Gardendale Unit

¿Qué hacemos esta noche?
A Traditional Unit Plan Model
País: España
Developed by Robin Spurger, Department of Teacher Education, Samford

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Pre-Instructional Phase
I. UNIT OBJECTIVE AND SUB-OBJECTIVES
Given a teacher-developed test and opportunities to work together in small

groups, upon completion of a two week unit, ninth and tenth grade Spanish I
students will compare and contrast night life and weekend life in Spain with their
experiences of night life and weekend life in the United States, including
vocabulary from the chapters studied, correct use of the verb “ver”, correct use of
stem-changing verbs: o -> ue, and correct use of stem-changing verbs: e-> i.
Aligning National & State Standards
Standards for Foreign Language Learning, American Council on the

Teaching of Foreign Languages, 2012:
Standard 1.3: Students present information, concepts, and ideas to an

audience of listeners or readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the

relationship between the practices and perspectives of the culture
studied.
Standard 2.2: Students demonstrate an understanding of the

relationship between the products and perspectives of the culture
studied.
Standard 3.2: Students acquire information and recognize the distinctive

viewpoints that are only available through the foreign language and its
cultures.
Standard 4.2: Students demonstrate understanding of the concept of

culture through comparisons of the cultures studied and their own.
Standard 5.1: Students use the language both within and beyond the
school setting.
Languages Other Than English (Foreign Languages), Alabama Course

of Study, Grade 9 - 12, Modern Languages Level I, 2006
1. Recognize target language words and phrases spoken in context.
2. Interpret basic oral and written information in the target language on a

variety of topics in the present time frame.
Developed by Robin Spurger, Department of Teacher Education, Samford 2

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3. Present oral and written information in the target language using familiar
vocabulary and correct structure in the present time frame.
7. Identify other subject-area topics that relate to topics discussed in the

target language class.
10. Identify typical activities and events of a target culture.
Arranging Sub-Objectives in Mini-Units
Mini-unit #1: Vocabulario de Unidad 4.2: ¿Qué hacemos esta noche?

1. Define new vocabulary words about getting around town and in a
restaurant.
Mini-unit #2: Gramática: Stem-changing Verbs “o-> ue”, Stem
changing Verbs “e->i”, and “ir a + infinitive”.
2. Explain the new grammatical concepts: stem-changing verbs “o->
ue”, stem-changing verbs “e->i”, and “ir a + infinitive”.
Mini-unit #3: Cultura: Night Life/Weekend Life in Spain
3. Apply restaurant and around town vocabulary.
4. Compare/Contrast Spanish culture with American culture.
Each mini-unit above will take several days of instructional time or class
time. The unit plan does not attempt to designate which days which activities will
be presented; rather, it gives an overview of the content, activities, and materials
to be used in the unit. Lesson plans covering a single class period will be derived
from the unit when it is implemented.
The first mini-unit provides the background information and vocabulary

students will need when comparing and contrasting the different cultures
between Spain and the United States. It introduces students to the night life and
weekend life of Spain. It helps the students by giving them the substance to their
sentences and relating new information to prior and current experiences.
The second mini-unit introduces the grammar which will form the
foundation for students’ learning of Spanish. It involves students in the speaking
of Spanish by giving them the ability to form sentences.
The third mini-unit raises the level of cognitive thinking to analysis level
with the students comparing and contrasting night life and weekend life in Spain
with personal experiences.
This arrangement of mini-units was designed to lead students into the

grammatical and lexical background of the unit while also exposing them to the
culture relating to these words and verbs. This unit is the eighth unit the class will
undergo. Activities throughout the unit will help students relate to prior knowledge
and experiences because they involve learning about students their age in

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another country.
The unit arrangement also takes into account the skills and
understandings necessary for each mini-unit and builds them into student
activities in readiness of the next level. The role of the teacher changes as the
unit is taught, with teacher-directed presentation in mini-unit #1, where much
background information is provided, to discussion and problem-solving in mini-
units #2 and #3.
Structured Overview of the Unit
¿Qué hacemos esta

noche?
Vocabulario Cultura
Gramática
o Places and events in
town o Ir a + infinitive o Weekends in Spain
o In a restaurant o stem-changing o Paintings of Spain
o Talking about verbs: o-> ue o Differences in
transportation o stem-changing regions of Spain
verbs: e-> i
Table of Content Specifications
Information/Facts:
el café- café
el centro- center, downtown
el cine- movie theater; the movies
el parque- park
el restaurante- restaurant
el teatro- theater
el concierto- concert
las entradas- tickets
la película- movie
la ventanilla- ticket window
a pie- by foot
la calle- street
en autobús- by bus

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en coche- by car
encontrar (ue)- to find
tomar- to take
el (la) camarero (a)- (food) server
costar (ue)- to cost
la cuenta- bill
de postre- for dessert
el menú- menu
la mesa- table
el plato principal- main course
la propina- tip
pedir (i)- to order; to ask for
servir (i)- to serve
el arroz- rice
el bistec- beef
el brócoli- broccoli
la carne- meat
la ensalada- salad
los frijoles- beans
el pastel- cake
la patata- potato
el pescado- fish
el pollo- chicken
el tomate- tomato
las verduras- vegetables
allí- there
almorzar (ue)- to eat lunch
aquí- here
dormir (ue)- to sleep
el lugar- place
poder (ue)- to be able, can
tal vez- perhaps, maybe
ver- to see
volver (ue)- to return, to come back
poder- to be able, can servir- to serve

yo- sirvo servimos- nosotros
(yo) puedo podemos- nosotros
tú- sirves servís- vosotros
(tú) puedes podéis- vosotros (él, ella, usted)- sirven- ellos, ellas,
sirve ustedes
(él, ella, pueden- ellos, ellas,
usted)puede ustedes

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Ir a + infinitive:
To talk about what you are going to do, use a form of ir a + infinitive.
Places locals like to go for fun:
- museums (eg. La Reina Sofía, El Prado)

- cafés
- restaurants (Vips, Botín)
- shopping (El Corte Inglés, Zara)
- the movies
- the theater
- to watch soccer (Real Madrid)
Table manners:
- Remain standing until invited to sit down. You may be shown to a particular
seat.
- Always keep your hands visible when eating. Keep your wrists resting on the
edge of the table.
- Do not begin eating until the hostess starts.
- Use utensils to eat most food. Even fruit is eaten with a knife and fork.
La Reina Sofía:
- Spain’s national museum of 20th Century art

- Named for Queen Sofía
- Located in Madrid, near the Atocha train station
- Mainly dedicated to Spanish art
- Highlights include excellent collections of Spain’s two greatest 20th Century
masters, Pablo Picasso and Salvador Dalí
- Most famous piece in the museum: Picasso’s painting Guernica
- Includes works by artists such as: Juan Gris, Joan Miró, Pablo Serrano, and
José Gutiérrez Solana
- Hosts a free-access library specializing in art
- The central building of the museum was once am 18th century hospital
El Museo del Prado:
- The main Spanish national art museum, located in central Madrid

- Features one of the world’s finest collections of European art, from the 12th
century to the early 19th century, based on the former Spanish Royal
Collection, and Spanish art
- Contains paintings, sculpture, and also important collections of other types of
works
- One of the most visited sites in the world and is considered to be among the
greatest museums of art

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- Includes works by Francisco de Goya and Diego Velázquez
- Most well-known work on display is Las Meninas by Velázquez
Real Madrid:
- Soccer team
- Founded in 1902
- The word real is Spanish for royal and was given to the club by King Alfonso
XIII in 1920 as well as the royal crown in the team emblem.
- The team’s stadium is Santiago Barnabéu Stadium, located in downtown
Madrid
- World’s richest soccer club in terms of revenue (annual turnover of €513 million)
- Its rivals are El Clásico, FC Barcelona, El Derbi madrileño, and Atlético
Concepts:
vocabulary culture
speaking listening
writing stem-changing verbs
Relationships/generalizations:
Regular verbs in Spanish are conjugated by chopping off the end of the
verb and adding an ending, based on the subject. However, with stem-changing
irregular verbs, part of the root of the word changes along with the ending in
some forms of the verb.
Learning culture is a vital part of learning a foreign language. Students

cannot truly master a language until they have also mastered the cultural
contexts in which the language occurs.
Processes/Procedures:
- Work in small groups

- Define vocabulary
- Practice conversation
I. DETERMINING ENTRY SKILLS
Cognitive:
1. Understands the general use of Spanish verbs (i.e. knows what an
infinitive is).
2. Recognizes masculine and feminine adjectives, indefinite articles,
and definite articles.

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3. Can conjugate -ar, -er, and -ir verbs in the present tense.
Affective:
1. Is able to appreciate the influence of the culture of different
countries in the target language (Spanish).
2. Accepts responsibility for learning vocabulary and practicing
speaking Spanish.
3. Is willing to share own insights and experiences in interpreting what
others have written.
Social:
1. Works cooperatively with classmates in small groups to help each
other with creating individual presentations
2. Respects the opinions and ideas of others (i.e. classmates, teacher,
and those from other countries)
3. Participates actively in classroom discussions and activities
I. PRE-INSTRUCTIONAL ACTIVITIES
Telling Students What They Will Be Learning
The teacher will create a Prezi about the new unit. The Prezi
contains the title of the new unit, the unit objective, and interesting cultural
information contained in the unit that will engage students’ attention. This
information may include a map of Spain, pictures of spanish national landmarks,
a small bio of Picasso, some of Picasso’s most famous work, etc. The teacher
will use this information when introducing the unit.
Giving Students a Rationale for the Unit
The teacher will ask students what they are doing the upcoming
weekend. She will continue asking personal questions about students’ weekend
activities for about five minutes. She will then ask how many of them would know
what to do on the weekend or where to go if they were in Spain. When the
students finish answering, the teacher will inform them that they are about to
learn about what students their age in Spain like to do for fun and some words
and phrases to help them talk about these things with others.
Reviewing Entry Behaviors
Students are assembled in small groups. Each group will be

provided an article about Spain. Each group is to read the article and create
a short comparison and contrast of Spain and America (spanish life and
their own). Students will also present their views to the class.
Discuss what one would do if in Spain for the weekend. Would

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he/she go to the movies/the theater/out with friends/etc.? Ask students to
evaluate their work as a group. Which behaviors helped make the group
successful? What kinds of attitudes moved the work along and created a
positive climate for completing the assignment?
Providing a Structured Overview of the Unit
The teacher distributes a handout of the structured overview (See

Appendix A) which he/she created. Students are asked to place this
handout in their class binders. The teacher then explains each of the three mini-
units that will be accomplished in the next two weeks and answers questions
about the types of activities in which students will be engaging in each mini-unit.
Building in Experiential Background
Playing flamenco music while students are working on the review of

entry skills activity. Serving Spanish Tortilla after the presentation of the
structured overview. Bringing traditional flamenco dresses that the teacher got
while in Spain and allowing volunteers to model them for the class. Showing a
video of some students in other Spanish-speaking countries. Inviting a foreign
exchange student to come speak to the class about his/her experiences in
school.
Reassuring Students
The teacher will tell students that the structured overview, schedule of
assignments, and rubrics or checklists for the final presentations will help
them complete the assignments in good time and know exactly what is expected
of them. A story about a previous student (omitting the student’s name) or class’s
reaction to the unit may be shared at this point, ending on an upbeat note.
Traditional Lesson Plan STUDENT: Robin Spurger

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Samford University GRADE/SUBJECT: Spanish I
Orlean Bullard Beeson School of Education SCHOOL: Gardendale High
School
& Professional Studies DATE: February 19, 2014
ESTIMATED LESSON TIME: 90
Minutes
Lesson Objectives: Students will define vocabulary words for chapter 4.2 in the
¡Avancemos! book.
National & State Standards:
Languages Other Than English (Foreign Languages), Alabama Course of

Study, Grade 9 - 12, Modern Languages Level I, 2006

vocabulary and
correct structure in the present time frame.

Standard 1.1: Students engage in conversations, provide and obtain

information, express
feelings and emotions, and exchange opinions.
Standard 1.3: Students present information, concepts, and ideas to an

audience of
listeners or readers on a variety of topics.
Standard 5.1: Students use the language both within and beyond the
school setting.
Pre-Instructional Activities:
Because this is the first lesson of the new unit, the teacher will create a
PowerPoint presentation about the whole unit. The PowerPoint contains the title
of the new unit, the unit objective, and interesting cultural information contained
in the unit that will engage students’ attention. This information may include a
map of Spain, pictures of spanish national landmarks, La Reina Sofía, a picture
of Picasso, El Museo del Prado etc. The teacher will use this information when
introducing the unit.
The teacher will ask students what they are doing the upcoming weekend. She
will continue asking personal questions about students’ weekend activities for

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about five minutes. She will then ask how many of them would know what to do
on the weekend or where to go if they were in Spain. When the students finish
answering, the teacher will inform them that they are about to learn about what
students their age in Spain like to do for fun and some words and phrases to help
them talk about these things with others.
The teacher distributes a handout of the structured overview (See Attached)

which he/she created. Students are asked to place this handout in their class
binders. The teacher then explains each of the three mini-units that will be
accomplished in the next two weeks and answers questions about the types of
activities in which students will be engaging in each mini-unit.
The teacher will tell students that the structured overview, schedule of
assignments, and rubrics or checklists for the final presentations will help them
complete the assignments in good time and know exactly what is expected of
them. A story about a previous student (omitting the student’s name) or class’s
reaction to the unit may be shared at this point, assuring students that it is okay
to make mistakes.
Directed Teaching: Using the “Presentación de Vocabulario” section in the

book, the students take notes as the teacher goes over the new vocabulary
words with them. The teacher will model the pronunciation of the words for the
students and have them repeat after her. The teacher will call on students to read
aloud the paragraphs containing the vocabulary words and ask the class
questions to help them negotiate meaning.
Guided Practice: Using the verb “querer” the students will answer questions
aloud about what they would do during the weekend if they were in Spain.
Students may answer questions about whether they like certain foods mentioned
using the verb “gustar”. The teacher will use this exercise to gauge students’
understanding of the vocabulary. Working with their partners, students will then
answer the questions in Activity 1 on page 220 in the text book. Teacher will
monitor groups and answer questions as needed. When students have finished,
students will share answers with the class.
Independent Practice: Students will define vocabulary on notecards for

homework.
Formative Evaluation: Students will turn in their notes taken during the unit
overview and presentation of vocabulary as a formative assessment.
Differentiating Instruction: Students needing additional support may open their

books to the vocabulary page to see the words translated to English. The teacher
will also walk around and monitor students while going through the tour to make
sure they are getting the correct answers. This type of monitoring also gives
students an opportunity to ask the teacher questions without doing so in front of

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the whole class. Students will also be seated in groups of two based on
achievement, personality, and behavior. Being seated in groups will aid students
with IEPs, students with behavioral problems, and students needing additional
explanation.
Closure: Students will turn in notes taken during guided tour. Teacher will
quickly review the objectives of the lesson, showing students how those
objectives were met throughout the lesson and reassuring them of how well they
met the objectives.
Resources:
Textbook: ¡Avancemos! Level I, Littell, McDougal, 2010.

Microsoft PowerPoint
Personal photos
Reflection Upon Lesson:

Today was my first day with my three Spanish I classes. In some classes, I had
to speed the lesson up in the end to fit everything in. The reason for running out
of time could have been because these classes took more time completing the
Pre-Unit Activity, asked more questions, or needed more time to read the
vocabulary assignments. In order to ensure the class had closure of the lesson, I
had students put answers to the assignments on the board to quickly correct
them. I also gave students a time limit in the last two classes after realizing that
they needed more structured pacing throughout the lesson. If I reteach this
lesson in the future, I will make the vocabulary more interactive. Instead of using
the book to introduce the vocabulary, I will make motions for each word and
teach them to the students. Hand motions help students recall the words and are
good for visual and kinesthetic learners.

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Orlean Bullard Beeson School of Education SCHOOL: Gardendale High
School & Professional Studies DATE: 2/20/14
Lesson Objectives: Explain the new grammatical concepts: stem-changing

verbs “o-> ue” and stem-changing verbs “e->i”.

Standard 5.1: Students use the language both within and beyond the school
setting.

2. Interpret basic oral and written information in the target language on a variety
of topics in the present time frame.
The teacher will begin with a review of the vocabulary from the chapter that was
gone over in the previous class session. Then, the students will take a short quiz
on the vocabulary.
After all students have turned in their quizzes, the teacher will ask students if
they remember the verb “querer”. The teacher will review boot verbs with the
students and then explain that they are learning some new boot verbs today.
Directed Teaching:
Teacher will have students turn to p. 223 in their textbooks. She will then draw
the boot on the board while students give the subject pronouns that go with the
boot. Then, she will write the word “poder” at the top and ask students what it
means. When students give then answer, the teacher will write the meaning
beside the word in the chart.
At this point, it may be beneficial to review the –ar, -er, -ir endings of present
tense verbs. The teacher will do so out to the side of the chart drawn for “poder”.

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Now that the students have the endings in their minds, the teacher will begin
filling in the conjugations for “poder”. The chart will look similar to the one below.
Poder- to be able, can

Yo- puedo Nosotros- podemos
Tú- puedes Vosotros- podéis
Él, ella, ud.- puede Ellos, ellas, uds.- pueden
After filling in this chart, the teacher will question students using different subjects
and having them give the correct conjugation of the verb.
Then, the teacher will give an example of an –ar verb and an –ir verb in the same
format.
The teacher will give examples of each of these types of verbs in a sentence.
After modeling the o-> ue stem-changing verbs the teacher will model the e->i
stem-changing verbs and give example sentences.
Guided Practice:
As a group, the class will answer questions aloud as the teacher gives sample
sentences on the board. This whole group approach will help students who may
not be getting the grammar at first and will allow students a safe environment to
practice the new grammar concept. The teacher will correct students when
needed as well as walk them through the cognitive processes of a foreign
language. For this concept, these processes include filtering vocabulary,
remembering verb endings, and choosing the correct stem-change (if needed).
Independent Practice:
In groups, students will write sentences by conjugating the verbs and combining
the phrases given. This exercise will require knowledge of the vocabulary as well
as the new stem-changing verbs. Then, in the same groups, students will
complete exercise 12 on page 229 in their textbooks. This exercise not only gives
practice of stem-changers but also reviews direct objects.
Formative Evaluation:
Students will turn in the exercises from the independent practice as a formative
assessment.
Differentiating Instruction:

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If the teacher notices that students do not understand the grammar as a whole,
she will take a minute and reteach any common errors such as using the wrong
endings when conjugating and/or wrong placements of the stem-change.
For students with an IEP, the teacher will monitor them more closely to see if they
understand the new grammar concepts and give any one-on-one time needed
while other students are working on the exercises with their partners.
If students finish early, they will be given a speaking activity to do with their
partner to practice using the new concepts in a different mode of communication.
Closure:
In order to close the lesson, the teacher will go over the activities completed in
the independent practice section. During this process, the teacher will help
students think through the steps of conjugating and choosing correct stem-
changes. The teacher will also remind students that they have sentences due on
Monday and that the instructions are on their structured overview.
Resources:

Structured Overview
Whiteboard
The quiz students took on this vocabulary was similar to the vocabulary section
on the Pre-Unit Activity. Students found this to be helpful. I noticed upon grading
these quizzes that the students did the best on the section with pictures.
Because the students had studied stem-changing verbs in the chapter before this
one, this grammar lesson was a bit more simple for them. The students knew
what a boot verb was and were able to conjugate the two new types of verbs
fairly easily. One thing students consistently missed in all three classes was the
difference between “poder” and “pedir”. These two verbs are very similar to one
another and difficult when learned at the same time. If I taught this lesson again, I
would take out one of those verbs and move it to another chapter. I would also
add more opportunities for guided practice and formative assessment before
students practiced independently with the verbs. These changes would help to
set students up for success by providing chances for them to make mistakes and
correct them before operating on their own.

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Orlean Bullard Beeson School of Education SCHOOL: Gardendale
High School
& Professional Studies DATE: 2/24/14
min
Lesson Objectives: Apply grammatical concept stem-changers e->i and o-> ue.

setting.

Pre-Instructional Activities: The teacher will explain that because of the

difficulty stem-changing verbs can cause, today the students will be practicing
them a little bit more. She will also use this time to review the verbs learned in
the last lesson. Then, she will hand out the worksheets students will be
completing and explain the instructions.
Directed Teaching: The directed teaching for this lesson consists in reviewing
homework and stem-changing verbs. The teacher will draw the charts for both
verbs on the board to give students a visual.
Guided Practice: Students will put answers to example sentences on the board,
and the teacher will complete them with the class.
Independent Practice: Students will complete activities on a worksheet,

practicing o->ue stem-changing verbs and e->i stem-changing verbs. Whatever
is not completed in class will be completed as homework to turn in on
Tuesday/Wednesday. Students will work until the end of the period with the

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teacher monitoring and helping with any questions. Students are seated in
groups such that they may help one another.
Formative Evaluation: Teacher will check students’ work before they leave as a
formative assessment. Those who do not finish will turn in their work on
Tuesday/Wednesday.
Differentiating Instruction: Students work in pairs to help students who

struggle. The teacher will give individual help to those who need it while the rest
of the students are working. Those who have IEPs and are unable to complete
the work by the date given may turn it in at a later time or have additional help
depending on the IEP.
Closure: The student teacher will remind students that they have a quiz on
Friday and that the activities we are doing in class and at home will help set them
up for success on the quiz. She reminds them how the objectives were met
throughout the lesson. She then checks their work for the day before they leave
the class to make sure students met the goals of the lesson.
Resources:
Unit 4 Resource Book
White Board
The students appreciated the extra practice for stem-changing verbs. Having
time to work things out with a partner helped them to think through the cognitive
processes of conjugating and ultimately achieve the goals of the lesson. Each
class improved accuracy overall and seemed to feel comfortable with conjugating
stem-changing verbs. In the future, if I taught this lesson, I would add a speaking
component so that students could practice pronouncing and hearing the words.

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Samford University GRADE/SUBJECT: Spanish
minutes
Lesson Objectives:
2. Explain the new grammatical concept “ir a + infinitive”.

3. Apply restaurant and around town vocabulary and verbs.
Standards for Foreign Language Learning, American Council on the Teaching of

Foreign Languages, 2012:
Standard 1.3: Students present information, concepts, and ideas to an audience of

listeners or readers on a variety of topics.
Standard 5.1: Students use the language both within and beyond the school setting.
Languages Other Than English (Foreign Languages), Alabama Course of Study,

Grade 9 - 12, Modern Languages Level I, 2006

2. Interpret basic oral and written information in the target language on a variety of
topics in the present time frame.
The student teacher will explain that the first thing we are doing today is a
sentence workshop. This means that we will explicitly be going over how to form
our own sentences in Spanish. The student teacher will explain that this
workshop will be very beneficial to the students because it will make it easier for
them to form a sentence in Spanish. The teacher will also explain that students
will be writing their ten sentences after this workshop, so they need to make sure
they get all of the information.
The student teacher will prepare students for this lesson by explaining objectives.
The teacher will explain that mastering the first objective will help them master
the second objective because it is the last grammatical concept in the unit. Now
that students have all the grammar and vocabulary, they can participate in the

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fun stuff, which is talking about what they enjoy doing on the weekend and what
students their age in Spain enjoy doing on the weekend.
Directed Teaching:
Part I:
The students will take out a piece of paper and label it “Writing Sentences in
Spanish”. Students will then give teacher examples of a subject in Spanish (for
example, “yo” “tú” “él” “ella” “ellos” “ustedes” “nosotros” “vostros” “Juan y yo” “tus
padres y tú”, etc.)
The teacher will then form a cognitive map on the board using student answers
and instruct them to do the same on their papers. An example map is shown
below:
Mi amiga y yo
yo
ustedes subject ella
vosotros Tuú
usted
Then the teacher will instruct students to do the same with verbs. She will explain
that a verb is any word that ends with –ar, -er, or –ir.
Next, students will give examples of other words that might be found in a
sentence such as adjectives, nouns, prepositions, and/or adverbs.
Lastly, the teacher will quickly review how to conjugate a verb. She draws the
endings in charts on the board, then walks through the process with the verb
“hablar”.
Part II:
The teacher will ask students how they would explain what they are about to do
in English. For example, “How would you explain that you are about to eat to
someone?” You would say “I am going to eat, correct?” The teacher will then ask
students what the verb for “to go” is in Spanish. After establishing that the verb is
“ir”, the student teacher will review the forms of “ir”. Then the teacher will explain
the meaning of “a” and the necessity of having it in the equation. Lastly, the

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teacher will explain that with one conjugated verb, the other one stays in the
infinitive form.
Example: Voy a comer en la cafetería.

