PCSD Lesson Planning Template
Grade Level: 10-12 Teacher/Room:
Course(s)/ Period(s):
Week of: 10-19-15
S. Minsk / 425
1st Year Spanish / 1,2,4
Unit Vocabulary: Tener, Ser vs. Estar, Possessive Pronouns, Tener Que, Gustarse
Instructional Strategies Used: games, listening comprehension activities, technology (vhlcentral.com), presentations, dialogues, writing activities, teacher modeling, pair/group activities
Day 1
Day 2
Day 3
Day 4
Day 5
GSE/GPS Standard(s):
GSE/GPS Standard(s):
GSE/GPS Standard(s):
GSE/GPS Standard(s):
GSE/GPS Standard(s):
MLI.IP1 The students exchange
simple spoken and written
information in the target
language, utilizing cultural
references where appropriate.
The students: B. Express likes,
dislikes, emotions, agreement
and disagreement.
E. Give simple descriptions.
G. Ask questions and provide
responses based on topics such
as self, family, school, etc.
MLI.IP2 The students
demonstrate skills necessary to
sustain brief oral and written
exchanges in the target
language. The students: A.
Initiate, participate in, and close
a brief oral or written exchange.
B. Use formal and informal
forms of address.
C. Demonstrate Novice-Mid
proficiency in oral and written
exchanges with respect to
proper pronunciation,
intonation, and writing
mechanics.
MLI.P1 The students present
information orally and in writing
that contains a variety of
vocabulary, phrases, and
patterns. The students:
A. Present information gathered
from a variety of sources such
as informal conversations, class
presentations, interviews,
readings, and media.
B. Give basic information about
self and others including school,
MLI.IP1 The students exchange
simple spoken and written
information in the target
language, utilizing cultural
references where appropriate.
The students: B. Express likes,
dislikes, emotions, agreement
and disagreement.
E. Give simple descriptions.
G. Ask questions and provide
responses based on topics such
as self, family, school, etc.
MLI.IP2 The students
demonstrate skills necessary to
sustain brief oral and written
exchanges in the target
language. The students: A.
Initiate, participate in, and close
a brief oral or written exchange.
B. Use formal and informal
forms of address.
C. Demonstrate Novice-Mid
proficiency in oral and written
exchanges with respect to
proper pronunciation,
intonation, and writing
mechanics.
MLI.P1 The students present
information orally and in writing
that contains a variety of
vocabulary, phrases, and
patterns. The students:
A. Present information gathered
from a variety of sources such
as informal conversations, class
presentations, interviews,
readings, and media.
B. Give basic information about
self and others including school,
MLI.IP1 The students exchange
simple spoken and written
information in the target
language, utilizing cultural
references where appropriate.
The students: B. Express likes,
dislikes, emotions, agreement
and disagreement.
E. Give simple descriptions.
G. Ask questions and provide
responses based on topics such
as self, family, school, etc.
MLI.IP2 The students
demonstrate skills necessary to
sustain brief oral and written
exchanges in the target language.
The students: A. Initiate,
participate in, and close a brief
oral or written exchange. B. Use
formal and informal forms of
address.
C. Demonstrate Novice-Mid
proficiency in oral and written
exchanges with respect to proper
pronunciation, intonation, and
writing mechanics.
MLI.P1 The students present
information orally and in writing
that contains a variety of
vocabulary, phrases, and
patterns. The students:
A. Present information gathered
from a variety of sources such as
informal conversations, class
presentations, interviews,
readings, and media.
B. Give basic information about
self and others including school,
family, activities, etc.
MLI.IP1 The students exchange
simple spoken and written
information in the target
language, utilizing cultural
references where appropriate. The
students: B. Express likes, dislikes,
emotions, agreement and
disagreement.
E. Give simple descriptions.
G. Ask questions and provide
responses based on topics such as
self, family, school, etc.
MLI.IP2 The students demonstrate
skills necessary to sustain brief
oral and written exchanges in the
target language. The students: A.
Initiate, participate in, and close a
brief oral or written exchange. B.
Use formal and informal forms of
address.
C. Demonstrate Novice-Mid
proficiency in oral and written
exchanges with respect to proper
pronunciation, intonation, and
writing mechanics.
MLI.P1 The students present
information orally and in writing
that contains a variety of
vocabulary, phrases, and patterns.
The students:
A. Present information gathered
from a variety of sources such as
informal conversations, class
presentations, interviews,
readings, and media.
B. Give basic information about
self and others including school,
family, activities, etc.
C. Demonstrate Novice-Mid
MLI.IP1 The students exchange
simple spoken and written
information in the target
language, utilizing cultural
references where appropriate.
The students: B. Express likes,
dislikes, emotions, agreement
and disagreement.
E. Give simple descriptions.
G. Ask questions and provide
responses based on topics such
as self, family, school, etc.
MLI.IP2 The students
demonstrate skills necessary to
sustain brief oral and written
exchanges in the target
language. The students: A.
Initiate, participate in, and close
a brief oral or written exchange.
B. Use formal and informal
forms of address.
C. Demonstrate Novice-Mid
proficiency in oral and written
exchanges with respect to
proper pronunciation,
intonation, and writing
mechanics.
MLI.P1 The students present
information orally and in writing
that contains a variety of
vocabulary, phrases, and
patterns. The students:
A. Present information gathered
from a variety of sources such as
informal conversations, class
presentations, interviews,
readings, and media.
B. Give basic information about
self and others including school,
PCSD Lesson Planning Template
family, activities, etc.
C. Demonstrate Novice-Mid
proficiency in oral and written
presentations with respect to
proper pronunciation,
intonation, and writing
mechanics.
family, activities, etc.
C. Demonstrate Novice-Mid
proficiency in oral and written
presentations with respect to
proper pronunciation,
intonation, and writing
mechanics.
C. Demonstrate Novice-Mid
proficiency in oral and written
presentations with respect to
proper pronunciation,
intonation, and writing
mechanics.
proficiency in oral and written
presentations with respect to
proper pronunciation, intonation,
and writing mechanics.
family, activities, etc.
C. Demonstrate Novice-Mid
proficiency in oral and written
presentations with respect to
proper pronunciation,
intonation, and writing
mechanics.
Essential Question:
Essential Question:
Essential Question:
Essential Question:
Essential Question:
How do you describe people,
places, and things?
How do you describe people,
places, and things?
How do you describe people,
places, and things?
How do you describe people,
places, and things?
How do you describe people,
places, and things?
How do you express where
someone or thing is located?
How do you express where
someone or thing is located?
How do you express where
someone or thing is located?
How do you express where
someone or thing is located?
How do you express where
someone or thing is located?
How do you describe how
you're feeling?
How do you describe how
you're feeling?
How do you describe how you're
feeling?
How do you describe how you're
feeling?
How do you describe how you're
feeling?
Mini Lesson:
Mini Lesson:
Mini Lesson:
Mini Lesson:
Mini Lesson:


