We discussed the various people in our family. Then, we read from "Your First 100 Spanish Words" and learned the ways to say the names of people in our family. Then, Teddy drew a picture of his "Mi Familia" and labeled them.

The student assembled a dice with family members. The student rolled the dice, and when it landed on a family member, they said the word in Spanish. Afterwards, the student created oral sentences with the teacher’s support, personalizing the family members. To conclude, the student made a small book with five words that begin with the letter C.

The teacher reviewed the vocabulary from the previous class. Afterwards, the student assembled a dice with family members on each side. The student rolled the dice and practiced both speaking and writing sentences about the family member that appeared, reinforcing vocabulary and sentence structure.

The teacher reviewed the animal vocabulary from the previous class by pointing to the animals as their names were said in Spanish. Next, the teacher introduced a new topic on colors, guiding the class through a worksheet that was completed together. Students then practiced pronunciation by repeating the color words after the teacher. To finish the lesson, the class played an interactive game where students had to find objects in the room that matched the color the teacher called out.

The teacher reviewed the vocabulary learned last week and introduced some basic sentences in Spanish. The student then created his own basic sentences using the new vocabulary.

The teacher presented a PowerPoint about animals in Spanish, introducing 15 animal names while the students repeated each one. The students followed along with a worksheet that included the animals and their names in Spanish. Afterwards, the teacher led a game in which the students identified animals by pointing to the one named by the teacher. In the final activity, the teacher pointed to an animal, and the student practiced saying the word aloud in Spanish.

The teacher introduced numbers in Spanish, modeling counting while the student followed along and repeated each number. The student then practiced number recognition by pointing to the correct number when prompted (e.g., 4, 10, 7). Afterward, the teacher explained a worksheet where the student counted objects (up to 10) and wrote the corresponding numbers. Once completed, the student read the answers aloud for reinforcement.

The teacher introduced numbers in Spanish, modeling counting while the student followed along and repeated each number. The student then practiced number recognition by pointing to the correct number when prompted (e.g., 4, 10, 7). Afterward, the teacher explained a worksheet where the student counted objects (up to 10) and wrote the corresponding numbers. Once completed, the student read the answers aloud for reinforcement.

The teacher introduced numbers in Spanish, modeling counting while the student followed along and repeated each number. The student then practiced number recognition by pointing to the correct number when prompted (e.g., 4, 10, 7). Afterward, the teacher explained a worksheet where the student counted objects (up to 10) and wrote the corresponding numbers. Once completed, the student read the answers aloud for reinforcement.

The teacher introduced 18 animals in Spanish, and the student repeated each word after the teacher. The student then recorded the animals in both English and Spanish in his notes. Afterward, the student practiced naming the animals in Spanish. To reinforce learning, the teacher called out five animals in Spanish, and the student drew each one accordingly.