Día 5: La salud física y el estrés / Physical Health and Stress (Text Study)

Class & This lesson plan is intended for a 50 minute, 7th or 8th Grade, Level 2
Class Level Spanish course. This lesson assumes some background knowledge with
Spanish language, including a basic understanding of the present tense
in Spanish, gustar phrases, numbers 1-100, how to tell time,
transition words/phrases, culturally appropriate greetings, gestures,
and salutations, and ser versus estar.

Objectives By the end of this lesson, students will be able to…

What can students 1) Use and recognize new vocabulary relating to the parts of the
expect to have body to describe how stress affects physical health.
learned at the end
of this lesson? 2) Use reflexive verbs to describe part of their daily routine.

Rationale This lesson is important for students to receive at this moment in time in
the unit because it helps them to contextualize why they’re learning
Why is this lesson about physical health and stress. While the direct instruction grammar
important for lesson prior to this lesson plan focused on discussing daily routines (as
students to receive? will tomorrow’s lesson plan), this lesson specifically describes how
stress can affect the body and shows the dangers of that. I think that
having the unit structured in this way helps to appeal to more learners
because it is broken up and less monotonous. In addition, the body parts
vocab that is introduced today is important for students to know in daily
life can be applicable to travel and communicating in specific settings
such as doctors’ visits.

Standards According to the Michigan Department of Education’s World Language

Addressed in the Standards, this lesson mainly focuses on
Lesson
1.1 Interpersonal Communication: Students engage in conversations,
What state provide and obtain information, express feelings and emotions, and
standard(s) will this exchange opinions.
lesson focus on? 1.1.N.SL.b Ask and answer basic questions about the weather,
health/physical conditions, self, family and friends.

1.1.N.RW.b Exchange information by asking and answering basic

questions in writing about the weather, health/physical conditions, self,
family and friends.

This lesson also follows the Historically Responsive Literacy

Framework in the following ways:
HRLF: - Identity: Students will be discussing how stress has specifically
Historically impacted them in their lives in a Think-Pair-Share discussion.
Responsive - Skills: Students will be learning, practicing, and using new
Literacy vocabulary about body parts and the ways that stress impacts
Framework people physically, trying to find the main idea of a passage, and
using reflexive verbs to describe a daily routine.
- Intellect: Students will need to make inferences about the
reading in order to apply it to real life situations, think of abstract
concepts (what would someone look like that’s suffering from
stress? - they can interpret this how they’d like to, physically,
emotionally, spiritually, etc.).
- Criticality: Students will be thinking about difficult-to-answer,
profound questions such as how stress can disproportionately
impact the Latine community and other marginalized groups.
This will plant the seed for having students start to think about
how injustices can persist in all three of the facets of this unit due
to a person’s race, ethnicity, religion, socioeconomic status,
gender, ability, and/or sexual orientation.
- Joy: Students will be singing a silly but educational song to
engage with the new body parts vocabulary and getting creative
with drawings as a post-reading assignment.

Materials and Set Materials for the Teacher:

Up Required - Google Slides presentation - embedded in this lesson plan
- Whiteboard and whiteboard markers
- Correct number of printed handouts of the texts for today (coping
with stress article, body parts infographics, and vocab lists)

Materials for Students:

- Pencil, pen, or something to write with
- Scrap paper/notebook paper
- Chromebook//a device to practice vocabulary*
* This activity could function in a computer lab setting in the school
for students to practice vocabulary if 1:1 devices are not accessible.

Set Up:
- Students should be seated at their table groups (approximately
3-4 students at each table). The desks/tables should all be facing
the whiteboard.

