Lesson Day: 1 (Grammar)
Time: 50 minutes
Level of the Learner: High school Spanish 2
Materials Needed (Conditions): The book La Oruga Muy Hambrienta by Eric Carle, verb flashcards, copies of the story for the students.
O-Objective(s) & ACTFL Standards:
1.
Students can understand the grammar and meaning in the book La Oruga Muy
Hambrienta and are able to discern the difference in the verb forms of past actions. (Standard 1.2)
2.
Students can show comprehension of the grammar concepts through the anticipatory set, the game activity, and the closure. (Standard 1.3)
Content: Using the book La Oruga Muy Hambrienta to introduce the imperfect tense.
Levels of Thinking: Understanding, Remembering, Applying, Creating, Analyzing.
Student Behavior: Students apply what they previously learned and participate in understanding and applying the new grammar structure. They are actively involved and engaged in the learning, as they are asked to use the imperfect form in context.
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A+ - Anticipatory Set: Have students write one sentence about what they did last night [or yesterday] and share with the rest of the class. (This section serves as a review of the past tense or preterit, which they have previously learned.)
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P-Procedure:
1.
After the anticipatory set, write some of the verbs that students used in the preterit form on the board.
2.
Read the story to the students out loud.
3.
Focusing on a page of the book where both the preterit and the imperfect are

shown, write a sentence on the board [El lunes comió, comió y atravesó una manzana, pero aún seguía hambrienta.].
4.
Ask students to identify all the verbs in the sentence and if they notice any difference in the verb forms. They should notice a difference in the endings as well as in meaning.
5.
Students play a matching game to reinforce the tense just learned: the flashcards contain four verbs in the imperfect and four verbs in the preterit.
They need to match each verb with the right category (or tense). This allows them to practice the imperfect and compare it to the preterit.
6.
Have students guess what the conjugation of the verb ‘seguir’ could be in the imperfect. Then, conjugate the regular verbs of “hablar”, “tener”, and “dormir” on the board.
7.
Lastly, students break up in pairs and conjugate six verbs in the imperfect.
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C-Closure: Have individual students write a sentence about what they used to do when they were little using the imperfect tense, which they share with the rest of the class.
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Homework: Students will practice the grammar (imperfect tense) by conjugating five verbs and writing five sentences with them.
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Target Grammar: Imperfect tense of regular verbs.

Lesson Day: 2 (Vocabulary/Technology)
Time: 50 minutes
Level of the Learner: High school Spanish 1
O-Objective(s):
1. Students can identify at least 12 out of the 17 vocabulary terms (ACTFL Standard 1.2).
2. Students can recognize food words in the story (ACTFL Standard 1.2).
3. Students can understand the meaning of the vocabulary words and come up with the
English version (ACTFL Standard 4.1).
4. Students can discuss and share their likes based on food (ACTFL Standards 1.1 & 1.3).
Content: Food terminology and vocabulary of La Oruga Muy Hambrienta.
Levels of Thinking: Understanding, Applying, Creating, Remembering.
Student Behavior: Students read the story, recognize new words, understand their meaning, and group them in categories. They also engage in a conversation about their food preferences.
A+ - Anticipatory Set:
Show a video on food. Students will listen to it and guess what it is about.
P-Procedure:
1. Students take turns in reading the story out loud (Storybird, copies).
2. Teacher asks students to notice the highlighted words on the text and guess what they are in context.
3. Teacher introduces the vocabulary on food with a PowerPoint presentation.
4. Play a game; categories and matching: each student is assigned a food category and needs to find the belonging words (food items) in the flashcards provided.
5. After the game activity, students are asked to guess the English translation of the words.
6. Students work individually on a worksheet, by matching each food item with its corresponding word.
7. Teacher has students read their responses on the worksheet.
8. In pairs, students talk about their favorite foods.
C-Closure: Students share their answers with the rest of the class.

Homework: Complete the food categories by adding five more words/items.
Materials Needed (Conditions): Paper copies of the story for students, introduction video, PowerPoint, Storybird presentation, worksheet, and vocabulary flashcards.
Target Vocabulary: Food vocabulary, based on the book.
Useful links: 5 Frutas y verduras al día - Karaoke (YouTube video) http://storybird.com/books/la-oruga-muy-hambrienta-eric-carle/?token=dypj5xmfh2

Lesson Day: 3 (Culture)
Time: 50 minutes
Level of the Learner: High school Spanish 2
O-Objective(s):
1. Students can compare typical Spanish and American food (ACTFL Standard 4.2).
2. Students can discuss their responses with each other and share them (ACTFL
Standard 1.1).
3. Students can guess the English meaning of the two Spanish dishes in context (ACTFL
Standard 4.1).
Content: Traditional Spanish food.
Levels of Thinking: Understanding, Applying, Remembering, Analyzing.
Student Behavior: Students learn about Spanish food (its origin and ingredients), practice their understanding of the subject matter, and interact with their classmates.
A+ - Anticipatory Set:
Show a video on food. Students will watch and listen to it, and guess the topic of the lesson.
P-Procedure:
1. Teacher introduces two traditional Spanish dishes: Paella and Tortilla (PowerPoint).
2. Have students repeat the food names and ingredients as listed/mentioned in
Spanish.
3. Students practice what they have just learned with a game; the pictures of the two dishes are put up on the board.
4. Brainstorming activity: students come up with what a comparable American version of those two Spanish dishes would be.
5. Students share their responses in class.
6. Individually, students complete the worksheet (fill-in-the-blanks).
7. In pairs, students compare their answers.
8. Students share their final answers with the class.
C-Closure: Teacher asks students what elements (ingredients) the two dishes have in

common.
Homework: Look up the cooking procedure (recipe) of the two dishes and write 1-2 paragraphs for each item.
Materials Needed (Conditions): Introduction video, PowerPoint presentation, pictures of the two dishes, scotch tape, clicker, and paper copies of the worksheet for students.
Target Culture: Traditional Spanish dishes (Paella and Tortilla).
Useful links: PARA CRECER DEBEMOS COMER (YouTube video)

Lesson Day: 4 (Vocabulary)
Time: 50 minutes
Level of the Learner: High school Spanish 1
O-Objective(s):
1. Students can recognize all 11 vocabulary terms for colors (ACTFL Standard 1.2).
2. Students can identify the colors through the objects in the story (ACTFL Standard
1.2).
3. Students can guess the colors in English (ACTFL Standard 4.1).
Content: Colors from La Oruga Muy Hambrienta.
Levels of Thinking: Understanding, Applying, Creating, Remembering.
Student Behavior: Students learn new vocabulary words, use their previous knowledge (food vocabulary) to recognize colors in the story, and apply their knowledge through repetition and activities for practice.
A+ - Anticipatory Set:
Show a video on colors. Students will watch and listen to it, guessing the topic of the lesson.
P-Procedure:
1. Teacher introduces the vocabulary on colors with a PowerPoint presentation.
2. Have students take notes on the vocabulary words.
3. Students identify the colors from the objects on the book (shown on the Elmo
Board).
4. Show Quizlet and flip flashcards: have them repeat the words for colors.
5. Worksheet: students individually write 2 objects for each color (fill-in-the-blanks) and then share in class.
6. Game: students and teacher stand up, get into a circle, and review the colors just learned. The rubber ball goes around. Whoever catches it has to say the English word of the color they hear in Spanish [For example, Person A says “rojo”—Person B has to say “red”].
C-Closure: In pairs, students talk about their favorite fruit and what color it is (in the

TL).
Homework: Students will make a list of the top 5 colors they like and briefly state why (write 1-2 sentences per color).
Materials Needed (Conditions): Introduction video, PowerPoint, the book, copies of the worksheet for students, Quizlet, and a rubber ball.
Target Vocabulary: Colors.
Useful links: Colors, colors - ¡Colores, colores! (YouTube video) http://quizlet.com/403300/spanish-colors-flash-cards/ (Quizlet link)

Lesson Day: 5 (Vocabulary)
Time: 50 minutes
Level of the Learner: High school Spanish 1
O-Objective(s):
1. Students can remember at least 15 out of 20 numbers (ACTFL Standard 1.2).
2. Students can identify numbers 1-5 in the story and learn their spelling (ACTFL
Standard 1.2).
3. Students can match the Spanish numbers with their English correspondents (ACTFL
Standard 4.1).
Content: Numbers from La Oruga Muy Hambrienta.
Levels of Thinking: Understanding, Applying, Creating, Remembering, Analyzing.
Student Behavior: Students learn the numbers, take notes on them, and apply their knowledge with repetition and practice activities.
A+ - Anticipatory Set:
Show a video on numbers. Students will watch and listen to it, and come up with the topic of the lesson.
P-Procedure:
1. Teacher introduces numbers 1 to 5 from the book La Oruga Muy Hambrienta.
2. Teacher introduces numbers 1-20 with a PowerPoint presentation.
3. Students repeat the numbers as listed on the slides.
4. Students take notes on the main uses of cardinal numbers.
5. Worksheet: in pairs, students practice the numbers by matching.
6. Listening activity: students listen to a video about numbers 1-10 and write the spelling on their notes.
C-Closure: Students individually repeat the numbers (1-10) out loud to the class, with the help of their notes.
Homework: Students will study numbers 21-30 by themselves and learn to write their spelling.
Materials Needed (Conditions): Introduction video, PowerPoint, the book, practice

video, and copies of the worksheet for students.
Target Vocabulary: Cardinal numbers (1-20).
Useful links: Spanish Numbers Song 1-10 (Intro video)
Numbers Song in Spanish. Cancion de los Numeros.
(Practice video)