Date: January 20, 2015
Lesson Topic: Los cuartos de la casa
Grade Level(s): 10,11,12
Course: Spanish II
Student Teacher: Adam Gonzales
Time Required: 82 Minutes
Targeted Standards-based Objective(s):
(What will students be able to do as a result of this lesson that they could not do before in terms of their
language, culture, etc.?)
Students will describe different types of homes while using ser and tener in
the present tense and using the house vocabulary.
Communicative Context for the Lesson:
1) Topic (from core curriculum): La Casa
2) Communicative Function(s): Describing the house they live in and
compare homes from Spanish speaking countries.
3) Cultural Context: Introduction to self, family, the house.
4) Text Type: Images of pictures of houses from, Argentina, Mexico,
Spain, Nicaragua, and Cuba.
 Targeted Grammatical Structure(s): Ser and Tener in Present Tense
 Targeted Vocabulary: (no more than 7 words): la cocina, la sala, el
dormitorio, el comedor, el garaje, el sótano, el ático
Materials Needed: Computer with Microsoft PowerPoint or equivalent.
Printer Printer paper, printer ink and a projector with VGA compatibility.
Use the PowerPoint presentation titled Spanish 2.3
Lesson Plan Template ♦ 2010 ♦ Dr. Cherice Montgomery ♦ cherice_montgomery@byu.edu
Date: January 20, 2015
Lesson Topic: Los cuartos de la casa
Grade Level(s): 10,11,12
Course: Spanish II
Student Teacher: Adam Gonzales
Warm-up:
Time Required: 82 Minutes
(Capture attention, activate prior knowledge)
Paso 1: La Bienvenida
Paso 2: Dar los anuncios de la
escuela
Paso 3: El Bellringer #1
Contextualized Input ♦ Focus on Form ♦ Check for Understanding
(Experience “real life” content through experiments, simulations, stories, or videos, then guide attention to
grammatical patterns in the content)
Paso 1: Introduce the activity, la entrevista de trabajo, and divide
the students into partners
Paso 2: Ask them these questions: ¿Quién eres?¿De dónde eres?
Habla de la familia.
Paso 3: After doing the descriptions ask the students to elaborate in
the interview:¿Porqué quieres trabajar aquí?
Paso 4: The partner that is speaking should be asking the
questions and writing the answers down on their Bellringer, as if
they were the interviewer.
Paso 5: After the first interview is over the partners switch roles.
Guided Practice: Modeling ♦ Instructions ♦ Scaffolding ♦ Debriefing
(Structured opportunities to move and talk)
Paso 1: Review the present tense conjugations of Ser and tener
Paso 2: Ask the students to write them on the board.
Paso 3: Present a picture of the house and talk about what rooms
are them to the students. Ask the students to draw their own house
and label the rooms that are given.
Paso 4: Give the students an opportunity to describe their home to
their partner.
Paso 5: Ask them to describe: What rooms are there, is it a big
house, small house, do you share a room with your siblings?
Lesson Plan Template ♦ 2010 ♦ Dr. Cherice Montgomery ♦ cherice_montgomery@byu.edu
Date: January 20, 2015
Lesson Topic: Los cuartos de la casa
Grade Level(s): 10,11,12
Course: Spanish II
Student Teacher: Adam Gonzales
Time Required: 82 Minutes
Closure:
(Summarize, organize, and reflect on learning)
Paso 1:Give them the final speaking activity: Describing their host
families house. Show them an example of describing the house in
Mexico that is on the PowerPoint. And give them key phrases that
will help them know what they need to be using.
Paso 2: Assign each partnership with a picture of the inside of a
house in Mexico, Spain, Nicaragua, Cuba, and Argentina
Paso 3: Ask one of the students take the role of the parent asking
about the host families home and writing the descriptions down on
their Bellringer using tener and ser. The other student would take the
role of the person answering and describing the picture.
Paso 4: When the first partner is finished have the two switch roles
with a new photo.
Independent Practice:
(Apply, reinforce and practice learning)
Students will be asked to continually practice saying statements with the
verbs ser and tener in all three of the speaking activities and use the
provided vocab to reinforce their memory of each of the vocabulary.
Assessment/Evaluation:
(Provide feedback, info. re: progress toward lesson objective, next steps)


Informal Assessment(s): Observations of each partnership in the
activity. They also have peer feedback when writing down and
listening to each other. At the end of each speaking activity, the
student is asked to make a
Formal Assessment(s): The Bellringer tests the student’s former
knowledge of ser and estar and also helps them use former
vocabulary that they learned in previous classes.
Adaptations: Print the houses in Black in white for those students who are
colorblind. Have those students who need to be kinesthetically learning to
write the answers or draw the house on the board.
(Changes to lesson for English language learners, heritage/native speakers, gifted, or students with other
special needs?)
Back-up/Sponge Activities: Give those students finish quickly an
opportunity to look up future words to the vocabulary list and write down
the English translations.
(Additional activities in case there is extra time, “fast finishers,” or re-teaching is needed)
Lesson Plan Template ♦ 2010 ♦ Dr. Cherice Montgomery ♦ cherice_montgomery@byu.edu
Date: January 20, 2015
Lesson Topic: Los cuartos de la casa
Grade Level(s): 10,11,12
Course: Spanish II
Student Teacher: Adam Gonzales
Time Required: 82 Minutes
Lesson Plan Template ♦ 2010 ♦ Dr. Cherice Montgomery ♦ cherice_montgomery@byu.edu