Agenda The agenda for this lesson will be as follows:

- Introduce Learning Targets/Pre-Reading Activity with Body
Parts Vocabulary (I will introduce the learning targets for today,
show two infographics with basic body parts vocab, then lead the
 class in a group singalong to the body parts song)
- Pre-Reading Practice Vocab on Quizlet (Students will practice
the new vocab on Quizlet to help prep them for reading the
article about stress)
- Reading the Article about Stress and Health (Students will read
the article together popcorn-style and then respond to the during
reading questions between slides)
- Brain Break (Students will take a brief brain break)
- Post-Reading Drawing Activity (As a post-reading exercise
students will need to draw what a person who suffers physically
from stress might look like)
- Think-Pair-Share (Students will turn and talk with a partner
about ways they’ve been impacted by stress before)
- Reflexive Verb Review and Exit Ticket (I will lead students
through a brief review of reflexive verbs and give them a few
minutes to work on their exit tickets)

Specific Activities Before Class

and Teacher As students enter the room, I will be greeting them at the door and
Thinking handing each student the handouts necessary for today’s class (see at end
of lesson plan), saying “¡Hola, buenos días!” o “Hola, bienvenidos.” in
order to model the proper way to greet someone in Spanish. Students
will find seats at tables and I will enter the room as soon as the bell
rings. This slide will be showing on the screen as students walk in to
give them an idea about today’s class.

Transitions are
highlighted in blue!

Standards being
addressed are
highlighted in
yellow!

During Class

Introduce Learning Targets/Pre-Reading Activity with Body Parts

Vocabulary
 “¡Hola clase, bienvenidos! Hoy vamos a continuar la discusión sobre la
salud física y el estrés. También, vamos a practicar palabras nuevas para
describir las partes del cuerpo. Primero, quiero presentarles a ustedes los
objetivos de hoy. Los objetivos son 1) I can use and recognize new
vocabulary relating to the parts of the body to describe how stress affects
physical health y 2) I can use reflexive verbs to describe part of my daily
Transitions are routine. ¿Listos para empezar?” // “Hi class, welcome! Today we’re
highlighted in blue! going to continue the discussion about physical health and stress.
Also, we’re going to practice the new vocab words to describe body
Standards being parts. First, I want to present to you all today’s learning objectives. The
addressed are learning objectives are 1) I can use and recognize new vocabulary
highlighted in relating to the parts of the body to describe how stress affects physical
yellow! health and 2) I can use reflexive verbs to describe part of my daily
routine. Are we ready to begin?” I will change to the next slide (below).
 “Hoy, nos vamos a enfocar en la salud física. Tenemos que aprender
algunas palabras sobre el cuerpo porque podemos pensar más en los
efectos en las personas que sufren del estrés. Primero, vamos a mirar las
palabras sobre el cuerpo en general, y después vamos a ver las palabras
para los órganos del cuerpo. Por favor repita las palabras después de mi.
La cabeza…” // “Today, we’re going to focus on physical health. We
have to learn words about the body because then we can think more of
the effects on people who suffer from stress. First, we’re going to see
some words to describe the body in general, and after we’re going to
see words for the body’s organs. Please repeat the words after mi.
Head…” I will continue to read off the words from the diagrams on the
above slide and the slide below until we have pronounced all the words
aloud. I will be sure to note when we switch to the slide with the body’s
organs rather than just the body in general.

Transitions are
highlighted in blue!

Standards being
addressed are
highlighted in
yellow!
 “Vale, ¡vamos a cantar! ¿A Ustedes les gusta cantar? Vamos a escuchar
la canción sobre las partes del cuerpo una vez, y después vamos a cantar
la canción juntos. ¿Sí?” // “Okay, time to sing! Do you all like to sing?
Let’s listen to the song about body parts one time, then afterwards
we’re going to sing the song together. Yes?” I will start the song (it’s
about 2.5 minutes, the link for this video is
https://youtu.be/pOg6y-Q59eM.) and let it play for the whole class to
hear. Afterwards, I’ll remind students that “vamos a cantar esta vez” and
we will sing as a class. At the end I will say “Muy bien hecho, clase!” //
“Great work, class!”

