LESSON PLAN Template

Allison Lampard and Nicole Muldrew

Grade level/Course:
Spanish 30-3Y

Date:
5 x 80 minute class periods

Big idea: Spring: Spring is a time for growing, refreshing and expanding
Essential Question: How do people in Spanish-speaking countries celebrate spring?
Meaningful language learning task: In pairs students will plan and present a spring break
vacation to the country where their Spanish pen-pal resides.
Learning Objectives:

GC (general)- Students will acquire the knowledge, skills and attitudes to be effective
global citizen through the exploration of the cultures of the Spanish speaking world.
A 4.2a. Students will gather information from a variety of resources
A 4.3: a. Students will be able to describe and analyze a problem, then propose
solutions
LC 1.4: Students will be able to: use the conditional tense in modeled situations
LC 2.2. a: Students will produce short oral texts on a variety of topics, providing some
details to support the main point, in guided situations
LC3.2 a: Students will be able to write short, simple texts on a variety of topics,
providing some details to support the main point, in guided situations
Materials/Technology:
Video- To introduce spring break ideas
- to film final presentation
(optional)
Music- To accompany presentation
Photos- To accompany presentation
Computer- to research vacation plans
- to create final presentation
(optional)
- to collect and organize the
information students gather
- to read Instantes poem which
focuses on the conditional
(http://personal.colby.edu/~bkn
elson/SLC/instantes/index.html)
Paper- to create mind map

Differentiation by:
Final product: Students have the ability to create their
presentation through whichever media they see fit
(make a video, live presentation, tv travel show, etc.)
Students are constantly working in pairs or small
groups so they can refer to their peers if they are
having difficulties with a concept.
Complexity of language: While students are required
to use the future and conditional tenses, they can
use language and terminology from whichever region
they feel comfortable with.
-The materials presented to students in class
(introductory video, exemplar itinerary, etc.) use
varying registers (formal vs. informal), and are
produced for different contexts in order to expose
students to both authentic uses of the language and
those designed for classroom use.

Learning Plan:
Time

Instructor Activities

Learner Activities

Formative Assessment

Class 1
(80 mins)
15 mins

15 mins

Students look up
Instantes poem on the
computer. They follow
the text while listening to
the recording and make
note of the use of the
conditional tense. They
hypothesize what the
context is and when they
would use it in English.
Instructor helps
students understand
what the conditional
tense is in English and
gives some examples
of when to use it.

15 mins

20 mins

15 mins

As a class, students
brainstorm more
examples and teacher
monitors that they are on
the right track. She writes
correct student examples
on the board.
Mini lesson on
conjugating the
conditional (students
have just finished
learning the future
simple tense)

Teacher makes notes of

whether students grasp
appropriate use of the
conditional.

Students take notes

Teacher presents a slide

with 10 conditional sentence
examples, with pronoun and
verb pre-determined.
Students access their
TopHat accounts to

respond. Teacher remarks if

conjugations are for the
most part correct or if there
are any elements that need
to be retaught.
Class 2
(80 mins)
10 mins

Teacher presents a
video to introduce
spring break rituals/
festivities of other
countries.

10 mins

20 mins

20 mins

20 mins

In small groups (2 to 4)
students discuss what
they do during Spring
break and what other
cultures might do (using
the conditional)

Teacher walks around and

listens for correct use of
conditional, makes notes of
common problems that
students are having to
address as a group.

Using computers,
students research their
countries festivities
more in depth.(This
country will be the
same one that their pen
pal is from.)
Students write pen pal
using conditional about
what they would do on
vacation (using second
person conditional)
Students exchange letter
with a classmate for peer
revision. Together they
debate possible errors and
corrections

Class 3
(80 mins)
30mins

Teacher brings in
photos from when she
travelled to Spain to
experience their spring
festival. She shows
short videos and hands
out the extensive
itinerary that she made
for her and her family.

15 mins

In groups students
brainstorm what
elements are important
when planning for a
trip.(i.e. accommodation,
transportation, places of
interest, budget, etc.).
Brainstormed ideas initially
noted as a mind map in
groups and are later shared
as a class and expressed
through the conditional si
planeas una vacacin,
necesitaras...

15 mins

20 mins

Together the rubric is

created with all major
expectations.
Students build upon their
initial ideas of interesting
spring break events and
create a travel template that
works for them. Students
are allowed to work in
english but encouraged to
speak in Spanish whenever
possible, especially if it
requires the conditional
tense.

Class 4
(80 mins)
80 mins

Students have the whole

class period to
individually research and
plan all the details of
their vacation which must
include at least one
cultural and historical
event
Students share tentative
travel document with a
partner

Class 5
(80 mins)
80 mins

Students give
presentation to the class
about their favourite
Spring activity.
After each presentation
students are encouraged to
share what they liked most
about the presentation
(using the conditional) and
complete a handout that the
teacher has provided in
regards to what interested
them most about the travel
plans.

Summative assessment: In pairs students will plan and present a spring break vacation to
the country where their Spanish pen-pal resides.
Presentation must be around 10 minutes and include at least 3 different irregular conditional
verbs per person and 10 regular conditional verbs. Students must explain their transportation
and accommodation arrangements, include a visual (map, photos, video, etc) and include at
least two historical, cultural, and geographical destinations as well as a place of personal
interest (restaurant, theatre, play, concert, festival, etc.). They must also demonstrate any
spring festivals, celebrations and or/ holidays that will occur. Students will illustrate what spring
is like in their target country, including expected weather conditions and required clothing attire.
The first person singular and plural will be used both in the future and conditional tenses.

Rubric (to be created with students):

Visuals
Grammar
Content
Audience engagement
Self and group assessment done by group members
After each presentation:
Peer feedback: Students fill out a sheet of paper created by the teacher.
Questions are:
Would you go on this trip?
What activity/ event would you most look forward to and why? (implies conditional)
Two stars and a wish (two things you liked about the presentation and one thing they could
improve on)
These sheets will be completed in Spanish, gathered by the teacher who remarks where the
class as a whole is at with their understanding of the conditional tense, she will then hand the
completed sheets to the group who presented. Teacher will take note of common student
errors for future reference and possibly for further instruction with that same class.
What worked well/ what needs revision:
If after the first time that students work with the conditional the teacher overhears common
misuse, she can allocate more time to go back and re-teach certain concepts.