COUNTERFEIT COUNTY SCHOOLS
LEARNING FOCUSED LESSON PLAN
SPANISH I
Jose Franco
Learning-Focused Acquisition Lesson Plan
North Carolina Essential Standard for World Languages:
 NM.CLL.2.5 - Understand language components (stems, prefixes, tones, verb endings,
parts of speech) that are used in the target language.
 NL.CMT.4.1 Recognize simple language that communicates knowledge of the target
language and cultures to others.
National Standard for World Languages:
 1.1 Students engage in conversation, provide and obtain information, express feelings and
emotions, and exchange opinions.
Lesson Goal:
 Students will identify themes in literature and conversation pertaining to family and
common phrases.
 Students will ask questions about other people's families.
Teaching Strategies:
 Entrance Ticket
o Students arrive to their seats and use their chrome book to complete a web
activity of their choice from their choice boards which is aligned with the current
unit. “Familia”
 Vocabulary
o Uncle, aunt, niece, nephew, cousins, male cousin, female cousin, Twins, female
twins, male twins, Stepmother, stepfather, stepbrother, stepsister.
 Direct Instruction (I Do)
o Introduce extended family vocabulary
o Web Infographic used for direct instruction on extended family units.
 Guided Practice (We Do)
o Copy and translate vocabulary of the day in portfolio binders
o Guided review: Teacher instructs students to visit wiki and watch Video #2 with
their groups.
https://unidadlafamilia.wikispaces.com/Student+Video+Class+discussion+Prompts
Teacher then guides a class discussion about the different people in the video and
what they had to say about their family members.
o Family description Pictionary: Groups take turns drawing content from vocabulary
concepts on the board while the other groups work together to answer the
challenge in the target language. (For student benefit. summarizes: Direct
instruction and practice)
 Collaborative Learning (You Do Together)
o Reading Club groups: students are provided 3 samples of easy reader short story
books and 3 web based short story links connected with the unit’s content and


embedded vocabulary. The choices probably include:
 Two picture books
 Two family culture easy reader shorts
 Two easy readers theater books
Students use the wiki link below to have a text based discussion interpreting the
meaning of the book from the target language. (Teacher provides open seating and
allows groups to work from the reading, writing or general seating stations)
https://unidadlafamilia.wikispaces.com/Student+Reading+Club+Discussion+Groups
Independent Practice (You Do)
o Familia Botero: Teacher projects an image of famous artist Fernando Botero’s
family scene painting on the board. Students are in their seats and instructed to
think of five questions they can ask about the family characters in the painting.
Students write their five questions in the target language and write the answer
that they would give for each question on the back of their paper in the target
language as well. Papers are then rotated clockwise to the peer next to them and
then each student answers the peer’s student made questionnaire. Afterwards the
students receive their papers back and compare the answer their peer gave with
their own.
Closure/Summarizing Strategy
o Familia Botero Prompt: At the bottom of your previous assignment answer the
following—did your answers match your peer’s answers? If it was different then
was his/her answer wrong? Why or why not?