Teacher Thinking: For these pre-reading exercises, some challenges that

I can anticipate students having with the article are all vocab related and
letting this hinder them from understanding the main ideas of the
passages. That being said, all of the pre-reading is focused on building
their confidence with the body parts that the article is going to mention
and the vocabulary list is pulled directly from difficult words that it
Transitions are contains. By exposing them to the vocabulary before reading, they will
highlighted in blue! at least have seen the words prior and be able to look past them to gather
the main ideas. Giving them a verbal reminder that they won’t
Standards being understand everything is creating normalcy in the classroom for
addressed are mistake-making and always trying your best.
highlighted in
yellow! Pre-Reading Practice Vocab on Quizlet

“Okay clase, ahora que sabemos cómo pronunciar las palabras nuevas
sobre las partes del cuerpo, vamos a practicar las palabras en Quizlet por
seis minutos. También, hay algunas palabras en la lista que son útiles
para entender el artículo. Quiero que ustedes usen la función “Learn”
 primero para practicar las palabras, y si hay tiempo, está bien para usar
una función diferente en Quizlet. Entienden? Adelante.” // “Okay class,
now that we know how to pronounce the new words for basic body
parts in Spanish, we’re going to practice the words on Quizlet for 6
minutes. Also, there are some words on the list that will be helpful for
understanding the article. I would like you all to use the “Learn”
function first to practice the words, then if there’s time, it’s okay to use
a different function/mode in Quizlet. Understand? Go ahead.” I will
turn students loose to begin practicing the new words on Quizlet and will
be walking around the room/checking in with students throughout to
make sure that they’re on task and answering any questions that may
come up. After six minutes of Quizlet, I will say “Bueno, ¿cómo nos
sentimos sobre las palabras nuevas? Fácil, difícil, más o menos?” //
Transitions are “Okay, how do we feel about the new words? Easy, hard, or kind of in
highlighted in blue! the middle?”

Standards being Teacher Thinking: Since this day is rich with examining text, it’s
addressed are important to start being able to introduce vocabulary so that the students
highlighted in can have a foundation to start discussions or have discussions with their
yellow! peers. My focus of incorporating vocab lists in this unit is to help them
have the skills to use these words in daily life, not overwhelm them with
a ton of words. That being said, the vocab list for the nutrition unit is
pretty long, so I wanted to keep the body parts/article vocabulary to the
bare minimum. The nutrition unit’s vocab list is lengthy so students have
a variety of words to draw from for the group project, but in the first two
parts of the unit, this is not necessary.

Reading the Article about Stress and Health

“Vale, ahora vamos a leer un artículo sobre los efectos del estrés, y
 también algunas causas del estrés. Tenemos el vocabulario que
necesitamos para leer el artículo ahora, entonces quiero que ustedes
traten de leer el artículo para las ideas principales. Si hay una palabra
que no sepa, está bien, pero busca la idea principal del artículo. ¿Okay?
Vamos a leer el artículo en dos dispositivos, y hay algunas preguntas
entre los dispositivos para contestar como una clase. Vamos a parar en
estos momentos para discutir. ¿Alguien quiere empezar a leer algunas
frases de la primera parte? Podemos hacer ‘palomitas’ para practicar leer
en voz alta.” // “Okay, now we’re going to read an article about the
effects of stress, and also some of its causes. We have the vocabulary
that we need to read the article now, so I would like you all to try to
read the article for the main ideas. If there’s a word you don’t know,
Transitions are it’s okay, just try to find the main idea of the article. Okay? We’re
highlighted in blue! going to read the article in two slides, and there’s some questions
between the slides to respond to as a class. We’re going to stop at these
Standards being moments to discuss. Would anyone like to begin to read some
addressed are sentences from the first part? We’re going to do ‘popcorn’ to practice
highlighted in reading aloud.” The first student will begin reading aloud from the first
yellow! part of the passage of the article and then call on the next student to
continue reading.
During reading
discussion
questions address
MDE Standard
1.1 Interpersonal
Communication:
Students engage in
conversations,
provide and obtain
information,
express feelings
and emotions, and
exchange opinions.
Transitions are
highlighted in blue!

Standards being
addressed are
highlighted in
yellow!

During reading
discussion
questions address
MDE Standard
1.1 Interpersonal
Communication:
Students engage in
conversations,
provide and obtain
information,
express feelings
and emotions, and
exchange opinions.
 Teacher Thinking: Reading aloud can sometimes be intimidating for
students, so making sure to create a respectful and supportive
environment for students in the classroom while this is happening is very
important to me. In addition, doing popcorn in a no pressure, read what
you want way is helpful for students that feel more shy and might not
normally volunteer. I will also keep flashcards with student names
nearby in case no one wants to volunteer. In addition, I wrote out
questions that I thought would be most powerful and help clarify what’s
happening in the reading to discuss right after that specific part is read,
so I think that will help students to feel more empowered and confident
to continue on.

