Lesson Plan

Teacher Name: Daniel Rodríguez Arciga Powell Language: Spanish I

Date: TBA Grade: Seventh Unit: Two
Block: Third Minutes in Lesson: 45 Topic: Likes and dislikes: ¿Cuáles son mis gustos?
Performance Range: Novice Low and Mid # of SS: 20
DESIRED RESULTS
• Communicate in Spanish in order discuss likes and dislikes involving sports, food, and hobbies.
• Gain knowledge and understanding of cultures in Spanish speaking countries by thinking critically about how
Enduring locals show interest and disinterest.
Understanding • Engage in foreign practices such as measurements and steps used in local recipes from Latin-American
countries.
• Make use of L2 phonemes via tongue twisters to develop confidence and fluency.
• Compare and contrast cognates used to refer to sports, food, and hobbies across different countries.
Using L2, language learners will:

• Classify likes and dislikes individually and in pairs while referencing sports, food, and hobbies-related
vocabulary with 80% accuracy.
Outcomes-Learning
• Differentiate between subject-verb agreement, subject-noun gender agreement, singular, and plural sentence
Objectives
structures in fill in the blank activities with 80% accuracy.
• Discern when it is appropriate to use gusta or gustan in spoken exchanges when reporting what others like to
do.
• Review if pronouns found in written sentences are used correctly.
• Demonstrate fluency in L2 by individually/as a group attempting tongue twisters.
• How are hobbies similar and different in Spanish speaking countries and the US?
• How are dishes different in Spanish speaking countries?
• Why do some sport names in Spanish sound similar to English (football/futbol)?
Essential Questions • How can I talk about my likes and dislikes regarding food-sports-hobbies?
• Why does gustar conjugate to gusta or gustan?
• What is a pronoun?
• Do all Spanish speaking countries use the same vocabulary to refer to food (zumo/jugo-
arepas/gorditas/pupusas)?
STANDARDS FOR LEARNING FOREIGN LANGUAGES
• SI.1 The student will exchange simple spoken and written information in Spanish.
3. Ask and answer questions about familiar topics, such as likes and dislikes.
• SI.2 The student will sustain brief oral and written exchanges in Spanish, using familiar phrases and sentences.
3. Use nonverbal communication and simple paraphrasing to convey and comprehend messages.
• SI.3 The student will understand simple spoken and written Spanish presented through a variety of media and
based on familiar topics.
3. Follow simple instructions, such as those about classroom procedures or when using classroom technology.
SOL Standards • SI.4 The student will use verbal and nonverbal cues to understand simple spoken and
written messages in Spanish.
• SI.5 The student will present information orally and in writing in Spanish, using a variety of familiar
vocabulary, phrases, and structural patterns.
• SI.7 The student will develop an awareness of common perspectives, practices, and products of Spanish-
speaking cultures.
• SI.9 The student will connect information about the Spanish language and Spanishspeaking culture(s) with
concepts studied in other subject areas.
• R7: Integrate and evaluate content presented in diverse formats and media
Common Core Anchor • SL1: Prepare for and participate in a range of conversations
Standards: • L1: Demonstrate command of the conventions of standard Spanish grammar when speaking or writing
Language Skill Areas • L2: Demonstrate command of the conventions of standard Spanish capitalization, punctuation, and spelling
when writing
• L4: Determine or clarify the meaning of unknown words using context clues
Interpersonal Communication Interpretive Communication Presentational Communication
• 4.1.NH Exchange simple oral • 1.NM Identify typical • 9.1.NL Name very familiar
World Readiness or signed information about products and practices products and practices in native
Standards, ACTFL similarities and differences related to familiar, and other cultures, such as foods
between typical products everyday life in native and and portion size; sports and
Communication:
and practices to help other cultures to help pastimes.
understand perspectives.
 understand perspectives in • 2.NM Identify familiar or
native and other cultures. everyday behaviors in
other cultures.
Relating Cultural Practices to Perspectives
Practice 1: People in Spanish speaking countries
voice likes and dislikes about food and recipes
using aspects of the language which focus on
singular, plural, gender, and pronoun-specific
conjugations. An example of this is saying: Me
gusta el chile en nogada.
Perspective: Ss can create awareness about
using peppers beyond a sauce which is what is
common in the US. Ss can compare and
Relating Cultural Products to Perspectives
contrast common flavors such as sweet, spicy,
and tangy with equivalents from other cultures
Product 1: Chile en nogada recipe (links in slide 3/clickable image)
Cultures: in Latin-America.
Product 2: Pupusa/gordita/arepa recipe (link slide 3)
Practice 2: Although different Latin-American
cuisines make use of the same initial
ingredients, the end product is referred to by
different names because these hold different
cultural values.
Perspective: People in Mexico will use masa to
create a type of dough which is stuffed with
meat or vegetables called gordita. Colombia has
a similar dish called arepa. Guatemala has a
similar dish called pupusa.

