Making Plans: Un viaje a Madrid.

Performance Range Novice High Grade 1 10/26/ xxx Day in 1-5 Minutes 45
(Post-Secon - 2022 Unit
dary) 4

Theme/Topic: Un viaje a Madrid.

Essential Question: Where should you eat/what should you do during your stay in Madrid?

Daily topic: Food, Restaurants, Friends, Plans - La comida, los restaurantes, los amigos y los planes

Purpose: Using authentic menus from three well-known restaurants in Madrid, students will negotiate
which restaurant they would prefer (and why) and make dinner plans with one another for the
immediate future. Each group will then explain their plans to the group, and other groups will be
asked to answer questions about each group’s plans.

STANDARDS LESSON OBJECTIVES

What are the Communicat Which modes Students will be able to:
communicative and ion and of
1. Use authentic menus from three well-known
cultural objectives Cultures communicatio
for the lesson? n restaurants in Madrid to decide where they
will be addressed? would like to eat.
2. Explain their choice of restaurant.
√ Interpersonal 3. Make hypothetical dinner plans with fellow
classmates.
√ Interpretive

√ Presentational

If applicable, Connections N/A

indicate how this
lesson Comparisons N/A
connects to other
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?

Gain ● Instructor presents students with 10 Slideshow with different

Attention/Activate pictures of food and asks types of food.
Prior Knowledge students to call out the name in
Spanish (review).
● Instructor asks students to split
up into groups of two.
● Instructor asks students to
answer questions regarding
 dining/their favorite restaurants
(eg. ¿Cuál es tu comida favorita?
¿Tienes un restaurante favorito?
¿Qué tipo de restaurante es?)
● Instructor then asks students
questions about Madrid (eg.
¿Alguien ha estado en Madrid?
Habéis probado la paella, os
gusta la cerveza, etc.)

Provide Input/ • Instructor presents students three menus 15 • Three menus from three
Scaffolding/Activate from well-known restaurants in Madrid, well-known restaurants in
Prior Knowledge going over them in PowerPoint format Madrid (Pinocchios, La
and giving each student their own copy paella real, Cervecería de
• While presenting, the instructor poses churruca).
questions (by calling on them at
random) to students about the menus • Powerpoint with menus.
to gauge comprehension.
https://pinocchio.es/carta-p
• Instructor gives some cultural
inocchio/
background knowledge for
dining/making plans in Spain (how https://www.lapaellareal.es
late people eat, how people arrive later /index.php/la-carta
than planned, etc.)
https://www.barchurruca.e
s/archivos/2016/07/CartaB
ebidayComida2016.pdf

Elicit Performance / • Instructor displays questions (in Spanish) on the 10 • The three menus
Provide Feedback board and asks students to divide up into groups previously provided.
of two or three (eg. ¿Qué restaurante ha llamado • Graphic with
tu atención? ¿Por qué? ¿Dónde vais a comer? questions to display on
¿Qué vais a pedir? etc.) the board.
• In their groups, students will answer
the questions, making hypothetical
dinner plans with one another.
• Instructor makes rounds, asking
students (que estais pensando, etc.)
and provides feedback/answers any
questions if necessary.
 Elicit • Each group is then asked to pair up with 10
• N/A
Performance / another group (eg. Group of two is now a
Provide Feedback group of four).
• In groups of four, each group of two explains
where they are going and why.

• Students then invite/try to persuade other groups

to come along.

• Instructor makes rounds around the classroom

(listening to students speak and providing
feedback)

Closure • Instructor calls on students at random and asks 5

• N/A
them to share their plans and provides feedback.
• Instructor explains homework activity.

Outside of class • For homework, students will create a menu N/A

• Dictionary, word
(using the menus they have seen in class as a
template) as if they have opened their own reference, Google, etc.
restaurant in Madrid.

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

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

[Good job with the revisions. This should be a good lesson. +]