Sample lesson plan #1

LESSON PLAN
Course​: Spanish 2
Date​: 2/11/19
OBJECTIVES
Today, learners can…
● Tell me their name at the door
● Answer the questions “Where did you
travel to the last time you traveled?”,
“Who have you texted today? About
what?” and “What did you eat for dinner
yesterday?” in Spanish.
● Fill in the blanks to complete the lyrics
that they hear from the song Te Busqué
by Nelly Furtado
● Conjugate stem-changing verbs and the
verbs ser, ir, dar, ver and hacer in the
preterite tense
MATERIALS
● Pencils
● Smart board
● Dime, dime!​ question slide
● Te Busqué lyric worksheet
● Stem-changer and irregular preterite
worksheet
AGENDA
● Dime, dime!​ (20 min)
● Te Busqué (5 minutes)
● Irregular preterite & stem-changers (30
min)
Student Teacher​: Ireland Van Eck
Mentor Teacher​: Matt Creighton
RATIONALE
● As students have just begun learning the
preterite tense, we will do a ​Dime, dime!
speaking exercise at the start of the class
period to reinforce meaningful use of the
preterite tense and to get students
warmed up & engaged in speaking
practice.
● Students will listen to Te Busqué by Nelly
Furtado to practice interpreting spoken
Spanish, and will check off the words that
they hear based off a list that I give them
so that they can keep track of what they
are able to distinguish.
● Finally, students will learn the irregular
preterite verbs ser, ir, dar, ver and hacer,
as well as the preterite stem-changers.
They are learning these because the
grammar focus for Unit 4 is the preterite
tense, and we are introducing the
irregulars little by little to avoid cognitive
overload.
STANDARDS
Communication — Standard 1.2: Students
understand and interpret written and spoken
languages on a variety of topics.
Communication — Standard 1.3: Students present
information, concepts, and ideas to an audience of
listeners or readers on a variety of topics.

Timing Script
20 Transition:​ As students come into the classroom, they will tell me the password at the
minutes: door, which is still “Me llamo (their name).” They will put their cell phones in their
Dime, respective numbered pouches at the front of the room and take a seat. Once the bell
dime! rings, I will come back into the classroom and project a slide that has the ​Dime, dime!
questions on it.

Standard 1.3:​ Students will present information to the class in the preterite tense about
the last time they traveled, who they texted today, or what they ate for dinner last night.
Dialogue:
Me: Buenos días, clase!
[Class will say “Buenos días” back to me]
Hoy para ​Dime, dime!​ tenemos tres preguntas en el pretérito—uno, dos, tres [I will point
at each one on the board], y ustedes van a contestarlas. Van a tener diez minutos para
pensar en las respuestas y tomar apuntes si quieren, y luego voy a preguntar una de las
preguntas a cada persona en la clase.
Before we get started: Who can tell me what the first question is asking? Remember that
it’s in the past tense.
[A student should say “Where did you travel to the last time you traveled?”]
Muy bien! Y la segunda pregunta, qué significa?
[A student should say “Who did you text today? About what?”]
Exacto. Y la tercera?
[A student should say “What did you eat for dinner?”]
Perfecto. So, everyone take a moment, and think about how you would answer these
questions. You can take some notes if it’ll help.
Teacher thinking:​ As students are thinking/taking notes, I will walk around the room and
keep track of who’s writing so I can get an idea of how much time they need.
Transition:​ When about 10 minutes have passed, I will stand at the front of the room and
address the class.
Dialogue:
Me: Bueno, chicos, pienso que podemos empezar ahora. I’m going to pull cards with
your names on them, and when I say your name, I’d like you to raise your hand so that I
can find you more quickly. Voy a preguntar solo una de las preguntas a cada persona. [I
will then pull a card, call on that student, and begin with one of the questions on the
board]
Teacher thinking:​ Students’ participation will be graded with a check mark on their index
card for answering the question in a simple manner, a check plus for using/attempting to
use good detail, and a check minus if their answer is inadequate. If the answer is
inadequate, I will prompt them to get more information, i.e. if they say that they ate tacos
for dinner, I will ask what type of tacos, and if they had dessert, and what they had to
drink.
 Assessment:​ I will know students have successfully completed the activity if they have
answered the question that I prompt them with in the preterite tense.