I am going to eat.
Guided Practice:
Part I:
Students will try writing a sentence on their own. The teacher will call on students
to read their sentences aloud to check for understanding.
Part II:
Aloud, the teacher will ask students ¿Qué vas a hacer este fin de semana? The
teacher will also write the question on the board and give students five minutes to
formulate an answer before calling on them. After questioning a few students, the
teacher will have students ask each other the question.
Independent Practice:
Part I:
The students will write their ten sentences then share five of them with a partner.
They must read their five sentences aloud and their partners must write what
they say in English. The teacher will call on groups to share what their partners
have.
Part II:
Students will write a paragraph in Spanish describing what they are going to do
this weekend using “ir a + infinitive and 8-10 new vocabulary words. Students will
turn this paragraph in before they leave. The paragraph must be 4-5 sentences.
Example: Este fin de semana voy a almorzar con mi mamá. Luego, voy a
dormir mucho. El domingo voy a practicar el fútbol con mis amigos en el
parque. Después de practicar el fútbol, voy a volver a mi casa.
Suggestions for students: Write it in English first. Make it simple, but interesting.
Let a peer edit before you turn it in.
Formative Evaluation: The students’ sentences and paragraphs will serve as a

formative assessment.
Differentiating Instruction:
o Students with disabilities may describe their weekend orally to the teacher
instead of writing the paragraph.
o Gifted students may present their weekends to a small group of other
gifted students and discuss each others’ weekends.

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Closure: The teacher will remind students how objectives were met throughout
the lesson. The teacher will then ask students on a scale of 1-5, 5 being the
hardest, how hard this assignment was and why. Then the teacher will encourage
students about their knowledge of Spanish and remind them how far they have
come thus far.
Resources:

Whiteboard
In all three classes, the students enjoyed and felt that they benefited from the
sentence workshop. They were able to create sentences without any pressure. I
created this workshop after realizing that, when I assigned 10 sentences
practicing the stem-changing verbs for homework, students were scared and
discouraged. Only a small number of students brought in the sentences in each
class, so I counted them for bonus points and decided to reteach the material
instead. After the workshop, almost every student was able to successfully write
10 sentences in Spanish.
The students enjoyed writing their dream dates. One thing I changed in class
was the deadline for the dream dates. Originally, I planned for students to finish
the dream dates for homework, but upon realizing we had enough class time to
finish them, I made them due at the end of class. Students felt empowered at the
end of this class because they successfully completed 10 sentences and a whole
paragraph in Spanish.
PBL Lesson Plan STUDENT: Robin Spurger

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Samford University GRADE/SUBJECT: Spanish
Lesson Objectives:

4. Compare night life and weekend life in Spain with personal experiences (in
Spanish).

Standard 1.3: Students present information, concepts, and ideas to an audience

of listeners or readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the relationship

between the practices and perspectives of the culture studied.
Standard 2.2: Students demonstrate an understanding of the relationship

between the products and perspectives of the culture studied.
Standard 3.2: Students acquire information and recognize the distinctive

viewpoints that are only available through the foreign language and its cultures.
Standard 4.2: Students demonstrate understanding of the concept of culture

through comparisons of the cultures studied and their own.
setting.

7. Identify other subject-area topics that relate to topics discussed in the target

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language class.
10. Identify typical activities and events of a target culture.
Problem Overview:
Hook: “You are in Spain for the weekend on a school trip, and you and your
friends are given the task of investigating the place or activity given to you by
your teacher to share with the class so we will be more knowledgeable about it
before we go. Your friends and you will need to read the information given to you
by your teacher and prepare to share with the class the important parts of your
place or activity. You need to include 5-10 facts about your place/activity and why
it is relevant to your class. You also need to include how it compares and
contrasts with places/activities in the United States.”
Problem Analysis:
Information: What do we know about this problem?

o It takes place in Spain
o We must present facts to the class
o We need to include 5-10 facts, why it is relevant to us as a class,
how it compares and contrasts to the United States
o Roles
Learning Issues: What do we need to know?
o The name of the place/activity
o Where it takes place/is located
o Why it is relevant
o How it is like and different from the United States
o How to act there: rules, culture, norms, etc.
Hypotheses: What do we think will come from this?
o Gain a better understanding of different activities and places in
Spain
o Learn more about the culture of Spain
Action Plan: What are the steps you will take?
o Assign roles
o Research and take notes
o Discuss
o Form presentation
o Present

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Group Formation:
Students will be assigned to groups of four to five. The roles will be as follows:
o Leader (responsible for the actions and the progression of the

group)
o Recorder (responsible for gathering and producing all written
information that will be turned in for the project),
o Affect Leader: Responsible for making sure all members of the
group’s opinions are respected and for helping lighten the mood.
o Presenter: Responsible for deciding how the presentation should
be formatted. (ALL MEMBERS OF GROUP WILL SPEAK)
Anticipated Learning Issues:
Places locals like to go for fun:
o museums (eg. La Reina Sofía, El Prado)

o cafés
o restaurants (Vips, Botín)
o shopping (El Corte Inglés, Zara)
o the movies
o the theater
o to watch soccer (Real Madrid)
Table manners:
- Remain standing until invited to sit down. You may be shown to a particular
seat.
- Always keep your hands visible when eating. Keep your wrists resting on the
edge of the table.
- Do not begin eating until the hostess starts.
- Use utensils to eat most food. Even fruit is eaten with a knife and fork.
La Reina Sofía:
- Spain’s national museum of 20th Century art

- Named for Queen Sofía
- Located in Madrid, near the Atocha train station
- Mainly dedicated to Spanish art
- Highlights include excellent collections of Spain’s two greatest 20th Century
- Most famous piece in the museum: Picasso’s painting Guernica
- Includes works by artists such as: Juan Gris, Joan Miró, Pablo Serrano, and
José Gutiérrez Solana
- Hosts a free-access library specializing in art
- The central building of the museum was once am 18th century hospital

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El Museo del Prado:
- The main Spanish national art museum, located in central Madrid

- Features one of the world’s finest collections of European art, from the 12th
century to the early 19th century, based on the former Spanish Royal
Collection, and Spanish art
- Contains paintings, sculpture, and also important collections of other types of
works
- One of the most visited sites in the world and is considered to be among the
greatest museums of art
- Includes works by Francisco de Goya and Diego Velázquez
- Most well-known work on display is Las Meninas by Velázquez
Real Madrid:
- Soccer team
- Founded in 1902
- The word real is Spanish for royal and was given to the club by King Alfonso
XIII in 1920 as well as the royal crown in the team emblem.
- The team’s stadium is Santiago Barnabéu Stadium, located in downtown
Madrid
- World’s richest soccer club in terms of revenue (annual turnover of €513 million)
- Its rivals are El Clásico, FC Barcelona, El Derbi madrileño, and Atlético
Group Deliberation & Problem-Solving Activities:
Students will have five minutes to assign roles and develop a game plan. Then,
they will have 15 minutes to research and take notes. Lastly, they will have 15
minutes to form their presentations. The teacher will monitor groups and
announce when time is up for each activity.
Formative Evaluation:
The formative assessment will be the students’ notes on the place or activity they
have been given as well as their notes on the other groups’ places and activities.
Problem Follow-up:
The student teacher will ask students if their expectations of the problem were
met. She will add any new information to the chart. Students will complete a
quick group assessment telling how members in their group could have
cooperated more, rating each person on a scale of 1-5, and rating themselves on
a scale of 1-5.

