Class:

Instructor:

Spanish 3

Tara Williams

Textbook:

None
Week:

Day:

2-3

Class duration:
2-48 minute periods + 1 period
previous to download app

Context/Theme:

When I was young preterit tense review, imperfect tense, childhood vocabulary
Unit Objectives/Functions:

Write and tell a childrens

story using a range of
childhood vocabulary,
including activities and
games that children play,
adjectives that describe
children, and toys that
children play with
Analyze the differences
between the past, present,
and imperfect tense in
Spanish and use them
mostly effectively in writing
and speech
Organize information and
ideas and use a range of
basic cohesive devices in
writing and speaking
Use language to suit the
context
Ask and answer questions
about childrens stories
using appropriate language

In this lesson, learners will be able to

o Understand the important

elements of a lost pet/toy
poster
o Create a lost pet/toy poster in
Spanish using the preterit and
imperfect tenses
o Ask the following questions in
Spanish
o Recognize the following
questions in Spanish

Dnde estaba usted cuando vio a mi

juguete/mascota?
Describe el lugar donde usted vio a mi
juguete/mascota?
Haba mucha gente donde usted vio a mi
juguete/mascota?
Cundo vio usted a mi juguete/mascota? A
qu hora? Durante el da, la tarde, o la
noche?
Qu haca usted cuando vio a mi
juguete/mascota?

Understand how to answer the

previous questions in Spanish
using the imperfect and preterit
tenses
o Comprehensibly answer the
previous questions about a
spontaneous situation in
Spanish
o Self-assess speaking
performance using the speaking
rubric
o

Cultural Context and Content:

Statement of Inquiry: Childhood roots shape a persons attitudes, values, and perspectives.
Global Context: Identities and Relationships

Key Concept: Creativity

Related Concepts: Point of View, Context
National Standards:
Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of
topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners
or readers on a variety of topic
Standard 4.1: Students demonstrate understanding of the nature of language through
comparisons of the language studied and their own.
They know:

The present tense

Physical features
Personality traits
The preterit tense
The formation of the imperfect
tense (regular and irregular), Verbs
such as haber and estar among
others.
Childhood verbs
Childhood toys
Reflexive verbs
Interrogatives
Cohesive devices
QQT Routine
Group work/rotation process
Speaking Rubric

They need:

o
o

Time and instructions the previous day

to download the Kaywa QR code Free
app at the itunes store or here:
http://reader.kaywa.com/getit
SIMPLE instructions on how to complete
the task
Some vocabulary (Introduced by PPT
and practiced in QQT)

Activities, Procedures, and Outcomes:

Day 1
Para empezar: step inside writing task about a picture.
Write what the people were doing/experiencing when they
were children in Spanish using 5 vocabulary words and the
imperfect tense.
Give students a copy of the mascotas perdidas
worksheet.
o Students read the flyers for the lost pets
o Students individually brainstorm and write down
important elements and non-examples of flyers
o Students pair to discuss important elements
o Students share their ideas and the class creates a
checklist/rubric for a flyer.
o Hopefully students come up with the following

Duration:

(5 minutes)

Time:

checklist list/rubric. If not, add/lead them to the

following requisite information:
Accurate and descriptive image
Physical description in the imperfect
Personality description in the imperfect
Name of item lost in Spanish
Why was this item important to you?
Where should this toy/pet be returned to?
Students create their own lost toy/pet poster including all of
the previous pieces of information. This could be done
digitally using PPT, or it could be on paper depending on
resources.

Day 2
Para empezar: step inside writing task about a different
picture. Write what the people were doing/experiencing
when they were children in Spanish using 5 vocabulary
words and the imperfect tense.
Students hand in their lost toy/pet posters.
o If students have not turned in a poster (absence
or otherwise), they will work on it at this time
Introduce the questions that students will be asking today
on slide 1 of the attached PPT.
o Dnde estaba usted cuando vio a mi
juguete/mascota?
o Describe el lugar donde usted vio a mi
juguete/mascota?
o Haba mucha gente donde usted vio a mi
juguete/mascota?
o Cundo vio usted a mi juguete/mascota? A qu
hora? Durante el da, la tarde, o la noche?
o Qu haca usted cuando vio a mi
juguete/mascota?
QuizQuizTrade activity (a description of activity found
here:
http://www.theteachertoolkit.com/index.php/tool/quiz-quiztrade) translating the following activities from Spanish to
English. Students must say both Spanish and English
aloud.
As students are doing the QQT, I will post their posters
around the wall along with the poster of a QR code
Students will partner up with the last person they quiz
when the timer goes off. Some adjusting may need to be
made to be sure there is one smartphone that has already
downloaded the app in each group
Groups will begin by finding one students poster and

(18
minutes)

(25
minutes)

(5 minutes)

(8 minutes)

(6 minutes)

(2 minutes)

scanning the QR code that goes along with it. Their

partner will then see the place where the toy/pet was last
seen. They will ask the questions and their partner will
answer based on what they see in the devices screen,
prompting spontaneous interactions describing a place. At
the end, I will show on the projector the 5 different places
shown. Students will choose which place their partner was
describing. Their partner will confirm or correct.
Students will then rotate to do the same activity with a
different persons poster, switching roles. Students will
choose which place their partner was describing. Their
partner will confirm or correct using slide 2 of PPT.
Students will then rotate to do the same activity with a
different persons poster, switching roles. Students will
choose which place their partner was describing. Their
partner will confirm or correct using slide 2 of PPT.
Students will then rotate to do the same activity with a
different persons poster, switching roles. Students will
choose which place their partner was describing. Their
partner will confirm or correct using slide 2 of PPT.
Hand out self-reflection using the speaking rubric
Turn in WS and rubric

(5 minutes)

(5 minutes)

(5 minutes)

(5 minutes)
(7 minutes)

Materials/Technology needed (and rationale/alternatives):

Computer for each student and internet access IF creating the poster on the computer:
This piece of technology is not essential and could be done on paper. That is how I
would do this task because then it does not need to be printed out from students
computers, which is a hassle.
4 different QR codes. This is appropriate for this lesson and the goals we will strive to
achieve in the class because it allows one student out of each pair private access to a
spontaneous scene. Therefore, interactions will be unrehearsed because each time
they will be describing a new environment. Students will be engaged because they
get to use their smart devices.
Copies of lost pet WS
Projector/Work computer for possible QR answers.
1 set of QQT flashcards for class (Have TA make by hand)
4 different QR codes, but possibly enough PDF printouts for each student.
PDF links HERE (I am not sure they will be accessible as you may need my code. They are
easy to generate using this website: http://qrcode.kaywa.com/dashboard/) However, as a free
member, I am limited to the creation of 5 different codes, which is fine for this particular
assignment.
NOTE: It will be important to try these out with my phone before teaching this lesson!

file:///C:/Users/tara.williams/Downloads/MyKaywaQR-Code_kaywa.me_H1wgY.pdf (Centro
comercial)
file:///C:/Users/tara.williams/Downloads/MyKaywaQR-Code_kaywa.me_81uo6.pdf (Parque

Central en Nueva York)

file:///C:/Users/tara.williams/Downloads/elestadioenbarcelona-GoogleSuche_kaywa.me_XuO8C.pdf (Estadio en Barcelona)
file:///C:/Users/tara.williams/Downloads/MyKaywaQR-Code_kaywa.me_TWl37.pdf (Biblioteca
nacional de Buenos Aires)
RESOURCES

International Baccalaureate. "Language Acquisition Guide." (2014). Print.