The student organized flashcards related to daily routines. Then, the teacher read each activity aloud, and the student repeated after the teacher. Next, the teacher provided a worksheet in which the student had to correctly complete the activities. At the end of the lesson, the student created his own daily routine using the vocabulary learned that day.

No substitute plans provided. Student watched a video on Spanish culture, traditions, geography, and food.
Drawing of a Pinata. Student learned about various aspects of culture and popular activities in Spain as well as several major cities (Madrid, Barcelona). Today I was a Substitute for Remington's Spanish Teacher.

PJ worked on grammar activities and answering questions for his literature book, "The Diary of Anne Frank."

The teacher presented a worksheet in which the student had to sort words with 2 and 3 syllables. The teacher read each word aloud, and the student glued it in the correct section. Next, the student completed another worksheet with words containing 1, 2, and 3 syllables, placing each word in its corresponding section. Finally, the teacher provided a worksheet with words containing 1, 2, 3, and 4 syllables, and the student correctly sorted each word into the appropriate category. Throughout the activities, the student demonstrated careful listening and accurate syllable identification.

The student completed five online practice exercises, applying the vocabulary learned during today’s session. He demonstrated understanding by correctly matching words with their meanings, using them in context, and identifying appropriate synonyms and antonyms. The student worked independently and showed steady progress throughout the activities.

The student completed five online practice exercises, applying the vocabulary learned during today’s session. He demonstrated understanding by correctly matching words with their meanings, using them in context, and identifying appropriate synonyms and antonyms. The student worked independently and showed steady progress throughout the activities. The student was not present for class.

The teacher presented 20 fruits in Spanish, saying the name of each fruit aloud while the student repeated for pronunciation practice. Then, the teacher hid images of the 20 fruits around the playground, and the student participated in a scavenger hunt to find them. Each time the student found a fruit, he said the name aloud in Spanish. At the end of the activity, the student successfully recalled and named six fruits independently.

The teacher explained vocabulary related to food, providing examples and pronunciation practice. Then, the student chose a meal he would like to prepare using Spanish vocabulary. With the teacher’s guidance, the student wrote the recipe in Spanish, applying the new vocabulary and demonstrating understanding of the lesson.

Jackson worked on several activities practicing vocabulary.

The teacher presented images of different foods to the student and said the names aloud in Spanish while the student repeated each word. The student then completed a food list activity, demonstrating understanding by coloring the foods named by the teacher. To reinforce learning, the student will complete a worksheet by checking the foods found in the kitchen that match the vocabulary learned in Spanish.