Learning Experience Plan

Subject: Spanish Grade level: 8

Unit: Day/Periods: 45 Minutes
Topic: Introducing yourself and others
Content/Literacy Standards:
Comprehend the main idea of more extended conversations with some unfamiliar
structures as well as cognates of English words
Understand the main idea and some details of simple informative materials written for
native speakers.

Learning Experience Outcomes
Students will:
Identify the main idea and
supporting details of a
conversation and be able to
summarize it
Learning Experience Assessments

Students will read a conversation and write a
brief summary of the conversation.
Differentiation
Approaching
These students will have
problems identifying the
main idea and supporting
details of conversations even
with the summary frame. The
language will be the difficult
part for them. While the
students are working in pairs,
I will individually encourage
these students to identify the
cognates in the passages
(matematicas,
trigonometrico, carro,
examen, estudiar, etc) and I
will ask them to relate the
conversation to existing
knowledge by using cues: If
it has to do with an exam,
and he is asking him to study,
what do you think the
problem might be? What
On-level
These students will be able to
understand the main idea of
the conversation but will be
challenged by selecting the
important details of the
conversation. Much like with
the approaching level students,
I will use guiding questions
that relate the conversation to
their own lives to cue the
appropriate answers for the
conversations that we use
during this frame.
Beyond
Students at this level wont need
practice summarizing. They will
already understand the main idea
and supporting details of a
conversation without having to use
a summary frame. I will pair them
together and after theyre done
with their first summary, while the
other students are still working, I
will provide these students with
more complex conversations to
see if they can understand them.
could happen if you dont
know anything for a test?
Why is this a problem? These
cues will help them identify
that if you dont know the
information about a test you
could get a bad grade on the
test and fail the class. This is
the problem that Luke has in
the second conversation. I
will use cues to help them
identify cognates and to help
them relate the problems in
the conversations to problems
that they may have
experienced. This way, they
will be able to figure out the
conversation without me
having to tell them explicitly
what its about.
Curriculum Integration
English:
Materials/Resources Procedures/Strategies











Sponge Activity (3-4 minutes) (activity that will be done as students enter
the room to get them into the mindset of the concept to be learned)
Write a conversation (in Spanish!) in which two people meet each other for
the first time. Imagine how the conversation might progress and try to write
the next four possible exchanges.
Anticipatory Set (1-2 minutes) (focus question/s that will be used to get
students thinking about the days lesson)
What is happening in this conversation?

Activating Prior Knowledge (4-5 minutes) (what information will be shared
with/among students to connect to prior knowledge/experience)
I would review with them how they learned to introduce people to each other
and to introduce themselves. I would ask two students to role play this
briefly. I would then ask them how this conversation could progress, and
what they think might happen next.
Direct Instruction (10-15 minutes) (input, modeling, check for






Conversation
frame table








Smartboard








understanding)
I would explain that today we would be learning how to comprehend longer
conversations than what we had the day before, and to be able to do this
better, we would be practicing summarizing them. I would explain that we
would be using a summary frame graphic organizer to help us take the
information and identify what is important and why. I would then put up on
the smart board the guiding questions for the conversation frame
How did the members of the conversation greet each other?
What question or topic was insinuated, revealed, or referred to?
Did either person state facts? What facts?
Did either person make a request of the other? What request?
Did either person threaten specific consequences if a demand was not met?
What consequences? What demand?
Did either person indicate that he/she valued or appreciated something that
the other person did? What was the valued action?
How did the conversation conclude?
Then I would put up the graphic organizer for the conversation frame and
explain each part.
Then I would put up a sample conversation and we would go through it
together. I would have one student act as one of the people and I would act as
the other and we would model the conversation for the class. I would ask the
students afterwards to tell me what happened in the conversation.
Ed: Hola Keri!
Keri: Buenas tardes Ed, cmo ests?
Ed: Estoy muy bien, gracias! Qu pasa?
Keri: Maana voy a tener una fiesta en mi casa para el cumpleaos de mi
amiga Michaela! Quieres venir?
Ed: Claro que si! Me encantan las fiestas!
Keri: Muy bien! Pero, tengo un problema.










