Class:

Instructor:

Spanish 3

Tara Williams

Textbook:

None
Week:

Day:

6-7

2 weeks

Class duration:
2-48 minute periods

Context/Theme:

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

Write a childrens book 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
Organize information and
ideas and use a range of
basic cohesive devices
Use language to suit the
context

In this lesson, learners will be able to

o Understand, identify, and design

critical elements of a story,
including (but not limited to)
protagonist, antagonist, main
events, moral/message of a
story
o Write, animate, and record
themselves telling a story that
they have designed using:
https://www.mystorybook.com/books/n
ew/ and
a recording device/app
o Ask and answer questions about
childrens stories in Spanish
including (but not limited to)
who is the protagonist, who is
the antagonist, what is the
message of the story.

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 imperfect tense
The formation of the imperfect
tense
Childhood verbs
Childhood toys
Reflexive verbs
Interrogatives
Cohesive devices

They need:

o
o
o
o

Instructions for the task

Instruction on how to use websites to
create story and create recordings.
Example of story
Brainstorming and storyboard
scaffolding activities to create story

Activities, Procedures, and Outcomes:

Day 1
Introduce project, hand out rubrics,show examples, and
begin story brainstorm WS in Spanish (document
attached)
Day 2
Work on story brainstorm WS, get signed by Ms. Williams
when ready to move on to story board
Day 3
Work on story board (document attached)
Day 4
Work on story board
Day 5
Work on story board, get signed by Ms. Williams when
ready to move on to creating book on computer
Day 6
Computer lab, creating stories (rubric attached)
Day 7
Computer lab, creating stories
Day 8
Computer lab, creating stories. Begin recording after final
product is finished.
Day 9
Record stories and practice, peer review/editing (No
document created yet, should be a checklist of required
elements, pronunciation, and other speaking components
within rubric)
Day 10 & 11
Presentations while other students choose 3

Duration:

Time:

presentations to answer questions for (document

attached)
NOTE: Rubric is attached, but needs task-specific criteria
Materials/Technology needed (and rationale/alternatives):

Computer for each student and internet access (students will be able to digitally
animate their stories. Recording device for audio on iphone, android, or my recording
device
Rationale: Students will be able to use technology to create their stories online. Then
they will record their voice while telling the story and synch the two. This will be
helpful for them because it may help students with anxiety of speaking in public. It
may also allow them opportunities to practice to make their project as high quality as
possible before sharing it with the class. In addition, we can go back to certain parts to
hear them again and review them as a class.
RESOURCES

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