Kelly Anne Stahl
Lesson Plan
Stage 1: IDENTIFY DESIRED RESULTS: What will learners know and be able to do by
the end of the lesson?
A. Context/Theme/Topic/ “Big Idea”: Narration in the Past
B. Objectives: Learners will be able to…
a. Functional:
i. Listen to a narrative in the past tense
ii. Demonstrate their comprehension by completing tasks during and after the
story telling
b. Performance:
i. Act out the story
ii. Create and present other stories using el pretérito
c. Vocabulary
i. Learners recognize nouns and verbs needed to comprehend the story by
identifying the puppets, pictures, and expressions and later retelling the
story with these props
d. Grammar:
i. Identify forms of el pretérito and apply these forms to their own stories
C. Grammar/Vocabulary:
a. El hada
b. La sombra
c. Los vasallos
d. El monstruo Guardián
e. La Piedra de Cristal
f. amenazar
g. advertir
h. prometer
i. comenzar
j. terminar
k. quedar
D. Goal Areas/Standards:
ACTFL Standards
a. 1.2 Students understand and interpret spoken and written Spanish on a variety of
topics
b. 1.3 Students present information, concepts, and ideas in Spanish to an audience of
listeners or readers on a variety of topics
c. 3.1 Students reinforce and further their knowledge of other disciplines through
Spanish
VA SOL Standards:
d. SII.3 The students will understand basic spoken and written Spanish presented
through a variety of media and based on new topics in familiar contexts
e. SII.4 The student will use verbal and nonverbal cues to interpret spoken and
written texts in Spanish
f. SII.6 The student will present in Spanish rehearsed and unrehearsed material,
including skits, poems, plays, short narratives, and/or songs
g. SII.8 The student will use information acquired in the study of Spanish and
information acquired in other subject areas to reinforce one another
E. Learners: What do I need to know about the learners in order to plan instruction? What
background knowledge do they need? What experiences, if any, have they had with this
content? What special needs of my students need to be addressed in instruction? What
adaptations will I need to make to differentiate instruction in order to meet the diverse
needs of my students?
a. Learners should have an understanding of the basic elements of a story (setting,
characters, problems, resolution, etc). Learners should also have some knowledge
of basic fairy tales or fables with resolutions that explain something present in the
real world. Students should know how to use verbs in the present tense, so that
they can apply this knowledge to verbs el pretérito.
F. Materials:
a. Character Puppets (cut-outs with magnets to white board)
b. Story Cube Handout
c. Story Map Handout
d. Story Text Handout
e. Paper for Comic Strips
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE: What evidence will show that
learners have produced desired results?
A. The learners will be able to identify el pretérito in the story and then apply this
knowledge to other stories using a comic strip format. They will also complete various
activities that demonstrate their comprehension of the story.
STAGE 3: PLAN LEARNING EXPERIENCES: What instructional activities are part of
this lesson?
A. What will learners do?
a. Brainstorm stories with fairies in them and use the characters to make predictions
about what will happen in the story
b. Construct story cubes to demonstrate comprehension of the story
c. Act out the story
d. Complete a story map
e. Identify verbs within the story
f. Recognize and apply el pretérito to the story and their story maps
g. Read other fairy tales, complete story maps, and create comic strips that
demonstrate el pretérito
B. What will I do?
a. Day 1
i. Introduce key vocabulary for the characters in the story by introducing the
title of the story. Using this vocabulary, have students (in groups)
brainstorm stories that have these characters in them. Write these on the
board in Spanish. Discuss the role fairies usually play in these stories (ie.
Fairies usually not protagonists, usually serve as helpers to the
protagonist). Have students make predictions about what the story will be
about.
ii. PRESENTATION – Present the story in the target language using props,
gestures, and mimicry to facilitate understanding of the story. Students
participate by using hand gestures and naming the characters as they are
discussed.
iii. Students fill out a story cube in groups, recalling the who, what, when,
where of the story
b. Day 2
i. Using pictures and props, the teacher and the students retell the story
together, with students acting as different characters.
ii. Students, after hearing the story, complete a story map, describing the
characters, setting, and key events of the story.
iii. Students are given the text of the story, asked to identify the verbs
(underline) and create groups of similar verbs (in groups)
c. Day 3
i. ATTENTION: Provide students with sample sentences that use el
pretérito. Have students circle the verbs. Have students share their
findings and write verbs on board. Have students group verbs into various
groups, according to similarities.
ii. CO-CONSTRUCTION: Use questions and verb groupings to guide
students to hypothesize about the target language (What tense are stories
usually told in? What did you notice about the verbs – what do they have
in common? Noting the different colors in the sample sentences, do
students see any similarities in these verbs?) Share thoughts with a partner.
Guide students to co-construct how el pretérito is formed in Spanish. (ar
vs. er/ir verb endings)
iii. Going back to their story map, students convert responses into el pretérito
d. Day 4
i. EXTENSION: In groups, have students read other Cuentos de Hadas.
