This lesson would take place over a number of days in smaller chunks rather than as one solid lesson.

Lesson Plan

Class/Group: P3/4                                Lesson: Spanish- Gender                       Date:

 

Previous Experience Describing myself
Working towards outcomes of a Curriculum for Excellence I am beginning to share information about myself using familiar vocabulary and basic language structures. MLAN 1-02b I am beginning to use illustrated word-banks, picture prompts, picture dictionaries and displays to support my understanding of simple texts. MLAN 1-11a With support, I am beginning to experiment with writing in the language I am learning MLAN 1-13
Learning Intentions		Success Criteria
To learn how the gender of words relating to the family.		I will look for patterns in words and their gender. I will be able to correctly identify the gender of a word. I can sort the members of family in Spanish by gender. I can talk to a shoulder partner about what family I have. I can listen and take turns in a conversation. I can change an adjective to suit the gender of the word it is describing.
Resources	Powerpoint, IWB, dice, mini whiteboards, picture cards
Timing			Assessment methods
15 minutes       5 minutes 10 minutes   10 minutes   10 minutes     10 minutes   10 minutes     10 minutes	Setting the context/Beginning the lesson (Introduction) Discussion of what we learnt during the previous lesson.   Write on whiteboards any words they remember from last lesson.   Ask if anyone knows any words for the members of the family.   Teaching the learning intentions (Development)   Discuss learning intention and success criteria with pupils. With the use of the powerpoint, discuss how we determine the gender of a family member and when we use el/la and un/una.   Game of bingo to practice words and determine understanding. (Listening)   In pairs, roll the dice with the different members of the family on it and determine if it is el/la. Form a sentence which includes this member of the family. (Talking and listening)   In table groups, sort the picture/word cards under the headings of el/la. (Reading)   Just as before, roll the dice and form a sentence including this person. This time write the sentence in workbooks.   Ending the lesson (Plenary)   Using the mini whiteboards, ask pupils to write down a word they learned today. Ask them to write down words such as ‘the mother’ to determine understanding. Discuss with pupils how they found the work- was it too hard or too easy? Was there anything they struggled with? How did they overcome problems? (dictionary, shoulder partner, ask teacher)		Discussion               Discussion         Teacher observation                             Teacher observation and discussion

As part of our modern languages elective, we had to find three different types of text that we could use in the primary classroom. I thought this task would be quite simple, however, it was difficult to find texts that weren’t too difficult for pupils. Here are the texts I chose:

Menu

I quite like this resource as it is visually appealing and whilst it contains quite a bit of text, the main information can be found through the headings and subheadings. I like how this text is divided up by the meals of the day, contact information and general information. I would aim this text towards P5/6 as younger pupils can consider the headings whilst older pupils can go deeper into meal descriptions.

The questions I would ask my pupils would be:

• What type of text do you think this is? (does looking at the structure and layout of the text give them any clues?).
• What is the purpose of the text? (to advertise, to inform etc?)
• What is the topic of the text? (look at pictures to help)
• What are the main parts of this text? (breakfast, lunch, dinner, contact details and information)
• Do you recognise any of the vocabulary? (theme begins to build up without reading the whole text).
• Who is the target audience? (children, adults, families etc?)
• Can you find any words in Spanish that look similar to words in English (cognates)? (this will aid understanding of the text and help to build learner confidence).
• Are there any words that you don’t recognise? (if so, look them up in a dictionary)

Activities:

• Children could ask and tell their shoulder partner what they would order and how much it would be. (for deeper conversations, more vocabulary required)
• To determine understanding, children could answer basic comprehension questions in English.
• Pupils could recreate the menu.
• Pupils could create their own menu for a restaurant (more vocabulary required)
• In groups, children could research traditional Spanish foods and what they eat at different fiestas and holidays.

Advert

I really like this text as it is bright and colourful with a nice amount of text along with some images to engage children. Whilst this text doesn’t have a lot of writing, it is quite complex in places as it only contains imperatives. To introduce imperatives, I think it would be best to use them in classroom routines and instructions verbally. This way children may recognise them in this text and can determine their meaning. I would aim this text at P6/7 due to the use of imperatives and vocabulary.

The questions I would ask my pupils would be:

• What type of text do you think this is? (does looking at the structure and layout of the text give them any clues?).
• What is the purpose of the text? (to advertise, to inform etc?)
• What is the topic of the text? (look at pictures to help)
• Do you recognise any of the vocabulary? (theme begins to build up without reading the whole text).
• Who is the target audience? (children, adults, families etc?)
• Can you find any words in Spanish that look similar to words in English (cognates)? (this will aid understanding of the text and help to build learner confidence).
• Are there any words that you don’t recognise? (if so, look them up in a dictionary)

Activities:

• Conversation- saying what their favourite drink is and asking their partner (additional vocabulary support required)
• Recreate the poster using different adjectives.
• Create their own poster for their favourite drink (additional vocabulary support required).

Brochure

I found it extremely challenging to find a holiday brochure that was suitable for primary aged children. This would be far too difficult for 4-11 year olds, however, I do believe that P7 could look at the brochure on a basic level and not go into depth. They could look at what aspects of Havana are being discussed and find any words they recognise or cognates to form a general understanding of the text. Children could create their own brochure for their town with some lessons on the general places and things to do in the town vocabulary.