Colleen Marie Bertoni

colleenbertoni@gmail.com

Sample Lesson Plan: Below you will see a sample of the preparation that I do in designing
engaging, culturally authentic lessons for my students that allow them to think critically and
creatively, generate ideas and opinions, and gain proficiency in the target language in ways that
allow for individual assessment and accountability of students.

Class Level: Spanish 3A

Objectives:

Students will be able to discuss opinions about specific painters and their artistic works. They
will also be able to engage in a conversation that will end in making plans to attend an event.

Rationale:

Students have been working through a unit about art in terms of genre, technique, style, era, and
artist. As they near the end of their time specifically devoted to this theme, students have been
practicing the passive voice, the preterit, and the imperfect to support their ability to discuss
factual aspects of art, including the identity of the artist, when it was made, and the overall style.
The next step, as encompassed by this lesson, is to give students the opportunity to learn more
about specific artists and works of art while also discussing their opinions about these themes.
This discussion will then meld into a practice conversation in pairs in the form of inviting each
other to view art that they individually may find interesting.

ACTFL World Readiness Standards Addressed in this Lesson:

-Communication 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

-Communication 1.2: Students understand and interpret written and spoken language on a variety
of topics.

Assessment:

In this lesson, each student will be held accountable for their participation in each step of the
lesson. In the first part of the Integrated Performance Assessement (IPA) based activity, students
will be accountable for investigating and interpreting information that is thematically relevant
and culturally authentic. They will be held accountable for recording this information and later
presenting it to small groups. During each presentation, the group members will be accountable
for interpreting information through listening and will complete the corresponding chart. In the
third part, students will be required to record and submit the interpersonal conversation after
some repetitive practice without a script. Finally, at the end of the lesson, student retention and
understanding of the interpersonal aspect will be reflected through the completion of the comic
Bertoni Sample Lesson Plan Page 1 of 11
 Colleen Marie Bertoni
colleenbertoni@gmail.com

exit ticket. This will allow students to creatively and uniquely reflect what they have learned
throughout the lesson.

Materials/Set-up Required:

-Projector with slides for opening activity, announcement, and objective, and exit ticket slide
- La clase de arte: Parts I, II, III
-Comic exit ticket frame
Agenda:

 Opening with Agenda and Objectives and Exercise (10 minutes)

 La clase de arte: Part I (15 minutes)
 La clase de arte: Part II (10 minutes)
 La clase de arte: Part III (20 minutes)
 Billete de salida: Comic (15 minutes)

Total time: 70 minutes

Activities with Teacher Thinking:

What I say in Spanish is written in the left column in black font

Translations in English are written in the left column in violet italic font

Bolded words or phrases are integral parts of instruction that can be aided with extra
emphasis and gesturing to aid with improved student understanding. These words are
part of the Spanish dialogue written in the left column in bolded black font.

My actions during the lesson are described in the left column in blue font

Rationale and identification of ACTFL standards are written in the right column in red font

My teaching transitions are described in the left column in orange font

Opening Exercise: (10 minutes)

Students are familiar with the
¡Buenos días clase! ¿Cómo están? Ahora por favor lean expectations here; it is the same
las preguntas y escriban las respuestas en el papel de los every day at the beginning of
ejercicios. Van a tener cinco minutos para investigar y class
escribir las respuestas. Tenemos dos preguntas para
contestar
1) ¿Cuándo nació Frida Kahlo? Usa el pretérito
2) ¿Cómo eran sus obras de arte? Usa el imperfecto

Bertoni Sample Lesson Plan Page 2 of 11

 Colleen Marie Bertoni
colleenbertoni@gmail.com

Ahora, tienen cinco minutos para investigar e escribir.

Good morning class! How are you? Now please read Communication 1.2: Students
the questions on the board and write the responses on understand and interpret written
your daily exercise sheet. You will have five minutes to and spoken language on a variety
investigate and write the responses. We have two of topics.
questions to answer
1) When was Frida Kahlo born? Use the preterit
tense Communication 1.1: Students
2) What were her works of are like? Use the engage in conversations, provide
imperfect tense and obtain information, express
feelings and emotions, and
I will be circulating the room during the exercise to exchange opinions.
ensure that students are participating effectively. After 5
minutes have passed, I will bring them back together as
a whole group.

Ok clase, muy bien. ¿_________Cuándo nació Frida

Kahlo? Giving students the opportunity to
complete this opening exercise is
Ok class, great work. Now, __________when was Frida important for allowing them to
Kahlo born? review the grammar concepts that
they learned on the previous day.
I will wait for student response and call on another
student.

