a) famoso(a)

hispano? De dnde es?

Instructional Sequence and Activities including use of technology

Students share their answers to the warm-up activity.
Teacher draws attention to the Essential Question: Cules son los miembros de mi familia y
cmo los describo? Who are the members of my family and how do I describe them?
Teacher introduces the Task Rotation process.
Teacher explains that students will work independently to complete at least 3 of the 4 tasks
presented on the Task Rotation hand-out. Tarea Autoexpresiva (Self-Expressive) is not
optional. (Students can use the classroom computers if they prefer to type and/or use
PowerPoint or Word to write their answers.)
Teacher refers students to the learning inventory results displayed in the classroom and
indicates that based on their learning style students can pick the tasks.
Students can pick the order in which they do their tasks.
Teacher explains by going over each of the tasks.
Students work answering the tasks while teacher walks around the room to provide support
to students.
If time allows on the 1st day or on the 2nd day, students present their answers to the
Autoexpresiva (Self-Expressive) task.
While a student presents, the rest of the class looks at the speaking PBA rubric and

Homework/ tarea : Share with your family the description of the family member you chose for
the self-expressive task. What do your family members think of your description? Do they agree
with you?

Assessment Strategies

Pre-assessment: Classroom activities on the family vocabulary. Answers to the warm-up activity.
(Previous grammar-vocabulary quizzes on U1-E3)
Post-assessment: Answers to the Task Rotation.

Scaffolds/ Interventions/Extensions/Enrichment
-Product: task rotation.
-By multiple intelligence and learning style: Students pick tasks by learning style.

Extension/ Enrichment: 1. HomeworK : Family involvement.

Materials/Links/Text References/Resources
Textbook: !En espaol! , level 1, pp. 72-85
Graphic organizar : task rotation
Painting: Sandia/Watermelon de Carmen Lomas Garza:
Paper, colors, markers

Calentamiento (Warm-up Activity):

U1-E3 Nombre: ________________________________ Clase: ___________ Fecha:_____________________

Profe Crowe Rotacin de tareas /Task Rotation Tema: La familia

Maestra (Mastery) Interpersonal

Mira el rbol genealgico de los Cuando crezcas, te gustara tener

Simpson. Eres Marge. Escribe los ttulos de los una familia grande o pequea?
miembros de tu familia. Porqu? Describe a tu futura familia.
Modelo: Mona = suegra When you grow up, would you like to have a big or
a small family. Why? Describe your future family.
1. Bart = _____________________ You can use a bubble map to help you.
2. Marge = _____________________
3. Ling= _____________________
4. Abraham = ___________________
5. Jackie = _____________________
6. Patty = _____________________
7. Herb = _____________________
8. Lisa = ______________________
9. Homer = _____________________
10. Clancy = ____________________

Entendimiento (Understanding) Autoexpresiva (Self-Expressive)

1. Vicente/ Toms: Dibuja una caricatura de un miembro

______________________________ de tu familia que admiras.
2. Sofa/ Roberto: Descrbela/lo (fsico, personalidad, ropa, edad), tu
______________________________ relacin familiar y porque la/lo admiras.
3. Manuel/ Sofa: Draw a cartoon of a family member that you
______________________________ admire. Describe him/her (physically, personality,
4. Emilio/ Roberto clothing), his/her family relationship, and why you
______________________________ admire him/her.
5. Vicente/ Rosalinda:

I. Maestra (Mastery)
Mira el rbol genealgico de los Simpson. Eres Maggie. Escribe los ttulos de los
miembros de tu familia.

Entendimiento (Understanding)

Speaking Performance Assessment Rubric - NOVICE

Exceeds Meets Does not Score

Expectations Expectations meet
3 2

With some effort,

A sympathetic
a sympathetic
The speaker is listener has
Comprehensibility listener can
easily understood difficulty
understand the
with minimal effort understanding the
by a *sympathetic speaker.
Moderate errors
listener. Substantial errors
in communication.
Emerging control
Control of highly- of highly-
practiced practiced Little control of
Language Usage
combination of combination of highly-practiced
simple and simple and simple
complex complex grammatical
grammatical grammatical patterns to
patterns to convey patterns to convey a
a message convey a message
Appropriately Use of vocabulary
Produces current
integrates and is limited.
vocabulary that is
Vocabulary combines previous Vocabulary is
adequate for the
and current irrelevant to the
task and is not
vocabulary that task and/or
enriches the task. repetitive.

Elements of task
Completes task Completes task
Task are not
with supportive and most
Completion/Content completed, most
details and responses and
of responses do
expands responses details relate to
not relate to the
related to the task. the task.