Spanish Foundations

i want the lesson plan to contain information for asi se dice leve 1 preliminary lesson. include greetings, days, months, numbers, and seasons. keep the same format as this lesson plan change the date Teacher(s): Ms. Joyce Strong

Subject: Spanish Unit/Lesson: ¿ Cómo somos?

MS-CCR Standard(s):
Interpersonal- communicate on very familiar topics using a variety of words and phrases that have been practiced and memorized.

Presentational Speaking- present information orally about myself and some other very familiar topics using a variety of words, phrases, and memorized expressions.

Presentational Writing- Write short messages and notes on familiar topics related to everyday life.

Interpretive Reading- Understand familiar words, phrases, and sentences within short and simple texts related to everyday life and understand the main idea of what is being said.

Essential Question(s):

How do I talk about myself and others using the correct subject pronoun and form of the verb ser?

How do I describe people accurately using gender- and number-appropriate adjectives?

How do I write and say complete sentences to describe people using pronouns, ser, and adjectives?

How can I understand and identify who is being described in spoken and written Spanish?

How can I use what I’ve learned to describe myself and others in a presentation or conversation?

Academic Vocabulary For The Week: el muchacho, la muchacha, el amigo, la alumna, la escuela, la clase, el curso, el professor, la profesora, ser, bonito(a), moreno(a), alto(a), bajo(a), Bueno, malo, gracioso, serio, perezoso, ambicioso, simpatico, antipático, inteligente, ¿quién?, ¿cómo, ¿de dónde?, grande, pequeño, interesante, difficil, fácil, el españolel inglés, el arte, nuevo, mismo, muy, pero, ¡mucho gusto!, ¡oye!

Vocabulary Instruction Strategies (How will you teach vocabulary?): digital flashcards, spaced repetition Whiteboard, dry erase markers Textbook, Promethean Board, pencil, pen, paper, workbook, and handouts

Materials/Resources (List all online, digital, and physical materials and/or resources you will need for the week):

Whiteboard, dry erase markers Textbook, Promethean Board, pencil, pen, paper, workbook, and handouts

Lesson Structure – Instructional Day 1- Date: 8/25/25 to 8/26/2025

A Day

B Day MS-CCR Standard(s):

Interpersonal- communicate on very familiar topics using a variety of words and phrases that have been practiced and memorized.

Presentational Speaking- present information orally about myself and some other very familiar topics using a variety of words, phrases, and memorized expressions.

Presentational Writing- Write short messages and notes on familiar topics related to everyday life.

Interpretive Reading- Understand familiar words, phrases, and sentences within short and simple texts related to everyday life and understand the main idea of what is being said.

Learning Target(s): I can identify subject pronouns and conjugate ser in the present tense. Lesson Component Duration Activities and Strategies ACT Highlight/Do Now (Review/Preview Protocol) 10 min Match English subject pronouns to their Spanish equivalents. Engage (Hook/Anticipatory Set) Goals: Connect student’s experiences Create interest Get students thinking Understand the objectives of the unit 5 min Show 3 celebrity photos (e.g., Shakira, Messi, Zendaya) Ask: “Who are they?” → Use images to introduce pronouns and the verb ser. “Let’s learn how to say who people ARE in Spanish.”

Explain (I Do) Model/Input (Slide deck/Direct instruction) Goals: Students develop understanding of the content
Observations and experiences are discussed and critiqued
Students develop vocabulary Students are able to connect the content presented to previous experiences 15 min Activity

Teach subject pronouns and present-tense conjugations of ser and introduce vocabulary

Check for Understanding (Embedded) (Questions/Informal Check) ¿Cómo se dice they are en español?

Elaborate (We Do) (Extend the learning) Goal: Students use their newly obtained knowledge to propose solutions and extend their learning to new situations 20 min Activity

Practice pronunciation with vocabulary Complete a conjugation chart Create example sentences: “Yo soy de Mississippi.”

Check for Understanding (Embedded) (Questions/Informal Check) ¿Qué pronombre usas para María y yo?

Closure (Question/Clarify Misconceptions/Revisit Essential Questions) 5 min Recap and address any questions

Evaluate (You Do) Independent Practice 20 min Textbook page 25(section 8) page 28 (section 3)

Exit Ticket (Questions/Recap/Review/Preview Protocol) 5 min Conjugate ser in 2nd person and 3rd person plural

Lesson Structure – Instructional Day 2- Date: 8/27/2025-8/28/2025

A Day

B Day MS-CCR Standard(s):
Interpersonal- communicate on very familiar topics using a variety of words and phrases that have been practiced and memorized.