Making Connections
Acquiring info and diverse perspectives
• Science-Math: recipe measurements
• Grammar: variation in spelling sports’ names in Spanish
grams instead of lbs
Connections: and food items
• Sociolinguistics: regional variants of
• L1-L2 comparisons: pronouns, verbs, infinitives, and
Spanish words
conjugations
• Literature: tongue twisters/rhymes
Language Comparisons Cultural Comparisons
• Omission of pronouns in Spanish • Different names for similar dishes: arepas, pupusas,
sentences: gorditas
Comparisons: For example, A mí me gusta… Me • Popular sports
gusta…; A ellos les gusta… Les gusta… • Popular hobbies
• Cognates such as futbol-football, • Popular foods, but also culinary experiences impacted by
basketball-basquetbol, jugo-juice different ingredient availability due to geographic region
School and Global Communities
• Share information in L2 about the Lifelong Learning
likes and dislikes regarding food, • Ss will consider different methods to prepare food exist
Communities: sports, and hobbies within their • Ss will practice cultural relativism and understand people
communities in different countries enjoy different sports, hobbies, and
• Ss identify personal dislikes and can food
list classmates’
Student Evaluation/Assessment Evidence
Collaborative learning: pairs/groups
Dialogues • Ss build confidence using L2 when Individual oral responses
• Ss accurately conjugate gustar interacting with classmates • Promote use of L2
• Ss accurately use subject-verb • When ss showcase L2 interactions, • Ss are invited to use the Spanish /r/
agreement when speaking they can earn points for the instead of the American /r/
• Ss accurately use pronouns team/row they are sitting in (arroz/parrilla/erre)
(classroom management)
Teacher observation
• When completing worksheets and Exit Tickets
Group oral responses
main practice activities, ss must fill • Ss must answer four questions via a QR
• Ss practice the /r/ sound in
in the blank using the correct code / socrative: multiple choice and
Spanish in a rhyme about food
pronouns, verb conjugations, and true or false questions
vocabulary terms
Time Materials/Resources/
LEARNING PLAN DETAILS (min) Technology
 Strategies and Activities

• Tr explains difference between arepas/gorditas/pupusas; football/futbol Hook • Canva Presentation

• Food Tongue Twister: follows the I do, we do, you do method and • iPad timer/countdown
Hook:
Warm • Slides 1, 2, and 3
up:

10
mins
• Activate prior knowledge: review full date format • Canva Presentation:
- Ss practice capitalization when needed: Hoy es día de la semana, ## de https://www.canva.com/design/
mes de/del año. DAFz_4FSEE4/192aDggF3dSzjr_O
• Model/review expected classroom behavior WwEolw/edit?utm_content=DAFz
Warm Up: -
_4FSEE4&utm_campaign=designs
- Reinforce expectations/ participation procedures such as raising hand
- Ss understand they will earn points for their teams by exhibiting hare&utm_medium=link2&utm_s
proactive/respectful behavior and this will build a sense of belonging in ource=sharebutton
the classroom with other teammates/classmates • Slide 2
Tr elicits from students and guides the conversation:
Real World • Why is learning a second language important?
Purpose: • Why is it important to know vocabulary to express likes and dislikes? 5
• How can we talk about sports, hobbies, and foods we enjoy and do not
enjoy?
Sequence of Instructional Activities
Steps and modeling: • Slides 4 and 5
• Tr builds interest in the topic explain the
• Ss must use context clues and visuals in order to build upon L1 grammar conjugation,
concepts singular, and plural
• Tr elaborates on pronouns in Spanish use, as well as
• Tr explains how the rest of the presentation correlates with the worksheets ss
subject-verb-gender
must fill out
• Ss must write down pronouns-singular/plural agreements
agreement
• The worksheet they must fill out is titled Gustos y disgustos • Slides 6 through 9
• However, tr will allow students who are falling behind to use smileys to contain guided
25
differentiate vocabulary instead of tracing the entire vocabulary list practice
• Ss also need
worksheets titled
Gustos y disgustos
Input / Instruction • See
pdfs/appendices for
worksheets used
along with the
Canva presentation
Differentiation:
• Tr regulates pronunciation to distinguish between English and Spanish
phonemes
• Tr elicits L2 from ss, encouraging them to rely on Spanish
• Tr provides opportunities for individual, pair, and group work to ss
• Tr meets diverse learning styles: visual content, reading, writing, making lists,
filling in information
• Tr provides additional time to fill out worksheets
• Tr uses timer so ss see how much time they have left to complete each fill in
the blank activity
Activities student will do: • See Appendix for
• Tongue Twisters PDFs
• Likes and dislikes worksheets • See Canva
• QR Code – Exit ticket presentation link
• Engage with L2 via all language skill areas: interpersonal, above for QR Code,
interpretive, and presentational slide 10

