Lesson Plan for 2/11/14
Standards-based Objective:
(What will students DO with their language in “real life” after this lesson that they could not do before?)
Students will review for a midterm test through practice of real speaking situations about
breakfast foods. While students are able to use notes and vocabulary sheets for this test,
it is to give them an idea of how things will look like at the end of the term.
Assessment Task:
(What will students PRODUCE or PERFORM as evidence that they have achieved the objective?)
Students will be able to answer all questions in the stations around the
room. There will be six stations set up around the classroom. Stations will include
a speaking stations, and a variety of different writing exercises to help students
prepare and know how to study for the exam the following day.
Context for the Lesson:
(How will the Cultures, Connections, Comparisons, & Communities standards provide an authentic audience, purpose,
setting, and resources for communication?)
Social Issue
(Communities)
Talking about foods you like
and those you prefer to avoid
in a breakfast meal.
Culturally Authentic
Materials
(Cultures & Comparisons)
No real culturally authentic
material. The setting for the
speaking stations is just two
friends speaking about foods.
Content from Other
Disciplines
(Connections)
No real connections to other
disciplines.
Targeted Grammatical Structure:
Key Vocabulary Words: 1)Up to this point any breakfast food words that
have been seen. Panqueque, jugo de naranja, Leche, miel , pan tostado,
mermalada, Jugo de manzana, wafle.
PRE-ACTIVITY
There is no real new vocab taught with this lesson just time to review for the
test.
.
Story-based Lesson Plan Template ♦ 2011 ♦ Cherice Montgomery, Ph.D. & Span 378 Students ♦ cherice_montgomery@byu.edu
(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
Focus on Meaning:
Students will . . .
1. Have their warmups out when
asked to do so.
2. Write the date of
the warm-ups
3. Write practica
para estaciones
4. Have partner
sign under the
date if they
participated.
5. Take out a piece
of paper for
stations.
The teacher will . . .
INTRO:
1. Great students at
the door and remind
them that today is
stations.
2. Inform students to
take out warm-ups
3. Inform students they
may also use their
notes/vocab sheets
for today’s activities.
Warm-ups:
1. Take out warm-ups
and write todays
date.
2. Write practica para
estaciones under
todays date.
3. Inform students they
will be working with
their gemelo today
practicing the
speaking portion of
the test (part of
todays stations)
4. Have partner sign
under the date if
the practice was
completed
Because of the
1 two times during the
nature of the
day will allow
stations there is not
students to
going to be as much participate in a
contextualized
contextualized
experiences as I
experience the first
would like to see,
comes during the
Students will
warm up.
participate in the
2 make sure the
speaking portion
students understand
that will really help
what they are doing
them in a real
now is to help them
situation that could
prepare for the
happen to them.
speaking test and is a
real practice.
Writing will be a
large portion of the
test. So students will
need to finish the
Remind students that
the test will be very
similar to the test itself
so they will need to
Thematic Lesson Plan Template ♦ 2011 ♦ Cherice Montgomery, Ph.D. & Span 378 Students ♦ cherice_montgomery@byu.edu
stations to be able
to do well.
Remind
do all the practice
questions to do well.
1. Introduce the
stations and
place 6
students at
each station
2. Explain that
vocab and
notes are
available on
these stations,
but not the
test.
4
5
Focus on Form:
Focus on Communication:
1. Students will be
asked to
complete the
Stations focused
on the
grammatical
principals of
stem changing
verbs including
querer/preferir/
jugar .
2. Grammar
principles
include
translate
sentences with
the vocab that
is most likely to
be on the test.
3. Students are
allowed to look
at their vocab
sheets so any
questions should
be able to be
resolved
through this
sheet.
1. Students must
abide by the rules
and not speak
English during the
alotid three
minutes.
2. Students are to
prepare with the
1. Being that
communication
is one of the key
points of todays
practice don’t
allow students to
skip any stations
or take them
lightly.
2. Remind students
that are not
complete the
other stations will
not be allowed
time to talk with
their partners
before the final
speaking test.
1. Evaluate students
on a scale from
one to ten during
the speaking
portion of the
stations
2. One means they
were present in the
Thematic Lesson Plan Template ♦ 2011 ♦ Cherice Montgomery, Ph.D. & Span 378 Students ♦ cherice_montgomery@byu.edu
4 minutes before
the speaking test
to review what
they would like to
say with a
partner.
3. IF students are not
using their time
wisely throughout
the other stations
they will not be
given this time to
prepare.
6
Closure:
7
Homework:
=
Assessment Task:
Students will be
given time ask any
questions from the
stations that they
didn’t understand.
1. Review Stations
2. Complete stations
if unable to
complete them.
1. Students will turn
in the stations the
day before the
test so they are
given time to
review for the
midterm.
2. Every station but
the speaking
station is worth 4
points and not
complete a
section will lose
you all of those
points
class and didn’t
say a word.
3. 10 meaning they
participated and
spoke the whole 3
minutes without
saying a word in
English
4. For every three
word during the
speaking test
prounced in
English, the score
goes down one
point.
1.Leave 10 minutes at
the end of class to
answer any questions.
2. Remind students
this is only the
midterm and can
receive assistance if
needed after the test.
1. Correct stations
2. Any big problems
consider removing
from midterm.
1. The students will be
given 10 minutes at
each of the six
stations to complete
the requirements.
2.It is really meant to
help them remember
what they will have to
know by the end of
the term. This is just a
little review to assist
with this.
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)
1.
2.
3.
4.
5.
Saquen un hoja de papel para su warm-ups
Escriben la fecha
Escriben “Practica de prueba”
Hablan con su gemelo
Firma la oja de su amigo si lo cumplen bien
Stations:
1.
2.
3.
4.
Make sure all the papers are printed and clear
Ask students to push tables together to form 6 stations.
Take out piece of paper
If not working no time to prepare for speaking test.
Adaptations:
(For students who are gifted, heritage/native speakers, learning disabled, or who have other special needs)
1) Students who are gifted will be asked to lead the discussions in .
Thematic Lesson Plan Template ♦ 2011 ♦ Cherice Montgomery, Ph.D. & Span 378 Students ♦ cherice_montgomery@byu.edu
Título de la actividad:
Spanish I
Station 1
Unit 3
Regular
Verbs
- Write the AR Endings –
Without looking!
- Write the ER/IR Endings –
Without looking!
Thematic Lesson Plan Template ♦ 2011 ♦ Cherice Montgomery, Ph.D. & Span 378 Students ♦ cherice_montgomery@byu.edu
Título de la actividad:
- Conjugate Cocinar,
Comprar, Beber, Deber,
Comer, Vivir, Asistir
Irregular
Verbs
Pink List
- Conjugate Ir, Ser, Tener,
Estar, Hacer – Without
looking!
- Conjugate Querer, Preferir,
Entender, Pedir, Poder
Thematic Lesson Plan Template ♦ 2011 ♦ Cherice Montgomery, Ph.D. & Span 378 Students ♦ cherice_montgomery@byu.edu
Título de la actividad:
- Pick 3 Irregular verbs and
write a sentence with each
Spanish I
Station 3
Unit 3
Thematic Lesson Plan Template ♦ 2011 ♦ Cherice Montgomery, Ph.D. & Span 378 Students ♦ cherice_montgomery@byu.edu
Título de la actividad:
Los
Pasatiempo
s
- Pick 3 past times and 3
health verbs and conjugate
them
Thematic Lesson Plan Template ♦ 2011 ♦ Cherice Montgomery, Ph.D. & Span 378 Students ♦ cherice_montgomery@byu.edu
Título de la actividad:
- Then
choose four of them
and use each of them in a
sentence
Thematic Lesson Plan Template ♦ 2011 ♦ Cherice Montgomery, Ph.D. & Span 378 Students ♦ cherice_montgomery@byu.edu
Título de la actividad:
Spanish I
Station 4
Unit 3
Vocabulary
La comida
- Write 3 sentences about
foods and drinks that you
consume at EACH meal (9
sentences)
- When you finish your
sentences, quiz yourself with a
partner
Spanish I
Station 5
Unit 3
Thematic Lesson Plan Template ♦ 2011 ♦ Cherice Montgomery, Ph.D. & Span 378 Students ♦ cherice_montgomery@byu.edu
Título de la actividad:
Frequency and
other useful
words
 List all “how often”
words, then list 5 “useful
words”

Choose 3 from each
section and write a
sentence with each (6)
Thematic Lesson Plan Template ♦ 2011 ♦ Cherice Montgomery, Ph.D. & Span 378 Students ♦ cherice_montgomery@byu.edu
Título de la actividad:
Spanish I
Station 6
Unit 3
Speaking
1. Be ready to talk about
foods you like and don’t
like.
Thematic Lesson Plan Template ♦ 2011 ♦ Cherice Montgomery, Ph.D. & Span 378 Students ♦ cherice_montgomery@byu.edu
Título de la actividad:
2. Be ready to talk about
which foods you eat at the
different meals.
3. Speak for 5 minutes, you
may use your vocab sheet.
Thematic Lesson Plan Template ♦ 2011 ♦ Cherice Montgomery, Ph.D. & Span 378 Students ♦ cherice_montgomery@byu.edu