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Understanding by Design
Spanish II Lesson Plan
Content:
Lesson Unit
Time Frame:
Spanish II
Grade Level: 12th Grade
PARA EMPEZAR Getting to Know Each Other
Report Period 1:
Week 1 (Days 4 and 5) and Week 2 (Days 1, 2, and 3)
Las emociones
- ESTAR
- adjetivos (la sintaxis y la concordancia)
- la temporalidad
Understandings:
Big Ideas
Students will
understand that
Knowledge
Students will know that
Communicating
effectively in the
Spanish language
increases the number
and variety of situations
Skills
Students will be able to
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Essential Questions:
Other Evidence:
Writing
Imagine that your Spanish class is starting a
pen pal program with a group of high school
students from Chiapas, Mxico. You just
received your first letter from a student
named Javier!
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Criteria
This performance task will be graded on a
rubric that addresses 5 categories. Each
category is worth up to 4 points, for a
potential total of 20 points.
Assessment Categories:
Task completion
Comprehensibility
Spelling
Syntax/Grammar
Variety and Appropriateness of
Vocabulary
Learning Activities:
Adjective and Noun Treasure Hunt
Spanish competencies used: Reading Comprehension and Writing
Individually, students read a passage that introduces three prominent Hispanic
musicians, each from a different Spanish-speaking country. As they read, students
must 1) circle every adjective they come across and 2) underline the noun that is
described by the adjective. Once they finish, students will compare their annotations
with a partner and will work together to write their answers to 5 comprehension
questions.
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Follow-up Discussion
After the activity, teacher will show pictures of each musician and will play short
samples of their music. Teacher will invite students to share their thoughts on the
differences and similarities of the musicians appearances.
Discussion Questions - Did anything surprise you about the descriptions of the musicians that you read in
the passage? Why/why not?
- How do you think the musicians country of origin factors into their physical
appearance?
- How are the physical characteristics of these musicians similar or different to the
ways that Hispanics are usually portrayed by the media in the United States? Why
do you think that Hispanics are generally portrayed this way?
Corre, corre!
Spanish competencies used: Reading, Writing, Listening, Speaking
Students will get into pairs based on seating arrangements. Partner A stays at their
desk and has a handout with 10 lines on it. Partner B goes to the nearest wall, which
has a paper with 10 sentences on it. Partner B reads the sentence silently, memorizes
it, then runs to Partner A and repeats the sentence aloud. Partner A writes the
sentence. This process continues until Partner A has written sentences 1-5. Then the
partners switch roles and complete sentences 6-10.
Cmo es.?
Spanish competency used: Writing
Journal Entry - Students will have 10 minutes to respond to one of the two
following prompts: 1) Cmo es tu familia? 2) Cmo es tu mejor amigo/amiga?
Students can either respond truthfully or with a lie, as long as they write complete
sentences and include both physical and personality descriptions.
Role Play
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