¿___________Cómo eran sus obras de arte?

Now, ____________ what were her works of art like?

I will again listen for student response, respond

accordingly and ask follow-up questions.
For each of the questions, I will break down the
grammatical structure of each response, emphasizing
correct uses of the preterit and imperfect tenses.

After reviewing the questions and asking follow-up

questions, I will go over announcements and the day’s
agenda.

La clase de arte: Parte I: (15 minutes)

As students finish with their daily exercises I will pass

out the packets of information as well as a laminated

Bertoni Sample Lesson Plan Page 3 of 11

 Colleen Marie Bertoni
colleenbertoni@gmail.com

painting card and the painter biography packet. I want to work on having students
work with more of their peers, I
Bueno, clase, ahora saquen la hoja de papel que dice “La think that this lesson will help me
clase de arte.” Para parte número uno, van a usar las in getting them to work with new
pinturas que tienen y las biografías de los artistas para people.
responder a las preguntas.
Para cada pregunta, tienen que responder con un tipo
específico de gramática. Por ejemplo, para número dos,
dice
“¿Quién es el artista? Usa la voz pasiva” Communication 1.2: Students
Van a tener diez minutos ahora para hacer la understand and interpret written
investigación. and spoken language on a variety
¿Hay preguntas antes de empezar? of topics.

Ok class, now please get out the sheet of paper that says
“Art class.” For the first part, you will use the paintings
that you have and the biographies of the artists to
respond to the questions.
For each question, you will need to respond using a
specific type of grammar. For example, for number two
it says
“Who is the artist? Use the passive voice”
You will have 10 minutes to complete the investigation.
Are there any questions before we begin?

At this time, I will answer any questions that arise

before setting my timer for ten minutes.
Meanwhile, I will be circulating and ensuring that
students are completing their work and understanding
instructions.

As I notice that students are finishing with part I, I will

encourage those that are finished to carefully re-read
their response and maybe practice quietly what they will Communication 1.1: Students
say in the next part with the presentations. engage in conversations, provide
and obtain information, express
La clase de arte: Parte II: (10 minutes) feelings and emotions, and
exchange opinions.
As students finish with their investigation and when the
timer goes off, I will count students off into groups of
four.

Bueno, clase, ahora por favor miren a la parte dos. Dice

que ahora van a hacer las presentaciones en grupos de
cuatro. Cada persona va a presentar sobre su artista y su

Bertoni Sample Lesson Plan Page 4 of 11

 Colleen Marie Bertoni
colleenbertoni@gmail.com

pintura. I’m hoping that students will be

Para las personas que están escuchando, tienen que given a lot of practice speaking
escuchar y escribir la información que está en la tabla. and listening while keeping them
Hay cinco categorías de información para encontrar accountable for participating
incluyendo: effectively with each.
- Nombre de la pintura y del artista
-Cuando nació el artista
-Información sobre el artista
- La opinión del presentador/a sobre la pintura
- Tu opinión de la pintura

Bueno chicos, cada persona va a tener dos minutos para

hacer la presentación. ¿Hay preguntas o dudas antes de I think that randomizing the
empezar? groups and the pairs will be
helpful for keeping students
Ok class, now please look at part two. It says that you accountable for participation and
will now do presentations in small groups of four. Each listening
person will present about his or her artist and their
painting.
For the people who are listening. You all need to listen
and write the information that is in the table. -Communication 1.1: Students
There are five categories of information to find engage in conversations, provide
including: and obtain information, express
-The name of the painting and the artist feelings and emotions, and
-When the artist was born exchange opinions.
-Information about the artist
-The opinion of the presenter about the painting
-Your own opinion about the painting
Alright students, each person will have two minutes to
give their presentation. Are there any questions or
doubts before we begin?
Communication 1.2: Students
At this time, I will answer any questions that arise understand and interpret written
before setting my timer for about ten minutes (2 min per and spoken language on a variety
student plus time for students to think about the final of topics.
category in the table).
Meanwhile, I will be circulating and ensuring that
students are participating effectively and listening
respectfully.

As I notice that students are finishing with part II, I will

urge them to carefully reread their responses, repeating
that they will be turning in their work at the end of class
and will be evaluated on effort and correctness of work.

