Class: Spanish 4AC

Objectives:

Students will be able to think and converse about the

differences between families on television and real
families.
Students will be able to think, speak and write about how
families have changed over time.
Students will be able to write a daily schedule for a
family using the present progressive tense.

Rationale: Students are learning about families, communication

and media, and the progressive tense. This lesson plan ties this
all together by having students think about the theme of families
through the lens of progressive tense and communication and
media.

This lesson plan is included in

my teaching portfolio first
because it demonstrates the
ways that I incorporate a mix
of culture, grammar and vocab
practice not only into one
lesson but also into the same
activities. Second, this lesson
demonstrates the variety of
skills that my students always
practicereading, writing,
speaking and listening. Lastly,
this lesson demonstrates the
ways in which I always begin
planning lessons with
standards and plan the
activities based on the
standards.

Standards:
ACTFL Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings
and emotions, and exchange opinions.
3.2: Students acquire information and recognize the distinctive viewpoints that are only
available through the foreign language and its cultures.
1.2: Students understand and interpret written and spoken language on a variety of topics.
Materials and Set-up Required:
The warmup will be projected on the screen when students come in.
Materials include:
-warmup slide
-song link
-video link
-video PowerPoint
-modern families picture
-picture worksheet
-schedules worksheet
Agenda:
1. Warmup
2. Song
3. Video clip and discussion questions
4. Modern family writing and discussion
5. Family schedules
Activities:
1. Warmup: 7 minutes
For the warmup today students will be writing about their thoughts about how families
have changed and are changing over time. They will then have a minute to share with a
partner and I will then pull popsicle sticks to ask for answers.

Teacher Thinking: This is a good way for students to ease into the class period thinking
about the theme. Writing down their thoughts and then pairing up and then sharing them
helps students have a better idea of what they want to say before they have to share them.
This addresses Standard 1.1 because students are exchanging opinions.
Transition: I will thank students for sharing their answers and then tell students to take
out their song sheets. (Saquen la hoja de cancin.)
2. Song: 3 minutes
I will play the song of the week, El perdn. Students follow along with their lyric
sheets and some sing along too.
Teacher Thinking: This is a good time for me to take attendance and catch up with any
students that were absent. Its also a good way for students to be daily engaged in
authentic pop culture. This week we used the song of the week for a grammar
assignment.
Transition: I will now tell students that we are going to do a video activity and that they
dont need to write anything down but will be having discussions.
3. Video clip and discussion questions: 12-15 minutes
I will explain to students that the video is an ad for a TV show about a family from
Argentina. (Este video es un anuncio para un programa de televisin de Argentina. No
escribirn nada, primero slo van a ver el video) I will then play the video once and
have students just watch the clip. Then I will play it again on silent, pausing at various
points and instructing students to narrate whats happening in the progressive tense with a
partner. Finally, we will go through the three discussion questions on the PowerPoint,
students will discuss with a partner and then I will call on students to share out.
Teacher Thinking: This activity is a good way for students to have to truly do interpretive
listening of an authentic text without being expected to know exactly everything thats
going on. Im not having students write anything because I want their conversations to
be more natural instead of just reading what they wrote (working on oral proficiency).
This addresses Standard 1.2 because students must interpret spoken language by
answering guided questions that go along with it.
It also addresses Standard 3.2 because students are looking at the viewpoint of pop
culture in another country that they wouldnt be able to access otherwise.
Transition: I will thank students for sharing their answers and pass out the worksheet for
the next activity.
4. Modern family writing and discussion: 10-15 minutes
I will put the modern family photo up on the PowerPoint and instruct students to get with
their Chile partners. (Trabajarn con su compaero de Chile y escribirn sus respuestas
a las preguntas sobre esta foto.) Students should discuss and write to answer the
questions on the worksheet with their partners. After students turn their worksheets in I
will call on a few students to share their thoughts to the questions. If students finish early
I will instruct them to discuss their Tema Oral (communication and media) questions with
their partner.

Teacher Thinking: This activity is a good way to combine the family and communication
themes of the unit. The reason I want students to turn in their worksheets before we
discuss it as a class is that I want students to be responding without reading from their
sheets (which is working on oral proficiency).
This addresses Standard 1.1 because students are exchanging opinions with each other.
Transition: After the class discussion I will pass out the worksheets for the last activity.
5. Family schedules: 15 minutes
For the last activity I will instruct students to work with their Spain partners.
(Trabajars con tu compaero de Espaa para inventar el horario diario de una familia
hispnica. Hay que incluir al menos 3 miembros de la familia y vas a narrar con el
tiempo progresivo lo que estn haciendo los miembros durante diferentes tiempos del
da.) Students will invent a family and write out the schedule of that family using the
progressive tense. If students dont finish by the time class ends they will just turn in
what they have completed. (Tomorrow there is a quiz on the progressive tense so no time
to work on it.)
Teacher Thinking: This is a good way for students to practice the progressive tense and
also the family theme. By working with a partner students will be able to practice
speaking (working on oral proficiency) and share in ideas with each other. If we end up
not getting to this activity in class I might consider assigning it as individual homework
instead as practice for the quiz tomorrow.
This addresses Standard 1.1 because students are engaging in conversations with each
other.
Transition: I will remind students of the quiz the next day and tell them goodbye.
Assessment:
There is a quiz on the progressive tense tomorrow as an assessment for that. The assessment for
the family unit and the communication and media themes are in the following weeks. After
looking at students completed work I should have a good sense of how well they are
understanding the material.
Back-pocket activities:
1. I will project a picture on the PowerPoint of a busy scene with many people in it doing
different things. I will have students narrate the picture using the progressive tense. If
time allows I will also use a second picture. This is a good activity right before the
progressive quiz tomorrow because it is exactly what students will be doing on the quiz.
2. Students will practice the Tema Oral (media and communication) conversation questions
with a partner. These questions are written on a sheet that students already have. This is
a good activity to continue using more Tema Oral practice in class.
Critical Questions:
1. Does these activities flow well from each other? Does it make sense to put them all in
the same lesson plan?
2. Is it good to have so much partner work in one lesson or should I try to vary it more?