Kati Wright

Assessment Module Lesson Plan

Lesson Title: Preguntas en la sala de clases (Questions in the Classroom)

Grade Level: Spanish IB (9-10)

Objectives:
1. Students will demonstrate understanding of chapter vocabulary by drawing a classroom and describing it
in the target language. (1.1)
2. Students will share information about objects in their classroom in the target language. (1.1)
3. Students will write and answer 5 questions about things in the classroom in that target language. (1.3)
4. Students will demonstrate proper pronunciation in the target language. (1.1)

Materials:
1. “Realidades 1” textbook
2. “La sala de clases” worksheet

Background information: Throughout Chapter 2B in the “Realidades” textbook, students are using new
vocabulary about the classroom, vocabulary that describes location, and vocabulary that is used to ask
questions. At this point in the chapter, I have presented the new vocabulary related to classroom objects and
location. We have started answering and asking questions about where things are located, how many things
there are, and what there is in the classroom. This lesson plan is designed for two days with the worksheet
designed as homework after day one.

Day One Lesson Procedures:

1. Warm-up:
a. ¿Qué falta?: various puzzles designed to draw attention to frequently misspelled words.
i. En_i_a
ii. D_n_ _
iii. D_ _a_t_
iv. _a_a_u_n_ta_
v. D_b_j_
vi. Cu_n_o_
b. Formas de estar: Fill in the blank questions using the forms of “estar.” These sentences were
chosen based on frequent errors on the quiz about the forms of “estar.”
i. La puerta ___ al lado del pupitre.
ii. Los profesores____ en la sala de clases.
iii. Tú y yo ___ en la escuela.
iv. Teresa y tú ___ delante de la ventana.
v. Uds. ___ muy bien hoy.
2. Activity WB p. 46-47: Written activities about where things are in our classroom and then about what
there is in the classrooms in various pictures of a classroom.
3. Activity WB p. 39 – Activity 2 & 3: Video activities that highlight the use of the vocabulary in this
chapter and the written activities that accompany the video. Students will see all of the above
vocabulary used in a natural context.
4. Textbook p. 108 Activity 12: This activity requires students to ask their partners first where each person
in the picture is located and then answer by saying that they are next to, in front of, or behind various
other people.
5. Mixer: This is an activity in which students leave their seats and move around the room in order to ask
at least seven people questions about what they have in their bedrooms and how many of those objects
they have. Below are the model questions and answers to be used in this activity.
a. Draw a table with these headings: Nombre / objeto / número
 i. ¿Qué hay en tu dormitorio?
1. Hay unas ventanas en mi dormitorio.
2. Hay unos disquetes en mi dormitorio.
ii. ¿Cuántas ventanas hay en tu dormitorio?
iii. ¿Cuántos disquetes hay en tu dormitorio?
1. Hay dos ventanas en mi dormitorio.
2. Hay quince disquetes en mi dormitorio.
6. Homework Worksheet: Assign “La sala de clases” worksheet to be completed before class the following
day. Students are instructed to first draw a classroom using at least five new vocabulary words about
classroom objects. Next students will ask five different questions that are outlined in English about the
classroom they drew. Finally students will answer the five questions they have created.

Day Two Lesson Procedures:

1. Warm-up:
a. Activity WB p. 48: This activity asks students to create sentences to compare the location of
classroom objects in two similar rooms.
b. Practice WB p. 43: This activity asks students to infer, based on the answers provided, to fill in
the blanks with question words and words about location
2. Textbook p. 113 “Pronunciación”
a. Read together
b. Remind students of the sounds that vowels make in Spanish and how those vowels can affect the
consonants around them.
c. Have students try to create tongue twisters that use both “g” sounds.
d. Modelo: A Gregorio le gusta tocar la guitarra con su amigo Ignacio. Gabriela es graciosa e
inteligente.
3. Pronunciation presentations
a. Allow students to practice the pronunciation with their partner for two to three minutes.
b. Have students read the five answers they wrote about their picture and assess pronunciation.
c. Collect worksheets.

Student Hand Out:

Nombre________________________________________________________ Hora ___________
Fecha______________

La sala de clases
Draw a picture of a classroom. Include at least five vocabulary words from this chapter.

Write five questions in Spanish about the room using the questions from this chapter about
where objects are, how many objects there are, and what objects there are.

1. Where is the _____? (singular)

___________________________________________________________________________________________

2. Where are the ____? (plural)

___________________________________________________________________________________________

3. How many ___ are there?

___________________________________________________________________________________________

4. Is there a ______? (singular)

___________________________________________________________________________________________

5. Are there some ___? (plural)

___________________________________________________________________________________________

Now answer the five questions above in complete sentences.

1. ___________________________________________________________________________________________

2. ___________________________________________________________________________________________
 3. ___________________________________________________________________________________________

4. ___________________________________________________________________________________________

5. ___________________________________________________________________________________________

Rubric for Student Hand Out and Oral Presentation:

10 9-8 7-6 5-4 3-2 1-0

Many serious
errors in
Many serious pronunciation
No errors in Few errors in Frequent erros Repetitive errors
Pronunciation errors in which hinder
pronunciation. prnunciation. in prnunciation. in pronunciation.
pronunciation. ability to
communicate
ideas.
Many serious
errors in spelling
No errors in Few errors in Frequent errors Repetitive errors Many serious
Spelling and or grammar
spelling or spelling or in spelling or in spelling or errors in spelling
Grammar structures which
grammar grammar grammar grammar or grammar
Structures hinder ability to
structures. structures. structures. structures. structures.
communicate
ideas.

5 4 3 2 1 0
Correct use of at Correct use of
Correct use of Correct use of Correct use of
Use of least five three No vocabulary
four vocabulary two vocabulary one vocabulary
Appropriate vocabulary vocabulary from the current
words from the words from the words from the
Vocabulary words from the words from the chapter used.
current chapter. current chapter. current chapter.
current chapter. current chapter.
All five Four sentences Three sentences
Two sentences One sentence is No sentences are
sentences are are accuratly are accuratly
Appropriate are accuratly accuratly accuratly
accuratly depicted in the depicted in the
visuals depicted in the depicted in the depicted in the
depicted in the attached attached
attached picture. attached picture. attached picture.
attached picture. picture. picture.