Caliandra Burchett

Spanish I Lesson Plan 2/22/1216

Subject(s): Food Vocabulary, Argentina, Spanish Speaking Country Capitals, Pobre Ana

2.1.5 Strategies for Maintaining Oral / Written Exchanges Use speaking and
listening strategies that facilitate communication. Examples: Identifying key
words, using synonyms and antonyms
2.4.1 Practices Describe frequently encountered social practices. Use situationappropriate verbal and non-verbal communication.
2.2.2 Comprehending Written Language: Demonstrate comprehension of short
passages in the target language by identifying main ideas and some details from
brief informational or simple fictional texts.

Objectives: Objectives should be concrete and specific *ALL IN THE TARGET

LANGUAGE
The students will be able to explain the key differences between the imperfect and
preterit.
The students will be able to understand and become engaged in the Chapter 4
topic of food.
The students will be able to use their prior knowledge of Spanish speaking
countries to identity the capitals.
Overview:
The students will walk in and read the target goal for the day on the PPT. They
will then also see the computer icon on the PPT, and will immediately take their
computers out. The teacher will then ask the students to sit next to their delfin partner.
Once they are in their seats, with their computers open, the students will then go to
Canvas in order to complete the reading listed on eStudio. While reading the students will
write 1 to 2 things they learned or liked about the reading and share with their partner.
The teacher will then ask the students to share some examples with the class. While they
are looking at the food culture in different Spanish speaking countries the students will
then click on the link listed in canvas for them to review the Spanish speaking countries
and capitals. The link is a game website that challenges their knowledge on the topic. The
pairs of students must compete with each other to see who gets the higher score. After
that, the teacher will ask that the students put their computers away and take out their
Pobre Ana Chapter 5 worksheet. The teacher will ask the students questions and review
over the grammar aspect of the activity. The teacher will re-explain in-depth Activity D
so that the students will be able to better understand and complete it with their partner.
The teacher will then go over the argentine culture pertaining to the tango. Before the
class is dismissed the teacher will remind them of their Chapter 4 vocab list due for the
following day.
Materials:

Overhead projector and transparencies

Computer
PowerPoint
PA chapter 5 worksheet
Canvas
Speakers

Activities/Procedures:
Activity #1/Warm-up: With Partners, have the students read:
o eStudio>eBook>Captulo 4>introduccin al tema
Put the students with their delfin partners
Have them write 1 to 2 things they learned from the reading and
share what they liked about it with their partner.
Afterwards have the students share examples to the class (10 min).
Review Activtiy: Since the students already have their computers out and have
been reading about the food culture in many different Spanish speaking countries,
have the students go to: http://www.purposegames.com/game/spanish-speakingcountry-capitals-game
The students will play this game with their delfin animal partner. The students will
be in competition with their partners to receive the highest score. (3 min)
Teacher Presentation #1: After the students are finished completing the review
activity over capitals and countries where Spanish is spoken, the teacher will then
ask that the students take out their Pobre Ana chapter 5 worksheet, and go to the
grammar side of the worksheet. The teacher will briefly ask the students to
explain the differences between the imperfect and preterit (have some students go
to the board and write them out).
o EX:
When is the imperfect used?
When is the preterit used?
What are some example phrases/hints used to signify the preterit?
imperfect?
Teacher Presentation #2: Since there was not enough time on Friday, the teacher
will re-explain part D on the Pobre Ana worksheet (there was some confusion).
Explain to the students that they are simply changing the paragraph from Pobre
Ana, to make it something that happens every Saturday, which means they need
to make it imperfect. The students need to also understand that the verbs are not
all that they change, but that they need to use the phrases that correspond to the
imperfect listed in the boxes above (10 min).
Activity #2: The students will then be able to work with their partners in order to
complete/fix part D of the Pobre Ana Captulo 5 worksheet (5 min).
Activity#3: Once the students are completed with the Pobre Ana Captulo 5
worksheet, have them discuss with one another the dress attire needed for dancing
the tango (1 min).

Teacher Presentation #3: Ask the students what they came up with (1 min). Then
the teacher will present to the class more information about Argentine culture and
show a video of the Tango including the dress needed in order to dance (15 min).
Wrap-up/Closure: Remind the students to complete their Chapter 4 vocab sheets
for the following day (2 min).