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Lesson
April 16th Course Spanish
Title/Focus

PROGRAM OF STUDY OUTCOMES

 1.2-4 ask basic questions to make sense of ideas and experiences.
 2.2-1 participate in shared listening, reading and viewing experiences, using texts from a variety of
genres and cultural traditions
 2.2-2 discuss the experiences and traditions of various communities and cultures portrayed in oral,
print, visual and multimedia texts
 3.1-2 ask questions to understand a topic, and identify information needs
 3.2-1 participate in group discussion to generate information on a topic and to identify sources of
additional information
 3.2-2 answer questions, using oral, print, visual and multimedia information sources
 4.1-2 share ideas and experiences, using various text forms for particular audiences
 5.2-1 cooperate in small groups
 5.2-2 contribute related ideas and information in whole-class and small-group activities
 6.2-1 listen to and understand simple oral sentences in a variety of familiar contexts
 7.1-3 participate in and appreciate cultural activities and traditional practices of the
Spanishspeaking world
 7.1-4 participate in activities that promote and celebrate the multilingual/ multicultural education
experience
 7.2-1 participate in activities and experiences that reflect traditional elements of cultures of the
Spanishspeaking world

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Demonstrate their understanding of a new culture through small presentations using artifacts.
2. Translate a sentence in their poem from Spanish to English to demonstrate competence.
3. Describe/ answer questions on Chilean culture “What is the Chilean landscape like, what are
Mapuche poncho’s made of?”
4. Demonstrate an understanding of La Cueca.
MATERIALS AND EQUIPMENT
 Decorations
 Poems printed – with picture
 Ponchos
 Art
 Tables moved back- class ready for gallery walk
 Pañuelos
 Music for la Cueca
 Clip board with rubric ready to take notes
Differentiation
 The levels of Spanish are very different between all students. I will give instruction slowly and use
hand gestures. I will clarify when needed.
As we will be with grade 1’s I will be speaking mostly in English as I do not know their level. I
will explain simple instruction and when speaking to my grade 2’s in Spanish.
 When sitting at the carpet I will ask the students if who they are sitting beside is a good decision.
If I notice, I will immediately separate Charlotte & Sara. They tend to goof around during
instruction, and then ask what they are supposed to be doing during activity.
 I will ensure to answer questions throughout the lesson, as long as their hand is up (Brody, Ahmed)
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 I will ensure Rumi, Chalrotte and Sara are cooperating during peers presentations. That they are
listening and not goofing around. They have also been difficult during la cueca. I hope with an
audience this will change. I will remind them that participation in this is mandatory.
If more trouble, I will ask Señora Palacios for assistance.
 I will walk around and listen to the different presentations. If there are any problems or questions I
will address them.
PROCEDURE
Introduction Time
Have class come to the carpet. 25 min
 Hoy vamos hacer algo differente. Tenemos presentaciones para el clase de grado 1.

Entonces, Wyatt estas bien para introducer Chile usando una mapa?
Perfecto.
 Yo tengo un lugar para cada persona
 Vamos a tener 2 grupos. El primer grupo van a presenter primero, los otros pueden
caminar y escuchar a nuestros amigos. Despues when I say.. El Segundo grupo va a
tener sus presentaciones.
When we get into the classroom wait until your name is called that will be your
spot to present. Your items will already be there. Leave them on the table
There are decorations I set up. Please be respectful of them.
 Presentaciones
You have to listen because this is very important!
I will be walking around and making sure you hit every key point we are going to
talk about.
Entonces listo? You will be presenting the information in English for the grade 1’s
but your poem will still be read in Spanish.
1. Poem
 First talk about Pablo Neruda,
He is a famous poet in Chile, and his poems have lots of description. They even
give objects actions they cant do. Something like this.
 Explain your item and its relevance to Chile, I have pictures for everyone; show
them what it looks like.
 Read your poem in Spanish.
 I will also walk around and when I get to you, I will have you translate a random
line from your poems. Make sure you know what it means in English. If you forget
use the beginning as a cue. (Give example)
2. Poncho
 Tell the audience about the Mapuche’s use of symbols. Identify 1 of your symbols.
 Explain to them the ponchos are made of llama wool.
 Tell them 1 favourite fact you have about the Mapuche’s
3. Art
 Give a quick description of Chiles landscape. Is it hot or cold, Desert mountains?
Or both?
 This Is an Arpillera, a popular Chilean art.
 Explain your artwork. What the hills, mountains are. The symbols you used,
Mapuche? The colours you chose.

Show them poster.

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I will have this poster at the front of the room visible for everyone
USE THIS TO MAKE SURE YOU COVER EVERYTHING.

GIVE EXAMPLE PRESENTATION. (Maybe use Taya’s and tell her to pay close
attention so she can use some of the things I said)

Body Time
Presentation Have poem, poncho and art. Spread out already
throughout the classroom. When we walk in show each
student where their section is. Have them come sit at the
carpet.
1) Wait for grade 1’s…….
2) We have been learning about Chile for the last few
weeks. Chile is where your teacher is from, and where I
lived for 6 months last year…. We have talked about the
clothing, food, music, dance, poems, and music last week
with your class.
What is going to happen is, half of our class will go stand
at their area to present. We will walk around randomly
10 min
and be good audience members.
What does a good audience member look like?
Walk around and listen to the different people speak, we
have 3 different items we will present to you. We will
finish off with a dance.
But first, we must talk about where Chile is!
Have wyatt come up and explain this using Map.
Perfect everyone stay seated. Group 1.
Read names. You will present first. Go to your spot.
Okay now we can go listen.
(I will walk around listening to different students and
making notes on my page)
Presentation 1) After around 20ish minutes… be judgment of time
continued. switch groups. 20 min

La Cueca. 1) After another 20ish ish minutes. Have my class leave

their objects on the table. Find their partner and line up
in their position.
2) Grade 1 come to the front and sit cross applesauce. Give
them your best audience attention! 20 min
3) Hand out Panñ uelas to those ready.
4) Dance la cueca twice.

Conclusion Time
 Thank you so much grade 1’s for coming and participating in our activities 5 min
today!
 My class, I need your help. I need 4 helpers.
Helper – Pick up panñ uelas
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Helper – pick up poem page
Helper- pick up art page
Helper pick up Ponchos.
The rest can line up to go to class.

Assessment
 Presentations – summative assessment

Additional Notes: