The teacher presented the parts of the face using a PowerPoint. The teacher said each part aloud, and the student repeated after the teacher. Then, the student practiced saying the words independently. The student also created flashcards of the parts of the face and played a riddle game in which the teacher described a part, and the student identified it by showing the correct flashcard.
The teacher introduced the days of the week in Spanish. The teacher pronounced each day aloud, and the student repeated them. The student then completed an activity by organizing the days of the week in order. Additionally, the student reviewed the months in Spanish and shared his favorite month in Spanish.
The teacher introduced the days of the week in Spanish. The teacher said them aloud, and the students repeated after her. She then wrote the days on the whiteboard in the correct order so the students could recognize and practice sequencing them. Afterwards, the students completed a hands-on worksheet where they cut, glued, and arranged the days of the week in the correct order using scissors, glue, and a pencil.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
This session summary is for Teddy and Libby. Remi was in class, but I found his name, so I did his session summary separately.
The teacher introduced the days of the week in Spanish. The teacher said them aloud, and the students repeated after her. She then wrote the days on the whiteboard in the correct order so the students could recognize and practice sequencing them. Afterwards, the students completed a hands-on activity where they cut, glued, and arranged the days of the week in the correct order using scissors, glue, and a pencil.
The teacher introduced herself, and the student did the same. Together, they practiced basic vocabulary related to numbers, colors, and shapes. The teacher then read the books ¿Dónde está Spot? and Oso en un cuadrado to the student, asking comprehension questions related to each story.
The teacher reviewed the vocabulary from the previous class, and the student was able to successfully identify all of it. The teacher then introduced new vocabulary on greetings and animals. The student completed an activity for each topic, took notes in his notebook, and practiced pronunciation with the teacher.
Vocabulary (colors and parts of the face) and Reading time
Lesson Outline
The teacher read the book ¿Dónde está Spot? and asked the student questions about the story. The student then read the book independently. Afterwards, the teacher reviewed vocabulary related to colors and parts of the face. The student completed a virtual worksheet and took notes on the new vocabulary learned in class.
The teacher introduced herself, and the student did the same. With the teacher’s support, the student completed a “Todo sobre mí” activity. The teacher then reviewed basic vocabulary related to colors and numbers. Using concrete materials, the student successfully identified the colors, and demonstrated understanding of numbers in Spanish by circling the correct number when prompted by the teacher.
The teacher introduced herself, and the student did the same.The student completed the “Todo sobre mí” activity, which allowed him to introduce himself in Spanish. Together, we reviewed basic Spanish vocabulary, including time, days, colors, numbers, and feelings.