Brain Break

Transitions are
highlighted in blue!

Standards being
addressed are
highlighted in
yellow!

The class will now take 3 minutes for a break at the end of the
introduction of the new vocabulary. Allowing for a small brain break
will be especially helpful prior to doing the post-reading activity and
transitioning to different activities not associated with today’s texts.
When the 3 minute timer on the board goes off, I will draw the attention
of the class by saying “¿Listos para la próxima actividad?”// “Ready for
the next activity?” before explaining the instructions for the next activity
to follow.

Teacher Thinking: I think that for doing this lesson where there’s a lot of
shorter activities brain breaks are absolutely necessary. Especially when
teaching a whole unit on self-care, consistently lecturing students
without pause is a lot, so constant check-ins with students about the
material and how they’re doing is crucial.
 Post-Reading Drawing Activity

“¡Vale clase, ojos aquí! Ahora que tenemos el contexto sobre el estrés y
Transitions are la salud física del artículo, en grupos pequeños quiero que ustedes
highlighted in blue! dibujen una persona que sufre del estrés. ¡Por favor incluya las etiquetas
para las partes del cuerpo en el dibujo! Puede ser en papel scrap, no me
Standards being importa. En tus grupos, vas a tener ocho minutos. ¿Listos?” // “Okay
addressed are class, eyes up here! Now that we have the context about stress and
highlighted in physical health from the article, in small groups I would like you all to
yellow! draw a person that suffers from stress. Please include labels for the
body parts on the drawing! It can be on scrap paper, I don’t mind. In
your groups, you’ll have 8 minutes. Ready?”
Think-Pair-Share
addresses MDE
Standard 1.1
Interpersonal
Communication:
Students engage in
conversations,
provide and obtain
information,
express feelings
and emotions, and
exchange opinions.
& Standard
1.1.N.SL.b Ask and
answer basic
questions about the
weather,
health/physical
conditions, self, Teacher Thinking: Since there was a lot of verbal discussion and reading
family and friends. aloud with the during reading activity, I wanted the post-reading activity
to cater to students that are a little quieter or more creative. That being
said, some challenges that I anticipated students having with debriefing
after the article was explaining the material in conversational language.
With drawing out the physical impacts of stress on a person, which the
article detailed, I think that students are able to make a more memorable
and level-friendly interpretation of the article’s content to show their
understanding of the vocabulary and main ideas. Monitoring groups for
equal participation is also important here (make sure everyone is
participating).
 Think-Pair-Share

Transitions are
highlighted in blue!

Standards being
addressed are “Usando tu conocimiento de la actividad pasada, quiero que ustedes
highlighted in piensen en un tiempo en que te sientas estresado. Hablen por dos
yellow! minutos en grupos pequeños y después vamos a compartir con la clase si
estás cómodo. ¿Vale?” // “Using the knowledge from the previous
activity, I would like you all to think of a time where you felt stressed.
Speak for two minutes in small groups and after we’re going to share
out with the class, if you feel comfortable. Okay?” I will be walking
around the room as students speak with one another and validating their
feelings of stress and normalizing those feelings.

Teacher Thinking: After doing a lot of dense text analysis today, I

wanted to get students talking with one another over something that they
can most likely all relate to for one reason or another: feeling stressed.
This allows them to open up about themselves if they feel comfortable
sharing and gives them space to express their identities.

Reflexive Verb Review and Exit Ticket

Transitions are
highlighted in blue!

Standards being
addressed are
highlighted in
yellow!

The exit ticket

addresses MDE
Standard
1.1.N.RW.b
Exchange
information by
asking and
answering basic
questions in writing
about the weather,
health/physical
conditions, self, “Finalmente clase, vamos a repasar los verbos reflexivos que hemos
family and friends. aprendido ayer, y vamos a hacer un boleto de salida para terminar.
Primero, quiero repasar los pronombres reflexivos que son me, te, se,
nos, os, y se. (switch slide) También, tenemos nuestro formulario para
las frases con los verbos reflexivos que es sujeto, pronombre reflexivo, y
el verbo reflexivo. Un ejemplo de eso es ‘Juan se cepilla los dientes.’” //
“Finally, class, we’re going to review the reflexive verbs that we
learned in class yesterday, and we’re going to do an exit ticket to end
with. First, I’d like to review the reflexive pronouns which are me, te,
se, nos, os, y se. (Switch slide) Also, we have our formula for the
sentences with reflexive verbs, which is subject, reflexive pronoun, and
the reflexive verb. One example of this is ‘Juan brushes his teeth.’”
Transitions are
highlighted in blue!

Standards being
addressed are “Entonces, para el boleto de salida hoy, quiero que ustedes escriban una
highlighted in parte de tu rutina diaria en dos frases. Traten de incluir los detalles si es
yellow! posible, como el tiempo en que haces la actividad. Hay algunos verbos
útiles a la derecha. ¿Preguntas antes de terminar?” // “So, for the exit
ticket for today, I would like you all to write a part of your daily routine
in two sentences. Try to include details if possible, like the time in
which you do the activity. There’s some helpful verbs to the right.
Questions before ending?”

Teacher Thinking: This formative assessment will occur during the very
last few minutes of class as everyone is getting ready to leave. The
intention of this will be to check for student understanding of the new
grammar concept that was introduced in the previous class (reflexive
verbs). In addition, if someone was struggling yesterday with the new
grammar, this written version of the content is an additional check for
me to see where students are at individually.

After Class
I will be standing at the door waving goodbye and saying “¡Gracias,
adios!”// “Thank you, goodbye!” to the students and collecting their exit
tickets at the door.

Transitions Transitions are included in my scripting (above) and highlighted in blue.

Timing of Every The timing for this lesson will be as follows:

Part of LP - Introduce Learning Targets/Pre-Reading Activity with Body
Parts Vocabulary - 10 minutes
- Pre-Reading Practice Vocab on Quizlet - 6 minutes
- Reading the Article about Stress and Health - 10 minutes
 - Brain Break - 3 minutes
- Post-Reading Drawing Activity - 10 minutes
- Think-Pair-Share - 4 minutes
- Reflexive Verb Review and Exit Ticket - 7 minutes

Total Lesson Time: 50 minutes

Assessment For assessments with this lesson, there will be two informal, formative
assessments conducted throughout the class period to check for student
understanding:
1) ¿Sí, más o menos, o no? - This formative assessment will
require teacher prompting and modeling with a thumbs up,
thumbs middle, thumbs down in order to communicate the
meaning of the words in the TL. I intend to use this type of
informal assessment often with my students because it allows me
to quickly scan the room and see how students are feeling about
the current material being introduced. I think that this will be
especially helpful to do often throughout this lesson because the
texts are somewhat advanced and may require more scaffolding
for the students to fully understand them. Taking the time to
check-in with my students in this way will allow me to help meet
them where they’re at.
2) Exit Ticket - This formative assessment will occur during the
very last few minutes of class as everyone is getting ready to
leave. The intention of this will be to check for student
understanding of the new grammar concept that was introduced
in the previous class (reflexive verbs). This activity will require
students to grab a piece of scrap paper and pencil and write two
sentences describing part of their daily routine, most likely
involving reflexive verbs introduced in the previous class. (ex.
“Me despierto a las siete de la mañana. Me cepillo los dientes a
las siete y diez.” // “I wake up at 7 in the morning. I brush my
teeth at 7:10.”) On their way out of the door, they will hand in
their slips to me.
 Día 5: “Self-Care: Individual Responsibility or Societal Solutions?” -
La salud física y el estrés
Textos y la lista del vocabulario - Texts and Vocabulary List
Español 2 con Señorita Kocefas
_____________________________________________________________________________
_

1. La salud física y el vocabulario para el cuerpo // Physical Health and Body Vocabulary
2. Lidiar con el estrés // Coping with Stress
3. El vocabulario con el estrés // Stress Vocabulary

