Texas A&M UniversityCommerce

Teacher: Ashley Villegas

Daily Lesson Plan Form

Subject: Spanish I

Grade Level: 7th, 8th

Mentor: Linda Tindle

Campus/District: Dealey Date: 03/26/14

Montessori Academy,
Dallas ISD
Overall Goal of Lesson: Students will be able to use airport and travel Spanish vocabulary to design a
brochure.

Instructional Objectives: By the end of this lesson students should be able to: Identify airport and travel
vocabulary in the Spanish language, Demonstrate how to use this vocabulary orally and orthographically
by creating a brochure and doing an oral presentation, Apply this knowledge in assessments,
conversation and/or when traveling, describe cultural aspects of the country of Mexico.
Key Vocabulary: Airport
Texas Essential Knowledge & Skills (TEKS) & ELPS:
and travel Spanish
All skills (speaking, reading and writing): (A2) Using age-appropriate vocabulary.
activities, students develop the ability to perform the tasks of the novice
language learner. The novice language learner, when dealing with
familiar topics, should: understand short utterances when listening and
respond orally with learned material; produce learned words, phrases,
and sentences when speaking and writing; recognize the importance in
communication to know about the culture; and recognize the importance
of acquiring accuracy of expression by knowing the components of
language, including grammar. (TEKS 114.22)
(C1) The student communicates in a language other than English using
the skills of listening, speaking, reading, and writing. (TEKS 114.22)
(C2) The student gains knowledge and understanding of other cultures.
The student is expected to: demonstrate an understanding of the practices
and how they are related to the perspectives of the cultures studied.
(TEKS 114.22)
(2C) learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions (ELPS
74.4)
(3G) express opinions, ideas, and feelings ranging from communicating
single words and short phrases to participating in extended discussions
on a variety of social and grade-appropriate academic topics (ELPS 74.4)
(4F) use visual and contextual support and support from peers and
teachers to read grade-appropriate content area text, enhance and confirm
understanding, and develop vocabulary, grasp of language structures, and
background knowledge needed to comprehend increasingly challenging
language (ELPS 74.4)
Higher Order Questions: Bellringer: If you could create your own country, what would it be like?
Think about what our country has, would yours be the same or would you change/add anything?

Student Activities:
Writing (bellringer and brochure), reading (Mexico chapter in textbook), listening (lesson on airport and
travel vocabulary and phrases), Group-work (creating a brochure with groups),
Minds-on (bellringer, brainstorming ideas), Visual aids (PowerPoint presentation,
brochure example), Hands-on (creating/ designing brochure).
Anticipatory Activity for Lesson: Bellringer: students
Modifications/ELL Strategies
Add English translations for non-native
will have this question on the board (in Spanish) If you
speakers and visual representations of the
could create your own country, what would it be like?
vocabulary. Provide hard copy example for Think about what our country has, would yours be the
Mexico brochure.
same or would you change/add anything? Students are
being introduced to the topic of the lesson and they will
answer in Spanish.
Time Allotted
Teacher Input/Lesson Activity:
1. In order to get students started and thinking about the topic of the day, they will
50 minutes
complete the bellringer. They will get started as soon as they walk in. (5 min.)
2. Introduce students with vocabulary of airport and travel, in Spanish. (Ex. Suitcase,
luggage, ticket, flight etc.) As well as, phrases that are commonly used when traveling
(Ex. How many bags do you have? Where is your destination? Etc.). This vocabulary
will be presented in a PowerPoint presentation that will also include English translations
as well as visual aids for each vocabulary and/or phrase. Ask students to take notes,
encourage questions on the topic and translations. (15 min)
3. Students will then use their textbooks to learn about the country of Mexico. The
textbook will provide information about the country such as: culture, population, laws
etc. They will be presented with an actual brochure from this country and receive copies
to use as an example. (10 min)
4. Divide students into groups of three and together they will use their bellringer for
brainstorming to create their own country. Each student will receive a number and they
will get into groups according to that number. They will then design a brochure that
includes information about their country such as: name of their country, population,
attractions, laws etc. They are required to use the airport and travel vocabulary and
phrases in their brochure. They can create this brochure by using computer paper,
posters, markers, magazine cut outs etc. (20 min.)
5. They will then present their brochure and try to attract classmates to visit their
country. (if time allows)
Modeling: Following the information on the country of Mexico, model for students the
brochure that they need to create. Pass out copies of the brochure of Mexico so they have an
example to look at.
Guided Practice: Students will create their own brochure as the teacher models and shows
an example of an actual brochure on the country of Mexico.
Independent Practice: Students will design their own brochure on the country they created
with their groups.
Lesson Closure: After students have brainstormed on ideas for their country, they may
complete the final brochure using any materials they need. (Paper, poster, markers, cut-outs
etc.)

Assessment Methods/Strategies: Completed brochure and group presentation.

Resources (supplies, equipment, software, etc.): Supplies (markers, posters, paper, old magazines,
color pencils), PowerPoint presentation, Spanish textbook, copies of brochure of Mexico.

Reflection: It is necessary for students to have some prior knowledge on Spanish travel and airport
vocabulary before beginning this lesson.