Emily Konkel

Sample Lesson Plan

Context:
This lesson was taught in the middle of a unit called ‘de viaje,’ or ‘travel’ during the second semester of Spanish
2. Students had just received the second half of the vocabulary as well as already learned about the new
grammar topic: direct object pronouns. During this Monday lesson, we work on grammar and vocabulary while
continuing our work with travel as the cultural theme of the unit.

Class Level: Spanish 2

Objectives:
• I can... recognize attractions to different cities around the Spanish-speaking world
• I can… talk about things I did in the past and ask others what they did.
• I can… recognize vocabulary relating to airports and trip preparation.
• I can… interpret information from reading and graphics about packing and respond appropriately.
Standards Addressed
• 1.1 Interpersonal Communication: Students engage in conversations, provide and obtain information,
express feelings and emotions, and exchange opinions.
• 1.2 Interpretive Communication: Students understand and interpret written and spoken language on a
variety of topics.
• 1.3 Presentational Communication: Students present information, concepts, and ideas to an audience
of listeners or readers on a variety of topics.
• 2.2 Products and Perspectives: Students demonstrate an understanding of the relationship between the
products and perspectives of the culture studied.
• 4.1 Comparing Languages: Students demonstrate understanding of the nature of language through
comparisons of the language studied and their own.
Materials and Set-up Required
• Handouts: Juego sheet
• Scrap paper for DOPs/weekend talk brainstorming
• Whiteboard sheets, markers
• Computer cart
Agenda
• Weekend talk/writing (15)
• DOPs review, juego (20)
• Coro-Corazón en la maleta (5)
• Vocab game-Pictionary (15 mins)
• Choice board-travel city (10)
• Choose an infographic and write reading questions. (25 mins)
Activities:
Time Activities: Weekend talk/writing

15 Rationale: I like to start of talking to students on Mondays by talking about their weekend. Because
minutes we just learned the preterit tense this is a good way for them to practice using the preterit as well as
for me to check in on what they did and get a chance to relate to them.

• Take attendance, check in with students as they come in

• Ask a few students: ¿Qué hiciste durante el fin de semana? What did you do this weekend?
Give my own example.
• Pass each student a scrap piece of paper and take two minutes to Brainstorm 3 things they
did during the weekend (preterit tense review slide up)
• Assign partners for speaking
• Students will talk about their weekend, emphasize only Spanish for those 2 minutes. Talk about
other topics if need be
• Put a timer on the board, walk around and listen to see how they are doing
• After 2 minutes, ask some students ¿Qué hiciste? What did you do?
• On another scrap piece of paper have students take 5 minutes to write a quick paragraph in
the preterit about their weekend. This will help me check in on their writing, which we focused
on the week before.
 Emily Konkel
Transition
Ahora, por favor saquen los apuntes de DOPs y también la hoja de juego. (hold up examples)
Now, please take out the notes on DOPs and also the game sheet.

Time Activities: DOP review/Juego-Hacer la Maleta

20 Rationale: Students just learned the basics of direct object pronouns on Friday in class but were
minutes somewhat confused and didn't get to practice much. Therefore today, we will work on this a little bit
more and play a game that allows them to speak using DOPs.

Review
• On the slide, have students help me fill in the table of DOPs
• On a scrap piece of paper have them practice using DOPs with simple fill in the blank
questions then go over the answers, explaining what the direct object is and where it goes
with each one.
Game: Juego-Hacer la Maleta
• Have students take out “juego” sheets which were on the back of a handout from Friday
• Students are familiar with the mastermind game. Explain the rules quickly and demonstrate
the language structure I want them to use with DOPs.
• Have students work with partners at their table (go around and specify who that is)
• They pick 5 things from the list and guess what five their partners chose going back and forth
using the example language structure.

Transition
Por favor, saquen las hojas del coro “Corazón en la maleta.”
Please take out your chorus sheets for “Corazón en la maleta.”

Time Activities: Coro/Chorus

5 Rationale: The Coro activity is a good way for students to become familiar with cultural products by
minutes showing them songs without having to spend a ton of time or energy presenting the lyrics in full. They
are used to this classroom routine but enjoy it because they can get to know some popular music.

• Have students take out their coro sheet, extras ready if need be
• Play the video-Corazón en la Maleta through LyricsTraining website (which shows lyrics) and
give them 2 minutes to answer the questions for day 2
• Ask some students to share their responses.

Transition:
Con las mismas compañeros, vamos a jugar pictionary con el vocabulario.
With the same partners, we are going to play Pictionary with the vocabulary.

Time Activities: Vocabulary game-Pictionary

15 Rationale: Last week students got new vocabulary to continue the travel unit. We haven’t done
minutes much yet to study these words so we will play Pictionary to get them moving around as well as
practicing the words.

• Have students take out their vocabulary lists.

• Take 2 minutes to read through the list and review on their own.
• After 2 minutes have them quiz their partner on the words.
• Have one partner come up and get a white board sheet, marker and tissue.
• Game
o I will write three words from the list on the board, the drawing partner will face the
board, the other partner will face away from the board they will try to get through the
words as quickly as possible
o After they guess three they should switch
 Emily Konkel
o We will play a few rounds

Transition
Por favor, tráeme tus materiales y saquen la hoja de las ciudades.
Please bring me your materials and take out your city sheet.

