Language Level FLS Grade University Date 12/11/2018 Day 1 Minutes 50

110 students in
Unit
Unit Central Focus En una reunión familiar

Daily Topic ¡Te presento a mi familia!

STANDARDS LESSON OBJECTIVES
What are the Communication Which modes of When students leave here today
communicative and And communication will be they will be able to (CAN DO
cultural objectives for the Cultures addressed? STATEMENTS)
lesson? Interpersonal – SWBAT…
Family tree  State the names and ages
information gap of the members of their
family.
Interpretive –
Interpret which  Ask a partner for
family is being information about their
described in the partner’s family members’
audio segments names, ages, and
relationships.
Presentational -
 Select which family
belongs to the speaker
that is describing them.

If applicable, indicate Connections N/A

how Connections;
Comparisons Students compare families from different Spanish-
Comparisons; speaking countries and also to our families in the United
Communities; Common States. Discuss how it’s more common to move out when
Core will be part of your you’re ~18 in the US, but unmarried children tend to live
lesson. at home in other countries.
Communities Homework: Interview someone outside of class about
his/her family. It can be a Spanish student in another
section, a neighbor who speaks Spanish, or a friend who
speaks Spanish. Ask
1) How many people are there in his/her family?
2) Where is his/her family from?
3) What is his/her family like? Or What do they like to
do?
4) How many siblings does he/she have?
5) Do they have any pets?
Common Core N/A

Lesson Sequence Time* Activity / Activities Materials /

How many minutes What will learners do? Resources /
will this segment What does the teacher do? Technology
take? Be specific. What
materials will you
develop? What
materials will you
bring in from other
sources?
Gain Attention / Activate 5 mins - Have the students turn to their PowerPoint slide
Prior Knowledge partners and ask each other simple with the warm
questions about their families: up questions for
¿Dónde vive tu familia? students to refer
¿Tiene tu familia una mascota? to
¿Cuántos hermanos tienes?
¿Tienes muchos primos?
- Afterwards, call on a different
volunteer to answer each question.
Provide Comprehensible 5 mins - Show pictures of families from Pictures of
Input different Spanish-speaking countries families from
and pose these questions: different
¿Cuántas personas hay en la familia? Spanish-
¿Es una familia grande o pequeña? speaking
¿Dónde vive la familia? countries
- Point out that it is more common in
other countries for grown children to
live with their parents until they marry.
- As you’re showing the pictures, point
to the different people and say what
their relationship is (ella es la mamá,
tiene un hijo, etc.)
Meaningful Guided 7 mins Listening practice: 6 pictures of
Practice - Elicit - Display 6 different families from families from
Performance different Spanish-speaking countries. different Spanish-
- Play an audio segment for each, in which speaking
the speaker describes his or her family. countries
- For each audio segment, students will
select which family best fits that 6 audio segments,
description. 1 for each family
Check for Understanding 3 mins - Call on a volunteer for each to share his
or her answers and check to make sure all
are correct (if there is any confusion,
replay the audio segment and point to
the people in the family tree that are
described)
Independent Practice - 15 mins - Ask students to form pairs. ~15 copies of
Elicit Performance - Give each pair a “form A” and a form A and ~15
“form B” copies of form B
- Explain that on each student’s paper,
one family tree is filled out and the A PowerPoint
other is missing information about the with an example
relationship, name and age (one family family tree and
tree is of my real family and the other the questions
is of my Costa Rican host family). they should ask
- Model how to ask the partner each other.
questions to elicit information you
need about the family tree. For
example “¿Cómo se llama tu mamá?
¿Cuántos años tiene?”
- Students should ask each other
questions until both partners have their
family trees filled out.
- If you finish early, you may work on
the family relationship crossword
 puzzle on the homework.
Closure 5 mins - Ask comparison questions about my PowerPoint slide
Costa Rican and my American with both families
families: so they can see
¿Quién tiene más años: mi papá and compare
estadounidense o mi papá tico?
¿En qué familia hay más personas en
la misma casa?, etc.
Evaluation/Assessment 10 mins Kahoot game! Kahoot game:
with feedback https://create.kahoot.it/details/la-
familia/f5aeb143-4c16-45cc-b101-
722d22d79f7d
- Display the code pin and freeze the
screen until everyone is logged in.
- Start the game and read the
questions.
- Students will answer the questions
and give stickers to the top 3 at the end
of the game.

Adapted slightly from: https://www.actfl.org/sites/default/files/pdfs/KeysTemplates/M-BlankLessonPlanTemplate-

Keys.pdf