Bertoni Sample Lesson Plan Page 5 of 11

 Colleen Marie Bertoni
colleenbertoni@gmail.com

La clase de arte: Parte III: (20 minutes)

Communication 1.1: Students
As students finish with their presentations and when the engage in conversations, provide
timer goes off, I will have given each student a letter, and obtain information, express
either A or B, so that there are two “As” and two “Bs” in feelings and emotions, and
each group. exchange opinions.

Bueno, clase, en cada grupo, hay dos personas “A” y dos

personas “B”. Tenemos que formar dos parejas en cada
grupo con un “A” y un “B.” Por favor pónganse en sus
parejas.

Ok class, in each group, there are two “A’s” and two

“B’s.” We need to form two pairs in each group, each
with one “A” and one “B.” Please put yourself in your
pairs.

I will give students a few moments to figure out the

configuration of this.

Ahora por favor miren a la parte tres. Dice que ahora

van a tener una conversación en parejas sobre la clase y
también sobre una exposición de arte.
La conversación está aquí. Persona “A” va a leer la Hopefully by giving a concrete
parte de “Persona A.” example by modeling with a pair
Persona “B” va a leer la parte de “Persona B.” in the class, this transition won’t
Tienen que completar la conversación con la be too complicated.
información sobre la pintura de Persona “A.”
Por ejemplo, si Lilly es persona “A” y si tuvo Salvador
Dalí en parte uno y parte dos, Lilly y Jack va a usar la
información sobre Salvador Dalí en la conversación.
Bueno chicos, ahora van a tener tres minutos para
completar la conversación. ¿Hay preguntas o dudas
antes de empezar?

Now please look at part three. It says that now you will
have a conversation in pairs about the art class
presentations and also about an art exhibit.
The conversation is here. Person “A” will read the part
of “Person A.”
Person “B” will read the part of “Person B.”
You all need to complete the conversation with the
information about the painting and painter of Person
“A.”

Bertoni Sample Lesson Plan Page 6 of 11

 Colleen Marie Bertoni
colleenbertoni@gmail.com

For example, if Lilly is person A in her pair and her

painter is Salvador Dali, in the first and second part,
Jack and Lilly will use the information about Salvador
Dali in the Conversation.
Ok students, you will now have three minutes to
complete the first conversation. Any questions before we
begin?

At this time, I will answer any questions that arise

before setting my timer for three minutes.

Ok chicos, ahora van a cambiar parejas. En los grupos

de cuatro, van a cambiar para que todavía estén en Communication 1.1: Students
grupos de “Persona A” y “Persona B” pero tienen engage in conversations, provide
parejas nuevas. and obtain information, express
feelings and emotions, and
Ok students, now you will change partners. In your exchange opinions.
original group of four, you will change so that you still
have two pairs, each with a “Person A” and a “Person
B” but with new partners.

I will give students a few moments to figure out the

configuration of this.

Esta vez va a ser un poco diferente. Persona “A” va a

leer la parte de “Persona B” en esta conversación.
Persona “B” va a leer la parte de “Persona A.”
Tienen que completar la conversación con la
información sobre la pintura de la persona que
originalmente era Persona “B.”
Por ejemplo, si Bobby fue una persona “B” y si tuvo
Francisco Goya en parte uno y parte dos, el grupo de
Bobby y Luke va a usar la información sobre Francisco Having the students record their
Goya en la conversación. conversation will be an excellent
Es muy importante que la practiquen muy bien porque way for me to assess their skills
después van a grabar la conversación y poner la while keeping them accountable
conversación en Google Classroom. ¿Hay preguntas o for using their Spanish and
dudas antes de empezar? practicing with the time that they
have.
This time will be slightly different. Person “A” will now
read the part of “Person B” in this conversation. Person
“B” will now read the part of “Person A.” You all need
to complete the conversation with the information about
the painting of the person that was originally Person
“B.” For example, if Bobby was Person “B” originally

Bertoni Sample Lesson Plan Page 7 of 11

 Colleen Marie Bertoni
colleenbertoni@gmail.com

and had Francisco Goya as his painter, Bobby and Luke

will complete the conversation using the information
about Francisco Goya.
Class, it’s important that you use this opportunity to
practice the conversation well because after you will be
recording it and uploading it to Google Classroom. Are
there any questions before we begin?

Students will begin. Meanwhile, I will be circulating and

ensuring that students are participating effectively and
listening respectfully. After the practice round, students
will be told to put away their scripts and get out a phone
as a recording device. Students will then record the
conversation and upload it to Google classroom.
I will meanwhile collect their packets of work.

