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Instructional Plan
Teacher: Mr. Pablo Riquelme
Content Area World Language—Spanish
Grade Level Middle/High School, Second Year Spanish (II)
Title of Lesson ¿Dónde fuiste? (Where did you go?)
Core Learning Goal http://mdk12.org/instruction/curriculum/index.html
N/A
Maryland Voluntary State Curriculum/ Content Standards and Performance Indicators/ Specific Objectives
(http://mdk12.org/instruction/hsvsc/world_languages/standard1.html)
This lesson satisfies the following Maryland State Curriculum standards:
 Standard 1.1 Communication—Interpersonal: Students exchange information orally and in writing in the target language
in a culturally appropriate manner to provide and obtain information, express feelings and emotions, and exchange
opinions.
 Standard 1.2 Communication—Interpretive: Students understand and interpret the target language in its spoken and
written form on a variety of topics.
 Standard 1.3 Communication—Presentational: Students present information, concepts, and ideas to an audience of wide
variety of topics in the target language.
 Standard 5.1 Communities—Practical Applications: Students use the language both within and beyond the school setting.
This lesson satisfies the following INTASC Principles:
 INTASC 1, 2, 4, 5, 7, 8, 9.
Big Idea:
 The preterite of irregular verb “ir”, to go.
Objectives:
 Given a visually enhanced lecture on the preterite, teacher modeling, individual and partnered practice in both oral and
written forms of the irregular preterite for “ir”, students will be able to discuss past events, both orally and in writing, by
employing the correct form of regular preterite verbs ending in IR and –ER and the irregular preterite verb “ir”and
incorporate travel and urban vocabulary in order to produce a narrated VoiceThread describing a recent vacation to a
Spanish speaking country and demonstrate their aural comprehension by reproducing in writing the narrated VoiceThread
of two other students with a minimal number of errors.
Maryland Teacher Technology Standards and Performance Indicators http://www.mttsonline.org/standards/
This lesson meets the following Maryland Teacher Technology Standards and the indicators:
 Standard I: Technology information access, evaluation, processing and application: Identify, locate, retrieve, and
differentiate among a variety of electronic sources of information using technology; organize, categorize, and store
information for efficient retrieval.
 Standard II: Communication: Select appropriate technologies for a particular communication goal; use productivity tools
to publish information.
 Standard V: Integrating technology into the curriculum: Select and use appropriate technology to support content-specific
student learning outcomes; develop an appropriate assessment for measuring student outcomes through the use of
technology
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Teacher Preparation/ Equipment & Materials
This is intended to be a 90-minute lesson given during the 2nd week of a 3week unit called “On Vacation”, which builds upon the
previous unit “Around Town”, which expanded the urban vocabulary students learned in Spanish I the previous year.
Teacher should print sufficient copies of handouts, assessment instructions, and scoring rubric for everyone in class.
Teacher should already have VoiceThread account set up for each student as well as a group within the site that includes all the
students in the class. Teacher and students are expected to be familiar with VoiceThread by the time of the lesson.
Each student will have a computer with online access along with a headset and microphone. In addition, all students have access to
a computer with online access at home for the completion of VoiceThread homework assignment
Smartboard.
A map of South America hanging in class. Students learned the geography of the Hispanic world in Spanish I and should be
familiar with the countries and capitals of the continent by Spanish II.
Technology Integration (Specific description of how hardware, software and online resources will be used.)
Smartboard:
 To be used as a projection screen for videos and PowerPoint slides, and handouts.
 Teacher will also write student answers to oral exercises on Smartboard.
PowerPoint:
 A few PowerPoint slides will be used to project preterite verbs and exercises.
Website: Youtube
As motivator: video of song for Spanish preterite verbs
 http://www.youtube.com/watch?v=iFUAWMMdE7c
As motivator: video on South American cities
 http://www.youtube.com/watch?v=MjqhhnXU8uw
Websites:as source for photographs to be uploaded to VoiceThread.
