Unit Lesson Plan
<<Modas de Transportación>>
Teacher: Grant L. Young
Grade(s): 9th and 10th
Dates: 12/6/04 – 12/10/04
Language: Spanish
# of Students: 24
School: N/A
Level: Spanish I
Time: 450 Minutes
Planning Phase
Unit-Wide Performance/Task-Based Objectives
1. SWBAT: Correctly identify key vocabulary relating to automotive travel
2. SWBAT: Correctly identify key vocabulary relating to railroad and air travel
3. SWBAT: Correctly identify key vocabulary relating to directions, and give
directions from point A to point B to point C to fellow students using vocabulary
from this and previous lessons
4. SWBAT: Comprehend simple instructions designed to successfully navigate
through the classroom using commands such as go “left”, “right”, and “straight”
5. SWBAT: Correctly identify and use “tener que…+ infinitive” and “hay que…+
infinitive”
6. SWBAT: Correctly identify and use “tener” idiomatic expressions
7. SWBAT: Correctly identify and use prepositions and prepositional phrases
8. SWBAT: Read and comprehend a simple passage relating to travel and
transportation in a Spanish-speaking country
Standards
National: (ACTFL Standards)
 Communication (1.1, 1.2, 1.3), Culture (2.1, 2.2), Connections (3.1, 3.2)
Comparison (4.1, 4.2)
State: (Virginia SOL)
 Written and oral communication (SI.1, SI.2), Cultural perspectives, practices and
products (SI.7, SI.8)
Local: (derived from FCPS PALS Rubrics)
 Oral output is measured by comprehensibility, fluency, pronunciation, vocabulary
comprehension, grammar.
 Written output is measured by comprehensibility, level of discourse, vocabulary,
grammar, and mechanics
Page 1 of 10
Unit Lesson Plan
<<Modas de Transportación>>
Teacher: Grant L. Young
Grade(s): 9th and 10th
Dates: 12/6/04 – 12/10/04
Language: Spanish
# of Students: 24
School: N/A
Level: Spanish I
Time: 450 Minutes
Teaching Phase (DAY 1 – 90 Minutes) – “En la carretera…”
Lesson Outline:
 Automotive and Directional vocabulary via Powerpoint slides.
 Introduction to “TENER” idiomatic expressions, “TENER QUE…” and “HAY
QUE…”
 Paired activity to reinforce directional vocabulary
 Solo activity to reinforce automotive vocabulary
Warm-up activity: ¿Cómo estás? Question/answer session. Introduce new vocabulary
using Powerpoint flashcards
Theme or topic: Modes of Transportation – automobiles, Directions
Vocabulary: el carro, el automóvil, la estación de servicios, el aceite, la gasolina, el
estacionamiento, el garaje, el autobús, el taxi, el(la) taxista, el tránsito, el cinturón,
el camino, la carretera, las llantas, el semáforo, el tanque, el freno, la palanca de
velocidades, el embrague, el medidor de gasolina, el volante, el espejo retrovisor,
la glorieta, el camión, este, oeste, norte, sur, suroeste, sureste, noroeste, noreste, a
la derecha, a la izquierda, al derecho
Verb(s): llenar, parar, ir, tener, haber, abrocharse, doblar, accelerar, manejar, seguir
Grammatical structure(s): TENER QUE…, HAY QUE…
Listening/Reading selection(s): vocabulary review (verbal and written),
Activities
New Vocabulary Intro: Powerpoint slides with pictures/words – teacher models
pronunciation, students repeat. Students write vocabulary on flashcards for self-paced
study (to be kept in notebook).
New Grammar Intro: Explanation of “tener que…” and “hay que…”
Interpersonal Mode: Students will pair up and, using pictographic worksheets, class
notes and the textbook, will work together to practice the vocabulary of the day and
create a point-to-point description of how to maneuver from one location within the
classroom to another.
Presentational Mode: Each pair will exchange their directions with another pair. Partner
A reads the instructions to a blindfolded Partner B who follows the directions. A 2nd
exchange is made and roles are reversed.
Interpretive Mode: “Arreglar y empacar el carro para ir de vacacciones” – Students
will be given a worksheet with pictures of someone working on a car to prepare it for a
trip (checking the oil, the air in the tires, the brakes…) They will be asked to describe in
Spanish what the pictures are suggesting in complete sentences.