Presentational Speaking- present information orally about myself and some other very familiar topics using a variety of words, phrases, and memorized expressions.

Presentational Writing- Write short messages and notes on familiar topics related to everyday life.

Interpretive Reading- Understand familiar words, phrases, and sentences within short and simple texts related to everyday life and understand the main idea of what is being said.

Learning Target(s): I can use adjectives that agree in gender and number with the noun.

Lesson Component Duration Activities and Strategies ACT Highlight/Do Now (Review/Preview Protocol) 10 min Write 1 sentence using the verb ser.

Engage (Hook/Anticipatory Set) Goals: Connect student’s experiences Create interest Get students thinking Understand the objectives of the unit 5 min List several adjectives that you would use to describe a friend or family member

Teach adjective agreement (gender and number). Show examples on whiteboard

Check for Understanding (Embedded) (Questions/Informal Check)

How do I describe people accurately using gender- and number-appropriate adjectives?

Elaborate (We Do) (Extend the learning) Goal: Students use their newly obtained knowledge to propose solutions and extend their learning to new situations 20 min Activity

Complete textbook activity page 24 (sections 2 and 3)

Check for Understanding (Embedded) (Questions/Informal Check) How do you change gracioso for a female?

Closure (Question/Clarify Misconceptions/Revisit Essential Questions) 5 min Recap and address any questions Evaluate (You Do) Independent Practice 20 min Workbook activity

Exit Ticket (Questions/Recap/Review/Preview Protocol) 5 min Rewrite the pair so that the adjective agrees in gender and number with the noun. Noun: mujer Adjective: alto

Noun: perros Adjective: pequeño

Lesson Structure – Instructional Day 3- Date: 8/29/2025-9/1/2025

A Day

B Day MS-CCR Standard(s):
Interpersonal- communicate on very familiar topics using a variety of words and phrases that have been practiced and memorized.

Presentational Speaking- present information orally about myself and some other very familiar topics using a variety of words, phrases, and memorized expressions.

Presentational Writing- Write short messages and notes on familiar topics related to everyday life.

Interpretive Reading- Understand familiar words, phrases, and sentences within short and simple texts related to everyday life and understand the main idea of what is being said.

Learning Target(s): I can write descriptive sentences using subject pronouns, ser, and adjectives

Lesson Component Duration Activities and Strategies ACT Highlight/Do Now (Review/Preview Protocol) 10 min Correct the sentence: Él soy inteligente.

Engage (Hook/Anticipatory Set) Goals: Connect student’s experiences Create interest Get students thinking Understand the objectives of the unit 5 min Guess the Movie Characters from the Descriptions

Model full sentence construction(subject+ser+adjective)

Check for Understanding (Embedded) (Questions/Informal Check)

What must adjective agree with in a sentence?

Elaborate (We Do) (Extend the learning) Goal: Students use their newly obtained knowledge to propose solutions and extend their learning to new situations 20 min Activity

Correct sample sentences and create descriptive sentences about a famous person.

Check for Understanding (Embedded) (Questions/Informal Check) What is the error in Tú es simpatico?

Closure (Question/Clarify Misconceptions/Revisit Essential Questions) 5 min Recap and address any questions Evaluate (You Do) Independent Practice 20 min Create 4 descriptive sentences about a friend or family member.

Exit Ticket (Questions/Recap/Review/Preview Protocol) 5 min Write a descriptive sentence about yourself.

Lesson Structure – Instructional Day 4- Date: 9/2/2025-9/3/2025

A Day

B Day MS-CCR Standard(s):
Interpersonal- communicate on very familiar topics using a variety of words and phrases that have been practiced and memorized.

Presentational Speaking- present information orally about myself and some other very familiar topics using a variety of words, phrases, and memorized expressions.

Presentational Writing- Write short messages and notes on familiar topics related to everyday life.

Interpretive Reading- Understand familiar words, phrases, and sentences within short and simple texts related to everyday life and understand the main idea of what is being said.

Learning Target(s): I can write and speak descriptive sentences in Spanish using correct definite (el, la, los, las) and indefinite (un, una, unos, unas) articles with nouns and adjectives that agree in gender and number.

Lesson Component Duration Activities and Strategies ACT Highlight/Do Now (Review/Preview Protocol) 10 min Match Spanish descriptions to character names

Engage (Hook/Anticipatory Set) Goals: Connect student’s experiences Create interest Get students thinking Understand the objectives of the unit 5 min Play short audio clips with McGraw Hill app of people speaking about descriptions. Ask what can you guess about this person just by listening.

