Lesson Plan – Piropos

Grade/Subject: Grade 12 Spanish Lesson Duration:

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
Overview of lesson:
General Learning Outcomes:
A–2 to express emotions and personal perspectives
LC–4 apply knowledge of the sociocultural context

Specific Learning Outcomes:

A 2.1 a. inquire about and express agreement and disagreement, approval and disapproval, interest or
lack of interest, satisfaction and dissatisfaction
A 2.2 b. compare the expression of emotions and feelings in a variety of informal situations
LC 1.3 any other lexical fields that meet their needs and interests
LC 4.2 use learned idiomatic expressions in a variety of contexts

LEARNING OBJECTIVES
Students will
1. Be able to try out some common piropos and given the opportunity to use their own.
2. Use language in a meaningful and communication based task.

Inquiry Question: How can we connect through the use of piropos?

Guiding Questions: How do they tie into machismo culture in South America?
How can we see machismo in Canadian culture?

ASSESSMENTS
Formative: Observation throughout task
 Exit slip at end of lesson

Summative: None

LEARNING RESOURCES CONSULTED

Resource #1: Alberta Program of Studies – Spanish Language Arts 10-12 Y

MATERIALS AND EQUIPMENT

 Piropos article – (possible) http://www.semana.com/opinion/articulo/la-cultura-del-
piropo/381072-3
 Example List - https://onspainschool.com/los-piropos-en-espanol-making-compliments-in-
spanish/

PROCEDURE
Introduction (10 min.)
(Pre-Task)
Hook/Attention Grabber: Share story of my own time in Ecuador and provide some examples of piropos I heard whilst
there. Students will then greet each other and ask one another the question of the day (this would be a regular routine
within the classroom).
Body (40 min.):
Learning Activity (tasks)
Students will then be placed in small groups and given an article about machismo, students in their small groups will
then participate in a discussion and be asked to decide to come to a conclusion about the biggest difference in culture.
Students will share their opinions with the rest of the class as this leads into a larger class discussion about machismo
and its implications. Students will then be asked to use a list of provided piropos and try to determine their meaning in
English, as a class we will go through this list afterwards to discuss the right translation. The teacher will briefly make a
note about the use of formal or informal language in this instance. Students will be asked to create a scenario using
piropos in small groups of 2/3. They will be asked to have the dialogue be 2-3 minutes in length.

Closure (15 min.):

Consolidation/Assessment of Learning: Exit Slip
 Students will write an exit slip on one piropos they modified or used during the task or a new one. The teacher
will share these with the rest of the class, at this time we will modify them so they are structured correctly (not
directly correct) and create a classlist of flirts.