PCSD Lesson Planning Template
Grade Level: 10-12 Teacher/Room:
Course(s)/ Period(s):
Sandra Minsk / 425
!st Year Spanish / 1,2,4
Unit Vocabulary: ser/estar, tener, adjectives, adverbs,family,time,possessive adjectives
Instructional Strategies Used: Teacher modeling,individual/pair/group/media (vhlcentral.com,youtube.com,etc…)
Day 1
Day 2
Day 3
Day 4
Week of:
Oct. 11
Day 5
GSE/GPS Standard(s):
GSE/GPS Standard(s):
GSE/GPS Standard(s):
GSE/GPS Standard(s):
GSE/GPS Standard(s):
MLEK.INT1
Students demonstrate
understanding of simple spoken
language through a variety of
media in the target language
and based on topics such as self,
family,school,etc…
MLEK.P1
Students present brief
rehearsed material orally in the
target language.
MLEKCUI
Students participate in
culturally- authentic situations
such as greetings and
celebrations.
MLEK.IP1G
Students Imitate proper
pronunciation and intonation.
MLI.CU1
Students describe customs and
traditions of the cultures such
as greetings, celebrations
and courtesies.
MLEK.INT1
Students demonstrate
understanding of simple spoken
language through a variety of
media in the target language
and based on topics such as
self, family,school,etc…
MLEK.P1
Students present brief
rehearsed material orally in the
target language.
MLEKCUI
Students participate in
culturally- authentic situations
such as greetings and
celebrations.
MLEK.IP1G
Students Imitate proper
pronunciation and intonation.
MLI.CU1
Students describe customs and
traditions of the cultures such
as greetings, celebrations
and courtesies.
MLEK.INT1
Students demonstrate
understanding of simple spoken
language through a variety of
media in the target language and
based on topics such as self,
family,school,etc…
MLEK.P1
Students present brief rehearsed
material orally in the target
language.
MLEKCUI
Students participate in culturallyauthentic situations such as
greetings and celebrations.
MLEK.IP1G
Students Imitate proper
pronunciation and intonation.
MLI.CU1
Students describe customs and
traditions of the cultures such as
greetings, celebrations
and courtesies.
MLEK.INT1
Students demonstrate
understanding of simple spoken
language through a variety of
media in the target language and
based on topics such as self,
family,school,etc…
MLEK.P1
Students present brief rehearsed
material orally in the target
language.
MLEKCUI
Students participate in culturallyauthentic situations such as
greetings and celebrations.
MLEK.IP1G
Students Imitate proper
pronunciation and intonation.
MLI.CU1
Students describe customs and
traditions of the cultures such as
greetings, celebrations
and courtesies.
MLEK.INT1
Students demonstrate
understanding of simple spoken
language through a variety of
media in the target language
and based on topics such as self,
family,school,etc…
MLEK.P1
Students present brief rehearsed
material orally in the target
language.
MLEKCUI
Students participate in
culturally- authentic situations
such as greetings and
celebrations.
MLEK.IP1G
Students Imitate proper
pronunciation and intonation.
MLI.CU1
Students describe customs and
traditions of the cultures such as
greetings, celebrations
and courtesies.
Essential Question:
Essential Question:
Essential Question:
Essential Question:
Essential Question:
How do you express someone's
age?
How do you express someone's
age?
How do you express someone's
age?
How do you express someone's
age?
How do you express someone's
age?
How do you describe where
places, people, etc…are
located?
How do you describe where
places, people, etc…are
located?
How do you describe where
places, people, etc…are located?
How do you describe where
places, people, etc…are located?
How do you describe where
places, people, etc…are located?
How do you describe people
and places?
How do you describe people
and places?
How do you describe people and
places?
How do you describe people and
places?
How do you describe people and
places?
How do you describe how
someone is feeling?
How do you describe how
someone is feeling?
How do you describe how
someone is feeling?
How do you describe how
someone is feeling?
How do you describe how
someone is feeling?
Mini Lesson:
Mini Lesson:
Mini Lesson:
Mini Lesson:
Mini Lesson:
PCSD Lesson Planning Template
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Review uses of "ser" and
"estar."
Activating Strategies:
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Warm-up: Write all forms of
"ser" and "estar." Include
meanings and pronouns.
Lesson:
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FStudents listen to Como eres?
on youtube.com and fill in the
blanks with the correct form of
"ser" and the correct adjectives.
In pairs, students write 5 t/f
sentences about song.
Students copy the adjectives to
use with "estar" from the
teacher provided vocab. list.
Teacher models correct
pronunciation of adjectives that
can be used with "estar" and
students repeat.
Teacher models use of the
adjectives with "estar."
Students write a sentence using
a form of "estar" and draw a
picture to depict the sentence
(on a large flashcard).
Orally students complete
"estar" activities on
vhlcentral.com. with teacher
guidance.
In pairs, students complete pg.
18, exercise 5 filling in the
blanks with the correct forms
of "ser" or "estar."
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Explain uses of "tener" when
related to age.
Review the family and
adjectives.
Use "ser" and "estar."
Activating Strategies:

Warm-up: Write adjectives
used with "estar" from teacher
provided vocab. list in Spanish
and English.
Lesson:

Activating Strategies:
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Use "ser," "tener," "estar," and
the "family" vocabuarly.
Warm-up: "Ser"/"Estar" Quiz
Lesson:
Activating Strategies:
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Go over homework (sentences
with "estar" and adjectives).
Students present sentences
and pictures (big flashcards).
Students listen to "Ser vs. Estar
Rap" on youtube.com.
Students fill in the blanks on
the teacher provided script for
song.
In pairs, students write
sentences using different
forms of "ser" and "estar" to
use in Schrades game.
As a class, students play
Schrades with student
generated "ser"/"estar"
sentences.
Students complete dialogue
with forms of "ser" and
"estar" using the usted and tu
forms.
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Copy the forms of "tener."
Discuss uses of "tener."
Students complete a teacher
provided worksheet using
different forms of "tener."
Review description of family
tree from vhlcentral.com.
Teacher describes family
members on tree using forms of
"tener," adjectives, forms of
"estar," "ser," and family
vocabulary.
Students listen to descriptions
and write the name of the
family member the teacher
describes.
On the active board, students
(with teacher assistance) write a
description of the family in
paragraph form.
In pairs students write a
paragraph description of their
family using family vocabulary,
"tener," adjectives, "ser," and
"estar."
Warm-up: Fill in the blank activity
with correct form of "tener."
Lesson:
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Use "ser," "tener," "estar,"
and the "family" vocabuarly.
Check h.w. from 10/14. Students
recite lines of song.
Teacher introduces possessive
pronouns. Students copy
possessive pronoun chart.
Orally teacher provides
sentences with possessive
pronouns and students fill in the
blanks with the correct pronoun.
Students complete a crossword
puzzle with possessive pronouns
used in context.
Teacher describes 1 of her family
members while students listen
and look at the picture that the
teacher provides of her family
member.
Students write description of 1
of their family members and
present it to the class.
Students draw their family tree
and label a minimum of 10 family
members using names,
possessive pronouns, and family
vocabulary.
Use "ser," "tener," "estar,"
and the "family"
vocabuarly.
Activating Strategies:

Warm-up: Answer 5 questions
on the board using "estar" and
adjectives.
Lesson:

Work on family tree project
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Resource/Materials:
Resource/Materials:
Resource/Materials:
Resource/Materials:
Resource/Materials:
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pg. 18 exercise 5 Vista
colored writing utensils
vhlcentral.com
youtube.com - Como eres
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youtube.com
teacher provided
adjective/estar vocab list
Student generated sentences
for Schrades game
vhlcentral.com
vhlcentral.com family tree picture
Teacher generated rubric for
project
PCSD Lesson Planning Template

Differentiation:
Differentiation:
Differentiation:
Differentiation:
Content/Process/Product:
Content/Process/Product:
Content/Process/Product:
Content/Process/Product:
Content/Process/Product:
 Content
 Process
 Product
Grouping Strategy:
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Content

Process

Product
Grouping Strategy:

content

process

product
Grouping Strategy:

content

process

product
Grouping Strategy:

Content

Process

Product
Grouping Strategy:
 whole class, individual, pairs
Assessment:

whole class, individual, pairs
Assessment:

homework from 10/12

fill in the blank answers on teacher
provided script for lyrics of "Ser vs.
Estar Rap" on youtube.com
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
whole class, individual, pairs
Assessment:

whole class, individual, pairs
Assessment:

whole class, individual, pairs
Assessment:
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pg. 18
fill in the blanks for song
T/F sentences pertaining to song
content
Assessment :
Pre-Test:
Post-Test:
Formative:
Assessment :
Pre-Test:
Post-Test:
Formative:
informal assessments
listed above
"ser"/"estar" quiz
Assessment :
Pre-Test:
Post-Test:
Formative:
Quiz-"ser" and "estar" write chart in English and
Spanish
family member descriptions
Assessment :
Pre-Test:
Post-Test:
Formative: homework
informal written and oral
responses
Differentiation:
Family tree project
Assessment :
Pre-Test:
Post-Test:
Formative:
Summative:
Performance Based:
Summative:
Performance Based:
Summative:
Performance Based:
Summative:
Performance Based:
Summative: Project
Performance Based:
Homework:
Homework:
Homework:
Homework:
Homework:
Make a flashcard with 1 adjective
and 1 form of "estar." Decorate
and write a sentence describing the
picture.
Study for "ser"/"estar" quiz.
Quiz on 10/14.
Memorize 3 lines of "Ser vs. Estar
Rap" from 10/13.
Practice orally the adjectives used
with "estar" on vocab list and
possessive pronouns with a family
member. Get list signed verifying that
you know the vocabulary.
None
Resources and Reflective Notes: