Lesson

Plan
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Reyna Luplow
Title: Descriptions with SER
Subject: Spanish 1
Grade: High School
Time Allotted: 8:36am 9:28 am (52 minutes)

Standard(s):
1.1N.RW.e
Ask questions in writing about physical appearance, character and personality traits
of friends, family, classmates and answer in writing using a list of traits.

1.1.N.SL.e
Ask questions about physical appearance, character and personality traits of friends,
family, classmates and answer using a list of traits.

Materials Needed:
Projector/projector screen, computer with power point, PowerPoint for first
activity, worksheets for second activity, flash cards for the third activity

Objectives and Learning Targets:

Objective 1: TSW use at least 5 sentences to write a description of himself or
herself.
Learning Targets:
1. I can describe myself with a written description using the list of
vocabulary words we have learned thus far in the unit.

Objective 2: TSW express verbally a description of someone using the list of
vocabulary words we have learned thus far in the unit.
Learning Targets:
1. I can describe myself or someone else in the Spanish language.

Objective 3: TSW develop their understanding of the Spanish verb SER using it in
their speaking and writing throughout the lesson.
Learning Targets:
1. I can use SER correctly, while describing myself or someone else in
writing and speaking.

Instructional Procedure:

1. Anticipatory Set (10 minutes):
a. There will be a power point slide (see appendix A) projected on the screen
providing students with the warm-up of the lesson.
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b. Students will be asked to describe the picture on a scrap piece of paper
using their knowledge of adjectives theyve already learned and they will also be
asked to translate 3 sentences in Spanish.
i. This warm-up also includes culture with both pictures. 1 is a
soccer team from Spain and the other is a Flamenco dancer from Spain.
c. The warm up includes context for the lesson as well as review of SER from
previous lessons.
d. We will go over the answers to the warm-up in class.
e. Attendance will be taken at the end of this time as they use 1 word to
describe either picture of their choice.


2. Purpose of Lesson:
I want students to learn how to confidently describe himself or herself, and
someone else in Spanish. By the end of the lesson they will be able to describe
themselves and someone else with correct grammar and the use of full sentences.
The majority of the lesson is to focus on the Communication aspect of the 5 cs. They
will be able to both speak and write their responses.

3. Plan for Instruction (35 minutes total broken up below):
A. Vocab List (10 minutes):
a. We will introduce 8 new words to their vocab lists that they already
have: organizado, desorganizado, honesto, modesto, interesante, aburrido,
tmido, and extrovertido.
i. I will go through a PowerPoint with the words and their
translations as well as a picture to help the students remember those words.
b. Check for understanding: After learning the words students will be
asked to turn to their partners and speak in sentences using the words. This is a
listening and speaking activity.
i. For Example: Mi madre es organizado. I will model this for
the students so that they can accomplish the task successfully.

B. Quin eres? (15 minutes):
a. Quien eres? Means, Who are you? Students will be asked to fill
out a worksheet (Appendix A) describing what they are like. They will use
adjectives theyve been learning and SER to describe themselves.
b. I will show an example to the class and this will also allow students
to work on their listening skills.
c. They can also include 1 symbol that may describe them on the
worksheet where it says Adentro del espejo pequeo, dibuja tu autorretrato.
d. Check for understanding: (If time) I will use this activity as a way for
them to practice their speaking skills. They will then present part of their activity to
the class. (informal 20-30 second presentations)


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C. Qu es? (10 minutes):
a. What is it? Is a game for students to use their vocabulary in a
competitive yet challenging atmosphere.
b. I will have all of the adjective vocabulary words the students have
learned/are learning in an index card deck.
c. We will play a game similar to charades.
i. One at a time a student will come to the front of the class.
ii. I will show them one of the cards and they will have to act it
out for students to guess.
iii. Students will be allowed to use their vocabulary worksheets
to help, but if I deem necessary we will put the vocabulary worksheets away for
more of a challenge.
d. This is a great way for them to move around during the lesson and
practice their vocabulary, but will only happen if there is time near the end of the
lesson.

4. Differentiation Consideration:
For the students who may not be able to grasp the lesson as quickly as
others, I will implement peer tutoring. I will ask a student who understands in my
better judgment to help one of the other students. We will hold classmate
conversation. If I see someone struggling, I will ask them a question myself to check
their response and consider if they need any further help than what they are
learning in class at that time. I will have a general idea of their knowledge through
an informal assessment. For the higher learning students, I will encourage them to
take their learning a step further challenge them to expand their sentences or give
them a higher learning objective for the time being.

5. Check for understanding/Assessment:
a. The check for understanding moments will be embedded inside of the
lesson. With both the vocabulary list conversations, the informal presentations, and
the game at the end I will have a general idea of their knowledge and whether or not
the students understand what they have learned.
b. If some show they have not learned the material then I will take note and
we will further the learning and assessment in the next lesson.
c. If they show that they have grasped the material, it provides me with the
OK to start incorporating new material.








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6. Closure: (7 minutes)
a. We will have a brief discussion about the words they learned that day. I
will ask them to translate the words and call on individuals, or they can say it all
together as a class.
i. An example of a question is: Qu es organizado?
Desired Response: Organized.
b. I will assure them that they should be able to describe themselves or
others after the lesson is complete for the day.
i. This will happen by calling on them or speaking a sentence so they
can translate it allowing me to see that they understand.
c. There will be a Cool-Down power point slide (appendix A) to wrap up the
lesson.
i. During the cool-down the students will briefly review and translate
sentences using different forms of SER with their partners.