Billete de salida: Cómica (15 minutes)

As students finish I will pass out a comic strip template.
Bueno chicos, cuando terminen van a dibujar una
cómica de dos personas que están haciendo planes para
ver arte. Tienen que escribir la conversación con la
información de la pintura, el artista, y la hora de la
exposición. También tienes que escribir las respuestas y
las preguntas de la otra persona.
Ok class, when you finish, you will draw a comic of two
people that are making plans to go see art. You will
write the conversation with the information about the
painting, the artist, and the time of the art exhibit. You
also must write the responses of the other person in the
comic.
This activity will hopefully
provide additional practice that
will be helpful for students as
they prepare for the interpersonal
speaking portion of the IPA exam
for this unit, which is a
conversation about art and artists
that ends with an invitation to an
art gallery.

I will give students time to finish and collect their work.

If necessary, I will allow students to complete the comic
for homework.

Supplemental Materials:

1.) “En la clase de arte” handout (see following pages, please)

Bertoni Sample Lesson Plan Page 8 of 11

 Colleen Marie Bertoni
colleenbertoni@gmail.com

En la clase de arte
Parte I: Preparación para la presentación
La situación: Estás en la clase de arte. Con tu pintura, tienes que dar una presentación sobre (about)
la pintura, el artista, y tu opinión de la pintura.
Palabras útiles:

Para dar una opinión Para describir el arte

Creo que… Realista, Modern@/Contemporáne@, Clásic@,
Pienso que… Antigu@, Imaginativ@, Impresionante,
En mi opinión… Incomprensible, llamar la atención, pésim@,
Me parece que… hermos@, etc.

Include the following information. Escribe en frase completa:

1.) ¿Cómo se llama la pintura?

2.) ¿Quién la pintó?

Usa la voz pasiva

3.) Usa la biografía: ¿Cuándo nació el artista?

Usa el pretérito

4.) Usa la biografía: Escribe una descripción general del artista.

Usa el imperfecto o el pretérito.
Por ejemplo: “Frida Kahlo tuvo un accidente de autobús cuando tenía 18 años.”

5.) ¿Cuál es tu opinión de la pintura? ¿Te gusta? ¿Por qué?

Escribe dos razones (reasons) y usa dos adjetivos.
Por ejemplo: “(No) me gusta la pintura porque en mi opinión la pintura es…”
a.

b.

Bertoni Sample Lesson Plan Page 9 of 11

 Colleen Marie Bertoni
colleenbertoni@gmail.com

Parte II: Las presentaciones

La situación: Estás en la clase de arte. Escucha a las presentaciones de tus compañer@s.
Instrucciones: Complete the table with the following:

Nombre de la ¿Cuándo nació el Información sobre ¿Cuál es la opinión ¿Cuál es tu opinión

pintura y del artista? el artista del presentador/a de la pintura?
artista sobre la pintura? ¿Por qué?

Bertoni Sample Lesson Plan Page 10 of 11

 Colleen Marie Bertoni
colleenbertoni@gmail.com

Parte III: Después de la clase

La situación: You stop to talk after class with a new friend. S/He enjoyed the comments you made in
class, and wants to chat with you about art, and invite you to an art exhibit downtown.

Instrucciones: Complete the following conversation in pairs. Use information that makes sense.

Persona A:
Hola, __________________. ¿Cómo estás?
(Nombre del amig@)

Persona B:
¡Hola! Me gustaron tus comentarios en clase hoy sobre la pintura ___________________________.
(Título de la pintura)
¿Te gusta el arte de _________________________?
(Nombre del artista)

Persona A:
Sí/No me gusta porque creo que su arte era ________________________ y _____________________________.
(Adjetivo) (Adjetivo)

Persona B:
Sí/No estoy de acuerdo contigo. A mí me parece un artista muy _____________________________ y
(Adjetivo)

______________________________. Hay una exposición de su arte en La Galería de Arte Moderno.

(Adjetivo)

¿Te gustaría ir conmigo el ________________________________?

(Día de la semana)

Persona A:
¡Sí! Me encantaría. ¿Cuándo?

Persona B:
A las ____________________________________. ¿Nos vemos el________________________________________?
(Hora) (Día de la semana)

Persona A:
Sí, ¡EL _________________________________ nos vemos! ¡Chao!
(Día de la semana)

Bertoni Sample Lesson Plan Page 11 of 11