Towson University

Department of Secondary Education

Lesson Plan Template
Name: Sydney Gennuso

Date: 11/18/14

Brief Class Description: This activity will be taught to 3 Spanish I courses

consisting of 18 students in the first period, 25 students in the third period, and 27
students in the fourth period.

Unit:

Lesson Topic:

Prior Knowledge:

House and Family

Prepositional Phrases

The students know the

house and family
vocabulary and can move
on to the next step with
guidance.

Alignment:
Standard

Objective

Assessment

Activity(ies)

1.1.B.a
Ask a variety
of simple
questions,
answer, and give
reasons for
answers.

Students will be
able to use
prepositional
phrases in order to
describe location
of objects in and
around the house.

Formative Exit
ticket

Dnde est el
gato/el perro?

Materials Needed:
Interactive White Board
ActivInspire Flipchart
Vocabulary List
Diagram of the house
Document camera

Technology Integration/Needs:
Interactive White Board
ActivInspire Flipchart
Document camera

Lesson Procedure:
Activity 1 (describe activity): Students will perform the activity Dnde est el gato/el
perro? in order to ask and answer questions using prepositional phrases. Students will
draw a picture of a dog or a cat in their house diagram and ask other students the question
Dnde est el gato/el perro? The student answering will respond with, Hay un gato/un
perro (prepositional phrase)! Each student asks five students and records how long it took
them to find the animal they drew. In order to close the activity, I had student volunteers
come up to the document camera and project their map on the screen in order to ask the
class where their animal was on their diagram. The class had to respond correctly.
Time Allotted: 20 minutes
Adaptations: The students will have extra time if needed. The students will also be able
to hear the instructions until they understand the activity.
Transition: Alright, students, now Im going to hand the classroom back to Seora
Vorsteg in order to assess if you all understood the activity with an exit
ticket.
Extension/Follow-up (homework, etc. optional): None
Safety Valve (What will you have students do if you have time left in class?): N/A

After the Lesson:

Reflection (How did you adjust instruction based on student responses? What
are the implications for future instruction?)
The students needed help on how to perform the activity so I offered a model using
Seora Vorsteg and myself in order to show the students how the activity will be
performed. I also gave the students more time when needed and offered a better
explanation of the directions. Overall, the students really enjoyed getting up out of
their seats and talking with their peers using the Spanish language.