Ser/Estar, Tener, Adjectives
with "estar," and possessive
adjectives
Activating Strategies:
Activating Strategies:


Warm-up: With a partner,
practice (orally) adjectives that
can be used with "estar."
Lesson:



Play schrades with adjectives.
One volunteer acts out
sentences with a form of "estar"
and an adjective and the class
guesses the sentence he/she is
acting out.
Orally review forms of "estar."
Review for upcoming test with
mini whiteboards. Students
answer questions using "ser,"
"estar," "tener," possessive
adjectives, and adjectives with
"estar."

Ser/Estar, Tener,
Adjectives with "estar,"
and possessive adjectives
Warm-up:
vhlcentral.com/Lesson 2 / 2.3
Present Tense of "Estar"Practice Activities - Escoger
Activating Strategies:


Lesson:




With a partner write answers
for vhlcentral.com - ch. 2 /
Intentalo/ Practice Activities
In a group complete
vhlcentral.com, Practices
activities 2.3, Completar
In pairs complete
vhlcentral.com 2.3 Ser or Estar
Work on project (description
of a family member)
individually

Ser/Estar, Tener,
Adjectives with "estar,"
and possessive adjectives
Test- "ser," "estar," "tener,"
possessive adjectives, and
adjectives used with "estar"
Lesson:
Ser/Estar, Tener, Adjectives
with "estar," and possessive
adjectives

Activating Strategies:
Activating Strategies:


Warm-up: Practice saying
presentation with a partner.
Lesson:

Take test on "tener," "ser,"
"estar," possessive adjectives,
and adjectives with "estar."
Finish project.



Present descriptions of family
members.
Introduce "tener" expressions.
Model situations using "tener."
warm-up:Fill in the blank with
the correct "tener" expression.
Lesson:


Expressions with "tener" and
"gustarse"

As a class students describe
pictures on the active board
using "tener" expressions.
Students listen to descriptions
using "tener" and "tener que"
and answer questions based on
descriptions they hear.


Resource/Materials:
Resource/Materials:
Resource/Materials:
Resource/Materials:
Resource/Materials:








Teacher compiled list of
adjectives that can be used with
"estar."
vhlcentral.com
rubric for project (description
of family member)
Test
Rubric for presentation.
Drawing of family member that
will be described.
vhlcentral.com
Vocab. lists with "tener"
expressions and forms of
"gustarse"
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:

Content

Process

Product
Grouping Strategy:

group, pair, whole class,
individual
Assessment:

Content

Process

Product
Grouping Strategy:

group, pair, whole class,
individual
Assessment:

Content

Process

Product
Grouping Strategy:

group, pair, whole class,
individual
Assessment:

Content

Process

Product
Grouping Strategy:

group, pair, whole class,
individual
Assessment:





group, pair, whole class, individual
Assessment:
 written question responses on mini
white boards
Assessment :
Pre-Test:
Post-Test:
Formative:
Summative:
activities on vhlcentral.com
Assessment :
informal formative responses on mini
white boards
Pre-Test:
Post-Test:
Formative:
activities on
vhlcentral.com
Summative:
Test
Assessment :
Pre-Test:
Post-Test:
Formative:
Summative: Test
Presentation
Assessment :
Pre-Test:
Post-Test:
Formative:
Summative: Presentation of Family
Member (Project)
Differentiation:
vhlcentral.com activities
Assessment :
Pre-Test:
Post-Test:
Formative:
vhlcentral.com
activities
Summative:
Performance Based:
Performance Based:
Performance Based:
Performance Based:
Performance Based:
Homework:
Homework:
Homework:
Homework:
Homework:
With a partner at home, study all
vocab lists that will be on test on
10/21. Get list signed by study
buddy verifying that you know the
material you practiced with your
partner.
Study for test.
Finish drawing of family member for
presentation on 10/21.
Write 5 questions with different uses
of "tener."
None
Resources and Reflective Notes: