Curriculum & Instruction, School of Education, College of William & Mary
Daily Lesson Plan Template for World Languages
Teacher: Señorita Ricketts
Class/level:
Spanish II
Period: 2, 3
Subject: Cuando éramos niños
Date: Lesson 2, Day 2
VA SOLs:Click here to enter text.
Mastery Objectives for the Unit:
1.1 Exchange information about childhood such as toys, fairy tales and activities from
childhood. 1.2 Interpret spoken and written information about when they were young 1.3
Compare and present information about childhood. 4.1 Use the imperfect tense to
describe childhood activities from the past. 4.2 Compare toys, games and stories in
Spanish-speaking countries to those in the US.
Daily lesson objectives
The student will describe activities they did as a child using the imperfect tense
Students will infer Lady Gaga’s childhood and use the imperfect to describe it
Students will make comparisons between their childhood and what they have inferred
about Lady Gaga’s childhood
Goals: include on lesson plan
1. Communications
2. Culture
3. Connections
4. Comparisons
5. Communities
Communicative Modes: include below
1.1 Interpersonal
1.2 Interpretive
1.3 Presentational
Student will receive rubric and directions for summative project where:
The student will create a fairy tale or short story using the imperfect and preterite tenses.
The student will demonstrate his/her knowledge of the unit’s vocabulary through the fairy
tale or short story.
Homework:
Research a famous Spanish-speaking person and what they were like as a child. Bring in a
photo and two sentences that describe that person. (¿Cómo era la persona famosa cuando era
un niño? ¿Dónde vivía? ¿Con que jugaba o que hacía cuando era niño?)
Warm-up: (25 minutes)
Read “Castillos de arena” as a class. Have students play “popcorn” while they read (passing around
a soft ball or stuffed animal to pick who reads next). Have students underline verbs and vocabulary
that are unfamiliar to them. After reading the story, have students volunteer the words they
underlined and make a list of common words on the board. For the unfamiliar verbs (which should
mostly consist of imperfect forms) ask students to find common endings. Explain that these verbs
are the imperfect verb tense. Ask students for what they think the imperfect is used by examining
how it was used in the story. Next, explain summative assessment and how it relates to the warm-up.
Time:
10
minutes
Activity:
Summative Assessment explanation: Explain
to students what they will need to complete
for the final project. Hand out directions
and rubrics. Have students read over the
directions and the rubric and answer any
questions students might have at this time.
Materials:
Overhead projector or
document camera to
display directions and the
rubric. Handouts for
students with the story
and space to write new
vocabulary/verb forms.
Grammar Introduction: Distribute lyrics to
Lady Gaga’s “Poker Face.” Have students
Overhead projector and
computer to download
Goals/Modes
Grab
students’
attention so
that they
realize what
they are
expected to
do by the end
of the unit.
Introduce
students to
Developed in collaboration with W & M Foreign Language Education and WJCC World Languages
Done?
20
minutes
25
minutes
Closure:
10
minutes
watch the YouTube clip and highlight the
imperfect endings and irregulars. Replay
the song and get students to sing along with
the lyrics. Have students mimic the music
video using the signs and singing along.
Grammar structure and practice: Lady
Gaga and –aba. Pass out handouts and have
students write about their childhood and
infer Lady Gaga’s childhood. After writing
5 statements about themselves and 5 for
Lady Gaga, have them break into groups of
5 and share their ideas. The group will then
come up with a “history” (5 statements) of
Lady Gaga they will present out to the class.
Have students break into groups for the final
summative project. Let them brainstorm
ideas for their short story or fairy tale and
which type of presentation they are going to
use.
YouTube video and
display to the class.
Handouts with lyrics and
signs with imperfect verb
endings and irregulars.
Lady Gaga and –aba
handout. Colored
pencils, markers, crayons
or other writing utensils.
Project rubric and
directions.
the imperfect
endings
through song
and
movement.
Have
students
practice
using the
imperfect to
talk about
themselves
and about a
celebrity.
Students will
have the
opportunity
to
brainstorm
their final
projects.
Click here to
1. Playing “popcorn” and mimicking the Click here to enter text.
enter text.
Lady Gaga music video will address
kinesthetic learning needs. 2. Singing
along to the Lady Gaga song will
address musical learning needs. 3.
The song will also help audio learners
as well as reading the story out loud.
4. The warm-up reading will
Click here
challenge gifted learners and
to enter
encourage them to find new
text.
vocabulary.
Ongoing Informal Assessments:
Assess student pronunciation and reading ability during warm-up. Review individual student responses to
Lady Gaga and –ABA activity.
Reflections (detailed reflections on this lesson):
 What went well,
 What didn’t go well,
 What would you do differently
 Remarks on student engagement and student learning
Resources:
http://www.leemeuncuento.com.ar/Rosellj.html - “Castillos de arena”
http://www.youtube.com/watch?v=FwHjjXDSl1E - “Learning the Imperfect: Lady Gaga Style”
Different
iated
Instructi
on /
Adaptati
ons:
Lesson planning guiding questions to ask
yourself before writing a lesson plan:
1. What will students know and be
able to do at the end of class that
they cannot do at the beginning?
Formal Assessments:
Group oral presentation of Lady Gaga’s childhood. Oral
Formative assessment in three classes. Summative
assessment in four classes.
Developed in collaboration with W & M Foreign Language Education and WJCC World Languages
2. What do the students need from
me to be able to show they know
and can do it?
3. How am I going to organize
/present /manage the lesson?
4. How will students practice what
they need to know and do?
How will I know that they “got it” ?
(assessment)
Developed in collaboration with W & M Foreign Language Education and WJCC World Languages