Spanish: Lesson Plan on Body Parts

Date
10/15/07 / Housekeeping Stuff
Set up video camera
Take attendance
Hand out vocabulary lists
Hand out diagram worksheets / Student/Classroom Description
*High school Spanish I class
(3 students from C&I 216 class - 1 French, 1 FCS, 1 Science)
Small classroom with little technology, desks, and a chalkboard
Description/Rationale
This lesson is intended for a high school Spanish I class. Students will learn the definition of the following body parts in Spanish: head, arm, leg, foot, eye, ear, mouth, and nose. There is no lesson prior to nor succeeding this lesson. Students will retain the newly learned information by associating melody, visually matching body parts on a worksheet, and playing a game. / Illinois State Learning Standards
*Communication Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
*Comparisons Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Materials & Equipment
3 Vocabulary lists
3 Diagram worksheets
Chalk & Chalkboard / Lesson Objectives
*Given a vocabulary list, students will correctly write the definitions of Spanish words in English.
*After a demonstration, students will successfully sing the “head, shoulders, knees, and toes” song in Spanish and act it out.
*Without their vocabulary list or any help, students will match the Spanish words to their corresponding body parts and will get 100% of them correct
*Without notes, students will touch the body part I say during Simon Says and will get at least 6 out of 8 correct.
Lesson Content
Teaching Methods Utilized:
*Direct Instruction
(5 min)
Activity: Singing Song
(3 min)
Independent Practice
(7-10)
Activity:
Simon Dice
(5 min) / Set Induction
“Raise your hand if you know what any of the following words mean when I say them: ‘cabeza, brazos, piernas, y pies’. What about if I sing them? (Sing the song) You might recognize the familiar song and assume those words mean ‘head, shoulders, knees, and toes’. Today we are going to be learning about parts of the human body.”
Content/Activities
1.  Introduction of the 8 body parts in Spanish. Written definitions on the chalkboard and practice with pronunciation (repeat after me)—see teacher notes.
TRANSITION: Now that you have learned the terms for the body parts, we are going to practice them by singing the song in Spanish.
2.  “Head, shoulders, knees, and toes” song in Spanish. I will demonstrate the first time then students will join in slowly. The first few times they sing the song, the words and definitions will still be written on the chalkboard for them to look at. I will erase the words as they gain more practice.
TRANSITION: Here is a worksheet for you to complete with a simple diagram of the human body. Please label each of the body parts using the word bank on the bottom of the page if needed. You will have approximately 7-10 minutes to work on your own and then we will go over the worksheet as a class. (See teacher answer sheet.)
3.  Students will work independently for 7-10 minutes on writing the vocabulary words next to the body part they match up with on a diagram worksheet. We will then go over the worksheet as a class.
TRANSITION: We are going to spend the last five minutes of class playing one of my favorite games, Simon dice.
4.  Class will conclude with a game of Simon Says or “Simón dice”
Assessment
A verbal assessment will be given by students offering the answers they wrote for the diagram worksheet.
The game Simon Says at the end of class will serve as an assessment tool to see whether or not the students understand what each word means and can apply the words. / Closure
Simon Says – this game will tie in everything the students learned. They will show their understanding of the vocabulary and use it in the game.
Homework/Independent Practice
Independent Practice: diagram worksheet
There will be no homework assigned given that this class will only meet once. / Plan B
If I am running out of time at the end of the class period, I will have to skip the game of Simon Says and conclude with the review of the worksheet.
Adaptations for an Inclusive environment
During the independent work portion of the class, I would help a student with a learning disability by using this time for one on one teaching. I would also give the vocabulary list to the student before class so he/she could look up the words on his/her own and know them for class. / Literacy Techniques
*Speaking – volunteering answers to worksheets, singing the song
*Listening – when I teach the vocabulary, playing Simon Says
*Reading – the vocabulary on the board & handouts
*Writing – filling in answers to worksheets