WOODLAND HILLS SECONDARY LESSON PLAN
Name Kathryn Shook Date 3/23/2015 Length of Lesson 1 Week
Content Area Spanish 1
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
Capítulo 5: En el café
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
In this chapter, students will learn to order food
at a café and shop for food at a store or market.
To do this, they will learn to identify some food
items, to use expressions needed for ordering
food, and the –er and –ir verbs. They will also
learn some differences between eating customs
in the U.S. and the Spanish-speaking countries.
BIG IDEAS:
(Content standards, assessment anchors,
eligible content) objectives, and skill focus)
COMMUNICATION
Students will communicate in spoken and
written Spanish on the following topics:
 Ordering food at a café
 Shopping for food at a market or
supermarket
 Eating habits
Students will obtain and provide
information and engage in conversations in
a café or market setting as they fulfill the
objectives previously mentioned.
ESSENTIAL QUESTIONS:
How is the present-tense formed in Spanish
compared to English?
How is the present tense formation of –ar verbs
similar to the formation of –er and –ir verbs?
What similarities and differences have you
discovered about eating habits in the USA and
Spanish-speaking countries?
How does studying Spanish help you to better
understand your own language and culture?
VOCABULARY:
 Getting along in a café
 Identifying snacks and beverages
 Shopping for food
 Identifying foods and meals
 Other useful food-shopping expressions
STUDENT OBJECTIVES
(COMPETENCIES/OUTCOMES):
Students will be able to:
 Order food or a beverage at a café
 Identify some foods
 Shop for food
 Talk about activities
 Talk about differences between
eating habits in the United States and
in the Spanish-speaking world
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
FORMATIVE ASSESSMENTS:
Menu Project
Pre-assessment
Three Meals of the Day Project
Think-pair-share
Verb Poster Project
Summarize main ideas
Oral skits
Class discussion
Assignments
Tests/Quizzes
Laboratory experience
INSTRUCTIONAL
PROCEDURES:
Haga Ahora:
3/2/15:
1. Un café solo___
2. Un té helado___
3. El helado_____
4. Congelado____
3/3/15:
 El desayuno, el
almuerzo, y la
_____ son las
tres ______ del
día.
3/4/15:
 NO DO NOW
(Entire period to
work on Project)
3/5/15:
1. Una ensalada de
fruta________
2. Una lata de
atún_________
3. Un paquete de
guisantes
congelados_____
3/6/15:
 NO DO NOW
(Entire period to
complete vocab.
Quiz)
Mini Lesson:
3/2/15:
 Comida Bingo
 HW=Magic
Numbers
3/3/15:
 Begin project “3
Meals of the
Activate prior knowledge
Graphic organizers
STAGE III: LEARNING PLAN
MATERIALS
INTERVENTIONS:
Guided Notes
AND
Extra time
RESOURCES:
Textbook
Teacher prompting
Notebook
Re-wording of
Folder
Question
Paper
Tutoring
Writing utensil
Small group
Overhead/Projector
Audio
ASSIGNMENTS:
Daily
Day” (Las 3
Comidas del dia)
3/4/15:
 Continue project
3/5/15:
 20 Questions
with food vocab.
3/6/15:
 Ch 5 Food
Vocab. Quiz
Guided Practice:
Notes
Discussion
Whole-Group tasks
Independent Practice:
Assignments/Class work
Handouts
Summations/Formative
Assessments:
Chapter test/quizzes
Homework
Reflections:
Completed by teacher at
the end of each class
period
*Adjustments to lessons
as needed