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Correctives & Extensions:
Students with IEPs may abstain from presenting, but must participate somewhat
in the group if possible. Students who need expansion will be given the option of
drawing their place/activity and sharing it with the class.
Resources:
Teacher:
http://www.actfl.org/sites/default/files/pdfs/public/StandardsforFLLexecsumm_rev.
pdf
http://alex.state.al.us/standardAll.php?subject=LOE&ccode=ML2&summary=3
Student:
http://www.metmuseum.org/toah/hd/pica/hd_pica.htm
http://www.museoreinasofia.es/en
https://www.museodelprado.es/en/
The first period to which I taught this lesson went very poorly. I allowed students
to choose their groups because this class had proven to display good behavior in
each class prior. However, choosing groups was not a good idea for this class.
Two of the groups did not take the project seriously, one group finished on time,
and the other groups were discouraged. I was also very discouraged after this
lesson. To make the lesson go more smoothly in the next class, I decided to
choose the groups, give students specific timing (1:40- Select Roles; 1:42- Take
Notes; 2:00- Create presentation; 2:10- Present), and split article up between
different people in the groups. The second class that experienced this lesson is
the largest and most behaviorally disruptive class my teacher has. However,
during this lesson, students worked quietly in their groups and achieved higher
than they ever have. In contrast with the first class, these results were more than
encouraging.
I learned today that it is okay when something new that you try fails. The
important thing is to reflect and respond appropriately, so that your students
achieve the next time you try it.

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POST-INSTRUCTIONAL PHASE
II. SUMMATIVE EVALUATION
Written Test:
The unit, ¿Qué hacemos esta noche?, will be assessed

with a traditional teacher-developed unit test. The test is
comprehensive and builds from knowledge to analysis level,
which is the highest level of cognitive growth identified for the
unit in the unit objective. Each item on the Table of Content
Specifications for the unit is assessed, using varied test item
formats. (See appendix C)
III. REFLECTIONS UPON UNIT DESIGN, INSTRUCTION, AND

STUDENT OUTCOMES
Reflections Upon Student Performance
Upon completion of the unit, ¿Qué hacemos esta

noche?,, ninth and tenth grade Spanish I students for whom the
unit is designed should be able to demonstrate mastery of the
unit objectives on both the alternative assessments and the
teacher-developed test at 80% mastery or better. The alternative
assessments and test are designed to reach synthesis level, so
mastery will need to be demonstrated at this level. Because the
content has been carefully organized and sequentially presented
with opportunities for feedback and correctives in each mini-unit,
students are offered many chances to practice tasks similar to
those of the test and alternative assignments. Students should
be familiar with the format of the assessment as well as the
content.
Reflections Upon Instructional Activities
In each mini-unit of La Escuela, ninth and tenth grade

Spanish I students have been provided with graphic organizers,
note guides, and/or study guides to help during direct teaching.
These strategies helped students recognize and collect
information about key concepts and key generalizations

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presented as well as keep up with important vocabulary and
grammatical rules. During guided practice, activities which
directly practiced this key information were embedded in each
mini-unit. These activities reinforced the direct presentation and
aided the teacher in reflecting daily upon the class
understanding of the material. Independent practice activities
raised the level of student mastery with the new content to
higher levels of application, analysis, and synthesis. These
independent practice activities followed a similar format to that
of assessment tasks and test items later used.
Reflections Upon Formative and Summative Assessment
Each formative assessment set the students up for the

format of the summative test. These formative assessments were
provided to students at the beginning of the unit with a thorough
explanation. Since students were aware of what to expect as
they worked, they could more effectively meet the expectations
for achievement in the unit. Also, the study guides, graphic
organizers, and other scaffolding devices guided students to
show mastery of key criteria for the unit.

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Appendix A
A-1 Structured Overview of Unit
A-2 PowerPoint Notes
A-3 Pre-Unit Activity

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A-1
Unidad 4.2
We are now beginning the unit titled “¿Qué hacemos esta

noche?” Below, please find the structured overview of the unit.
¿Qué hacemos esta

noche?
Vocabulario Cultura
Gramática
o Places and events in
town o Ir a + infinitive o Weekends in Spain
o In a restaurant o stem-changing o Paintings of Spain
o Talking about verbs: o-> ue o Differences in
transportation o stem-changing regions of Spain
verbs: e-> i
This unit contains three mini-units and will last about two weeks.
At the end of the unit, you will be given a unit test covering all

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the material of the unit. Here are the titles of the three mini-
units:
Mini-unit #1: Vocabulario de Unidad 4.2: ¿Qué hacemos esta noche?

1. Define new vocabulary words about getting around town and in a
restaurant.
Mini-unit #2: Gramática: Stem-changing Verbs “o-> ue”, Stem-
changing
Verbs “e->i”, and “ir a + infinitive”.
2. Explain the new grammatical concepts: stem-changing verbs “o->
ue”, stem-changing verbs “e->i”, and “ir a + infinitive”.
Mini-unit #3: Cultura: Night Life/Weekend Life in Spain
4. Compare night life and weekend life in Spain with personal
experiences (in Spanish).
The following assignments will be due:

Feb. 20/21 - Notecards
Feb. 20/21 - Drawing of restaurant scene (10 Vocabulary
Words, labeled
and colored.)
Feb. 20/21 - Vocabulary quiz
Feb. 24 - Create 10 sentences containing a stem-changing
verb and new vocabulary words. Each sentence
must contain these things for
credit!
Feb. 27/28 - Grammar quiz
March 4/5 - Final unit test ¿Qué hacemos esta noche?
Evaluation in the La Escuela unit will include the following:
Notecards..........................................................................................
20 pts.
Quizzes.............................................................................................7
5 pts.
Classwork and
Homework..............................................................120 pts.

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Evaluation of group processes
(self/group/teacher).........................20 pts.
Unit test on ¿Qué hacemos esta
noche?.......................................100 pts.
335 pts.
A-2

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A-3
Name: _________________________
Date: __________________________
Period: ________________________
Pre-Unit Activity
Section I: Vocabulario (20%)
Parte A
Instructions: Match the following vocabulary words to their meaning in English.
1. ____ el cine A. street

2. ____ la película B. there
3. ____ a pie C. to find
4. ____ en coche D. movie theater
5. ____ la calle E. by car
6. ____ encontrar F. movie
7. ____ la carne G. on foot
8. ____ de postre H. to return
9. ____ la mesa I. beans
10. ____ los frijoles J. perhaps, maybe
11. ____ allí K. for dessert
12. ____ el lugar L. place
13. ____ tal vez M. meat
14. ____ volver N. table
Parte B
Instructions: Using each word from the word bank given only once, write the
correct vocabulary word under the picture.
las entradas el pastel dormir

el parque el bistec el pescado

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_______________
_________________ ________________
_______________ _________________ ________________
Section II: Gramática 40%
Parte A
Instructions: Fill in the blanks using the correct conjugation of the stem-
changing verb in parenthesis.
Modelo: Yo ____________ (dormir) bien cada noche.

Yo duermo bien cada noche.
1. Mi amiga ____________ (poder) cantar bien.

2. Mis amigos y yo _____________ (servir) a los padres durante el partido
de fútbol.
3. ¿Vosotros _______________ (querer) a ver la película?
4. ¿ ______________ (poder, yo) llamar a tu madre?
5. Ellas ________________ (dormir) nueve horas cada noche.
6. Yo _____________ (querer) el pastel.
7. Martín y Amelia _______________ (pedir) la ensalada.
8. Vosotros siempre _____________ nos (servir) tan bien.
9. ¿ ______________(poder, tú) ver la pizarra?
10. Él ____________ (pedir) el bistec con brócoli.
Section III. Cultura (35%)
Instructions: Multiple choice. Select the best answer for each question.

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1. Select the name of the main shopping center in Madrid.
a. Panadería
b. La Alhambra
c. El Corte Inglés
d. El Prado
2. It is always okay to have your hands in your lap while eating dinner with a
Spaniard. It is rude to leave your wrists resting on the edge of the table.
a. True
b. False
3. La Reina Sofía…
a. Is Spain’s national museum of 20th century art
b. Includes works by Francisco de Goya and Diego Velázquez
c. Is a soccer team
d. Was the queen of Spain back in 1492
4. El Museo del Prado…
a. Is the museum whose most well-known work on display is Las
Meninas by Velázquez
b. Hosts a free-access library specializing in art
c. Highlights excellent collections of Spain’s two greatest 20 th century
d. Was founded in 1902
5. The main soccer team in Madrid is _________.
a. El Clásico
b. El Derbi madrileño
c. Real Madrid
d. Atlético Madrid
Part B
Instructions: Using the space provided below, compose a well-

written paragraph in Spanish comparing and contrasting
weekend life in America with weekend life in Spanish-speaking
countries. Include at least three things that make them
similar/different, three stem-changing verbs, and ten new
vocabulary words. This paragraph should consist of about four
to five sentences.

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Appendix B
B-1 Vocabulary Quiz
B-2 Grammar Quiz
B-3 Test Prep

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B-1
Nombre: ________________________________
Fecha: __________________________________
Period: _________________________________
Unit 4.2 Prueba de vocabulario
Instrucciones: Match the following words to their definitions. (14 pts./1 pt each)

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Parte A
1. ____ el cine A. street

2. ____ la película B. there
3. ____ a pie C. to find
4. ____ en coche D. movie theater
6. ____ encontrar F. movie
7. ____ la carne G. on foot
9. ____ la mesa I. beans
10. ____ los frijoles J. perhaps, maybe
13. ____ tal vez M. meat
14. ____ volver N. table
Parte B
correct vocabulary word under the picture. (6 pts/1 point each)
las entradas el pastel dormir

el parque el bistec el pescado
_______________ _________________ ________________

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_______________ _________________ ________________
B-2
Name: ___________________________
Period: ____________________
Date: _____________________
Prueba de gramática
Instructions; Fill in the blank with the correct form of the verb in
parentheses.
1. Nosotros ______________(encontrar) el autobús pronto.

2. Ella ________________(poder) tener el pollo.
3. Yo _________________(pedir) el brócoli.
4. Mis padres ___________________(volver) temprano.

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5. El camarero ____________________(servir) el pescado.
6. Vosotros __________________(pedir) el arroz con pollo.
7. Tú __________________ (dormir) mucho.
8. ¿A qué hora _________________(volver, tú) de tu cita?
9. Los zapatos _________________(costar) quince euros.
10. Vosotros _______________ (servir) el pastel.
Instructions: Translate the following sentences from English to Spanish.
1. We are going to eat lunch.

____________________________________________________
2. I am going to sleep.
____________________________________________________
3. You are going to order the broccoli.
____________________________________________________
4. Sarah is going to return soon.
____________________________________________________
5. My mom serves the chicken.
____________________________________________________

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B-3
Name: _________________________
Date: __________________________
Period: ________________________
Test Prep
el café- _______________ allí- ______________

el centro- _______________ almorzar (ue)- ______________
el cine- _______________ aquí- ______________
el parque- _______________ dormir (ue)- _______________
el restaurante- _______________ el lugar- _______________
el teatro- _______________ poder (ue)- _______________
el concierto- _______________ tal vez- _______________
las entradas- _______________ ver- _______________
la película- _______________ volver (ue)- _______________
la ventanilla- _______________
a pie- _______________
la calle- _______________
en autobús- _______________
en coche- _______________
encontrar (ue)- _______________
tomar- _______________
el (la) camarero (a)- _______________
costar (ue)- _______________
la cuenta- _______________
de postre- _______________
el menú- _______________
la mesa- _______________
el plato principal- _______________
la propina- _______________
pedir (i)- _______________
servir (i)- _______________
el arroz- _______________
el bistec- _______________
el brócoli- _______________
la carne- _______________
la ensalada- _______________
los frijoles- _______________
el pastel- _______________
la patata- _______________

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el pescado- _______________
el pollo- _______________
el tomate- _______________
las verduras- _______________
Fill in the Blank:
A.
1. dormir (ue)
yo _______________ nosotros ______________
tú _______________ vosotros ______________
él, ella ellos, ellas
usted ____________ ustedes ______________
2. almorzar (ue)
yo _______________ nosotros ______________
tú _______________ vosotros ______________
usted ____________ ustedes ______________
3. pedir (i)
yo _______________ nosotros ______________
tú _______________ vosotros ______________
usted ____________ ustedes ______________
4. servir (i)
yo _______________ nosotros ______________
tú _______________ vosotros ______________
usted ____________ ustedes ______________
B.
12. Mis amigos y yo _____________ (servir) a los padres durante el partido
de fútbol.
13. ¿Vosotros _______________ (ir) a ver la película?
16. Yo _____________ (encontrar) el pastel.
17. Martín y Amelia _______________ (pedir) la ensalada.
21. Los zapatos ________________(costar) veinte euros.

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22. Las chicas ______________(volver) ahora.

____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
10. My mom is going to serve the chicken.
____________________________________________________
a. True
b. False
c. Is a soccer team
a. El Clásico
c. Real Madrid
d. Atlético Madrid
10. The oldest restaurant in the world, which is located in Madrid Spain is
called:
a. El restaurant viejo
b. La taza
c. San Botín

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d. Café y Té

written paragraph comparing and contrasting an aspect of
Spanish culture that we learned in class with the United
States. Include at least three facts and tell how they are
similar/different to/than an aspect of American culture.
Appendix C
C-1 Summative Test
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C-2 Summative Test Key
C-1
Name: _________________________
Date: __________________________

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Period: ________________________
Unit 4.2 Test
Section I: Vocabulario (20%)
Parte A
15. ____ tomar A. street

16. ____ el plato principal B. there
17. ____ almorzar C. to find
18. ____ en coche D. to take
20. ____ encontrar F. main course
21. ____ la carne G. to eat lunch
23. ____ el pastel I. beef
24. ____ el bistec J. tip
27. ____ la propina M. meat
28. ____ volver N. cake
Parte B
correct vocabulary word under the picture.
el camarero en autobús en coche

las verduras los frijoles la ensalada

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_______________ _________________ ________________
_______________ _________________ ________________
Section II: Gramática 40%
Parte A
Instructions: Fill in the blanks using the correct conjugation of the stem-
changing verb in parenthesis.
Modelo: Yo ____________ (dormir) bien cada noche.

Yo duermo bien cada noche.

24. Mis amigos _____________ (servir) a los padres durante el partido de
fútbol.
25. ¿Vosotros _______________ (ir) a ver la película?
28. Yo ______________(volver) ahora.
29. Martín y yo _______________ (pedir) la ensalada.
31. Los zapatos ________________(costar) veinte euros.
34. Yo _____________ (encontrar) el café.

____________________________________________________
____________________________________________________
____________________________________________________

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____________________________________________________
15. My mom is going to serve the chicken.
____________________________________________________
a. True
b. False
c. Is a soccer team
a. El Clásico
c. Real Madrid
d. Atlético Madrid
15. The oldest restaurant in the world, which is located in Madrid Spain is
called:
a. El restaurant viejo
b. La taza
c. San Botín
d. Café y Té

written paragraph comparing and contrasting an aspect of
Spanish culture that we learned in class with the United
States. Include at least three facts and tell how they are
similar/different to/than an aspect of American culture.

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¿Qué hacemos esta noche?

A Traditional Unit Plan Model

Developed by Robin Spurger, Department of Teacher Education, Samford

Given a teacher-developed test and opportunities to work together in small

Aligning National & State Standards

Standards for Foreign Language Learning, American Council on the

Standard 1.3: Students present information, concepts, and ideas to an

Standard 2.1: Students demonstrate an understanding of the

Standard 2.2: Students demonstrate an understanding of the

Standard 3.2: Students acquire information and recognize the distinctive

Standard 4.2: Students demonstrate understanding of the concept of

Languages Other Than English (Foreign Languages), Alabama Course

1. Recognize target language words and phrases spoken in context.

2. Interpret basic oral and written information in the target language on a

Developed by Robin Spurger, Department of Teacher Education, Samford 2

7. Identify other subject-area topics that relate to topics discussed in the

10. Identify typical activities and events of a target culture.

Arranging Sub-Objectives in Mini-Units

Mini-unit #1: Vocabulario de Unidad 4.2: ¿Qué hacemos esta noche?

The first mini-unit provides the background information and vocabulary

This arrangement of mini-units was designed to lead students into the

Developed by Robin Spurger, Department of Teacher Education, Samford 3

Structured Overview of the Unit

¿Qué hacemos esta

Table of Content Specifications

Developed by Robin Spurger, Department of Teacher Education, Samford 4

poder- to be able, can servir- to serve

Developed by Robin Spurger, Department of Teacher Education, Samford 5

- museums (eg. La Reina Sofía, El Prado)

- Spain’s national museum of 20th Century art

El Museo del Prado:

- The main Spanish national art museum, located in central Madrid

Developed by Robin Spurger, Department of Teacher Education, Samford 6

Learning culture is a vital part of learning a foreign language. Students

- Work in small groups

I. DETERMINING ENTRY SKILLS

Developed by Robin Spurger, Department of Teacher Education, Samford 7

Telling Students What They Will Be Learning

Giving Students a Rationale for the Unit

Reviewing Entry Behaviors

Students are assembled in small groups. Each group will be

Discuss what one would do if in Spain for the weekend. Would

Developed by Robin Spurger, Department of Teacher Education, Samford 8

Providing a Structured Overview of the Unit

The teacher distributes a handout of the structured overview (See

Building in Experiential Background

Playing flamenco music while students are working on the review of

Traditional Lesson Plan STUDENT: Robin Spurger

Developed by Robin Spurger, Department of Teacher Education, Samford 9

National & State Standards:

Languages Other Than English (Foreign Languages), Alabama Course of

1. Recognize target language words and phrases spoken in context.

Standards for Foreign Language Learning, American Council on the

Standard 1.1: Students engage in conversations, provide and obtain

Standard 1.3: Students present information, concepts, and ideas to an

Developed by Robin Spurger, Department of Teacher Education, Samford 10

The teacher distributes a handout of the structured overview (See Attached)

Directed Teaching: Using the “Presentación de Vocabulario” section in the

Independent Practice: Students will define vocabulary on notecards for

Differentiating Instruction: Students needing additional support may open their

Developed by Robin Spurger, Department of Teacher Education, Samford 11

Textbook: ¡Avancemos! Level I, Littell, McDougal, 2010.

Reflection Upon Lesson: