Mario MORALES

Crockett HS/ Austin ISD

Lesson 5 of 9

UTL 640 UTeacher: Cecilia Sanchez

Subject / Level: Spanish II
Submitted Date / Time: 04/03/17 before 10:00 a.m. Teach Date / Time:
04/05/17 9:00-10:30 a.m.
Lesson Plan Title: Health and uses of the present-perfect
Enduring Understanding/s
1. Uses of the present-perfect in a real life context.
2. The importance of leading a healthy lifestyle.
Essential Questions
1. How is nutrition and health connected?
2. Why is leading a healthy lifestyle important?
3. How is the present-perfect used in real life settings?
Materials (include links to online materials)
1. Sticky notes used for engagement and exit-ticket activities.
2. 3 blanks sheets that will be used to create flipbook.
3. Conversation cards for partner activity.
4. 3 cosas que aprend de mi compaero handout.
5. My bucket list handout.
Three Part Lesson objective(s):
Action: Students will use and review the present-perfect by working on several student-
centered activities.
Condition: By creating a flipbook, working with their partners, conducting an interview
and creating a bucket list using the grammar concept.
Specific, measurable criteria: As they create a grammar flipbook, complete an
interview activity, and create a bucket list of real life events, students will review uses of
the present-perfect.
Stated Objective: Today we are going to review uses of the present-perfect and how to
apply it to real life circumstances. We are going to work on several activities and at the
end of the day we are going to create a bucket list using the present-perfect.
Differentiation Strategies:
Engagement activity with photo will support visual learners.
Conversation cards will be used to support kinesthetic learners.
The Student Can Statements Include as many of the 5Cs below as possible.
1. Students can copy some familiar words, characters, or phrases.
2. Students can recognize a few memorized words and phrases when they hear them
spoken.
3. Students can recognize a few letters or characters and can identify a few memorized
words and phrases when they read.
Communication
Interpretive: Students will interpret how to use the present-perfect in real life
circumstances.
Interpersonal: By using conversation cards, students will collaborate with
their partners in order to complete an interview.
Presentational: In groups of 3-4, students will present what they learned
about during the interview.

Culture: n/a
 Mario MORALES
Crockett HS/ Austin ISD
Lesson 5 of 9
Connections: Learners will make connections between using the present-perfect in Spanish vs English.
Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the
language studied and their own.
Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the
globalized world.

The 5Es Plus 1 Lesson Sequence

ENGAGEMENT: These activities mentally engage students with an event or
question. Engagement activities capture students' interest and help them to make
connections with what they know and can do. Here students encounter the material,
define their questions, lay the groundwork for their tasks, make connections from new
to known, and identify relevance.

As they walk into the classroom, students will see that I have written Yo he viajado a
Disney World as well as a picture of me at Disney World. I will pass around sticky notes
and instruct them to write down one (1) interesting thing they have done using the
present perfect, yo he -. Then we will discuss what everyone wrote down as a class.

Estimated time: 5-7 minutes

TEKS COVERED
114.41. Levels I-II Novice Proficiency
(c) Knowledge and Skills.
(1) Communication. The student communicates in a language other than
English using the skills of listening, speaking, reading, and writing. The
student is expected to:
(A) engage in oral and written exchanges of learned material to
socialize and to provide and obtain information;
(B) demonstrate understanding of simple, clearly spoken, and
written language such as simple stories, high-frequency
commands, and brief instructions when dealing with familiar
topics; and
(C) present information using familiar words, phrases, and
sentences to listeners and readers.

What are you, the teacher, doing? What are your students doing?
Speaking in LOTE. Listening and speaking in LOTE.
Encouraging class discussion. Writing down answers in sticky notes.
Passing out sticky notes.
EXPLORATION: Next, students encounter hands-on experiences in which they
explore the concept further. They receive little explanation and few terms at this point,
because they are to define the problem or phenomenon in their own words. The purpose
at this stage of the model is for students to acquire a common set of experiences from
which they can help one another make sense of the concept/new learning. Students
must spend significant time during this stage of the model directly involved with
material. Inquiry drives the process, teamwork is used to share and build knowledge
base.

I will begin by telling them that we are going to talk about uses of the present-perfect
 Mario MORALES
Crockett HS/ Austin ISD
Lesson 5 of 9
and how it is used in everyday life. By using 3 sheets of paper, we are going to create a
Presente Perfecto flipbook. As a class, we will go over each step, starting out with the
section, Que significa?. Then, we will write down Como lo uso?, followed by,
Reglas, Ejemplos and Imgenes.

Estimated time: 15-20 minutes

TEKS COVERED
114.41. Levels I-II Novice Proficiency
(c) Knowledge and Skills.
(1) Communication. The student communicates in a language other than
English using the skills of listening, speaking, reading, and writing. The
student is expected to:
(A) engage in oral and written exchanges of learned material to
socialize and to provide and obtain information;
(B) demonstrate understanding of simple, clearly spoken, and
written language such as simple stories, high-frequency
commands, and brief instructions when dealing with familiar
topics; and
(C) present information using familiar words, phrases, and
sentences to listeners and readers.

What are you, the teacher, doing? What are your students doing?
Introducing the lesson. Listening and following directions.
Explaining how to create flipbook. Creating present-perfect flipbooks.
EXPLANATION: Student explanations should precede introduction of terms or
explanations by the teacher. The learner explains the discoveries, processes, and
concepts that have been learned through explanation. The teacher supplies resources,
feedback, vocabulary, and clarifies misconceptions. List higher order thinking questions
that teachers will use to solicit student explanations and help them to justify their
explanations.

Students will be given a few minutes to complete their flipbook. After answering any
possible questions, I will pass out some conversation cards. Students will be instructed
to work in groups of 3 and interview each other using the cards. The conversation cards
will include required vocabulary words, as well as, uses of the present perfect. Each
question will start out by saying Alguna vez has- or Te has -.

Estimated time: ~15 minutes

TEKS COVERED
114.41. Levels I-II Novice Proficiency
(c) Knowledge and Skills.
(1) Communication. The student communicates in a language other than
English using the skills of listening, speaking, reading, and writing. The
student is expected to:
(A) engage in oral and written exchanges of learned material to
socialize and to provide and obtain information;
(B) demonstrate understanding of simple, clearly spoken, and
written language such as simple stories, high-frequency
commands, and brief instructions when dealing with familiar
 Mario MORALES
Crockett HS/ Austin ISD
Lesson 5 of 9
topics; and
(C) present information using familiar words, phrases, and
sentences to listeners and readers.

What are you, the teacher doing? What are your students doing?
Passing out conversation cards. Completing flipbook.
Explaining activity. Speaking and listening in LOTE.
Speaking in LOTE. Talking with their peers.
ELABORATION: The next stage of the model serves to help students elaborate
on their understanding. They are given opportunities to apply the concept in unique
situations, or they are given related ideas to explore and explain using the information
and experiences they have accumulated so far. Interaction between the students is
essential during the elaboration stage. In collaboration with others, students can
construct a deeper understanding of the concepts. Elaboration can lead to new inquiry.

Students will be given a few minutes to finish discussing their answers with their
partners. Then, they will write down three things that they learned about their partners
using the present-perfect, Rebecca nunca ha - Mara ha -.

Estimated time: 15 minutes

TEKS COVERED
114.41. Levels I-II Novice Proficiency
(c) Knowledge and Skills.
(1) Communication. The student communicates in a language other
than English using the skills of listening, speaking, reading, and
writing. The student is expected to:
(A) engage in oral and written exchanges of learned material to
socialize and to provide and obtain information;
(B) demonstrate understanding of simple, clearly spoken, and
written language such as simple stories, high-frequency
commands, and brief instructions when dealing with familiar
topics; and
(C) present information using familiar words, phrases, and
sentences to listeners and readers.

What are you, the teacher doing? What are your students doing?
Explaining interview activity. Working and collaborating in groups.
Facilitating understanding and class Asking and answering questions.
discussion. Speaking and listening in LOTE.
Speaking in LOTE.
EVALUATION: The penultimate stage is an on-going process by both
instructor and learner to check for understanding. Rubrics, checklists, teacher
interviews, portfolios, problem-based learning outputs, and embedded assessments.
Results are used to evaluate and modify further instructional needs. Evaluation should
be embedded throughout the lesson as well as at the end of the lesson in a variety of
ways. Ask, how will students demonstrate that they have achieved the lesson
objective?

In order to transition into the last activity of the day, I will begin by saying, Yo he
 Mario MORALES
Crockett HS/ Austin ISD
Lesson 5 of 9
viajado a California, pero me gustara viajar fuera del pas. Creo que eso est en mi
bucket list. I will ask the class if they know what a bucket list is and let someone
answer. After reiterating what the student said, I will pass out the Mi bucket list
handout and students will be instructed to write about four (4) things they would like
to do using the present-perfect.

Estimated time: ~20 minutes

TEKS COVERED
114.41. Levels I-II Novice Proficiency
(c) Knowledge and Skills.
(1) Communication. The student communicates in a language other
than English using the skills of listening, speaking, reading, and
writing. The student is expected to:
(A) engage in oral and written exchanges of learned material to
socialize and to provide and obtain information;
(B) demonstrate understanding of simple, clearly spoken, and
written language such as simple stories, high-frequency
commands, and brief instructions when dealing with familiar
topics; and
(C) present information using familiar words, phrases, and
sentences to listeners and readers.

What are you, the teacher doing? What are your students doing?
Asking and answering questions. Speaking and listening in LOTE.
Explaining bucket list activity. Creating bucket list.
Speaking in LOTE.
EXIT STRATEGY: The final stage is lesson closure, an important cognitive
process that each student must go through to wrap up learning. Closure activities,
some of which are short - less than a minute - and some a little longer, provide the
learner with an opportunity to recap the new or reviewed knowledge that he or she has
acquired, thus meeting the lesson objective. Ask students to summarize, review a
partner, create an image, or circle back to the opening to effectively solidify their
learning.

During the last minutes of the class, students will be handed a sticky note and will be
prompted to answer the following question:
Que es una cosa que est en tu bucket list?
Que es una cosa que aprendiste hoy?

Estimated time: 3-5 minutes

TEKS COVERED
114.41. Levels I-II Novice Proficiency
(c) Knowledge and Skills.
(1) Communication. The student communicates in a language other
than English using the skills of listening, speaking, reading, and
writing. The student is expected to:
(A) engage in oral and written exchanges of learned material to
socialize and to provide and obtain information;
(B) demonstrate understanding of simple, clearly spoken, and
 Mario MORALES
Crockett HS/ Austin ISD
Lesson 5 of 9
written language such as simple stories, high-frequency
commands, and brief instructions when dealing with familiar
topics; and
(C) present information using familiar words, phrases, and
sentences to listeners and readers.
What are you, the teacher doing? What are your students doing?
Handing out sticky notes. Listening to instructions.
Explaining task. Completing exit ticket.

Review the Rubric

Justify/Explain your grade. Be specific. In addition to
My grade: fulfilling the assignment, I included a variety of activities that

90% are student-centered and require collaboration. Ive also

created several handouts and a bucket list activity. This is my
first time teaching a grammar lesson, so Im pretty nervous
about it. However, I know Ive fully prepared myself for this
moment. I hope that after this lesson my students are able to
distinguish the present-perfect in real life situations.