Español Inglés

saludable healthy

durar to last

la enfermedad illnesses

el derrame burst blood vessel

la presión pressure/strain

el asma asthma

la artritis arthritis

sentirse to feel

el latido heartbeat

la corazón heart

respirar to breathe

los pulmones lungs

el dolor pain

los músculos muscles

el cuello neck

los hombros shoulders

la espalda back

la cabeza head

el cerebro brain

el estómago stomach
For Teacher Use Only! - Coping with Stress Translation
 Lesson Plan Study

1. Introduction: This lesson plan is intended for a 50 minute, 7th or 8th Grade, Level 2
Spanish course. This lesson assumes some background knowledge with Spanish
language, including a basic understanding of the present tense in Spanish, gustar phrases,
numbers 1-100, how to tell time, transition words/phrases, culturally appropriate
greetings, gestures, and salutations, and ser versus estar. This lesson is the 5th day of my
unit, meaning that it will fall right in the middle of the physical health and stress portion.
2. Description of the Text: The text that I chose to use for this assignment is a text that
appears to be from a bilingual public health website and its aim is to educate
Spanish-speaking people how to cope with stress, along with causes and possible effects
on the body. I think that while it is pushing my students to read at a level slightly higher
than the rest of this unit, with the scaffolding provided in this lesson, it’s possible to do
so. I would consider this text authentic because it is created for native Spanish speakers,
but I could not find a lot of information about who made it, and also discovered that it is a
translation of an English public health document. That being said, I always try my best to
find authentic texts when possible because it helps to allow the voices and perspectives of
the native speakers that created the documents/resources into the classroom. Since I am
not Latina/Hispanic, it would be hard for me to know how to incorporate culture into the
classroom without the use of authentic texts -- they are so crucial. However, for the
purposes of this assignment, I felt that this was the best text that I could find to meet the
needs of my students, because they definitely are not at the level to read scholarly articles
in Spanish 2. The vocabulary and cognates present make it easy to understand with some
pre-reading and during reading support, so that is why it is my final pick. In addition, I
searched for a very long time to try and find authentic infographics to use for the
vocabulary pre-reading, but a lot of what is present on the internet for body parts
vocabulary tends to be teacher resources, not seemingly created for native speakers by
native speakers.
3. Knowledge of students' background, interests, challenges and abilities:
○ Reading Skills: Students so far in this unit have not had to engage with a text as
complicated/rigorous as this one, so I wanted to provide a lot of vocabulary
support, checks for understanding, and discussion questions to clarify while
reading. They have looked at a lot of infographics and associated texts that
contain less information and more graphics, so this one is considered more
complex and will require them to really hone in their skills on determining the
main idea and key details (which they absolutely know how to do, even if only at
a basic level).
○ Writing: For writing strengths and weaknesses, I’m assuming that students will
not be able to write paragraphs and paragraphs since it’s still Spanish 2, so I am
only going to have them write one to two sentences at most during this lesson.
While the final assessment has them writing 5-7 sentences using reflexive verbs,
the patterns are very similar for describing a daily routine so it’s scaffolded to
make sure that they are able to do so.
○ Vocabulary Skills: Since I’m anticipating that the students will not know much
about the vocabulary that the article will use, I heavily focused my pre-reading
activity on getting them to the level that they would want to be at to comfortably
understand the article, even if they still are unsure on some words. This is a public
health/science article, so there’s a lot of cognates for students to work with, which
is awesome to help build their confidence.
4. The Historical Responsive Literacy Framework: See the layout of the HRLF
Framework in the “Standards” section of my lesson plan!
5. Description of Activities: See the description of the pre-reading, during reading, and
post-reading activities for my lesson in the “Specific Activities and Teacher Thinking”
section of my lesson plan. As a brief overview of my activities for this text, the
pre-reading is focused on vocabulary surrounding the human body and specific words
from the article that students may find difficult, my during reading is breaking down the
reading into two sections to read with the popcorn strategy aloud in class and asking
discussion questions in between the passages, and my post-reading is a drawing activity
to summarize the main points of the article.