Introduce definite articles (el, la, los, las) and indefinite articles (un, una, unos, unas), and how they match gender and number.

Check for Understanding (Embedded) (Questions/Informal Check)

What do definite and indefinite articles take the place of in a sentence?

Elaborate (We Do) (Extend the learning) Goal: Students use their newly obtained knowledge to propose solutions and extend their learning to new situations 20 min Activity

Show students a picture (e.g., a girl, a house, a dog). Ask the class: ¿Es el o la? ¿Es un o una? Together, build sentences like: La chica es alta. Un perro blanco.

Check for Understanding (Embedded) (Questions/Informal Check)

What is the difference between definite and indefinite articles?

Closure (Question/Clarify Misconceptions/Revisit Essential Questions) 5 min Recap and address any question Evaluate (You Do) Independent Practice 20 min Workbook activity

Exit Ticket (Questions/Recap/Review/Preview Protocol) 5 min How would you write “a friend” and “the school” with the correct articles in Spanish

Lesson Structure – Instructional Day 5- Date: 9/4/2025-9/5/2025

A Day

B Day MS-CCR Standard(s):
Interpersonal- communicate on very familiar topics using a variety of words and phrases that have been practiced and memorized.

Presentational Speaking- present information orally about myself and some other very familiar topics using a variety of words, phrases, and memorized expressions.

Presentational Writing- Write short messages and notes on familiar topics related to everyday life.

Interpretive Reading- Understand familiar words, phrases, and sentences within short and simple texts related to everyday life and understand the main idea of what is being said.

Learning Target(s): Demonstrate understanding of writing and speaking descriptive sentences in Spanish using correct definite and indefinite articles with nouns and adjectives that agree in gender and number.

Lesson Component Duration Activities and Strategies ACT Highlight/Do Now (Review/Preview Protocol) 10 min Write the correct article for each noun ___ gato
___ chicas ___ casa ___ libros

Engage (Hook/Anticipatory Set) Goals: Connect student’s experiences Create interest Get students thinking Understand the objectives of the unit 5 min Ask :” How would you describe certain school items?” Explain (I Do) Model/Input (Slide deck/Direct instruction) Goals: Students develop understanding of the content
Observations and experiences are discussed and critiqued
Students develop vocabulary Students are able to connect the content presented to previous experiences 15 min Activity

Review articles, adjectives, and verb agreement with sentences comparison

Check for Understanding (Embedded) (Questions/Informal Check)

Which form of ser would you use with los or las?

Elaborate (We Do) (Extend the learning) Goal: Students use their newly obtained knowledge to propose solutions and extend their learning to new situations 20 min Activity

Show pictures of various nouns (people, animals, objects). build descriptive sentences together, writing them on the board. Have students suggest the correct article and adjective form. Example: Picture of girls → Las chicas son altas.

Check for Understanding (Embedded) (Questions/Informal Check)

What is the difference between un and los?

Closure (Question/Clarify Misconceptions/Revisit Essential Questions) 5 min Recap and address any questions Evaluate (You Do) Independent Practice 20 min Lesson quiz Exit Ticket (Questions/Recap/Review/Preview Protocol) 5 min Write one complete sentence in Spanish using a noun, article, and adjective.

Overview

Students begin an Así se dice Level 1 preliminary lesson by building a practical vocabulary base for classroom communication: greetings, numbers, days, months, seasons, and simple calendar questions. Students use memorized words and phrases in short interpersonal exchanges, then organize the vocabulary in a brief written and spoken presentation.

Learning intentions

Students will be able to:

Use common Spanish greetings and leave-taking expressions.
Say and recognize numbers from 0–30.
Identify and use the days, months, and seasons in Spanish.
Ask and answer simple questions about the date and season.
Present a short personal calendar message using practiced Spanish.

Success criteria

I can greet someone and respond appropriately in Spanish.
I can say the numbers, days, months, and seasons with understandable pronunciation.
I can ask and answer “What day is it?”, “What is today’s date?”, and “What season is it?”
I can write and present at least four accurate Spanish sentences using this vocabulary.

Curriculum links

Mississippi College- and Career-Readiness language competencies: interpersonal communication on very familiar topics using practiced words and phrases.
Mississippi presentational speaking and writing competencies: present and write short messages about everyday life.
Interpretive reading: understand familiar words, phrases, and short sentences related to everyday life.
Literacy across content areas: organize information with headings and useful visual formatting, develop a topic with relevant details, conduct a short research or information-gathering task, and use digital media to enhance understanding.

