LESSON PLAN Template

Allison Lampard and Nicole Muldrew

Grade level/Course:
Spanish 30-3Y

Date:
5 x 80 minute class
periods

Big idea: Spring: Spring is a time for growing, refreshing and expanding
Essential Question: How do people in Spanish-speaking countries celebrate
spring?
Meaningful language learning task: In pairs students will plan and present a
spring break vacation to the country where their Spanish pen-pal resides.
Learning Objectives:
GC (general)- Students will acquire the knowledge, skills and attitudes to be
effective global citizen through the exploration of the cultures of the Spanish
speaking world.

A 4.2a. Students will gather information from a variety of resources

A 4.3: a. Students will be able to describe and analyze a problem, then
propose solutions
LC 1.4: Students will be able to: use the conditional tense in modeled
situations
LC 2.2. a: Students will produce short oral texts on a variety of topics,
providing some details to support the main point, in guided situations
LC3.2 a: Students will be able to write short, simple texts on a variety of
topics, providing some details to support the main point, in guided situations
Materials/Technology:
Video- To introduce spring break ideas
to film final presentation (optional)
Music- To accompany presentation
Photos- To accompany presentation
Computer- to research vacation plans
to create final presentation (optional)
to collect and organize the information students
gather
to read Instantes poem which focuses on the
conditional
(http://personal.colby.edu/~bknelson/SLC/instan
tes/index.html)
Paper- to create mind map

Differentiation by:
Final product:
Students have the
ability to create their
presentation through
whichever media they
see fit (make a video,
live presentation, tv
travel show, etc.)
Students are
constantly working in
pairs or small groups
so they can refer to
their peers if they are
having difficulties with
a concept.
Complexity of

language: While
students are required
to use the future and
conditional tenses,
they can use language
and terminology from
whichever region they
feel comfortable with.
-The materials
presented to students
in class (introductory
video, exemplar
itinerary, etc.) use
varying registers
(formal vs. informal),
and are produced for
different contexts in
order to expose
students to both
authentic uses of the
language and those
designed for
classroom use.
Learning Plan:
Time

Instructor Activities

Class
1
(80
mins)
15
mins

Instructor helps students understand

what the conditional tense is in English
and gives some examples of when to
use it.
15
mins

Learner
Activities
Students
look up
Instantes
poem on the
computer.
They follow
the text while
listening to
the recording
and make
note of the
use of the
conditional
tense. They
hypothesize
what the
context is
and when

Formative
Assessmen
t

Teacher
makes notes
of whether

they would
use it in
English.

15
mins

20
mins
15
mins

Class
2
(80
mins)
10
mins

10
mins

students
grasp
appropriate
use of the
conditional.

Mini lesson on conjugating the

conditional (students have just finished
learning the future simple tense)
As a class,
students
brainstorm
more
examples
and teacher
monitors that
they are on
the right
track. She
writes correct
student
examples on
the board.
Teacher presents a video to introduce
spring break rituals/ festivities of other
countries.

Students
take notes

Using computers, students research

their countries festivities more in depth.
(This country will be the same one that
their pen pal is from.)

20
mins
Teacher brings in photos from when she
travelled to Spain to experience their
spring festival. She shows short videos
and hands out the extensive itinerary
that she made for her and her family.

In small
groups (2 to
4) students

Teacher
presents a
slide with
enough
conditional
sentence
examples,
with pronoun
and verb
predetermined,
for every
student in
the class to
conjugate
one. She
remarks if
conjugations
are for the
most part
correct or if
there any
any
elements
that need to
be retaught.

discuss what
they do
during Spring
break and
what other
cultures
might do
(using the
conditional)

20
mins

20
mins

Together the rubric is created with all

major expectations.
Class
3
(80
mins)
30mins

Students
write pen pal
using
conditional
about what
they would
do on
vacation
(using
second
person
conditional)

15
mins

15
mins

In groups
students
brainstorm
what
elements are
important

Teacher
walks
around and
listens for
correct use
of
conditional,
makes notes
of common
problems
that students
are having to
address as a
group.

Students
exchange
letter with a
classmate
for peer
revision.
Together
they debate
possible
errors and
corrections

Brainstorme
d ideas
initially noted

20
mins

Class
4
(80
mins)
80
mins

Class
5
(80
mins)
80
mins

when
planning for
a trip.(i.e.
accommodati
on,
transportatio
n, places of
interest,
budget, etc.).

as a mind
map in
groups and
are later
shared as a
class and
expressed
through the
conditional
si planeas
una
vacacin,
necesitaras
...

Students
build upon
their initial
ideas of
interesting
spring break
events and
Students
create a
have the
travel
whole class
template that
period to
works for
individually
research and them.
Students are
plan all the
allowed to
details of
their vacation work in
english but
which must
encouraged
include at
to speak in
least one
Spanish
cultural and
whenever
historical
possible,
event
especially if
it requires
Students
the
give
conditional
presentation tense.
to the class
about their
favourite
Students
Spring

activity.

share
tentative
travel
document
with a
partner

After each
presentation
students are
encouraged
to share
what they
liked most
about the
presentation
(using the
conditional)
and
complete a
handout that
the teacher
has provided
in regards to
what
interested
them most
about the
travel plans.
Summative assessment: In pairs students will plan and present a spring break
vacation to the country where their Spanish pen-pal resides.
Presentation must be around 10 minutes and include at least 3 different irregular
conditional verbs per person and 10 regular conditional verbs. Students must
explain their transportation and accommodation arrangements, include a visual
(map, photos, video, etc) and include at least two historical, cultural, and
geographical destinations as well as a place of personal interest (restaurant,
theatre, play, concert, festival, etc.). They must also demonstrate any spring
festivals, celebrations and or/ holidays that will occur. Students will illustrate what
spring is like in their target country, including expected weather conditions and
required clothing attire. The first person singular and plural will be used both in
the future and conditional tenses.

Rubric (to be created with students):

Visuals
Grammar
Content
Audience engagement
Self and group assessment done by group members
After each presentation:
Peer feedback: Students fill out a sheet of paper created by the teacher.
Questions are:
Would you go on this trip?
What activity/ event would you most look forward to and why? (implies
conditional)
Two stars and a wish (two things you liked about the presentation and one thing
they could improve on)
These sheets will be completed in Spanish, gathered by the teacher who
remarks where the class as a whole is at with their understanding of the
conditional tense, she will then hand the completed sheets to the group who
presented. Teacher will take note of common student errors for future reference
and possibly for further instruction with that same class.
What worked well/ what needs revision:
If after the first time that students work with the conditional the teacher overhears
common misuse, she can allocate more time to go back and re-teach certain
concepts.