WOODLAND HILLS SECONDARY LESSON PLAN
Name Kathryn Shook Date 4/20/2015 Length of Lesson 3.5 Weeks Content Area Spanish 2
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable): BIG IDEAS:
In this chapter, students will learn to talk about a train trip. In order to do this, they will learn vocabulary related to the train station, and train travel. They will
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
Communication: also continue to learn how to talk about past events by learning the preterit forms of some irregular verbs.
The cultural focus of the chapter will be train travel in
Spain and Latin America.
Student will communicate in Spanish on the following topics:

Purchasing a train ticket and consulting a timetable

Getting through a train station

Traveling on board a train
Students will obtain and provide information about these topics and learn to engage in conversations with a ticket agent, train conductor, and fellow passengers as they fulfill the chapter objectives.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: how to conjugate irregular verbs in the preterit tense, and vocabulary related to travel.
VOCABULARY:



Getting around a train station
Describing activities at a train station
On board a train
ESSENTIAL QUESTIONS:

How does studying Spanish grammar help us to understand English grammar?

What can we learn about our own culture through the study of Spanish and Hispanic culture?

In what ways could this travel unit benefit you if you were to travel to a Spanishspeaking country?
STUDENT OBJECTIVES
(COMPETENCIES/OUTCOMES):
Students will be able to:

Use expressions related to train travel

Purchase a train ticket and request information about arrival, departure, etc.

Talk about more past event or activities

Tell what people say

Discuss an interesting train trip to Spain.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
GROUP PROJECT: Story book
Speaking assessment: Situation cards
FORMATIVE ASSESSMENTS:
Advanced Learners:
Increase level of difficulty
Adjust activity to specific learning styles
Allow open exploration
Struggling Learners:
Chunking
Scaffolded activities
Simplified activities
Limit activity choices
Adjust activity to specific learning styles

INSTRUCTIONAL
PROCEDURES:
Haga Ahora: Listed below
Mini Lesson: See Below
Guided Practice:
Notes
Discussion
Whole-Group tasks
Independent Practice:
Assignments/Class work
Handouts
Summations/Formative
Assessments:
Chapter test/quizzes
Homework
Reflections:
Completed by teacher at the end of each class period
*Adjustments to lessons as needed
STAGE III: LEARNING PLAN
MATERIALS AND
RESOURCES:

Textbook

Magnetic Subject
Pronoun Cards

Notebook

Folder

Paper

Writing utensil

Overhead/LCD
Projector

Audio
INTERVENTIONS:
Guided Notes
Extra time
Teacher prompting
Re-wording of Question
Tutoring
Small group
ASSIGNMENTS:
Do Nows
Formal observations,
Informal observation,
Exams / quizzes(oral, aural and written),
Children’s Book
Projects.