Time Activities: Choice board

10 Rationale: I will also continue the travel city choice board by showing students another travel video.
minutes This familiarizes them with a lot of different cities around the world fitting well with travel and also
shows them the Spanish-speaking world. They will also be using this to pick a city later on and
complete a project about this city.

• Have students take out their city sheet with choices of 9 different activities to correspond with
9 different travel videos
• Introduce City: Buenos Aires, Argentina
o Capital de Argentina, Capital of Argentina
o ‘Uno de los ciudades más diversos de sudamérica,’ One of the most diverse cities in
South America
• Show Buenos Aires travel video
• Give students a moment to fill out the box
• Ask some students to share which activity they chose

Transition
Guarden esta hoja y por favor, todos saquen una computadora.
Save this sheet and please, take out a computer.

Time Activities: Infographic Integrated Performance Assessment (IPA) writing

35 Rationale: Students are growing accustomed to IPA style tests and should start to think more critically
minutes about these activities by coming up with their own questions for an IPA activity. This will help them
work on metacognition and thinking about how to answer test questions as well as work on reading
and vocabulary.

• 3 different infographics uploaded to Google Classroom (they should pick that with which
they feel most comfortable or one which would challenge them most for advanced students)
• Explain four different types of activities they should create: Key words, guessing meaning from
context, true or false, reflection in English and why they demonstrate comprehension
• Google Classroom creates document for each individual student, fill in their own answers and
then turn it in to classroom when they finish.
• Walk around for assistance as they work

Transition
At the end of class time, have students put computers away and save what they have.
Assessment: How will I know the students learned what I taught?
• While walking around during the conversation about their weekends I will be able to see how students
are able to use the preterit tense with speaking activities. Additionally, when I read what they wrote I will
be able to see how students are able to use the preterit tense in their writing.
• Also, with direct object pronouns I will be able to see how students understand the material as I walk
around and hear their conversations with the juego.
• The IPA activity will help me see how students are doing in general with interpretation of this material
and seeing how well they can work with it in a functional way.
Back Pocket Activity:
• Unlikely, however, if students finish with the IPA activity early, they should use Quizlet to practice with
vocabulary because they haven’t done much to work with it yet and should spend some time learning
these words.
 Emily Konkel
nombre y apellido: fecha:

Juego: Hacer la Maleta

Escoja 5 cosas de la lista que necesitas para un viaje. Después, pregunta a tu compañero/a
que tiene en la maleta. Intenta en encontrar las 5 cosas que tiene tu compañero/a. Debs
practicar con los ‘DOPs’ durante el juego.

Ex. A - ¿Tienes los calcetines en su maleta?

B – No, no los tengo. o Sí, los tengo.

Juego Juego
1 2

el boleto Juego 1

el equipaje 1.)

el itinerario 2.)

la identificación 3.)

el pasaporte 4.)

la tarjeta de embarque 5.)

el traje de baño Juego 2

la maleta 1.)

los pantalones 2.)

la ropa interior 3.)

mi amigo 4.)

los zapatos 5.)

mi teléfono

un libro

la mochila Me toca. = It’s my turn.

el diccionario Te toca = It’s your turn.
¡Trampos@! = Cheater.
la revista

la almohada
 Emily Konkel
Nombre y apellido:
Bloque:
¡El Coro!
Corazón en la Maleta- Luis Fonsi (Puerto Rico)
 
   
  Y yo me voy, adiós, me fui y no
  me importa.
 
  Nada me detiene aquí, la vida
  Día 1 corta.
  ! Escucha 1 vez
  ! Marca con fosforito las palabras conocidas En avión, por tren, por mar, por
  ! Haz lista de palabras importantes que no reconoces. lo que sea.
  Soy feliz de haber perdido la
  ______________________ = _____________________
  pelea.
______________________ = _____________________
  Y te quedas con mi firma en la
 
 
______________________ = _____________________ libreta.
  ______________________ = _____________________ Yo me llevo el corazón en la
  maleta.
  ! Léelo con grupo en voz fuerte
 
1.)   ¿Cómo es el ritmo? sencillo complicado rápido lento bailable
  Día 2
2.)   ¿Cómo es la melodía? buena interesante aburrida mala repetitiva
 
3.)   ¿Cómo son las letras? sencillas poéticas cómicas fuertes tontas ! Escuchar 1 vez
! Léelo a tu compañero
 
4.) ¿De qué se trata? amor celos tristeza enojo felicidad pasión nostalgia ! Dibuja una línea
 
 
5.) ¿De qué género es? pop balada merengue salsa bachata hip-hop tecno
 
 alternativo rock indie/folk reggaetón regional country bailable tradicional
 
6.)   ¿Qué instrumentos oyes? la batería la guitarra acústica el bajo eléctrico
 
el   platillo la pandereta la trompeta el trombón el sintetizador
 
la guitarra eléctrica el violín las manos la flauta el piano el saxofón
 
la  armónica el teclado las baquetas el acordeón la marimba silbar
 
Otro: ____________________
 
 
 
 
 
 
 
 
 
Día 3
  ! Escuchar 1 vez
  ! Léelo en voz fuerte a tu compa
 
 
Compara
  esta canción a otras canciones que conoces. ____________________________________
   
____________________________________________________________________  
  ¿Por qué (no) te gusta la canción?
   
____________________________________________________________________  
  ________________________________
   
____________________________________________________________________  
  ________________________________
   
Crédito  Extra  –  Haz  video  musical,  guión  ilustrada  o  baile  para  la  canción