Lesson structure (94 minutes)

0–8 min · Do Now and learning target. Teacher welcomes students at the door with “¡Hola!” and displays the opening question and learning targets; students complete a quick response by matching familiar greetings—hola, buenos días, buenas tardes, buenas noches, adiós, and hasta luego—to their English meanings, then read the learning target aloud.
8–20 min · Hook: greeting exchange. Teacher presents a visual of two teenagers meeting at school and asks, “¿Cómo saludas a un amigo? ¿Cómo saludas a un teacher?” using the greeting scenario and model dialogue; students echo the pronunciation, practice the dialogue with a partner, and switch roles using formal and informal greetings where appropriate. Teacher circulates and checks pronunciation without interrupting fluency.
20–38 min · Direct instruction: calendar vocabulary. Teacher uses the numbers, days, months, and seasons sequence to model numbers 0–30, the seven days, twelve months, and four seasons, emphasizing that Spanish days and months are generally not capitalized. Students repeat, record vocabulary in four organized sections on the Spanish foundations practice sheet, and answer brief comprehension checks such as “¿Qué mes viene después de mayo?” and “¿Qué estación hace frío?” Teacher models pronunciation of difficult sounds and separates longer words into syllables.
38–53 min · Guided practice: listen, point, say. Teacher displays mixed vocabulary and gives oral prompts—“Señala diciembre,” “Di el número 18,” “Busca otoño”—using the teacher prompts and visual vocabulary checks; students work in pairs, take turns pointing to or identifying the requested word, and complete the corresponding matching and sequencing items on the vocabulary matching and ordering tasks. Pause for a whole-class check after each category. Ask: “¿Qué palabra te ayudó?” to encourage students to use context and word patterns.
53–70 min · Interpersonal calendar interviews. Teacher models the exchange on the interview instructions and sentence frames:

“¿Qué día es hoy?”
“Hoy es ____.”
“¿Cuál es la fecha?”
“Es el ____ de ____.”
“¿Qué estación es?”
“Es ____.”

Students interview three classmates and record each partner’s answers on the calendar interview table. Require students to greet each partner before asking questions and close with “Gracias” or “Mucho gusto.” Teacher listens for understandable pronunciation, correct day/month vocabulary, and complete responses.

70–84 min · Independent presentational task. Teacher shows a completed example using the model calendar message and checklist and reminds students to use headings or labeled sections to organize information. Students write a four- to six-sentence “Mi calendario” message on the worksheet, including a greeting, a number, today’s day, a date with a month, and a season. Students then practice reading it quietly twice, focusing on volume, pacing, and accurate pronunciation. Early finishers add a sentence about a preferred season: “Me gusta ____.”
84–94 min · Present, assess, and exit. Teacher invites several volunteers or selected pairs to present their messages and uses the review questions and presentation checklist to lead a final review. Students present to a partner or the class, then complete the worksheet exit ticket: write one greeting, the Spanish for “Friday,” the month of their birthday, and one complete sentence answering “¿Qué estación es?” Collect responses to plan the next review.

Resources

the complete Spanish foundations slide deck
the Spanish foundations practice sheet
Whiteboard and dry-erase markers
Student notebooks or paper
Projector or interactive display
Teacher timer
Pencils or pens
Optional classroom calendar

Assessment

During repetition and pair work, check students’ pronunciation and recognition of greetings, numbers, days, months, and seasons.
During interviews, use a quick four-point checklist: greeting, understandable question, accurate response, and appropriate calendar vocabulary.
Use the written “Mi calendario” message and exit ticket to identify students needing support with spelling, number recognition, or sentence completion.

Differentiation

Provide a vocabulary bank, pronunciation guide, color-coded categories, and sentence frames on the worksheet for students who need language, reading, or memory support.
Allow students to rehearse with a partner, point to displayed vocabulary while speaking, or submit an audio recording if speaking before the class creates a barrier.
For English learners, pair Spanish words with clear visuals and cognates where helpful; model each phrase before requiring independent use.
Challenge proficient students to ask a follow-up question, use a second season or month, or give the date of a significant personal event while maintaining accurate Spanish.

Teaching Instructions

Overview

Learning intentions

Success criteria

Curriculum links

Lesson structure (94 minutes)

Resources

Assessment

Differentiation

Create Your Own AI Lesson Plan

Free Worksheets for Languages