Lesson Plan*

Date: 5/4/2010 Class / hour / period: Spanish III Unit: ¿Qué hiciste el verano pasado?

Language Learning Objectives Cultural Objectives

1) I can discuss and share with others what I like to 1) I am familiar with some of the customs and
do during the summer and/or what I did/used to do traditions of the celebration of San Fermín in Spain
during the summer

2) I can differentiate when to use the preterite and

imperfect and why each is used

MiWL Standards Communication Mode(s)

1) 1.1.M.RW.c – Request, offer, invite, and reply
appropriately in writing using simple Interpersonal 
phrases/sentences, and provide rationale for the Interpretive 
request and/or reply Presentational 

2) 1.3.M.S.a – Present skits or short plays in the

target language

3) 2.2.M.F.d – Describe leisure activities associated

with a particular community, region, or culture in
which the target language is spoken

4) 3.1.N.a – Reinforce previously learned content

knowledge through the target language

Activity 1 / Warm - Up
Learning opportunity: Participation structure:
Situated practice  Individual 
Overt instruction  Whole group 
Critical framing  Peer work 
Transformed practice  Team / group work 
Learning center 
Procedure: Materials / resources needed
Tip 1: Write as directive (Teacher will … / Students will) 1.
Tip 2: Include a time estimate
Tip 3: How will you adapt your activity to meet needs of
disabled, heritage and other diverse learners? 2.

1. Students wil pick up activity of the day (preterite 3.

vs. imperfect worksheet) as they come into class
and take their seats. 4.

2. In lieu of the daily warm up activity, teacher will

present brief slideshow with pictures of the
celebration of San Fermín in Spain while providing
brief explanations of the history behind the
celebration and how it is celebrated today.
Students will have have opportunity to ask
questions (5 mins)

2. Teacher will then go over instructions of

worksheet/Students will work individually to
complete worksheet (10 mins) While students are
finishing up, teacher will begin handing out “Pistas”
worksheet/Students will pair up to discuss answers
and then discuss why preterite or imperfect were
used, using the hints worksheet/Teacher will
circulate room assisting groups/Class will go over
answers (10 mins)
*Copy & paste an activity “block” to expand this template as needed.
 Lesson Plan*
Formative assessments Summative assessments
1. Circulating room assisting groups 1. Listening to student responses as class shares
answers and explanations as to what tense was
used and why

Activity 2
Learning opportunity: Participation structure:
Situated practice  Individual 
Overt instruction  Whole group 
Critical framing  Peer work 
Transformed practice  Team / group work 
Learning center 
Procedure: Materials / resources needed
Tip 1: Write as directive (Teacher will … / Students will) 1. Worksheet with photos of summer activities
Tip 2: Include a time estimate
Tip 3: How will you adapt your activity to meet needs of
disabled, heritage and other diverse learners?
1. Teacher will hand out worksheet with pictures of
vocabulary terms while class shares and discusses
previous activity.

2. Students will then have an opportunity to act out

brief skits depicting their summer leisure/pastime
activities. Students will have time to formulate ideas
as to what they will act out and how they will act it
out, using the pictures from worksheet to give them
some ideas. (10 mins)

3. Students will begin to individually act out skits

while class guesses what activity is being
expressed. A volunteer will then form a sentence
describing what was seen, having to incorporate at
least 1 use of the preterite or imperfect. (remaining
class time)
Formative assessments Summative assessments
1. Skits 1. Skits acted out by individuals (understanding of
vocabulary)
2.
2. Answers/responses to the mimed activity by
other students observing the actor (correct use of
past tense)

*Copy & paste an activity “block” to expand this template as needed.