Graphic organizer




Handouts of
organizer and table
Ed: Dmelo.
Keri: Necesito vasos y platos, pero no tengo carro. Mis amigos no podrn
comer ni beber sin vasos y servilletas! Puedes comprarlos para nosotros?
Ed: Yo puedo ir por vasos y platos. Puedo cogerlos al supermercado.
Keri: Ah, si?! Muchisimas gracias Ed! Eres angel! Yo lo aprecio mucho!
Ed: No pasa nada. A que hora es la fiesta?
Keri: A las tres! Nos vemos!
Ed: Chao!
Then I would put up the guiding questions and we would answer them
together. I would write the answers to the guiding questions on the smart
board in the chart. Then I would put up the graphic organizer and we would
consolidate our information into the graphic organizer, I would ask them to
volunteer answers as to what goes where. Then I would have one person give
me a main summary using the graphic organizer. I would write down their
summary in the summary portion.
Guided Practice (10 minutes) (how students will demonstrate their grasp of
new learning)
I would put up a new conversation on the smart board and hand out empty
versions of both the frame and the graphic organizer. I would let them work
with partners to fill out both sheets and then work together to write a
summary but each student would have to hand in an individual summary.

Closure (4-5 minutes) (action/statement by teacher designed to bring lesson
presentation to an appropriate close)
After a certain amount of time I would ask for a volunteer to share his or her
summary. I would collect the students summaries afterwards.
Independent Practice (what students will do to reinforce learning of the
lesson)
Students will be provided another conversation and will have to answer
questions about the main idea/events of the conversation.


2
nd
conversation
Jake: Hola Luke! (Hello Luke)
Luke: Hola, Jake (Hello Jake)
Jake: Pareces triste, Qu pasa? (You seem sad, whats
up?)
Luke: Es que tengo un examen de matematicas maana y
no s nada. Trata de trigonometrica. Voy a suspender la
clase si no apruebe esta examen. (Its just that I have a
math test tomorrow and I dont know anything. Its on
trigonometry. I am going to fail the class if I dont pass
this test)
Jake: Ay, qu lastima! (Oh no, what a shame!)
Luke: S, podras ayudarme? (Yes, would you help me?)
Jake: Claro que si! Podemos estudiar juntos. Quieres
reunir en la biblioteca hoy a las cinco de la tarde? (Of
course! We can study together. Do you want to meet in
the library today at 5 in the afternoon?)
Luke: Muy bien. Muchas gracias, Jake! Yo te debo! Nos
vemos luego. (Very good, thanks so much, I owe you!
See you later)
***English provided for Sister Mary Anns use only ***

How did the members of the
conversation greet each other?
Amigable (friendly)
Hola! Y Buenas tardes!
What question or topic was
insinuated, revealed, or referred
to?
La fiesta de Keri
(Keris party)
Did either person state facts? Es el cumpleaos de Michaela, est en la casa de Keri,
Keri tiene un problema, Keri no tiene carro, Keri
necesita vasos y platos
(Its Michaelas birthday, its at Keris house, Keri has a
problem, Keri doesnt have a car, Keri needs plates
and cups)
Did either person make a request
of the other?
Quieres venir? (Do you want to come?)
Puedes comprar los vasos y platos? (Can you buy
cups and plates?)
Did either person threaten specific
consequences if a demand was
not met?
Los amigos de Keri no pueden comer ni beber sin
vasos y platos
(Keris friends wont be able to eat or drink without
plates and cups)
Did either person indicate that
he/she valued something that the
other person had done?
Keri aprecia a Ed porque Ed va a coger los vasos y los
platos
(Keri appreciates Ed because he is going to get cups
and plates)
How did the conversation
conclude?
nos vemos (Well see each other..), los amigos van a
verles a la fiesta maana y Ed va a traer vasos y
platos. (The friends are going to see each other at the
party tomorrow and Ed is going to bring cups and
plates)























Topic
Keris party
Participants: Whos speaking?
Keri and Ed
Mood: How do the participants feel about the
conversation and each other?
They are friendly and happy
Problem: What needs to be solved? What are the circumstances? Why is a solution
necessary?
Keri doesnt have a car and needs to get plates and cups. If she doesnt get plates and
cups no one will be able to eat or drink at her party.
How did they come to a solution?
Keri asks Ed to get the cups and plates
What is the solution?
Ed says he can get the cups and plates
Conclusion: How did the
conversation end?
Keri thanks Ed for doing her a favor and
they say bye

What is going to happen next?
Ed is going to pick up the cups and they
will see each other again at the party the
next day.
Summary:
Two friends are talking. One friend, Keri, is going to have a party
and wants Ed to come. She tells him she cant go get cups and
plates because she has no car and that she needs cups and plates
so her friends can eat and drink. She asks Ed to get the cups and
plates and he agrees. She thanks him kindly and they say farewell
to each other and anticipate seeing each other the next day at
the party.