Making Plans: ¿Quieres salir conmigo esta noche?

Performance Range Intermediate Low Grade 1 10/20/ xxx Day in 1-5 Minutes 50
(Post-Secon - 2022 Unit
dary) 4

Theme/Topic: ¿Quieres salir conmigo esta noche?

Essential Question: How do you make plans during your stay in a Spanish-speaking country?

Daily topic: Dating, friends, plans, and parties - Citas, amigos, planes y fiestas

Purpose: This activity is designed around Comprehensible Input. While students will be expected to
identify/use vocabulary from an authentic source (Elite), they should also come away with a
broader linguistic/cultural understanding of a specific country (Spain).

STANDARDS LESSON OBJECTIVES

What are the Communicat Which modes Students will be able to:
communicative and ion and of
• Identify words and phrases used to make plans
cultural objectives Cultures communicatio
for the lesson? n found in an authentic Spanish TV series (Elite)
will be addressed? and answer questions about what they saw.
• Design, coordinate, and plan a weekend activity
√ Interpersonal
(using new vocabulary).
√ Interpretive
• Explain their plans to others.

√ Presentational • Accept/decline an invitation, explaining their

decision.

If applicable, Connections N/A

indicate how this
lesson Comparisons Students will reflect on the language used to make plans in the TL and the
connects to other L1.
standards.
Communities N/A

Lesson Sequence Activity/Activities Time Materials/Resources/

What will learners do? How Technology
What does the teacher do? many Be specific. What
minutes materials will you
will this develop? What materials
segment will you bring in from
take? other sources?
Scaffolding/Activate • Instructor presents students with a list of 5 • List of vocabulary (10-15
Prior Knowledge vocabulary related to making plans that relevant words and phrases
they will encounter while viewing the that students will
clips. encounter while viewing
• Students look over the vocabulary and after, the the clips)
instructor models the pronunciation of the
expressions, repeat.
• Students ask questions about any vocabulary
they do not understand.
• Instructor explains, elaborates upon, or acts out
vocabulary if necessary to further
understanding.

Provide • Instructor plays the clip (2-3 minutes), pausing 15 • Three clips (2-3
comprehensible briefly between each playing. minutes each) from
Input • Students put expressions in chronological order. Elite.
• Instructor plays clip again if necessary.
•Laptop/Smartboar
d/Netflix

Elicit • Students in pairs compare their 10 • Questions

Performance / chronological order of expressions. displayed on the
Gauge Instructor poses questions about the video board (meant to
Comprehension / and asks students to answer them in gauge general
Provide Feedback groups of two. comprehension…
• Students are asked to volunteer their e.g “¿Que pasó en
answers to the class. este video?” “¿Que
• Instructor provides feedback. van a hacer?”)
¿Dónde? ¿Samuel
en fin decidió ir a
la fiesta o no? ¿Por
qué?

Elicit Performance / • Students are asked to split up into groups 15 • List of vocabulary for
Provide Feedback of two or three. reference. e.g (Me
(continued) • Students make weekend plans with one apunto, yo me muero de
another, incorporating any of the new ganas de ir, en plan, lo
expressions that apply. que quieras, etc.)
• After finishing, each group shares their plans
with the rest of the class and invites them to
come along.
• After each plan is explained, students from
other groups (selected at random by the
instructor) accept or deny the invitation and
explain their decision.
Closure • Students are given time to ask questions. 5
• N/A
• Instructor asks students what they learned during
the class.
• Instructor takes care of administrative tasks
(answering questions, assigning homework, etc.)

Outside of class • For homework, students will use new N/A

• Dictionary, word
vocabulary to prepare a realistic dialogue
between college students in which plans are reference, vocabulary
made (at least two characters, 8-10 sentences). lists, etc.

Reflection/
• What worked well? Why?
Notes to Self
• What didn’t work? Why?

• What changes would you make if you taught this lesson again?