Thursday 22.3.

18: Acabar de ver una película al cine

ACTFL Can-do Statements:
I.I can exchange movie preferences and opinions on an online thread.
II.I can express, ask about, and react to preferences, feelings, or opinions on movies.
III.I can use the language to make inferences about languages and cultural perspectives.

Spanish II

Agenda: ACTFL Standards: Materials: Back Pocket

PowerPoint: Activities:
Calentamiento: Communication 1.1: Interpersonal https://docs.google.com/
Spanish Movie/TV Titles Communication presentation/d/1EK2vQ Memory Game
I. Acabar de Questions Communication 1.2: Interpretive FWDjGdyjimmGgnPi7P
II. Reseñas de pelís Communication CEPqfSXQFm9et4MCe
III. Tomatazos Cultures 1.2: Relating Cultural 4vk/edit#slide=id.g3598
Tarea: Quizlet Products to Perspectives c2cb2c_0_126
Locura de marzo Connections 1.1:
Making Connections Printed Reseñas
Comparisons 1.1: Tomatazos Templates
Language Comparisons Vocabulary Sheets
Comparisons 1.2: (students have these
Cultural Comparisons already)

Calentamiento: Spanish Movie/TV Titles - 10 mins (9:20 - 12:15 - 1:18)

• Project movie and tv titles in Spanish and have students in pairs or small groups try to figure out what
they are originally in English.
• Ask students to think about why these titles may be completely different in Spanish.
I. Acabar de Questions - 10 mins (9:30 - 12:25 - 1:28)
• Go over some of the questions that students asked from their exit tickets on the previous day.
• Make sure to draw chart on board for preterite conjugations - students were curious about this.
II. Reseñas de pelís (movie reviews): - 15 mins (9:40 - 12:35 - 1:38)
• Explain to students the pre-reading activity (activating prior knowledge) and the mid-reading activity
(making comparisons and connections).
• Students will do the pre-reading activity and then I’ll give them the movie reviews to read and do the
mid-reading activity
III. Tomatazos (Spanish version of Rotten Tomatoes) - 15 mins (9:55 - 12:50 - 1:53)
• This is the post-reading activity in which students will be constructing their own movie review in Spanish
that starts with a form of Acabar de just like the examples from the review reading.
• The next and final step is to go and reply to two other students’ Tomatazo reviews.
• Ask students to reflect on how our movie reviews reflect our cultural perspectives.

Assessment: Student observation, collecting their Tomatazo sheets

This lesson was day 3 in a new unit which focuses on students learning more ways to express their preferences and
opinions in Spanish. The unit is from chapter 9A of the Realidades textbook which uses the lens of TV and film
to contextualize this learning. Textbooks often do not lend to my authentic approach to language learning and so
I have chosen to find and make my own materials that students can use to demonstrate their learning. I would be
happy to provide more and varied lesson plans (from different levels) if you are interested. The following
materials are those mentioned in my materials box above: