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SED 427

Unit:

LESSON PLAN

for Spanish II

Intern: Carolina Waters


Date: Mar 23, 2016
Class: Spanish II

Buen Viaje, Level 2, Chapter 4

Major focus of the chapter/unit: In this chapter the students will learn to:
a) Shop for apparel and food in Spanish speaking countries.
b) Ask for the quantities and sizes you want.
c) Find out prices.
d) Talk about different types of past actions.
e) Talk in general terms about what is done.
f) Talk about shopping practices in Spanish-speaking countries.
Standard(s): Communication
In Chapter 4, students will communicate in spoken and written Spanish on the following topics:
a) Buying clothing, jewelry and food.
b) Asking for sizes, amounts, and prices.
c) Grocery shopping in Spanish-speaking countries.
Unit objective in terms of function(s):
Standard(s):
1.2.N.L.a Demonstrate understanding of oral classroom language in the target language including directions, commands, and
requests.
1.2.N.L.c Understand main idea of a visual media or live presentation (film, TV shows and commercials).
1.2.N.R.b Understand main idea of simple accessible written materials in the target language such as textbook, passages, ageappropriate magazine and newspaper, etc.
1.3.N.W.a Illustrate and present materials in the target language such as an advertisement, poster or menu.
Instructional objective(s) in terms of function(s) of this lesson:
What will the students KNOW after this lesson?
a) Students will know the names of some clothing items in Spanish.
b) Students will know how to pronounce the names of some clothing items in Spanish.
c) Students will know how to read a fashion ad when looking for specific information.
d) Students will know how to describe an outfit as seen on a fashion magazine.
e) Students will know how to express their opinions in regards to outfits.
What will the students be able to do after this lesson?
a) Students will be able to talk about clothing items in Spanish.
b) Students will be able to describe an outfit in Spanish.
c) Students will be able to express their opinions in regards to outfits.
How will students be assessed on this segment of the chapter/unit?
The students will have a Chapter 4 vocabulary quiz next week. Aside from that, they are assessed everyday through
activities that allow them to get participation points. The content of todays lesson will also be assessed through
homework.
Materials of instruction needed for this lesson:
Workbook pages for practice (homework checking)
Chapter 4 vocabulary list.
Fashion ads from Vogue Mexico.
Fashion outfits to describe (from the same fashion magazine).

CONTENT
a) Vocabulary

recycle:

Clothing items learned in Spanish 1.

new:

Added clothing items such as impermeable, gabardina, pauelo, bufanda, botones,


camisa de manga corta, camisa de manga larga, aretes, pendientes, pulsera, collar,

page 2

ropa interior, atuendo de moda, etc.


b) Concepts
c) Skills

recycle:
new:
recycle:
new:

Describing an outfit in Spanish.

my attitude(s) that I want to change:


Spend less time giving instruction if it is not necessary.
Use more Spanish during my instruction.
Allot more time for student speaking practice in the target language.

student attitude(s) that I want to change:


I want students to get less distracted when there is dead time.

Time sequence
Routine (general housekeeping items)
Greetings
Agenda for the day, and important information
Transition from yesterdays lesson:
We just started chapter 4. The students have worked on a vocabulary list and yesterday they went to the lab to work on a
Quizlet. Today we will practice one section of the vocabulary (clothes) concentrating on meaning and pronunciation.
During the second part of the class we will work on a listening/reading activity and we will also work on a small writing
piece about clothes.

Todays plan:

Activities:
1)

GREETINGS AND AGENDA


THIS IS:
This Activity is:
an explanation
Communicative
a review
or
an activity/exercise
Mechanical
Introduction:

1.1
1.2
1.3

Minutes: 5
This Activity features Standards:
2.1
3.1
4.1
2.2
3.2
4.2
2.3
3.3
4.3
xx

Directions:
Activity:

xx mins.
(be as specific as possible)
What will I do?
What will the students do?
Greet students
Greet teacher
Ask for the date and day
Say what the date and day is
Talk about the day agenda
Ask any questions
Talk about how the agenda
relates to previous and future
material

Follow up:
Next activity. HW check-in.

2)

xx mins.

xx mins.

HOMEWORK CHECK-IN. HLTP 4: ELICITING QUESTIONS. HLTP


1: MAKE CONTENT EXPLICIT.
THIS IS:
an explanation
a review
an activity/exercise

5.1
5.2
5.3
mins.

This Activity is:


Communicative
or
Mechanical

1.1
1.2
1.3

Minutes: 10

This Activity features Standards:


2.1
3.1
4.1
2.2
3.2
4.2
2.3
3.3
4.3

5.1
5.2
5.3

page 3

Introduction:
Teacher elicits answers from students in order to check homework. Workbook pages 33 and 36 contain
pictures that make explicit what clothing items we are talking about. The vocabulary activities are
related to names of clothing items, names of stores that sell different kinds of foods/supplies for the
house, and different names for food containers.
Students that give correct answers get participation points.

xx mins.

Directions:
Activity:

xx mins.
xx mins.

(be as specific as possible)


What will I do?
What will the students do?
Go over handouts asking for
Raise their hands to earn
correct answers.
participation points.
Give feedback when students
have incorrect answers.

Follow up:
Next activity. Coral repetition.

xx mins.

3)

CORAL REPETION WITH WHOLE CLASS: CLOTHING ITEMS.


