Learning Event Plan

Steps Activity
Standard  World Language Content standard stage 1 standard 1.1 “associate products,
practices, and perspectives with the target culture” standard 1.2 “recognize
similarities and differences in the target cultures and between students own
cultures” /CCSS.ELA-Literacy.RI.6.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.

Unpack the Standard  Students will be able to identify different types of family members in the Hispanic
culture, as well as compare Hispanic family dynamics to their own while learning
new target language vocabulary associated with families.
Content Organization  Exploration/inquiry: kahoot interactive quiz on “la familia” vocabulary
 Collaborative activity: students share with classmates about their own families and
draw comparisons of their own lives to the content.
 Formative assessment: students will fill in the blanks on a family tree worksheet.
Scope & Sequence  In previous lessons, students have learned and reviewed vocabulary and grammar
structures, they were also introduced to the concept of “la familia” with videos and
examples of family albums. In this lesson, they will begin to identify members of
their own families in the target language as well as practice identifying different
members within a family and family dynamics.
Learner Outcome/Objective  Students will be able to recognize and speak Spanish family vocabulary words
 Students will be able to describe and compare family dynamics
Pre-Assessment  At the beginning of the lesson, the teacher will share her own family album with the
(Formative Assessment) class as a “hook” to get the lesson started. During this time, the teacher is able to
see at what level of understanding different students are at by listening out for who

Planning Teaching Assessment

 Learning Event Plan
Steps Activity
responds to her questions or finishes the pauses in her sentences while describing
each family member.
Warm Up/Motivation/Make  Show the whole class samples of my own “family albums” (like ones that they will
Student Connection with eventually create for a final project). Discuss with them each member of the family
Content and answer any questions that they may have.
Teaching Strategy  Use visual aids and examples for students (family album/pictures)
 Showing students the final project that they will eventually complete at the
beginning of the lesson
 Allow extra time to certain students if needed
 When allowing collaborative time in class, group lower leveled students with higher
level students
 Provide vocabulary worksheets with definitions
 Allow interaction with teacher and other students
 Graphic organizers (family tree)
Learning Activity  Students will first be presented with the topic of “la familia” by viewing the
teacher’s own personal family album. Teacher will be speaking in Spanish and
describing each member of her family to the students, pausing at certain points to
see if students can finish her sentence. (example: “esta es la imagen de la madre de
mi padre..ella es mi ______” students who know and understood would then reply
with “abuela”). Students will then discuss with classmates about their own families,
family members, and family dynamics. Students will be given a family tree graphic
organizer and will be asked to fill in the blanks to complete the family tree. (For
example: the two empty boxes above “padre” [dad] should be filled in with “abuelo”
and “abuela” [grandfather and grandmother]) so students fully understand the
meaning of the word. Vocabulary lists with definitions will be provided. Students will
then individually begin working on writing short sentences about their own family

Planning Teaching Assessment

 Learning Event Plan
Steps Activity
and family dynamics. These sentences will eventually be used towards their final
family album project. Teacher will be walking around and reviewing their
work/asking individual questions/providing help/etc. This will be the closing
assignment of the period. Towards the end students will be able to ask any
questions they may have about the final project.
Ongoing Assessment/Check  Students will need to fill in a “family tree”, this would be a way for the teacher to
for Understanding check and see if students understand the meaning of the vocabulary words by
seeing if the blanks are filled in correctly. Teacher will also frequently ask questions
to make sure that students are understanding the new content.
Post-Assessment/Closure  Students will begin to write short sentences about their own family and family
members using the newly learned vocabulary. At least 3 sentences should be
written before leaving class.

Planning Teaching Assessment

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Steps Activity

Family Album Rubric

VOCABULARY (5-4 points) (3-2 points) (1-0 points)
- Rich use of Vocabulary - Adequate/accurate - disjointed
words use of vocabulary vocabulary
words
- All Words used - few or no
correctly - Most words were words used
used correctly correctly
GRAMMAR (5-4 points) (3-2 points) (1-0 points)
- little to no errors in - few grammaticall - many
grammar errors grammatical
errors
- well-developed - able to form basic
sentence sentence - little to no
structures/expressions. structures use or
control of
basic

Planning Teaching Assessment

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Steps Activity
sentence
structures.

I have decided to include these elements within the project because I feel as though
these elements will allow me to be able to see if the students have learned what is
required. In addition to proving that they understand the new vocabulary words for the
family, they are also showcasing their knowledge of basic Spanish grammar and
sentence structure by being asked to use “yo” sentence forms and speaking in the first
and second person. They will not only be describing themselves but describing other
members of their family. Their prior and newly learned knowledge will be used when
putting together their family album and presenting it to the class.

Planning Teaching Assessment