Carol Ann Mercier
8/12/09
Lesson Plan #: Day 5
Topic of Lesson: ¡A viajar!
Grade Level/Course: Middle School/Beginning
Estimated Time Required: 50 minutes
Objectives
 Students will talk about their travel plans by using –ar, -er, and –ir verbs, including ir,
with at least 3 different conjugations, with 90% accuracy.
 Students will create a portfolio of items and information related to traveling to a Spanishspeaking country by employing interpersonal communication and collaboration.
Resources and Materials
 Sample video
 Sample passport, plane ticket, train ticket
 Props for ticket window, bank, passport office, train station, airport, travel agency, UTA
bus
 Worksheet #3 – El delta del rio Paraná
 List of activities with start time and duration
 Textbook
Anticipatory Set (5 min.)


Video http://www.youtube.com/watch?v=u9wBHSxQL-0
Have any of you been on a plane? Students describe. On a train? Students describe. On a
bus? Students describe.
Contextualized Input
Contextualization: (10 min.) Use textbook.
 At the airport. Are you ready to fly? Fasten your seatbelts and hold on. But wait! Have
you forgotten anything? Dialogue at the airport, with students reading parts. When would
you fly? Are there different kinds of planes? Explain. (commuter, helicopter, seaplane)
 At the train station. Dialogue, with students reading parts. When would you take the
train? Are there different kinds of trains? Explain. (subway = metro, sightseeing trains)
 On the street. Dialogue, with students reading parts. You need one more thing—
directions! When would you take the bus? Are there different kinds of buses? Explain.
 Following the dialogues, ask questions about the different places. [At the airport--what do
you need to take with you? (passport) At the train station--what else do you need?
(horario) On the street--you need one more thing – directions! (bus schedule?)] Have
students make a list of items they need to begin their travel.
Focus on Form: (10 min.)
 Conjugation chart – review viajar. Each group does a conjugation. What are some other
verbs we can use in regards to travel? (ir, andar, correr, caminar, volar, pasear, salir)
 Groups do conjugation of andar, correr, salir. (Have different student fill in each verb
chart.) Oh, we don’t know how to do salir? Show class how to do 1st person. This is
actually irregular because -ir verbs are usually similar to –er verbs. 2nd & 3rd person are
Mercier 2

like –er verbs. (Students do.) 1st plural –imos. 2nd plural –ís. 3rd plural like –er verbs.
(Students do.)
Ir. How do you think we conjugate this? Irregular verb. 1st voy. 2nd va like –ar verbs. You
can do the rest.
Check for Understanding (5 min.)
 Have each group practice conjugating ir in sentences. Same with salir. Then have them
do the same with one of the following verbs: pedir, partir. (Circulate to each group,
giving feedback as necessary.)
Guided Practice (15 min.)
Modeling
 ¡Vamos a andar! What do you need first to make a journey? A ticket! Model buying a
ticket. You do the action and say the phrase; students repeat the phrase.
 Around the room there are various buildings with businesses/offices/agencies to help you
with your travel plans. Choose the appropriate building to make your transaction. Divide
students in groups and assign each group to a building. Have students show and tell what
they would do at each building.
Scaffolding
 Activity 1: (You are the ticketing agent.) Go to the ticket window and buy your ticket.
Remember that politeness counts! (They have to have money, so they must go to the bank
if they don’t.)
 Activity 2: Now find your traveling companions. You cannot just shout out! You must go
around the room asking! (Automatically divides class into groups of four)
 Group Activity: Now that you know your destination and your traveling companions,
what things will you need for your travel and what will you do when you get there?
Remember to use the buildings to help you get ready. Get a copy of the activities
available for each day of your visit and make a schedule. [Explain that their final project
will be similar to this activity.]
 Partner Activity: Your plane has just landed in Hong Kong. From there you want to travel
to the following three cities--Guilin, Xian, and Beijing.
o Ask the ticket agent what the cost is for the individual flights between cities, how
many bags you can carry on, and the weight limit for your checked bags. Also ask
what time, day, and date you will arrive and leave.
o Ask the travel agent how much your hotel accommodations will cost, what time
you will check in, and what time you will check out.
o Ask a local resident how to get to the hotel.
Note: These activities will continue into Day 6 in preparation for the final project.
Debrief
 Observe students, asking leading questions to extend their thinking and giving feedback
when necessary.
Closure (5 min.)

Summarize: -ir verbs, especially ir
Mercier 3


Reflect: Would you like to be a businessman and help people with their travel?
Connect: Business, mathematics
Independent Practice (Homework)



Worksheet #3
Using the verbs from our lesson, tell someone else about your travel plans by writing at
least a 7-line narration.
Using the list of activities/events for the current day, create your own schedule.
Assessment/Evaluation


Worksheet #3 (questions after the story)
Writing assignment