Using a story map as a guide, have the students construct comic strips to
simply tell the story in el pretérito.
ii. EXTENSION: Give the students the task of taking the perspective of a
certain character in the story, necessitating the use of the first person and
second person forms of the verbs in el pretérito. Co-construct the rule with
the students by providing examples in these forms, related to the story, so
that they can then apply this rule to their stories. Also, in regards to the
extension activity above, I could find similar stories that use the first and
second person and co-construct the lesson that way.
iii. This activity, once students are comfortable with el pretérito would be
great to revisit and apply to el imperfecto, recognizing the forms and
comparing the instances in which each is used.
STAGE 4: REFLECT ON LESSON EFFECTIVENESS: How effective was this lesson?
A. Did I achieve my lesson objectives? How do I know?
a. The main objective I had for my presentation was to get through my opening
exercise, in which the students used the characters and their vocabulary to make
predictions about the story. I believe that I achieved that goal because the
“students” were not only able to figure out who/what the characters in the story
were but understood, without having knowledge of the language, that I wanted
them to think about the roles of these characters in the story and what they
thought would happen. They then went on to make predictions about the story,
following my Spanish directions. Even though they were not responding in
Spanish, as I would have my real students attempt, I felt successful because if I
can structure my activities so that an audience who does not know Spanish can
understand what I want them to do, then I feel much more confident in getting
actual Spanish students to do the same.
B. What worked especially well and why?
a. Again, I felt that the presentation went especially well because I was able to
negotiate meaning with a group of (mostly) non-Spanish speakers. I think that
using characters, such as fairies and monsters, made the students more excited to
think about the story, because many students associate those types of figures with
their youth and it triggers memories about favorite childhood movies and books. I
felt that the students were actively engaged in this opening segment of the lesson,
which I feel would make them more likely to be actively engaged in later parts of
the lesson.
C. What would I change if I were to teach this lesson again?
a. The major correction that I received about this lesson was to watch my tempo. I
have a tendency to speak extremely fast (in both English and Spanish), so I really
need to be conscious of how quickly I am speaking. Knowing that I do this,
especially when I get nervous, I know that I need to create a classroom
environment in which my students feel comfortable to tell me that I need to slow
down sometimes. I also feel that the more I am in front of a classroom, I will be
better able to tell when I am going too fast for people to understand me and will
hopefully be able to pick up on those triggers better.
El Hada y la Sombra
Hace mucho, mucho tiempo, antes de que los hombres llenaran la Tierra, existía un lugar
misterioso custodiado por el Hada del lago. Justa y generosa, todos sus vasallos siempre estaban
dispuestos a servirle. Cuando unos malvados seres amenazaron el lago y sus bosques, muchos se
unieron al hada cuando les pidió que la acompañaran en un peligroso viaje a través de ríos,
pantanos y desiertos en busca de la Piedra de Cristal, la única salvación posible para todos...
El hada advirtió de los peligros y dificultades, pero ninguno se asustó. Todos prometieron
acompañarla y aquel mismo día, el hada y sus 50 más leales vasallos comenzaron el viaje.
El camino fue aún más terrible y duro de lo que había anunciado el hada. Se enfrentaron a
bestias terribles, caminaron día y noche y vagaron perdidos por el desierto sufriendo de hambre y
de sed.
Ante tantas adversidades, muchos se desanimaron y terminaron por abandonar el viaje a
medio camino, hasta que sólo quedó uno, llamado Sombra. No era el más valiente, ni el mejor
luchador, pero continuó junto al hada hasta el final. Cuando el hada le preguntaba Sombra
porqué no abandonaba, respondió siempre lo mismo: Os dije que os acompañaría a pesar de las
dificultades, y eso es lo que hago. No voy a dar media vuelta sólo porque el viaje es tan difícil
como tú dijiste.
Gracias a su leal Sombra pudo el hada por fin encontrar la Piedra de Cristal, pero el
monstruoso Guardián de la piedra no estaba dispuesto a entregársela. Entonces Sombra, en un
último gesto, se ofreció a cambio de la piedra, quedándose al servicio del Guardián por el resto
de sus días...
La poderosa magia de la Piedra de Cristal permitió al hada regresar al lago y expulsar a
los seres malvados, pero cada noche lloraba la ausencia de su fiel amigo, pues de aquel firme y
generoso compromiso surgió un amor más fuerte que ningún otro. Y en su recuerdo, queriendo
mostrar a todos el valor de la lealtad y el compromiso, regaló a cada ser de la tierra su propia
sombra durante el día; pero, al llegar la noche, todas las sombras acuden el lago, donde
consuelan y acompañan a su tristeza...
Vocabulario
el hada – ser fantástico
la sombra – proyección oscura
los vasallos – personas que dan servicios a otra persona con más poder
el monstruo Guardián – ser fantástico que causa miedo
la piedra de cristal – sustancia mineral, magia
amenazar – actos o palabras que se quiere hacer algún mal a alguien
advertir – llamar la atención de alguien sobre algo
prometer – obligarse a hacer, decir o dar algo; (n) la promesa
comenzar – iniciar algo
terminar – la conclusión
quedar – estar, detenerse forzosa o voluntariamente en un lugar
El cubo del cuento
Titulo:
¿Dónde?
¿Cuándo?
¿Qué?
¿Quién?
El mapa del cuento
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Resolución/Moraleja:
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