Telvi Altamirano McCallum High School AISD Lesson 7 & 8 of 9

Your CT’s First and Last Name Your School & District

UTL 640 UTeacher: Lorena Cortes

Subject & Proficiency Level: Spanish; Novice-Low/Mid
Submitted Date / Time: April 8th, 2019 at 12:00pm Teach Date / Time: Wednesday, April 10th, 2019

Lesson Plan Title: Getting There

Enduring Understanding:
• Students will begin to learn vocabulary about places to go and activities to do in those places during
someone’s free time. They will learn how to use this vocabulary in speech, questions and understand their
translation to English.
Essential Question:
• How do you incorporate ir in the correct subject pronoun by using interrogative words to ask questions
while role playing?
Guiding Questions:
 How will we know that they can ask questions in a conversation?
 How will we know that they can answer questions in a conversation?
 How will we know that they can use interrogative words and correct subject pronoun to exchange
information?

Lesson Objective (SWBAT)(using kid-friendly language): Red (Action), Blue (Criteria), Green (Condition)
SWBAT role-play a conversation by writing and answering four question using interrogative words and
correct subject pronoun to exchange information with another student about how you spend your free
time.

Resources / Materials:
• 1 Google Slides Powerpoint: Emailed
• Kahoot: https://create.kahoot.it/share/a-donde-vas/2a3112af-cc8a-4529-a517-98f5bd7c42a8
• Video Historia Worksheet
• Audio Recorder
• Rubric
• Questions for Project

Mode(s) of Communication addressed in this lesson:

 Interpersonal  Interpretive  Presentational
Through:  Speaking  Listening  Reading  Writing IN THE TARGET LANGUAGE
TEKS / Can-Do Performance Standard(s) addressed: TEKS 114.39 (c)(3): A,B
(3) Presentational communication: speaking and writing. The student presents information orally and in
writing using a mixture of words and phrases and some simple sentences with appropriate and applicable
grammar structures and processes at the specified proficiency levels. The student is expected to:
(A) state and support an opinion or preference orally and in writing; and
(B) describe people, objects, and simple situations orally and in writing using a mixture of words,
phrases, and simple sentences.
Differentiation Strategies: Content, Process, Product (consider various learning styles, GT, students with
special needs, ADHD, Dyslexia, Hearing Impaired, other 504 or SpEd students)

• I will individually repeat instructions to she or he and their partner.

 Have students restate the directions to their partner and then ask them what questions they have.
 I have included activities for all three learning styles: visual, auditory, and tactile. They are being
visual by seeing the Power Point and reading the material, auditory by talking with a partner in the
target language when doing activities as well as in class when we talk out loud, tactical by using
movement during group work.

THE 5E’s LESSON SEQUENCE

ENGAGEMENT: How will the teacher capture the students’ interest, build on prior knowledge, make the
lesson meaningful/relevant?
Mode:  Interpersonal  Interpretive  Presentational
Through:  Speaking  Listening  Reading  Writing IN THE TARGET LANGUAGE
 I will tell student we are reviewing what we learned the last two classes which is “ir” (to go),
questions and vocabulary words from 4A.
 Students will fill in the black for the calendar that will be projected on the screen. Students will have
a word bank in the top and they will only need to write to correct word that goes for each blank.
 Instrucciones: Complete Rosas schedule by filling in the blanks with the words from the word bank.
Each word is used only once.

Montañas, Centro Comercial, Gimnasio, Piscina, Biblioteca



El Horario De Rosa
jueves viernes sábado domingo
3:30 P.M.-4:30 P.M 3:30 P.M.- 4:30 P.M. 12:30 P.M.- 4:00 P.M. 7:00 A.M.- 5:00 P.M.
1.Ir a la _______ para 3.Ir al _____________ a 4.Ir de compras con mi 5.¡Mi familia y yo vamos
nadar. levantar pesas. familia al____________. a esquiar en
las________!
5:00 P.M. – 6:00 P.M.
2.Ir a la __________
para estudiar.

6. ¡Tu nunca __________________ a la escuela!

7. ¿_________ comen personas en el restaurante mexicano?

 I will explain the instructions when the bell rings.

 Students have 5 minutes to complete the warm up in their composition book.
 I will do my clap to get their attention.
 Students and I will go over the answers to the questions.
 I will call on 7 different students.
o Sydney, Johnny, Julia, Edward, Makena, Dakovan, Julian

*estimated time: 10 minutes

What is the teacher doing? What are the students doing?
I am walking around the room making sure Student is focused on answering the
they are staying on task. I am correcting question over according to what the
students for grammatical errors. I am calendar has. They are reviewing
making sure students are reviewing their questions, vocabulary words and ir.
notes from the Mondays class.

 EXPLORATION: How will the teacher actively engage the learners so that they are not passive
learners?
 Mode:  Interpersonal  Interpretive  Presentational
 Through:  Speaking  Listening  Reading  Writing IN THE TARGET LANGUAGE
 Students will have a 10 minute long Kahoot that will include a review over how to write and answer
questions about leisure activities, where you and others go using the verb ir and the vocabulary
words we have been working on from 4A.
 I will have them get their laptops out and go to www.Kahoot.com and use the code _______ to get
into the quiz.
 As the Kahoot goes I will be reviewing why the answer is the certain answer it is and also saying why
it’s not a different answer.

 After the Kahoot, I will pass out an activity with questions for a listening activity they will do.
 I will give the students a 3 minutes to read over the questions so they are familiar with the
questions.
 I will play the “Video Historia” three times total. They will have one minute after every hearing to
write their answers down. And then ill start it up again.
o 1st time: Have them hear it through without writing any answers. (1:19)
 1 minute of writing time.
o 2nd time: Have them hear it through and fill in the answers. (1:19)
 1 minute of writing time.
o 3 time: Have them catch any questions they didn’t answer and answer them. (1:19)
rd

 1 minute of writing time.

 I will give them students 3 minutes to discuss with a partner and over any answers they don’t have.
(Students will not know about this until the end because I don’t want them to think there’s a easy
way out)
 We will go over this as a class. They will turn this in for a participation grade.
 (Activity sheet is in the end of this lesson)
 *estimated time: 22 minutes
What is the teacher doing? What are the students doing?
  I will be walking around the room
observing what the students are  Students are focused on
saying. I will ask the questions or if choosing the correct answer
they are confused on the material. in Kahoot. Students are
 When I see correct sentences I will focused on the Audio and
congratulate the students. writing the answers.
 When students mess up I will  Students are reading
congratulate them for their effort questions.
and kindly correct them.

EXPLANATION: What questions or techniques will the teacher use to connect the students’ learning to
help them answer the ‘so what’ question?
Mode:  Interpersonal  Interpretive  Presentational
Through:  Speaking  Listening  Reading  Writing IN THE TARGET LANGUAGE
 Students will write notes in the composition book on Page ___.
 During this explanation I will be teaching students how to ask and respond to “¿Que te gusta?” y
“¿Que no te gusta?” as well as “¿Como es?”
 First I will go over ¿Cómo es ……?
o ¿Cómo es tu _________? = How is your__________?
o Ejemplos:
 ¿Cómo es tu familia? Mi familia es grande.
 ¿Cómo es tu macota? Mi mascota es sociable.
 ¿Cómo es pescado? Sabroso o malo? Mi pescado es sabroso.
 ¿Cómo es tu fin de semana? Divertido o aburrido? “
 I will then tie it to the unit…
 ¿Cómo es levantar pesas? Levantar pesas es difícil.
 ¿Cómo es trabajar? Trabajar es aburido.
 ¿Cómo es ir a la playa? Es muy divertido.
 Students will write a list of 5 adjectivites describing their family.
o ¿Cómo es tu familia?
 Mi familia es……
 5 adjectives listed
 Then I will go over ¿Qué te gusta? ¿Qué no te gusta?
o ¿Qué te gusta?= What do you like?
 Ejemplos:
 ¿Te gusta ir al gimnasio? No, yo no voy al gimnasio.
 ¿Te gusta ir al centro comercial? Si me gusta ir al centro comercial.
 ¿Que te gusta hacer? Me gusta leer, ir de compras, y esquiar.
o ¿Qué no te gusta? = What dont you like?
 Ejemplos:
 ¿Qué no te gusta hacer? No me gusta nadar, correr y nadar.
 I will have the students do two columns like below with a list of 4 things each they like to do and
they don’t like to do. They will have 4 minutes to fill this out.
¿Qué te gusta hacer? ¿Qué no te gusta hacer?
Ir al gimnasio Ir a la biblioteca
Correr en el parque Ir a ver una película
 Ir a la lección de piano Ir a la piscina
Ir a comer Ir al trabajo

*estimated time: 10 minutes.

What is the teacher doing? What are the students doing?
 I am walking around the classroom  Students will be reading and filling
making sure students are on task in what they like and what they
and helping any students with don’t like.
their questions.  They will be writing notes on their
 This is a form of checking for composition book and answering
understanding for me because I questions over the examples I
can tell if they are understanding give.
the questions.

ELABORATION: How will this be applied to the students’ daily lives?

Mode:  Interpersonal  Interpretive  Presentational
Through:  Speaking  Listening  Reading  Writing IN THE TARGET LANGUAGE
 Students will be introduced to their Presentacion Oral that involved a role play conversation with
another student about how you spend your free time which will be for a quiz grade.
 During this step student will be handed the rubric and will begin to apply what they have learned
into a rough draft.
 I will have pre-assigned partners for them to work with. I did this in order for them to work more
efficiently.
 We will go over the rubric together and the requirements.
 Students will plan their final project called “Un Estudiante Nuevo”
 I will pass out a handout that will have the requirements in it and they can write down their q & a.
 Projects Task: Ask and answer quests about everyday life. You and a partner will play the roles of a
new student and a student who has been at the school for a while. Find out information about the
new student and answer any questions.
o Students will have 25 minutes to prepare for both roles Current Student & New Student.
 Current student requirements:
o List four questions.
o Greet the student and introduce yourself.
o Find out where the student is from, what activities he or she likes to do and on what day and
where he or she goes & with who.
o Write in complete sentences.
 New student requirements:
o Look at the questions the current student will ask and write four answers to each one.
o Prepare two questions of your own.

SCHEDULE:
-10 minutes: Current student requirements
-3 minutes: Trade with partner and read the Questions & think of answers.
-10 minutes: New student requirements.
*estimated time: 23 minutes
What is the teacher doing? What are the students doing?
I am sitting in the back of the classroom
making sure all of the students are on task Students are sitting in silence working on
students. I am giving students an example of their project. They are focusing on the
the assignment. I will be answering questions vocabulary and writing questions and
that they have over the project. I am telling answers.
students to stay quiet and not get off task.
This is a form of checking for understanding
for me because I can tell if they are
understanding what the project is about.
EVALUATION: How will students demonstrate (prove) that they have achieved the objective?
Mode:  Interpersonal  Interpretive  Presentational
Through:  Speaking  Listening  Reading  Writing IN THE TARGET LANGUAGE
 Students will do a 4 minute peer review with their partner that is sitting in front of them.
o They will have all the requirements for current student and new student and sign off in order
to move on to the final copy.
o They will share their draft with a partner and the partner should check the following:
 Has the current student given 4 questions? Greeting and introduction?
 Has the new student answered 4 questions and prepared 2 questions?
 Are the vocabulary and grammar correct?
 Students will have 10 minutes to work with their partner to practice different questions and
responses. They need to feel comfortable in both roles as you go through their presentations.
o They need to get and give information
o Keep the conversation going
o Speak clearly.
 Students will have the rest of the class to audio record their role play with their partner and turn it
into blinn. This will be a quiz grade.
 They will turn in their stapled rubric and rough draft into the turn in bin.

The rubric is in the bottom of the lesson.

*estimated time: 25 minutes.

What is the teacher doing? What are the students doing?

I am walking around the classroom Students are practicing with their

making sure students are on task. I partner. Students are doing a peer
am helping students if they are review with the partner in front of
confused. them. They are getting practice with
writing. They should be practicing
pronunciation and conversation.

