Table of Contents
Introduction ………………………………………………………………......……………….. 2
Standards……………………………………………………………………………………….. 2
Goals ………………………………………………………………………………………..….. 2
Learning Targets …………………………………………………………………………….. 2
Lesson #1: Opener …………………………………………………………………..………..3-5
Lesson #2 ………………………………………………………………………………………..6-8
Lesson #3 ………………………………………………………………………………………..9-10
Lesson #4 ………………………………………………………………………………………..11-13
Lesson # 5: Closing ……………………………………………………………………………..14-15
Assessments ………………………………………………………………………….…………..16-21
Reflection ………………………………………………………………………………… …….. 22
Bibliography ……………………………………………………………………………………..23
Attachement ………………………………………………………………………….……….. 24
1
Introduction: This unit will be used to introduce students to adjectives and the possessive
structure. Because it is a TPRS unit, it will also focus on teaching students vocabulary
structures through stories. Students will be able to describe themselves and others, as well as
talk about their belongings.
Standards:
A. 1.2.N.L.a Demonstrate understanding of oral classroom language in
the target language including directions, commands, and requests
B. 1.2.N.R.b Understand main idea of simple accessible written materials
in the target language such as, textbook passages, age-appropriate
magazine and newspaper articles/ads, websites/internet, poetry or
stories
C. 1.1.N.SL.e Ask questions about physical appearance, character and
personality traits of friends, family, classmates and answer using a
list of traits
D. 4.2.N.a Identify basic target culture practices and compare them to
one’s own
Goals:
The learners will be able to describe themselves and others in Spanish using adjectives.
The learners will be able to use the possessive structure.
The learners will be able to illustrate a story written in Spanish with 90% accuracy.
The student will be able to identify common classroom objects.
Learning Targets:
I can describe myself using adjectives
I can describes others, both familiar and unfamiliar, using adjectives
I can talk about what people have using the possessive structure
I can read a story in Spanish and illustrate what’s happening
2
Lesson #1: Opening
II.
III.
IV.
V.
VI.
Benchmark/Standard:
A. 1.2.N.L.a Demonstrate understanding of oral classroom language in
the target language including directions, commands, and requests
B. 1.2.N.R.b Understand main idea of simple accessible written materials
in the target language such as, textbook passages, age-appropriate
magazine and newspaper articles/ads, websites/internet, poetry or
stories
Behavioral/Objective: The learners will demonstrate when to use the
personal “a.” The learners will be able to create and illustrate short
sentences.
Anticipatory Set: Students will read a short, silly story containing vocab
that they already know and then respond to a few short questions about
the story.
Objective/Purpose: Today, we will be learning something new, the
personal “a,” and you get to tell me the rules for it! But first, we’re going
to review the articles with a song to get you ready to learn.
Input
A. Task Analysis
1.
Students will complete a “para empezar”-reading a short,
silly story and answering questions about it.
2. We will go over the questions and then listen to a song to
review the articles.
https://www.youtube.com/watch?v=IRiGz8qQig4
3.
Next, I’ll show students a powerpoint with some sample
sentences containing the personal ‘a.’ We’ll read and translate
the sentences together and then they’ll talk with their partner
to decide when the personal ‘a’ is used.
4.
After they share their ideas, we’ll look at page 149 in the
book to solidify the ideas. We will do the practice problems
together, then the students will try 5 problems with their
partners.
5.
Next students will take out the sentences that they wrote
after the test on Friday. Each student wrote 5 sentences using
vocabulary structures that we had learned previously.
6.
Each student will read his/her first sentence to his/her
partner. The partner will have to draw the sentence to see if it
makes sense and if they understand. Then, the students will
3
switch roles. After each student reads their first sentence, the
person on the left will move back one seat so everyone has a
new partner for sentence #2.
7.
Once they’re finished, I’ll ask at least 3 students to share a
sentence.
8.
Closure: I’ll ask the students for 3 takeaways from the
lesson.
B. Thinking Levels
1.
Knowledge: Filling in the blanks for the practice problems
2. Comprehension: students must comprehend the para
empezar story to answer the questions. Also, they must
comprehend each other’s sentences to draw them.
3. Analyze: Students analyze the examples to infer the
personal ‘a’ rule.
4.
Create: Students create sentences using their vocabulary
C. Learning Styles, Accommodations
1. Linguistic
2. Social
3. Musical
4. Kinesthetic
Accommodations: For students who need extra guidance with the
personal ‘a’ I can walk around the room as the partners work to
reinforce ideas. Students who struggle with writing and drawing
may can perform the partner activity orally. The movement and
singing gives students who have a hard time focusing the chance to
move around and refocus.
VII.
D. Methods/Materials
1. computer with internet access, projector with speakers,
workbook, student sentences
Modeling
A. I work through the personal ‘a’ sentences with the students.
B. I will do an example sentence and drawing to model how the students
should work with their partners.
4
VIII. Checking for Understanding
A. I can see that the students are comprehending what they’re reading as
we go over the warmup.
B. As students work on the personal ‘a’ example individually, I can walk
around to see where mistakes are being made and immediately correct
misconceptions.
C. The drawings will show that the students understand their partners’
sentences.
D. I can listen in as students share their sentences to listen for mistakes.
IX.
Closure
A. 3 takeaways from the lesson
5
Lesson # 2
I.
II.
III.
IV.
V.
Benchmark/Standard:
A. 1.2.N.L.a Demonstrate understanding of oral classroom language in
the target language including directions, commands, and requests
B. 1.2.N.R.b Understand main idea of simple accessible written materials
in the target language such as, textbook passages, age-appropriate
magazine and newspaper articles/ads, websites/internet, poetry or
stories
Behavioral/Objective:
A. The students will be able to list classroom objects.
B. The students will be able to illustrate a story using their vocabulary
structures.
C. The students will be able to respond to questions about the story.
Anticipatory Set: Students will read a short story and respond to the
questions following it. The story includes vocab structures and classroom
objects, which they have been practicing.
Objective/Purpose: Today, we will be learning a few more classroom
objects and reading a story to put all of your vocab practice together.
Input
A. Task Analysis
1. Warm-up: Students will read a short story and respond to the
questions following it. The story includes vocab structures and
classroom objects, which they have been practicing.
2. Quiz: The students have a short quiz on the classroom objects,
which we have been learning this week. The quiz shows pictures of
the classroom objects and has a list of Spanish terms. Students
have to match the objects with the words.
3. Add the rest of the necessary class objects-p 166
4. Pass a bag of school supplies from Spain around and instruct the
student with the bag to “Saca un lápiz, saca un papel, saca un
libro,” etc. This allows students to hear “saca,” one of our vocab
words, and practice with the classroom objects all while being
exposed to culture and recognizing that the way we visualize the
objects comes from our culture.
5. Next, we’ll practice the rest of the vocab structures, “sonríe,” and
“no comprende nada” aloud by doing the motions for them
6. Next, we’ll read the story. 1st, I’ll ask the students if they’ve
traveled on a plane before and a few short questions related to
travel to get them thinking.
6
7. Students will work in pairs to illustrate parts of the story. Each
pair will have 2 sentences to illustrate. Next, I’ll collect the
illustrations in order to show on the doc cam and each group will
read the corresponding sentences.
8.
We will respond together to the questions at the end of the
story.
9.
I’ll ask the students to share what stuck with them from
class that day.
B. Thinking Levels
1.
Knowledge: Matching objects to Spanish words on the quiz
2. Comprehension: answering the questions during the
warmup and at the end of the story, students must pull out the
correct classroom object, students illustrate corresponding parts
of the story.
C. Learning Styles, Accommodations
1. Linguistic
2. Social
3. Kinesthetic
Accommodations:
I read the words on the quiz aloud for students who need to hear to
process
VI.
VII.
D. Methods/Materials
1. Computer with projector for the quiz and warmup, bag with
Spanish class supplies, “Saca el boleto” story from book
Modeling
A. I’ll give myself a command and then pull the first object out of the bag
so that they know what to do.
B. Since there are an odd number of sentences in the story, we’ll do the
first one and illustrate it together.
Checking for Understanding
A. Quiz is a formal way to formatively assess the students’ recognition of
class objects
B. When I tell students to “saca un cuaderno,” I see if they’re recognizing
their vocab structure and the class objects
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C. Going over the questions together and showing the story as a class
lets me make sure that everyone is on the same page and I can clear
up any misconceptions
VIII. Closure
A. What stuck with you today?
8
Lesson # 3
I.
II.
III.
IV.
V.
Benchmark/Standard:
A. 1.2.N.L.a Demonstrate understanding of oral classroom language in
the target language including directions, commands, and requests
B. 1.2.N.R.b Understand main idea of simple accessible written materials
in the target language such as, textbook passages, age-appropriate
magazine and newspaper articles/ads, websites/internet, poetry or
stories
C. 1.1.N.SL.e Ask questions about physical appearance, character and
personality traits of friends, family, classmates and answer using a
list of traits
Behavioral/Objective:
A. The students will be able to recognize adjectives and use them to
describe people
B. The students will be able to answer questions about a short story.
Anticipatory Set: Students will listen to “Cumbia de los muertos,” try to
fill in the blanks from a word box, and the talk about what the song
means. We’ll have a short discussion about the view of death in Mexico
compared to the view of death in the US.
Objective/Purpose: Yesterday we learned some adjectives, so let’s
practice them together today so you can start to describe people on your
own.
Input
A. Task Analysis
1. Listen to “Cumbia de los muertos” and fill in the blanks.
Talk about views on death.
2. Students take out whiteboards and markers and we’ll go
through a powerpoint where they have to choose the correct
adjective from a set to describe the person shown in the picture.
3. Once we’ve practiced, students will complete pg. 201 from
their workbooks to practice adjective order.
4. We will go over pg. 201 and then go through some of our
vocabulary using the motions.
5. Next, I’ll ask for 4 volunteers to help act out our story. Each
volunteer will get a “puppet” and come to the front of the room.
I read the story aloud in Spanish as the volunteers act out the
story and the rest of the class illustrates it.
9
6. We will work on the questions after the story together so I
can ensure that all students understood.
7. To end, each student will describe him/herself using
adjectives to his/her partner. I will ask 3 people to describe
their partner.
B. Thinking Levels
1.
Knowledge: recognizing adjective
2.
Comprehension: reading story, answering questions,
illustrating the story
C. Learning Styles, Accommodations
1. Linguistic
2. Kinesthetic
3. Social
D. Methods/Materials
1. computer, internet, projector, speakers, whiteboards,
markers, puppets
VI.
Modeling
A. I’ll do the first 2 adjective practice problems with the students
VII. Checking for Understanding
A. Whiteboards help me see where each student stands
B. Questions together after story.
VIII. Closure
A. Describe yourself and your partner
10
Lesson #4
IX.
Benchmark/Standard:
A. 1.2.N.L.a Demonstrate understanding of oral classroom language in the
target language including directions, commands, and requests
B. 2.1.N.F.e Explain the practices and significance of an important:
civil or religious holiday or
celebration AND
regional holiday or
celebration AND
personal or family holiday or celebration
within a community or
culture in which the target language is spoken
C. 2.2.N.F.d Describe and explain the significance of the products associated
with an important:
civil or religious holiday or
celebration AND
regional holiday or
celebration AND
personal or family holiday
or celebration within a
community or culture in
which the target language is
spoken
D. 4.2.N.a Identify basic target culture practices and compare them to one’s
own
X.
Behavioral/Objective: The learners will be able to respond to questions
about Día de los Muertos and compare and contrast Día de los Muertos with
Halloween.
XI.
Anticipatory Set: Students will complete a pre-quiz on Kahoot to get them
engaged and excited to learn more. Also, this shows me what they already
know and what they still need to learn.
XII. Objective/Purpose: Today, we will be in the lab to find out some more about
Day of the Dead. It originated in Mexico, but is becoming more common in
the US. It is often confused as being the Mexican Halloween, so we’ll find out
if this is true.
XIII. Input
A. Task Analysis
1.
Student will enter the lab and take a pre-quiz on Day of the
Dead to get them thinking about some questions and to get them
excited to learn more.
11
2.
Next, students will complete a webquest pertaining to Day
of the Dead.
3.
If they finish early, they may work on Quizlet to study
vocab.
4.
We will end by taking the same quiz we took at the
beginning to see how much they learned.
5.
Tomorrow, we will recap the information and extend on it.
B. Thinking Levels
1.
Knowledge: Find and recording facts and info about Day of
the Dead.
2.
Comprehension: Some questions on the pre-quiz are in
Spanish, so students have to comprehend what the question is
asking in order to respond.
3.
Analyze: Compare and Contrast Day of the Dead and
Halloween
C. Learning Styles, Accommodations
1.
Visual: There are a few charts on the quest and images for
the students who are visual learners.
2.
Verbal: The quest includes a lot of reading and a fair amount
of writing for the verbal learners.
3.
Social: The “quiz” is more like a game where the students
compete to get the best score
Accommodations: For students who have a difficult time typing, I
have digital copies of the quest available. I have a color-blind
student, so the pre-quiz might be difficult, but it shows shapes as
well, so that should help him.
D. Methods/Materials
1.
computers with internet access for each student, projector,
copy of quest
XIV. Modeling
A. I show the students on the projector exactly where to go for the pre-quiz
and what to type in.
B. The quest has very clear directions for where to go to find the specified
information.
12
XV.
Checking for Understanding
A. Pre-quiz and post-quiz show me if the students learned and where there
is still misunderstanding.
B. I will circulate as students work to see how they’re doing
XVI. Closure
A. Post-quiz on Kahoot
13
Lesson #5: Closing
I.
Benchmark/Standard:
a. 1.2.N.L.a Demonstrate understanding of oral classroom language in the
target language including directions, commands, and requests
b. Identifying and Describing 1.1.N.SL.e Ask questions about physical
appearance, character and personality traits of friends, family,
classmates and answer using a list of traits
II.
Behavioral/Objective: The learners will use adjectives to describe people,
recognize when to use the personal ‘a’, be able to form possessives, list the
classroom objects, and recognize other vocab structures.
Anticipatory Set: Students will fill divide a paper into 4 sections, as shown
in attachment 1. They will then crumple the papers and have a 1 minute
“snowball” fight. Each person will pick up a paper, and 5 people will read the
papers to the class as the rest try to guess who they’re describing.
Objective/Purpose: Today, we will be reviewing for the test tomorrow. I have
7 fun games for you to play, set up at 7 different stations. You are
responsible for working through all of the stations. We will have 10 minutes
per station. The directions are included at each station and it is expected
that you spend a minute reading those before you begin.
Input
a. Task Analysis
i. Anticipatory set: snowball fight
ii. Explain purpose and give directions for moving through stations.
iii. Students work with a partner or group to complete all 7 stations,
listed below. All of the instructions and materials can be found in
my portfolio
1. Vamos a Pescar-classroom objects
2. Emparejar-vocab structures
3. Batalla de los barcos-articles
4. Cuatro en línea-miscellaneous review
5. ¿Quién es quién?-adjectives
6. Agarra la pluma-possessives
7. Hablamos-speaking and adjectives
iv. Closing: any questions students still have before the test.
III.
IV.
V.
b. Thinking Levels
i. Knowledge: students recognize and use vocabulary
14
ii.
Create: Students describe pictures of people they’ve never seen
before
c. Learning Styles, Accommodations
i. Linguistic
ii. Social
iii. Kinesthetic
Accommodations: For students who have trouble focusing, the
games, competition, and station movement help keep them on track.
For students who struggle, their partners can help them review.
VI.
VII.
d. Methods/Materials
i. All game materials, page protectors, whiteboard markers and
erasers, pens, dice
Modeling
a. Very clear directions are included at each station, with examples to
clarify when needed.
Checking for Understanding
a. Listening in on the students helps me ensure that they’re reviewing and
not just playing.
b. Questions at the end let me know what the students still need to study.
VIII. Closure
a. Questions at the end
15
Me llamo ________________________
⁄74
Hora ______ Fecha ______________
ESPAÑOL 1A
Examen #3 (74 puntos)
Articles, Possessives, Personal A,
Adjectives, Clase, Questions, Structures
Section 1: Escucha (5 puntos)
Listen as I read 5 descriptions and choose the image that best matches each description. Write the
letter of the picture on the line next to the description number. The images are also projected on the
board. You will not use all of the letters.
1. ________
2. ________
3. ________
4. ________
5. ________
A.
C.
B.
E.
F.
D.
16
Section 2: Articles (8 puntos)
A. Fill in the blanks with the DIRECT articles.
B. Fill in the blanks with the INDIRECT articles.
a. The boy
________ chico
e. A boy
________ chico
b. The girl
________ chica
f. A girl
________ chica
c. The boys
________ chicos
g. Some boys
________ chicos
d. The girls
________ chicas
h. Some girls
________ chicas
Section 3: Possessives (12 puntos )
You went to school and ran into two Spanish exchange students in the hall. All of your supplies
fell out of your backpacks and you need to sort them out again. Translate the following phrases
to Spanish to tell which supplies belong to each person.
1. The girl’s clock
______________________________________
2. The boy’s grapes
______________________________________
3. The students’ papers
______________________________________
4. Maria’s pencil
______________________________________
5. Gabriel’s pen
______________________________________
6. The boys’ books
______________________________________
Section 4: Adjectives (12 puntos)
Now that you have your supplies sorted out, you decide to tell the Spaniards about some of the
students in your school. Use the correct articles, adjectives, and nouns, in the correct order,
to describe the other students. There will be one word per blank.
1. A tall boy
__________ _______________ ______________
2. The nice student
__________ _______________ ______________
3. Some short girls
__________ _______________ ______________
4. The weak girl
__________ _______________ ______________
17
Section 5: Personal “a” (5 puntos)
After you talk about the students, you decide to tell the Spanish students about your morning.
You had una mañana mala. Fill in the blanks with either an “a,” “al,” or “X,” depending on if
the personal “a” is needed or not. Cross out “el” if it needs to be crossed out.
1. Me levanto y mira _______ el reloj.
2. Son las seis y media. Le grita _______ mi mamá.
3. Mi mamá agarra _______ el bebé y lo pone en el carro.
4. Yo como _______ una banana rápidamente.
5. Llego (I arrive) a la escuela y sonrío _______ la maestra.
Section 6: Question Words (8 puntos)
The bell rings and it’s time for tu clase favorita: español! You love singing in class, especially
Christmas songs. Translate the question words from Spanish to English.
1. por qué _____________
5. cuánto _____________
2. cuándo _____________
6. cómo _____________
3. qué _____________
7. quién _____________
4. dónde _____________
8. cuál _____________
18
Section 7: Un Cuento (18 puntos)
After you sing, your Spanish teacher decides to tell you a story based on La camisa de Margarita
by Ricardo Palma. Read the story, draw in the boxes what’s happening, and respond to the
questions that follow. [¡OJO! Look at the numbers in the boxes before drawing]
1) Hay una chica peruana que se llama Margarita. 2) Margarita es rubia, joven, y muy
bonita.
3) Margarita encuentra a un chico español que se llama Luis. 4) Luis es guapo,
arrogante, y pobre. 5) Margarita sonríe a Luis. Luis sonríe a Margarita. 6) Pero, hay un
problema.
1y2
3y4
5
7) Al papá de Margarita no le gusta Luis porque Luis es pobre. 8) El papá dice que
Margarita no puede casarse (marry) con Luis. 9) Luis se enoja. 10) ¡El papá no comprende
nada! 11) Margarita está triste y llora mucho. 12) Ella está en su dormitorio (bedroom) todo el
día y no puede comer.
7y8
9
11 y 12
19
13) El papá de Margarita tiene miedo, y decide que (decides that) Luis y Margarita sí
pueden casarse (are able to get married). 14) El papá es muy rico y compra una camisa blanco y
bonita para Margarita. 15) La camisa está de moda. 16) Margarita está feliz y camina hacia
Luis. 17) Luis la agarra y la besa.
13
14
16 y 17
Preguntas (6 puntos)
1. ¿Cómo es Margarita? Escribe en Español.
___________________
____________________
_____________________
2. ¿De dónde es Luis? Circle the correct answer.
a. Guatemala
b. Peru
c. Spain
d. Argentina
3. ¿Por qué se usa el “a” personal en frase #3? Explica en inglés.
_________________________________________________________________
20
4. Why doesn’t Margarita’s dad like Luis? Circle the correct answer.
a. Luis is ugly.
b. Luis is poor.
c. Luis has 3 cats.
d. Margarita’s dad never likes anyone.
5. ¿Dónde está Margarita en frase #12?
Margarita está en _____________________________.
6. Busca en #14 y encuentra el error. Fix the error in Spanish and write it below.
_________________________________________________________________
¡El fin!
“Veo al final de mi rudo camino, que yo fui el arquitecto de mi propio destino.”
I see at the end of my rough journey, that I've been the architect of my own destiny.
Amado Nervo
21
Reflection
Overall, I’d say my unit was successful, but it wasn’t as good as I hoped it would be.
I wanted to plan for a lot more hands-on learning and maybe even some projects
rather than working out of the book and doing worksheets, but time got the best of
me. As I was planning, I wanted to make sure that my students were ready for the
final exam, because their final grade will reflect on me. Because of that, I found that
it was so easy to just use what my department already had in place. I hate the idea
that I was teaching toward the test, but I know that it is reality for many teachers.
There were some lessons that I taught during my unit that weren’t completely my
own, so I felt uncomfortable teaching them, and the students can tell. While making
the unit, I saw that it’s important to keep your standards in mind and to be wellprepared. Students know when you’re winging it and you won’t get anything done.
My students did well, for the most part, on the test, but I also noticed a few areas
where I’ll need to be clearer the next time that I teach.
22
Bibliography
Rockford High School Spanish 1A packet and stories
23
Attachments:
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