Minutes: 10
HLTP 2 MODIFY TASK ACCORDING TO GOAL.
THIS IS:
This Activity is:
This Activity features Standards:
an explanation
Communicative
1.1
2.1
3.1
4.1
a review
or
1.2
2.2
3.2
4.2
an activity/exercise
Mechanical
1.3
2.3
3.3
4.3
Introduction:
xx
Once all the clothing items are written on the board (using the WB pages as a guide), teacher goes over
pronunciation of such items to make sure students have correct pronunciation. Teacher considers
especially important that the students have correct pronunciation because they will describe outfits in
front of the class during other activity within the same lesson.
Teachers says a word and passes a ball around the classroom. Each student that gets the ball repeats the
same word until teacher changes the word. Students repeat all the words in the word group (in this case
clothing items) before teacher stops the activity. Every time a student receives the ball he/she earns a
participation point. Students can earn a max. of three participation points for the day.
Directions:
Activity:

(be as specific as possible)


What will I do?
What will the students do?
Pass the ball and initiate coral
Catch the ball and repeat the
repetition.
words.

Follow up:
Vocabulary in use during the following activity.

5.1
5.2
5.3
mins.

xx mins.
xx mins.

xx mins.

4)

LISTENING AND READING COMPREHENSION: FASHION ADS.


Minutes: 10
HLTP 3 FORMATIVE ASSESSMENT.
THIS IS:
This Activity is:
This Activity features Standards:
an explanation
Communicative
1.1
2.1
3.1
4.1
a review
or
1.2
2.2
3.2
4.2
an activity/exercise
Mechanical
1.3
2.3
3.3
4.3
Introduction:
xx
Teacher presents two group of questions about two fashion related ads from a Mexican magazine. First,
teacher reads the ads and students try to gather the information auditorily in order to answer the
questions. After that, students compare their answers. Finally, teacher shows the ads and students check
their answers. Teacher collects answers to assess listening to and reading an ad.
Directions:
xx
Take a look at these questions:

5.1
5.2
5.3
mins.

mins.

page 4

A)
B)
C)
D)

En dnde es el evento?
A qu hora es?
Cundo es?
De qu se trata?

E)
F)
G)
H)

En dnde puedes estudiar este Mster?


De qu es el Mster?
A qu nmero puedes llamar para pedir informacin?
Te interesa estudiar este Mster?

Questions A-D are about Ad 1. Questions E-F are about Ad 2. Now listen carefully. I will read each ad
twice. Please write your answers on a piece of paper. You will hand it in at the end of the hour.
Activity:
What will I do?
Present questions.
Read two ads.
Show two ads.

(be as specific as possible)


What will the students do?
Read questions.
Listen to ads.
Write answers.
Compare answers.
Read ads.

Follow up:
Teacher gives feedback when necessary.

xx mins.

xx mins.

5)

WRITING: DESCRIBING AN OUTFIT. HLTP 3 FORMATIVE


Minutes: 15
ASSESSMENT.
THIS IS:
This Activity is:
This Activity features Standards:
an explanation
Communicative
1.1
2.1
3.1
4.1
a review
or
1.2
2.2
3.2
4.2
an activity/exercise
Mechanical
1.3
2.3
3.3
4.3
Introduction:
xx
Students get in pairs and they are presented with a Vogue Mexico magazine. They choose one fashion
ad that features an outfit. On a piece of paper, they have to write ten sentences about the ad. They may
talk about the model and his/her appearance, the clothes they are wearing and the colors of the clothing
items. After that, they present their ad to the class and the other students take notes about two
characteristics of each ad (clothing items, model or colors of clothing items). Teacher collects answers
to assess writing.
Directions:
Activity:

(be as specific as possible)


What will I do?
What will the students do?
Distribute ads with fashion
Pair up.
outfits.
Choose an ad.
Monitor students while they
Use their vocabulary lists to
work.
write the sentences.
Answer to questions about the
sentences providing additional
vocabulary when necessary.

Follow up:

SPEAKING: PRESENTING AN OUTFIT.


THIS IS:
This Activity is:
an explanation
Communicative
a review
or
an activity/exercise
Mechanical
Introduction:

5.1
5.2
5.3
mins.

xx mins.
xx mins.

xx mins.

6)

1.1
1.2
1.3

Minutes: 20
This Activity features Standards:
2.1
3.1
4.1
2.2
3.2
4.2
2.3
3.3
4.3
xx

5.1
5.2
5.3
mins.

page 5

Once students are done with their sentences, they present them to the rest of the class and the other
students make notes about two characteristics of each ad (clothing items, model or colors of clothing
items) as they listen to the presentations.
Directions:
Activity:

(be as specific as possible)


What will I do?
What will the students do?
Monitor presentations.
Present ad
Ask for clarification when the
Make notes about other groups
sentences are not clear.
ads.
Make notes about common
mistakes seen throughout the
presentations.

Follow up:
Teacher collects ads and sentences for additional individual feedback.

xx mins.
xx mins.

xx mins.

Closing:
Assignment for tomorrow:
The sentences the students did not finish.
What will students be able to do for class tomorrow after they finish this assignment?
Students will be able to recall on vocabulary to describe an outfit and have an authentic conversation about it.
Summary of the class
(1) Planning stage:
How much time do you plan to spend on communicative activities?
How much time do you plan to spend on explanation and mechanical practice?
How much dead time will there be?
(2) After the lesson is over, i.e., execution of plan:
How much time did you spend on communicative activities?
How much time did you spend on explanation and mechanical practice?
How much dead time was there?

Your reflection on this lesson for future reference:

35 min.
20 min.
5 min.

min.
min.
min.