5 Transition:​ I will tell students to take out their Te Busqué song worksheet from last class.
minutes: Standard 1.2:​ Students will listen to a song and try to interpret what lyrics they hear.
Song - Dialogue:
Day 2 Me: Just like last class, I’m going to play the song one time and you guys will listen to the
lyrics. What should you be doing with this worksheet?
[I will wait for a volunteer, they should say “check the words we hear in the song”]
That’s right, you’ll be putting a checkmark next to the words that you hear from the song!
So I’m going to play it just one time, and afterwards we’ll check to see if you got them all
right. Empezamos.
Transition:​ I will turn the song on and circulate the room a bit while it plays. When it’s
finished, I will stand at the front of the classroom.
Dialogue:
Me: Voy a leer cada palabra, y ustedes van a decir ​sí​ si la palabra aparece en la
canción, y ​no​ si no aparece. Listos?
[I will pause for a second and then begin to read from the list]
Teacher thinking:​ They will eventually have a quiz on this song, so these little activities
are just to get them actively listening and trying to distinguish words in Spanish before
they have access to the lyric sheets. Once I’m finished with the list I will say “Muy buen
trabajo!” and tell them to put the worksheet away.
Assessment:​ I will know students have successfully completed the activity if they have
checked off all the words that they heard in the song and told me “sí” or “no” to signify
which ones do/do not appear.
30 Transition:​ I will pull up a blank screen on the smart board so that I can write notes on it,
minutes: and I will tell students to open their unit 4 packets to page 5 (“Por favor saquen el
Irregular paquete de la unidad 4 y ábrelo a la página cinco.”)
s and Dialogue:
stem-cha Me: Really quickly, who can fire off the 5 -AR preterite endings? … You should all be
ngers able to do it!
[I will call on someone who has their hand raised]
And the -ER/-IR preterite endings?
[I will call on someone who has their hand raised]
Muy bien. At this point, the regular preterite endings should come to you pretty quickly.
Now, let’s kick it up a notch. Who can tell me the spelling changes for -CAR, -GAR, -ZAR
verbs? Let’s start with -CAR. Shout it out.
[Everyone should say that c goes to qu.]
And what about -GAR?
[Everyone should say that g goes to gu.]
And finally, -ZAR verbs? How does our spelling change?
[Everyone should say that z goes to c.]
Ooooh, tenemos algunos expertos del pretérito aquí en la clase. So, we’ve got our
regular endings, and we’ve got our CAR/GAR/ZAR… But now, we’re going to set those
aside and move on to our stem-changers! When I say that a verb is a stem-changer,
what does that mean?
[I will wait a moment so students can think about their response. If someone raises their
hand, I will call on them. They should say that the stem changes vowels/spelling, or
something along those lines]
That’s right, it means that the stem takes on a vowel change, like e to ie, or o to ue. For
example, in the present tense, the verb ​querer​ is an e to ie stem-changer. So when I
conjugate the verb, I’m actually adding the vowel i to all the conjugations except those
for nosotros and vosotros. Remember how last semester you learned that those were
called boot verbs? In the preterite tense, we also have stem-changers, but they’re flip
flop verbs instead of boots because we only change él, ella, usted, and ellos, ellas,
ustedes. We’re only conjugating the third person singular and plural. Now, look at page 5
in your packet, towards the bottom where it says “Stem-changing verbs in the preterite.”
Can I get a volunteer to read that whole section for me?
[As a student reads the section, I will write “-AR” and “-ER” on the board, circle them,
and then cross out those circles to denote that there is no change. To the side, I will
write “IR” at the top of the board and underneath, I will write “E → I” and “O → U”. When
they are finished reading, I will address the class.]
Thank you, (student’s name). As they just said, -AR and -ER verbs don’t stem-change in
the preterite— only -IR verbs!! Our e’s change to i’s, and our o’s change to u’s.
So, let’s take the verb dormir. If I’m only changing the stem for él, ella, usted, and ellos,
ellas, ustedes, what should my yo conjugation be with my preterite ending?
[A student should volunteer “Dormí.” I with continue to prompt students until I have
written a conjugation chart with dormí, dormiste, d​u​rmió, dormimos, d​u​rmieron]
Let’s look at another example, with pedir.
[I will prompt students until I have written a conjugation chart with pedí, pediste, p​i​dió,
pedimos, p​i​dieron]
Do you guys think you get the idea? What type of verbs stem-change in the preterite?
Shout it out.
[Everyone should say “IR verbs”]
Awesome! What does e go to?
[Everyone should should say “i”]
And what does o go to?
[Everyone should say “u”]
Yay!! Todos somos expertos ya. Now, before I give you a practice sheet, we have
something else to cover. Do you guys think you can stay awake through some more
preterite? Awesome. Everyone turn to page six.
[I will erase the whole board and then write Ser/ir, dar, ver and hacer across the top. As
students rattle off the meanings of the verbs, I will write the translations above the verbs]
Really quickly, clase, what does ser mean?
[Everyone should say “to be”]
And ir?
[Everyone should say “to go”]
Dar?
[Everyone should say “to give”]
Ver?
[Everyone should say “to see”]
Y finalmente, hacer?
[Everyone should say “to make” and/or “to do”]
Muy bien. Can anyone tell me why I put ser and ir together? Look at the top of page six
and see if you can tell me. [I will wait a moment for them to figure it out. Someone should
raise their hand to volunteer the answer, which is that ser and ir have the same
conjugations]
That’s exactly right! Ser and ir have the exact same conjugations in the preterite. So, I
could say “Manuel fue a la fiesta,” Manuel ​went​ to the party, and I could also say “La
fiesta fue divertido,” the party ​was​ fun.
And, looking at page six again, what do you notice about dar and ver? If the yo form of
dar is di, what do you think the yo form of ver is?
[Someone should say “vi”]
Exacto. Dar and ver are also conjugated the same, but all you do is change the first
letter. Also, I’d like you to note that note a single one of these irregulars has an accent.
The accent rules for the preterite do not apply for these verbs.
And finally, if you look right next to this little picture of the head blowing a kiss, you’ll find
hacer, for which the conjugations are hice, hiciste, hizo, hicimos and hicieron. [I will write
these conjugations on the board] Note our cute little spelling change in the third person
singular, ​hizo.

So if I were to give you a sentence frame that said “Yo _____ a Cedar Point,” what am I
going to put there? [I will write this on the board]
[Someone should volunteer the answer, which is “fui”]
Very good, Yo fui a Cedar Point. What if I say “Nosotros no _____ la tarea anoche”?
Teacher thinking:​ I will rattle off a few more sentence frames with the verbs they just
learned about to get them to practice. I will pass out the homework and explain the
directions. As students are working, I will walk around the room as they work and answer
questions as they come up. When the bell rings, I will say “Gracias, clase! Adios!”
Assessment:​ I will know students have successfully completed the activity if they are
able to answer the prompts I’ve presented to them (i.e. “What does ser mean?”)