Elicit Performance / Formative assessment/feedback: • Throughout lesson

Provide Feedback • Individual and whole group true and false questions, fluency via tongue
twisters, eliciting related information from ss in L2, confidence when speaking
without pauses, and matching vocabulary in L2
• Ss give a thumbs up or thumbs down when finished with fill in the blank -
activities
• Ss are encouraged to use only L2
• Tr models Spanish sounds and gives ss opportunities to repeat
 • QR Code – Exit ticket: four questions – multiple choice and true/false • Classroom
• Ss will be rewarded points for participation management: ss
• At the end of class, ss’ points will be tallied and winning rows will receive a gain points as they
prize practice productive/
Closure proactive behavior
5 mins • Ss lose points when
taking away from
the learning
environment
• Slide 10
ADAPTATIONS
Extension: Ss who perform above average will be tasked with including both
affirmative and negative sentences: me gusta – no me gusta…
Remediation:
• Ss who need additional practice with vocabulary lists will have opportunities
to trace vocabulary in worksheets gustos y disgustos
• Ss falling behind will complete less questions in fill-in the blank activities, but
will complete unfinished work for homework
Adaptations: • Small group instruction will take place for those who need extra time during
the next class while the rest of the students complete an independent review
assignment
Diverse Special Learners: Ss with behavioral areas for improvement will be given
additional responsibilities: reading the questions during fill-in activities
Depending on ss performance more or less time will be given during activities.
Ss will see a timer while completing activities to encourage on-task behavior.

(3 mins) Prior to teaching: Explain to other student teachers the language

learners’ proficiency level which the lesson is intended for
• My objective is to create a positive learning environment in the
classroom where class management is present in order to promote
communicative skills and to recycle previous content in order to
build proactive routines
• — Discuss differentiation worksheets
• I want ss to classify likes and dislikes individually and in pairs while
referencing sports, food, and hobbies-related vocabulary with 80%
accuracy

(5 mins) Hook:
• Tongue twister /r/
• Discuss recipes and showcase illustrations: pupusas, gorditas, arepas;
chile en nogada

(15 mins) Purpose:

• Fill in activities: subject pronoun, gender agreements, singular and
plural use of gustar
Adaptations: • Complete worksheets – differentiation: trace vocabulary words, use
smileys to categorize vocabulary
(2 mins) Closure:
• Socrative, online evaluation: multiple choice and fill in the blank
questions; four
• Depending on how students do, the next class will begin with a
review of sentence structures using gustar
Students engage in the presentational mode when practicing the tongue
twister. Interpretive mode is activated when ss complete fill in the blank
activities since they must think critically and use context clues to discern which
pronoun to use, what gender to include, and whether to use the singular or
plural form of gustar when conjugating it in sentences. Interpersonal
communication takes place when students share their answers with partners
and exchange likes and dislikes including hobbies, sports, and food. Informal
assessments include asking students to explain the content back to the teacher
and giving thumbs up to signal they are ready to move on to the next topic.
Formal assessments include the Socrative activity which is an indicator for
what to review in the next class. Finally, differentiation was presented by
tracing vocabulary terms and using smileys to categorize likes and dislikes for
students with limited motor skills.
Reflection/ • What worked well? Why?
Notes to Self Ss practicing the use of direct, indirect pronouns, and the singular and plural use of gustar worked well. This is due to multiple
practice exercises where students had to think critically and use context clues to complete fill-in the blank exercises.
• What didn’t work? Why?
In the future, I will include more differentiated work for advanced students including practice with the negative
structure of gustar: no me gusta/no me gustan…
• What changes would you make if you taught this lesson again?
I will include more pair work instead of whole group activities depending on the number of students.

Appendix A

Canva Presentation Link:

https://www.canva.com/design/DAFz_4FSEE4/192aDggF3dSzjr_OWwEolw/edit?utm_content=DAFz_4FSEE4&
utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Appendix B
Appendix C