 Wikimedia Commons: http://commons.wikimedia.org/wiki/Main_Page
 Flikr: http://www.flickr.com/
Website: VoiceThread http://voicethread.com
 Students already have a VoiceThread account and are familiar with the website and its features.
 Students will upload three pictures from Wikimedia Commons and/or Flickr and record themselves describing the images
using the preterit tense.
 They will also type a question to two other students on VoiceThread.
Website: Spanishdict. http://spanishdict.com
 Spanish-English dictionary/thesaurus/translation site, intended as vocabulary support if student does not know vocabulary
in Spanish or has not yet learned the word they want to use.
Instructional Procedures
Introduction: Review posted objectives for the day together as a class. (2min for procedure/2min total running time)
 Review preterite verbs learned previous class
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Introduction to the preterite for the irregular verb “ir”, to go.
Make a VoiceThread on a vacation to a South American city
Motivator: Show Youtube video on irregular preterite song, projected onto Smartboard (3min/5min)
http://www.youtube.com/watch?v=iFUAWMMdE7c
Reviewing background knowledge—The preterite (past tense) of –ER and –IR ending verbs (10min/15min)
 Projected on Smartboard are the cojugated table for verbs ending in –ER in the preterite, using “ver” (to see) as
the example
 Projected on Smartboard is the conjugated table for verbs ending in –IR in the preterite using “salir” (to go out) as
the example.
Concept development: Introduction to the preterite of the irregular verb “ir”, (to go). [total about 22min/37min]
 Hand out on irregular preterite verb “ir”. Conjugation table from handout is projected on Smartboard.
 Teacher led choral repetition of “ir” in the preterite forms. (2min/17min)
 Teacher models correct usage by speaking sentences using the verb “ir” in the present tense and writing them on
Smartboard in the preterite tense (5min/22min)
 Teacher calls on students for part A of the hand out, writing the correct response in Spanish on Smartboard.
(5min/27min)
 Teacher pairs students for part B of the hand out, making an effort to pair the stronger students with a weaker
student. Students practice asking and responding to questions in the preterite tense of “ir” using previously
learned transportation, travel, and urban vocabulary. These same students will pair up again to peer edit during
the formal formative assessment (10min/37min)
Have students return to own seats and turn on their computers, hand out instructions for formative assessment. Tell students they
have won a drawing to go on a dream vacation to South America and can visit the Spanish speaking city of their choice for a week.
(2min/39min)
Motivator: Intended to motivate students for formative assessment.
 Project Youtube video on cities of South America, onto Smartboard.
 Remind students to note name of any places they might like to visit for the assessment exercise.(6min/45min)
http://www.youtube.com/watch?v=MjqhhnXU8uw
The exercise intended as the formal formative assessment is described below, in the “Assessment Plan.” The formative assessment
activity should take about 45min (45min/90min total class time).
In the last 2-3 minutes of class, the teacher will remind students of the extension/homework activity to be turned-in next class
meeting, and that they have to be prepared to answer the question posed to them regarding their own VoiceThreads orally for the
next class meeting, which will function as their review of background knowledge next time.
Formative Assessment/ Plans for Differentiation
Students will be informally assessed by the teacher during the “review of background knowledge” section and “concept
development” sections of the lesson. Teacher calls on different students, informally checking for correct conjugation and, with less
emphasis, on correct pronunciation. In addition, teacher walks around the room during the partnered exercise where students
practice using the preterite with each other, as well as during the formal assessment, to ensure students are on-task and are using the
preterite correctly, modeling correct usage when needed.
The formal formative assessment is discussed in detail in the “assessment plan” section below.
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Students’ different learning styles are addressed. Visual learners will benefit from the projected videos and sentences written on
Smartboard. Audio/musical learners will benefit from the “preterite song” from the projected Youtube video, which also presents
some musical mnemonics to aid in memorizing conjugation. Intrapersonal learners are allowed the chance to write the scripts
independently and record their voices into their personal microphones. Interpersonal learners benefit from the two opportunities to
partner during the lesson, in addition to their interactions with the teacher. The entire lesson benefits linguistic learners.