(EXIT STRATEGY – CLOSURE): How will the teacher formatively assess each student’s learning?
Provide the learner with an opportunity to recap what s/he has acquired to meet the lesson objective.
Ex: perform the objective, exit ticket, 3-2-1, summarize with a partner, create an image.
Can take less than 1 min.
Mode:  Interpersonal  Interpretive  Presentational
Through:  Speaking  Listening  Reading  Writing IN THE TARGET LANGUAGE

 The exit ticket will be their final draft audio recorder role-play. I will collect them at the end of class
and assess them after class to give back to them.
 If they finish early they will be allowed to work on past due assignments if they have any and if not,
they can quietly go over vocabulary until the bell rings.

*estimated time:
What is the teacher doing? What are the students doing?
I am walking around the classroom
making sure everyone is on task Students are staying on task and
and working on assignment. I will recording their role-play, past
call students out for getting off assignment or going over
task. vocabulary.

***Be sure to link or attach ALL resources/materials used (ppts, handouts, websites, etc.) in this lesson***
Nombre: __________________________________________ #_______

Presentación Oral: Un estudiante nuevo!

TASK Ask and answer questions about everyday life. You and a partner will play the roles of a new student and
a student who has been at the school for a while. Find out information about the new student and answer any
questions.

1. Prepare You will need to prepare for both roles. You will turn in 2 recording per group. Make sure to
turn in your sheet with requirements.
a) Current student:
i. List four questions. Greet the student and introduce yourself.
ii. Find out where the new student is from.
iii. What activities he or she likes to do and on what days.
iv. Where he or she goes and with whom.
b) New student:
i. Look at the questions the current student will ask you and note your answers.
ii. Prepare two questions of your own.
2. Practice Work with a partner to practice different questions and responses be sure you are
comfortable in both roles as you go through your presentation.
 Get and give information
 Keep the conversation going
 Speak clearly
3. Present Upload the one with current student as yourself. The current student begins by greeting the
new student. Listen to your partner’s questions and responses and keep the conversation going. You
will use your laptop/cellphone audio recorder to upload your role-play voice recorder.
4. Evaluation The following rubric will be used to grade your presentation.

Rubric Score 1 Score 2 Score 3 Score 4

Completion of You included 1 or less You included at least 2 You included You included 4 asked
task asked or answered asked or answered 3 asked or answered or answered
questions. questions. questions. questions.
Your ability to You have no response You had limited follow- You had frequent You always respond
keep the or follow-up to what up to what your partner response or follow- to your partner and
conversation your partner says. says. up to what your ask follow-up
going partner says. questions.
How easily you You are very difficult to You are You are easily You are easily
are understood understand. The understandable, but understood but have understood. Your
teacher could only have frequent errors in frequent errors in teacher does not
recognize isolated vocabulary and vocabulary and have to “decode”
words and phrases. or/grammar that hinder or/grammar that what you are trying
understanding. hinder to say.
understanding.
Peer Review I have reviewed my I have reviewed my I have 1 peers’ I have 1 peers’
own work. own work. signatures as proof signatures as proof
that my work is that my work is
reviewed. reviewed.
Nombre: _________________________________________ #______
Nombre de Pareja: _________________________________

Un estudiante nuevo
(Turn this in with the rubric)
Current Student
Greeting

1. ____________________________________________________________________________________

Introduction of yourself

1. ____________________________________________________________________________________

Four Questions

1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________

4. ____________________________________________________________________________________

New Student
Four Answers to Current Students Questions

1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________

4. ____________________________________________________________________________________

Questions

1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

Peer Review Signature:

 Nombre:______________________________________ #_________

Video Historia

1. ¿Cuando va Elena a su trabajo en el centro comercial?

2. ¿De donde es Javier?

3. ¿A donde va Ignacio después de las clases? ¿Qué hace?

4. ¿Que hace Ana los lunes?

5. ¿A donde va Ana los martes, miércoles y jueves?

6. ¿Qué hace Javier los fin de semanas?

7. ¿A donde va Javier después de las clases?

8. ¿A donde invitaron a Javier el sábado?