Toys

Objectives:

1. Students will be able to name and identify common toys in the target language.

2. Students will be able to categorize toys based on their characteristics.

National Standards:

• ACTFL Standard 1.1: Students engage in conversation, provide and obtain information in the target language.
• ACTFL Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Materials:

• Visual aids of different toys (e.g. doll, yo-yo, scooter, balloon)
• Large flashcards with pictures of toys
• Chart paper
• Markers

Warm-up:

As students enter the classroom, have a small group discussion asking them about their favorite toys. Then, ask an open-ended question such as "What makes a toy fun to play with?"

Direct Instruction:

Introduce the vocabulary for different toys by showing visual aids and repeating the words for each toy in the target language. Encourage students to repeat after you.

Guided Practice:

Divide students into small groups and have them categorize the toys based on their characteristics. For example, they can group toys that can be played indoors and outdoors. Then, have them act out playing with each toy in their group.

Independent Practice:

For independent practice, have students work on a project where they create a collage of their favorite toys. They can cut out pictures from magazines or draw their toys on a piece of paper.

Closure:

To conclude the lesson, have a closing activity where students share their collages with the class and explain why they chose those toys. Ask them questions like "What toy do you like the most and why?"

Assessment:

To assess student learning, observe their participation in the categorization activity, their ability to name toys in the target language, and their creativity in the project-based independent practice.

Differentiation:

• For students with special needs, provide visual aids with labels for each toy to help with identification.
• Use gestures and movements to help students associate the toy names with actions.
• Provide extra support and encouragement for students who may struggle with speaking the target language by pairing them with a peer mentor.