Emily Slason
3/5/12
Spanish 1B
Period 4/5
Key Lesson Plan Components
Local and State Outcomes
Maryland State Curriculum Standards
1.1.A.a. Ask and answer simple questions related to family and self.
1.2.A.a. Interpret the basic message from spoken and written texts that are on very familiar
topics.
3.1.A.b. Apply knowledge and skills gained in the target language to make connections to other
content areas and personal situations.
ACTFL Standards
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings
and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of
topics
Spanish I Course Objectives
1. Ask and answer simple questions including: how they are feeling.
3. Express personal needs for: healthful advice.
5. Use prior experience with the language to understand both spoken and written forms
about familiar topics.
14. Use information and skills from other content areas to build vocabulary and communicate
through limited structures (such as cognates and idiomatic expressions) in the target
language.
Objective:
Los estudiantes van a usar el vocabulario de las partes del cuerpo y “me duele”, “me duelen”
para describir que les duele a ellos.
Assessment:
I will continuously assess the students throughout the lesson by checking for understanding
orally based on their answers to the questions; I will listen to their responses during the partner
activity; I will walk around the classroom while they complete the activities in order to ensure
that they stay on task and answer any questions they may have; the students will also complete
an exit ticket that will be collected and graded to assess their understanding of the material.
Materials of Instruction:
I will need the Power Point for the drill, and the Elmo to review the various activities. Each
student will need a textbook, the A/B worksheet with the individual practice worksheet on the
back, and an exit ticket worksheet.
Motivation/Warm-up:
The students will complete the drill, labeling the parts of the body. This will help them recall the
body part vocabulary in order to prepare them for the new material. After reviewing the drill
orally, I will ask a student to read the objective.
Procedures
New Material
Using choral repetition, I will introduce the new vocabulary words on page 246 of the textbook,
¡Exprésate!, which include “Me duele…/Me duelen…” y “¿Qué te duele?/¿Qué te duelen?”
Practice I- Whole Class
I will review the various body parts with the students. I will say the body part in Spanish and the
students will point to the body part and chorally repeat each word. Example- “¡Toquen la nariz!”
I will then sing the “Cabeza, hombros, rodillas y pies” song with the students for more practice.
Using choral repetition and questioning, the students will use the new vocabulary in order to say
which part of their body aches. I will act out the various body parts that hurt. I will also instruct
them to ask their partner a few questions pertaining to the body parts and which ones hurt.
Teacher- “Mateo, ¿Qué te duele?”
Student- “Me duele la cabeza.”
Teacher- “Carolina, ¿Qué te duelen?
Student- “Me duelen los pies.”
“Matt, what hurts?”
(I will act out that my head hurts.)
“My head hurts.”
“Caroline, what hurts?” (I will act out that my feet hurt.)
“My feet hurt.”
Practice II- Small Groups
The students will complete an A/B activity with their partners. Each student will have 4
questions on a worksheet. Each student will also have 4 pictures on the bottom of their sheet that
answer the partner’s questions. They will record their partner’s answers on their worksheet.
Practice III- Individual
After the students complete the partner activity, they will complete the individual activity which
is located on the back of the A/B worksheet. In the first section, they will match the problem
each person is having with the possible explanation of what is hurting him/her. Next, they will
write sentences describing which body part is hurting based on the pictures.
Closure/Summary
I will review the vocabulary with the students again by using choral repetition and
question/answer. I will ask a student to reread the objective. The students will then complete an
exit ticket. They will fill in the sentences with the correct form of “doler” and the pictured body
part.
Follow-up/Homework: For homework, the students will complete page 79 in the workbook in
order to reinforce the new learning, the verb “doler.”
Just in case:
If there is extra time at the end of the lesson, I will review the individual activity with the
students by calling on a few of them to write their sentences on the board. If there is still more
time, I will review the body parts with them by singing “Cabeza, hombros, rodillas y pies” again
and playing “Simón dice.”
If we run out of time, I will only review 2 questions from each partner’s worksheet and not have
the students complete the individual activity.
If the students aren’t able to complete the partner activity, I will do more choral repetition and
question/answer using the pictures in the textbook and the poster of the body to ensure that they
understand the vocabulary words and the concept of “me duele.”