In addition, an effort will be made to pair a linguistically stronger student with a weaker student for the partner excercises.
Students are presented the material using music, photographs, interactive Smartboard, teacher modeling both orally and in writing,
verbal exchange with a partner, written exchange with a partner, and must demonstrate understanding of the objective in both oral
and verbal forms.
Discussion Prompts for Critical and Creative Thinking
The ability for a student of this level to display critical thinking or respond to higher level thinking questions will be limited by the
2nd year Spanish student’s lack of vocabulary and language skill.
Higher thinking will be demonstrated by a student’s level of success in correctly employing the preterite tense as well as retrieval
and incorporation of previously learned vocabulary.
The focus of the lesson is the question “Where did you go?” The students will be able to employ their creative thinking as they
complete the formative assessment exercise by responding to the following questions, based on a vacation to a South American
destination of their choice: Where did you go? What did you see? What did you do? Did you like it?
In turn, each student will also pose a question to two other classmates about their vacation, which will be answered aloud for the
next class meeting.
Summary and Lesson Closure
The lesson was intended to build on the previously learned preterite tense (past tense) for regular verbs ending in –ER and –IR and
introduce the irregular verb “ir” to go. This is an “On Vacation” unit, which is a real-world and relevant topic for students in order
discuss past events and recall previously learned urban and travel vocabulary. In addition, students gain experience using
technology and are able to learn more about a geographic and cultural region of the Spanish-speaking world. Students gain practice
speaking, listening, reading, and writing in the target language, both independently and socially with the other classmembers.
Students should be working up to the end. Those that finish the five regular steps on the assignment in class will have the
homework as the extension activity.
Before ending class, in the last 2-3 minutes, the teacher will remind students of the extension/homework activity to be turned-in
next class meeting, and that they have to be prepared to answer the question posed to them regarding their own VoiceThreads orally
for the next class meeting, which will function as their review of background knowledge next time.
Assessment Plan
Formal formative assessment: (approximately 45minutes)
Review the six steps of instructions in the hand out together as a class, with hand out projected onto Smartboard. This formative
assessment exercise will demonstrate student understanding of the preterite and the newly taught irregular preterite if “ir”, to go,
along with including previously learned urban and travel vocabulary in Spanish. (5min)
The students will then do the following:
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1. Students will log in to their VoiceThread account (1min)
2. Students will use http://commons.wikimedia.org/wiki/Main_Page and http://www.flickr.com/ and upload three pictures onto
their new South AmericaVacation VoiceThread. The three pictures must convey the following:
 The first should be a general picture of the chosen urban destination—to answer question “¿Dónde fuiste?” (Where did
you go?)
 The second should be for something the student saw there—to answer question “¿Qué viste?” (What did you see?)
 The third should be for something the student did there—to answer question “¿Qué hiciste?” (What did you do?)
3. Once students have uploaded their three pictures and saved their work, they are to compose at least one complete sentence in the
Spanish preterite answering each of the three questions mentioned above, plus a fourth question, “¿Te gustó?” (Did you like it?)
 This will be the script each student will use to later record their voice and vacation narration onto VoiceThread
 Students are to describe their pictures using their previously learned urban vocabulary, and students may use the website
SpanishDict for vocabulary support, http://spanishdict.com (steps 2 & 3, 20min)
4. Once students have their scripts written, answering the four required questions, students will get together with their partner from
the earlier exercise and peer edit each other’s scripts, making any necessary corrections.(5min)
5. Students will then return to their VoiceThread and record themselves reading their scripts, making sure to comment on each of
their three selected pictures. Once they are finished, students should save their work and “share” their completed VoiceThread with
the class using the group sharing option. For this class, the group is “Spanish Dos.” (10min)
6. Extension/homework
Once students have finished sharing their South American city vacation VoiceThread, they are to:
 Listen to two of their classmate’s vacations in VoiceThread and write down a description of each student’s vacation, which
will be collected next class period.
 Students will use the “comment” feature in VoiceThread to type one question to each of the two students whose vacations
they listened to earlier. Each student will answer the questions directed at them orally next class period.