Lesson Plan for Realidades 2, Chapter 5A: Un acto heroico
Spanish 3
Standards-based Objective:
Students will narrate events about heroic figures using the imperfect and
preterite tense with 80% accuracy by creating a 10 sentence documentary of a
heroic figure from a current event.
Assessment Task:
Create a 10 sentence documentary of a heroic figure.
Context for the Lesson:
Social Issue
(Communities)
Rendering community service
in the midst of natural disasters
Culturally Authentic
Materials
(Cultures & Comparisons)
News article of a heroic story
from Peru
Content from Other
Disciplines
-
(Connections)
Social studies:
community and
humanitarian service
Targeted Grammatical Structure: Preterit and Imperfect tenses
Key Vocabulary Words: 1) héroe/heroína 2) rescatar 3) salvar 4)valiente 5) herido 6)asustado 7) vivo/a
PRE-ACTIVITY
1
Warm-up: “Héroe” by Enrique Iglesias. Characteristics of a hero 10 min.
DURING ACTIVITIES
2
Contextualized Experience: Ricardo Alarcón Hero in Peru
3
Focus on Meaning: Group comprehension questions
4
Focus on Form: preterite and imperfect exercises
10 min.
Focus on Communication: ¿Quién es un héroe/heroína?
Read and retell with a partner
Write a documentary
20 min.
5
5 min.
10 min.
POST-ACTIVITIES
6
Closure:
7
=
¿Cómo fue tu experiencia en la clase?
Homework: Preterite and imperfect exercises
5 min.
10 min.
Assessment Task
Story-based Lesson Plan Template ♦ 2011 ♦ Cherice Montgomery, Ph.D. & Span 378 Students ♦ cherice_montgomery@byu.edu
Lesson Plan – Realidades 2, Chapter 5A: Un acto heroico
Spanish 3
(In no more than one sentence, describe the students’ and teacher’s role for each activity.)
Activity Title
1
Warm-up:
2
Contextualized Experience:
3
4
5
6
7
=
Focus on Meaning:
Focus on Form:
Focus on Communication:
Closure:
Homework:
Assessment Task:
Students will . . .
Listen to “Héroe” by
Enrique Iglesias and
brainstorm
about
who a hero is.
Students will watch
video clip about
police
hero
in
Peruvian fire.
Students will answer
comprehension
in
jigsaw format.
Students will analyze
preterit
and
imperfect in news
article and do a
worksheet.
Students will write
down
thoughts
about heroes, share
thoughts
and
prepare to write a
documentary.
Students will answer
questions according
to how they feel
class was.
Students
will
practice
applying
the preterite and
imperfect
on
a
worksheet.
Students will present
documentary
to
another person in
the class.
The teacher will . . .
Put on song and
movie clip and guide
brainstorming
discussion.
Pre-teach vocabulary
and
have
key
questions prepared.
Teacher will guide
comprehension
questions
and
organize jigsaw.
Teacher will explain
grammar and help
students
with
worksheet.
Teacher will organize
groups,
guide
discussion and give
instructions
about
documentary.
Teacher
will
give
instructions on how to
fill out form.
Teacher will give out
worksheet
and
answer any questions
students may have.
Teacher will evaluate
accuracy of preterite
and imperfectforms.
Thematic Lesson Plan Template ♦ 2011 ♦ Cherice Montgomery, Ph.D. & Span 378 Students ♦ cherice_montgomery@byu.edu
Título de la actividad:
Instrucciones: (No more than 5 steps, 7-10 words per step)
Paso 1:
Paso 2:
Paso 3:
Paso 4:
Paso 5:
Actividad:
Adaptations:
(For students who are gifted, heritage/native speakers, learning disabled, or who have other special needs)
1) Students who are ________________________________ will _____________________.
(gifted, learning disabled, native speakers, etc.)
(accommodation or adapation)
2) Students who are ________________________________ will _____________________.
(gifted, learning disabled, native speakers, etc.)
(accommodation or adapation)
3) Students who are ________________________________ will _____________________.
(gifted, learning disabled, native speakers, etc.)
(accommodation or adapation)
Thematic Lesson Plan Template ♦ 2011 ♦ Cherice Montgomery, Ph.D. & Span 378 Students ♦ cherice_montgomery@byu.edu