Class: Beginning Spanish

Unit: Las vacaciones

Teacher: Haley Mendlik
Duration: 10 days, 50 minutes each day

Day 1
Objective: Introduce students to chapter and vocabulary used to talk about traveling
Standards: 1.2, 1.3, 2.2, 3.2
Materials: Postcards, plane/bus tickets, hotel brochures, text book pages 151-153
Anticipatory Set: Display wordle on the board and have artifacts (postcards, bus tickets, plane
tickets, brochures, etc. ) placed throughout the room for students to explore. Let them brainstorm
first about the theme of the chapter to be introduced, then about what each artifact may be. Discuss
as a class.
Teaching:
Using pictures and artifacts, describe the theme of the chapter and the vocabulary words on page
153. Practice pronunciation with students. Ask students simple questions using vocabulary drawing
on past experiences in an airport, hotel, etc.
Activities: practice exercises 1-4 on page 153. These exercises include listening, reading, and writing
activities that further introduce the chapters main vocabulary words in context. Let students
complete each activity individually before reviewing the answers out loud as a class.
Independent Practice:
Create a crossword using 15 vocabulary words.
Resources: wordle.net, Conley page 98

Day 2
Objective: Review, reinforce, and extend vocabulary
Standards: 1.1, 1.2, 1.3, 3.1
Materials: Textbook
Anticipatory Set: Students trade and complete each others crossword puzzles to review previous
days vocabulary.
Teaching:

Model method of semantic mapping to organize vocabulary in various ways: topic, location, parts of
speech, people, etc. Have students create their own semantic map to organize the vocabulary.
Choose a few students to share with the class. Ask students what vocabulary they know from
previous chapters that could be useful when conversing about vacations or traveling.
Split students into pairs. Have them take turns asking and reporting opinions regarding traveling
using the following questions as a start: Te gusta viajar? Cmo prefieres viajar? Adnde te gusta
viajar? Students must then report one piece of information about their partner back to the class.
Introduce cinquain poems to the class. Let students separate themselves into pairs and create a
poem together relating to a vocabulary word or topic. They may also incorporate vocabulary from
previous chapters.
Independent Practice:
In vocabulary notebook have students choose 15 words they did not use for their crossword puzzle.
Show the meaning of the word by using it in a sentence, drawing it, drawing a word map, or writing
a definition.
Resources: Hadley p 288, Conley p 207 & 241

Day 3
Objective: Reinforce understanding, recognition, and use of vocabulary by watching video with
native speakers, discussion, and creation.
Standards: 1.1, 1.2, 1.3, 2.1, 2.2
Materials: White board, projection screen for video
Anticipatory Set:
Review vocabulary through board races. Split class into two teams. Teacher reads entries from
students vocabulary notebooks. One student from each team goes to the board and races their
opponent to correctly write the word being described.
Teaching:
Watch episode 16 of Mi vida loca pausing periodically to check for comprehension and discuss. Have
students fill out comprehension guide while watching the video. Afterwards give them the
opportunity to discuss with a classmate before reviewing it as a class.
Practice: Split students into pairs and assign a role play scenario. For example, two students can act
out the process of checking in to a hotel with one student being the employee and the other the
guest. Present role plays to the class.
Independent Practice:
Choose a picture from the ones provided and write a dialogue.

Resources:
http://www.bbc.co.uk/languages/spanish/mividaloca/ep16/

Day 4
Objectives: Students will read an authentic Spanish atlas to learn vocabulary regarding seasons and
weather and discuss the seven continents.
Standards: 1.1, 1.2, 3.2
Materials: Mi primer atlas by Everest, index cards (8 per student), spoons (one per student), markers
Anticipatory Set:
Students will complete the preview text graphic organizer to build background knowledge before the
specific reading of sections within the atlas.
Teaching:
Input: After completion of preview text tool discuss with students the components of an atlas and
share the specific areas that will be covered. Explain that we will focus on weather and seasons as a
whole group and will have the opportunity to read about other topics of interest later.
Modeling: Read page 12 Clima with the students pointing out headings, cognates, and pictures
that help with understanding.
Activity: Split students into small groups and have them continue reading through page 15. Students
will take turns reading aloud in their self-chosen small groups to practice pronunciation and fluency
in the target language.
Literacy strategy: Building vocabulary: After completion of reading have students identify words that
they think are important. Choosing 4 words each, have them create index cards for a game of
Spoons. Instructions: On one card write a vocabulary word that you have chosen and on another
card draw a picture of the word. Do this for 4 words ending with a total of 8 cards. Next, present and
explain the words and defining pictures to your group. Finally, deal cards so each student has 4. Sit in
a circle with a pile of spoons in the middle (one less than the number of students in the group). Pass
the remaining cards in the deck one by one around the circle exchanging cards to form matching
sets. You may only have 4 cards in your hand at a time. Trades are made by switching a passed card
with a card in your hand. The first person to get 2 sets (one set consists of a word and the defining
picture) grabs a spoon and continues to pass cards. If another student notices them grab a spoon,
they may do the same. The student left without a spoon is eliminated.
Check for understanding: After completion of reading and vocabulary activity have a class discussion
using the new vocabulary learned. Ask students factual information such as what are the four
seasons and how to describe each as well as questions about their preferences such as what season
they prefer and what parts of the world they would like to visit that have that climate.

Independent Practice:
Have students choose another section of the atlas that was not discussed in class but interests them.
Have them read the section and provide a quick written summary that they will share the following
class period. This task may be completed in class or as homework depending on time.
Resources: Mi primer atlas

Day 5
Objectives: Students learn to talk about the season, weather, and ordinal numbers
Standards: 1.1, 1.2, 1.3, 3.2, 4.1
Materials: Textbook pages 154-157
Anticipatory Set: Students share their written summary from the previous class period in small
groups. After sharing and making any edits, they turn it in.
Teaching:
Incorporating vocabulary from Mi primer atlas and using the photographs on page 154, explain the
four seasons and general weather of each to the students. When describing the order of months or
seasons use ordinal numbers.
TPR (Total Physical Response): Assign a season to each corner of the classroom. Have students move
to the appropriate corner based on their birthday. Then have them line up in order (whose birthday
is first, second, third). Ask students basic questions such as what season is your birthday in? when
is your birthday? what is the weather generally like? who is the first, second, etc. person to have
a birthday?. Finally, read the activities on page 155. Have the students standing in the season in
which each activity is performed act out the activity.
Students return to their seats and teacher displays an authentic weather report on the projector.
http://www.eltiempo.es/ Let students observe the report then review it as a class noting how in
Spanish- speaking countries temperature is measured in Celsius instead of Fahrenheit.
Calendar activity: Give students each a blank calendar. Describe to them a season and month with
specific details about the weather and activities. They will fill in the blank calendar as they listen.
Repeat the description a second time letting them make additions or changes. Finally, project an
answer key and read through it a third time so students can correct their responses.
Independent Practice:
Over the weekend students look for a picture, post card, or other artifact to bring in and share with
the class. They will then give a one minute presentation about the object incorporating the chapters
vocabulary. They may talk about a trip, a season, a holiday, or the weather. Provide the option to
just speak about the object or write a summary and read it to the class.

Resources:
Hadley p247, eltiempo.es

Day 6
Objectives: Review and assess students understanding and use of the vocabulary covered in the
previous week.
Standards: 1.1, 1.2, 1.3, 3.2, 4.2
Materials: computers to take online survey, dice
Anticipatory Set:
Each student will receive a copy of Cmo pasan el verano los espaoles? They will read the
document and first search for the general purpose using the pictures and context clues as an aid. As
a large group teacher will ask students their thoughts and then describe that this is the results of an
informal survey taken in Spain. On the last question regarding months traveled explain the
differences in summer vacation times between Nebraska and Spain. Have them then come up with
the questions that the survey may have had. Next, explain and have them complete a similar survey
using surveymonkey. Compare the results of the class with the Spanish version. Finally, ask them
what they are still curious about and have them write additional questions to add to the survey.
Working in pairs, interview a classmate.
Teaching:
Picture/artifact presentations: Students will present their homework assignment one by one in front
of the class. After each presentation they will take questions from the audience.
Vocabulary review- dice game: Split students into small groups each with one dice and a deck of
vocabulary flash cards. Students will take turns rolling the dice, drawing a vocab card, and
performing the task based on the number rolled. The remaining students serve as judges. If the task
is performed correctly one point will be awarded. The student with the most points when time is up
wins.
Evaluation:
A short vocabulary quiz will be given the last five minutes of class.
Resources:
Cmo pasan el verano los espaoles?; Conley p 127, 202, 306

Day 7
Objective: Students will identify and understand the use of the verb estar when expressing emotion

Materials: Textbook
Standards: 1.1, 1.2, 1.3, 4.1
Anticipatory Set: Students will read and observe the short passage, circling things they notice and
writing notes to the side.
Teaching:
Adaptation of the PACE model: Teacher explains that she is going to tell a story about a family
preparing to leave on vacation. She then reads the story aloud and helps students gather the general
meaning of the selection using the photographs provided. Next she draws the students attention to
the only verb used in the selectionestar. Students identify the verb throughout and note its
different conjugations. Then they are asked why that verb is used and what it is telling. Finally, it is
discussed that verb estar is used to express emotions.
Turn to page 164 of the text book, discuss the figure of adjectives and complete the practice
exercise. Note the similarities between some Spanish and English emotions and also warn students
of false cognates. (Embarazado= pregnant, not embarrassed)
Activity: Each student writes a description of the fake or real emotional state of a classmate. One
student will read their description to the class. The student being described will act out the emotion.
As time permits, complete the remaining exercises on page 165.
Independent Practice:
Students will create an artistic collage representing different emotional states. Pictures may be
taken from the internet, magazines, or newspapers. The use of Spanish material, websites, or google
searches is encouraged.
Resources:
The PACE ModelActualizing the Standards through Storytelling: Le Bras, la Jambe et le Ventre;
Conley p 282

Day 8
Objectives: Introduce and practice another use of the verb estarthe present progressive.
Materials: textbook pages 166-169
Standards: 1.1, 1.2, 1.3
Anticipatory Set: Student present their collages in small groups explaining which emotion each
picture represents.
Teaching:
Group discussion: Cmo ests? Go around the room asking how students are doing today.

Adaptation of the PACE model: Go through the steps listed in day 7s lesson plan using the same
paragraph but this time identifying how the verb estar is not only used to express emotions but in
the construction of the present progressive. Then have students analyze how the second verb in the
verb phrase in conjugated.
Review the rules of the present progressive on page 166. Try the exercise on page 167 as a class.
TPR: Students form a circle around the classroom. The first student states the action they are doing
using the present progressive and acts it out. The next student repeats the action of the first student
(changing the conjugation) and then adds their own action. Continue around the circle.
Practice: Complete activities on pages 168-169 as time permits.
Independent Practice: Students will write sentences for each of the emotions in their collage using
both the emotion and the present progressive. For example: Estoy contenta cuando estoy
cantando. (I am happy when I am singing.) Turn in the assignment on day 9 for teacher evaluation
and feedback.
Resources:
PACE Model; Conley p 337

Day 9
Objective: Identify the different uses for ser and estar.
Standards: 1.2, 1.3, 4.1
Materials: Copies of ser and estar comic, textbook pages 170-173
Anticipatory Set: Review uses of estar that were covered in the past two days by completing a short
slash sentence activity.
Teaching:
Adaptation of PACE Model: Using a similar approach to the lessons on days 8 and 9, introduce the
concepts of ser and estar both meaning to be. First read a description aloud and have students
guess who it is describing. Next have them identify all of the verbs along with the meaning of each.
Ask them to state the infinitives and conjugations for each. Finally, explain that in Spanish there are
two verbs meaning to be. Predict what the different uses are for each.
Split students into small groups and have them discover the acronym to remember the uses of each
verb. Each group will receive strips of a comic with the titles separated. The task will be to match the
appropriate title to the appropriate comic and then sort the starting letter of each title to form the
acronyms.
Practice: Complete exercises in small and large groups to practice the verb uses on pages 171- 173 as
time permits.

Independent Practice:
Review comic strips. Write a description of a scene using ser and estar appropriately.
Resources:
Ser and estar comic; PACE Model; Hadley p 290; Conley p 197

Day 10
Objective: Review and reinforce grammar lessons
Materials: Bingo cards, conversation cards
Standards: 1.1, 1.2, 1.3
Anticipatory Set:
Students will split up into pairs. One student will read the description of the scene to their partner.
The partner will draw what is described. Questions may be asked in Spanish to clarify any confusion.
After the picture is drawn both students will work together to edit the paragraph looking specifically
for the correct uses of ser and estar. Students will then switch roles. Ask for volunteer to present to
the class. Collect all paragraphs for teacher revision.
Teaching:
Bingo: Play bingo with specific rules to review the uses of ser and estar including the present
progressive.
Conversation cards: Separate students into groups of three and assign each a card. Two students will
engage in a conversation while the third student serves as a monitor that helps their peers, provides
corrections, and reports back to the rest of the class. This activity allows students to work on
fluency, accuracy, and the chapters key vocabulary and grammar.
Independent Practice:
Read pages 186 and 187 in the textbook about Puerto Rico to prepare for Mondays culture lesson.
Resources:
Hadley p. 242-244; Shanahan p 19; Conley p 363