Page 2 of 10
Unit Lesson Plan
<<Modas de Transportación>>
Teacher: Grant L. Young
Grade(s): 9th and 10th
Dates: 12/6/04 – 12/10/04
Language: Spanish
# of Students: 24
School: N/A
Level: Spanish I
Time: 450 Minutes
Methods/Approaches/Strategies: Direct Method, TPR, Grouping
Evaluation
Products:
 Vocabulary flashcards (part of class notebook)
 Completed worksheet – directions (done in pairs)
 Completed worksheet – readying the car for a trip (done solo)
Participation:
 Did students make an effort to actively participate in the lesson?
 How accurately did they follow the directions given to them by the class?
Expansion/Extension
 For homework, students will study a map of their town and write directions for
how to traverse from their home to the school
Other Activities:
Materials: Vocabulary list (Powerpoint slides – hard and soft copy), computer/projector
(if available), copies of the local area map around the school
Assessment: Monitoring participation and understanding during teacher-led and student
centered activities, collect student worksheets for completeness, homework grades
Technology: Powerpoint slides
Homework: Students will develop directions from their home to the school using the
vocab discussed in class.
Closure: Assign homework, discuss next class meeting (Modas de Transportación: En la
estación de ferrocarril)
Follow-up: ¿Hay preguntas? – ‘repaso’ as warm-up at the beginning of next class
Page 3 of 10
Unit Lesson Plan
<<Modas de Transportación>>
Teacher: Grant L. Young
Grade(s): 9th and 10th
Dates: 12/6/04 – 12/10/04
Language: Spanish
# of Students: 24
School: N/A
Level: Spanish I
Time: 450 Minutes
Teaching Phase (DAY 2 – 90 Minutes) – “En la estación de trenes y el aeropuerto”
Lesson Outline:
 Review of automotive vocabulary
o El Club de Cien I* – vocabulary review
o review of “tener que…”, “hay que…”
 Introduction of railroad and airline travel vocabulary (Powerpoint and TPR)
 Idiomatic Expressions using “Tener”
 Reading exercise – travel and transportation in a Spanish-speaking country
Warm up activity: ¿Cómo estás? question and answer session. Introduce new vocabulary
using Powerpoint slides and TPR
Theme or topic: Modes of Transportation: trains and airplanes / Idiomatic expressions –
“tener”
Vocabulary: el ferrocarril (el tren), la estación de ferrocarril, el boleto, el conductor, el
camarero, el horario, el despachador de trenes, el ferrocarril subterráneo (el
metro), el pasajero, la reservación, la maleta, el equipaje, de ida y vuelta, el avión,
el aeropuerto, la taquilla, la aduana, reclamación de equipajes, sala de espera, el
piloto, el pasaporte
Verbs/prepositions: volar, conducir, recoger, factuar,
Grammar structures: Tener idioms
Reading selection: simple Spanish language passage regarding travel and transportation
in a foreign country
Activities:
Vocabulary Review: “El Club de Cien” worksheet (see attached)
Introduction to new grammar: Students give examples of English language idiomatic
expressions. [teacher armed with examples in English as well to prompt student
discussion] Teacher presents “tener” idiomatic expressions to students…with
literal translations and actual meanings. Set the stage for going to the computer
lab next class for practice opportunities via www.learnspanish.com.
Introduction to new vocabulary: Powerpoint slides and TPR gestures for railroad and air
travel vocabulary. Students write vocabulary on flashcards for self-paced study
(to be kept in notebook).
Interpretive Mode: Students will read a simple Spanish language passage regarding
travel and transportation aloud with the class. They will then answer a set of
questions that have to do with the reading to verify comprehension.
*
“El Club de Cien” is a simple 3-minute vocabulary review sheet – a 20 block (4x5) table with English &
Spanish vocabulary to be translated . Answers reviewed in class, students correct and file sheet in
their notebooks for study. The intent is to use it as a simple warm-up before every class after new
vocabulary has been introduced, with the last two sections as part of the final unit exam
Page 4 of 10
Unit Lesson Plan
<<Modas de Transportación>>
Teacher: Grant L. Young
Grade(s): 9th and 10th
Dates: 12/6/04 – 12/10/04
Language: Spanish
# of Students: 24
School: N/A
Level: Spanish I
Time: 450 Minutes
Methods/Approaches/Strategies: TPR, Grouping
Evaluation:
Products
 El Club de Cien I vocabulary review sheet (part of class notebook)
 vocabulary flashcards (part of class notebook)
 reading comprehension answers (part of class notebook)
Expansion/Extension:
 Students will begin to make connections between language and culture by reading
a short passage aloud regarding travel and transportation in a Spanish-speaking
country
 Homework: The reading selection in class related to travel and transportation in a
Spanish-speaking country. Select a country and three sites of interest in that
country to visit in preparation for building a travel itinerary booklet. Find some
school-appropriate pictures, drawings or photos to include in the itinerary.
Suggest that students may need to spend some time in the library.
Other Activities:
Materials: Vocabulary list (Powerpoint slides - hard/soft copy); computer/projector (if
available); El Club de Cien I worksheets; copies of reading selection for the class
(to be kept in notebook)
Assessment: Vocabulary review sheet, participation in new vocabulary introduction,
reading comprehension questions
Technology: Powerpoint slides
Homework: Select a country and three sites of interest to visit for a travel itinerary. Find
school-appropriate pictures related to the subject for inclusion on the upcoming
project
Closure: Remind class that next session there will be computer lab time devoted for
reviewing “tener que…”, “hay que…” and tener idioms
Follow-up: ¿Hay preguntas? – next class: computer lab review
Page 5 of 10
Unit Lesson Plan
<<Modas de Transportación>>
Teacher: Grant L. Young
Grade(s): 9th and 10th
Dates: 12/6/04 – 12/10/04
Language: Spanish
# of Students: 24
School: N/A
Level: Spanish I
Time: 450 Minutes
Teaching Phase (DAY 3 – 90 Minutes) – Prepositions/Prepositional Phrases
Lesson Outline:

El Club de Cien II vocabulary review (railroads/airports)

CPU Lab review of “tener” idiomatic expressions, “tener que…”, “hay que…”

Vocabulary – select prepositions

Grammar Lesson – prepositional phrases

Begin work on the Travel Itinerary booklet
Warm-up activity: ¿Cómo estás? question and answer session. El Club de Cien II
worksheet review of railroad and air travel vocabulary (3 minutes)
Theme or topic: Prepositions – “On the highway, in the train station, above the
ground…”
Vocabulary: en, sobre, adentro, bajo, encima, a lado, atrás, fuera, a frente, por
Reading Activities: computer drill review of “tener que…”, “hay que…”, “tener”
expressions.
Activities:
Grammar review: Go to computer lab to use www.learnspanish.com to review “tener
que…”, “hay que…”, “tener” expressions (30 minutes)
Return to classroom…
Interpersonal Mode: Students will work together in groups to practice using
prepositional phrases with the manipulatives provided by the teacher. Teacher
will model, each group will be provided with a set of miniature vehicles to work
with, and will demonstrate their understanding of the words by exhibiting the
appropriate preposition.
Presentational Mode: Students will begin working on a simple itinerary for a trip to a
foreign country of their choice. They must include travel instructions to and from
three places of interest, the use of three different modes of transportation (car,
bus, plane, train…), and pictures, drawings or photos as selected from the
previous night’s homework.. That not finished in class will be taken for
homework to be turned in next class period.
Methods/Approaches/Strategies: CAL, TPR, Direct Method
Evaluation:
Products  www.learnspanish.com review/quiz results
 El Club de Cien II Vocabulary review (railroad/airline)
 Spanish country travel itinerary booklet
Participation –
Page 6 of 10
Unit Lesson Plan
<<Modas de Transportación>>
Teacher: Grant L. Young
Grade(s): 9th and 10th
Dates: 12/6/04 – 12/10/04

Language: Spanish
# of Students: 24
School: N/A
Level: Spanish I
Time: 450 Minutes
Students are actively participating in the review of prepositions with the
manipulatives
Expansion/Extension:
 Students are beginning to make connections outside the language classroom by
building a simple travel itinerary to a Spanish-speaking country of their choice.
Homework assignment is to complete the travel itinerary booklet
Other Activities:
Materials: Vocabulary list (Powerpoint slides - hard/soft copy); computer/projector (if
available); El Club de Cien II worksheets
Assessment: Vocabulary review sheet, participation in new vocabulary introduction,
reading comprehension questions
Technology: Powerpoint slides, computer lab
Homework: Complete travel itinerary booklet, include name of the chosen country,
travel instructions using three types of transportation, three sites to visit, and
school appropriate pictures or photos
Closure: Remind students to be prepared to review in class the material from the unit
Follow-up: ¿Hay preguntas? – next class: review for the test
Page 7 of 10
Unit Lesson Plan
<<Modas de Transportación>>
Teacher: Grant L. Young
Grade(s): 9th and 10th
Dates: 12/6/04 – 12/10/04
Language: Spanish
# of Students: 24
School: N/A
Level: Spanish I
Time: 450 Minutes
Teaching Phase (DAY 4 – 90 Minutes) – Repaso por el examen
Lesson Outline:
 El Club de Cien III (Prepositions, Tener que…, Hay que…)
 Students present their itineraries to the class
 ¡Jeopardy! – review of the material from the unit (30 minutes)
Warm-up activity: ¿Cómo estás? question and answer session; El Club de Cien III,
focusing on prepositions, tener expressions and tener que…, hay que…
grammatical structures
Theme or topic: Project presentations, review for the end-of-unit test
Vocabulary: everything covered in the unit thus far
Reading/Listening/Speaking activities: Project presentations, ¡Jeopardy!
Activities:
Presentational Mode: Students will present their travel itineraries to the class,
demonstrating where they chose to visit and how they chose to arrive there. The
goal is to foster speaking in the class
Interpersonal Mode: Class will divide into two teams to compete in a specialized version
of the game show ¡Jeopardy! Each team will select a contestant to start. A
category/question is selected and asked, and the first student to raise his/her hand
responds. Incorrect answers pass to the other team for a chance to answer. The
team to answer correctly selects the next person from his/her team to match up
against the remaining contestant. [Adjustments will be made should one team
continually change contestants while the other team doesn’t get an opportunity to
do so] Play will continue until the board is cleared.
Methods/Approaches/Strategies: Interactive games
Evaluation:
Products:
 El Club de Cien III (to be kept in student notebook)
 Student presentations of their travel itineraries
Participation:
 This is a review session, evaluation for ¡Jeopardy! will be based on student
participation in the game
Expansion/Extension:
 Students will get to hear what their fellow classmates have come up with for their
projects
 Homework will be to study for Unit Test
Other Activities:
Materials: El Club de Cien III worksheets, computer/projector
Assessment: student presentations, participation in class-wide review
Page 8 of 10
Unit Lesson Plan
<<Modas de Transportación>>
Teacher: Grant L. Young
Grade(s): 9th and 10th
Dates: 12/6/04 – 12/10/04
Language: Spanish
# of Students: 24
School: N/A
Level: Spanish I
Time: 450 Minutes
Technology: Powerpoint ¡Jeopardy! Game
Homework: Study for Unit Exam
Closure: The following will be represented on the final Unit Exam:
 Vocabulary for automobile, railroad and air travel and prepositions (83 potentially
new words)
 Prepositional phrases
 Usage of “tener que…”, “hay que…”
 “Tener” idiomatic expressions
 Class reading selection regarding travel and transportation in a Spanish-speaking
country
Follow-up: ¿Hay preguntas? Teacher will be available after class to help if necessary.
Page 9 of 10
Unit Lesson Plan
<<Modas de Transportación>>
Teacher: Grant L. Young
Grade(s): 9th and 10th
Dates: 12/6/04 – 12/10/04
Language: Spanish
# of Students: 24
School: N/A
Level: Spanish I
Time: 450 Minutes
Teaching Phase (DAY 5 – 90 Minutes)
Lesson Outline:
 Last chance for questions/clarifications
 Unit test on “Modas de transportación”
Test Layout (115 points)
 Vocabulary
o (40) El Club de Cien IV and V (40 blocks with 50% English words to be
translated into Spanish and 50% Spanish words to be translated into
English
o (10) Listening comprehension questions. Circle the answer that
corresponds most logically to the question being asked. (Teacher reads
the questions and answers, student circles (a), (b) or (c) on the test form)
o (5) Pictures and blanks – what does the picture represent
o (8) Paragraph blanks to fill in using context clues
 Grammar
o (10) Write the correct verb: “Hay”, or the correct form of the verb “Tener”
o (10) Translate the following idiomatic expressions correctly from Spanish
to English
o (10) Translate the following idiomatic expressions correctly from English
to Spanish
o (10) Spanish prepositions to be translated to English
o (10) English prepositions to translate to Spanish
 Reading comprehension
o (2) questions relating to and expanding on the paragraph (reprinted in the
test) read aloud in class in Day 2 of the unit
Homework: None
Closure: Collect tests. Next unit will be on weather conditions and climate.
Follow-up: Grade tests and return by next class period
Page 10 of 10