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9-Day Lesson Plan

Chapter 5 | Lesson 1
Espaa: A comer!



















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Classroom Profile
This lesson plan is designed for a Spanish 2 standard class. There are twenty students in
the class ranging from grades 912. Freshmen taking the class had Spanish 1 three times per
week in their eighth grade coursework, whereas students in grades 10-12 had Spanish 1 five days
out of their six-day cycle. There are a handful of students with IEPs ranging from attention
deficit disorder to difficulties with communication. There is an equal mix of boys and girls, a
wide diverse mix of racial backgrounds, and numerous ESL students. At the beginning of the
school year, students were asked to sign a learner contract pledging to communicate in Spanish
to the best of their ability and to always respect the cultures and the language that they are
learning about in class.
The book used in our Spanish II classes is called Avancemos!. Each student has a copy
of the book, but does not have a copy of the accompanying workbook so photocopied handouts
are made for students. The book also comes with a wealth or resources: telehistoria video
episodes, vocabulary flashcards, warm-up exercises, audio activities, cultural lessons, project
ideas, etc. Premade assessments are provided in the form of tests and quizzes, which are
individually adapted to better measure student progress.

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Chapter 5, Lesson 1: Day 1

Objectives:

o Learn about the geography of Spain
o Introduce elements of Spanish culture
o Present and practice vocabulary: food, flavors, and food preparation

Warm-Up:

o Start vague: Ask students what they know about Spain. Have them write one word or
phrase on individual white boards, which students will present orally. The teacher will
act as a facilitator and create a web of ideas around the word Spain. This gives the
teacher an opportunity to learn what the students already know about the country and the
culture, which is an appropriate opportunity to add important information, set the stage
for what will be taught throughout the lesson, and dispel stereotypes and common
misconceptions.
o Get specific: Show geographic map of Spain and surrounding countries and ask students:
1. What is the capital of Spain? Madrid (mark on map)
2. Which country is to the west of Spain? Portugal The north? France
3. Mark location of major cities on the map without writing the names. Have individual
students come to the board. The teacher dictates city names and indicates the
locations relative to Madrid (i.e. Toledo is south of Madrid) to teach them major cities
and reinforce cardinal directions. Spell the city names to review the Spanish alphabet.

Teach and Practice:

o Have students read the almanac facts about Spain on pg. 250 aloud in Spanish. Draw
comparisons to the States in terms of population, size, etc. - create a Venn diagram
comparing the two countries (cultural comparison)
o Have students explain what they see in the picture on pg. 251
What are the teenagers names? What are they wearing (review clothing
vocabulary)? What foods can they identify by name
o Introduce vocabulary by using a power point with photos and the word projected only in
Spanish. Have them complete two tasks while reviewing the power point:
1. Fill out vocabulary worksheet with proper definitions
2. Assign each student a number that corresponds with a vocabulary word. Provide each
student with two index cards, one on which they must write the vocabulary word, and
the other on which they must draw a simple picture representing the definition.
(These will be used as a warm up during class 2)
o Have students stand up and together, as a class, create gestures that go along with
vocabulary words to help kinesthetic learners.

Homework:
Vocabulario A worksheet


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Chapter 5, Lesson 1: Day 2

Objectives:

o Review vocabulary
o Understand and use descriptions with -simo

Warm-Up:

Vocabulary Review:
1. Quickly review vocabulary using the gestures created by the class yesterday
2. Divide the class into four teams and use the cards that students created to play memory

Teach and Practice:

o Review homework: to review, project workbook pages on the board and invite students to
write their answers. Encourage students to correct any errors they notice and to help their
classmates. Review answers as a class.
While some students are writing their answers on the board, engage the rest of
the class by asking them food-based questions: What do you eat for breakfast?
Lunch? Dinner? What is your favorite/least favorite food? What kind of food do
you eat at home? At school?
o Telehistoria:
1. Ask students specific questions about the pictures on pg. 257
What are the characters names? Where are they? What are they wearing (to
review clothing vocabulary)? What are they doing?
2. Have students read and act out the dialogue aloud in the text book
3. Project the dialogue and ask for volunteers to come to the board to circle the words
that end in simo
Have them make inferences as to what these words mean, how they are formed, and the
purpose they serve. Segway into explicit explanation of simo on pg. 258 and provide
explicit examples to help student understand the use in context
o Watch short clip provided (Telehistora 1 3 minutes)
-Ask them to describe the city of Toledo and the souvenirs they saw in the shops
-Ask them to name what food they saw in the video
-How did the actors describe the food? How did they describe the weather?
o Complete Activity 5 on pg. 258 to check understanding
o In their notebooks have students describe one person, one place (building, geographical
formation, monument), and one food from their vocabulary list using adjectives with
simo. In groups of 4, have students read their descriptions out loud while the others try
to guess. Monitor and intervene if they need help with pronunciation or vocabulary.

Homework:

1. Write five sentences using vocabulary words from the list in context
2. Study for vocabulary quiz

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Chapter 5, Lesson 1: Day 3

Objective:

o Take vocabulary quiz
o Introduce Usted/Ustedes commands

Warm-Up:

Review for vocabulary quiz:
1. Review words quickly using gestures
2. Have students select one of the sentences they wrote for homework using the vocabulary
word in context. Have them read the sentence aloud and ask other students to guess what
words fits the sentence best. Be sure to reinforce articles and accents marks.

Teach and Practice:

o Take the vocabulary quiz, which will include:
1. Fill in the blank sentences
2. Matching
3. Free write: students choose five words from a list of 10 and write sentences
using the words in the correct context

o When students finish the quiz they will work on a synonym / antonym worksheet to
review adjectives. They must change all the adjectives to end in simo.
o Review homework on the board as well as the activity they completed after the quiz. To
review the homework, have one student draw popsicle sticks to choose which student will
read the question out loud. Ask for volunteers to provide the answer.
o Have students stand to play Simon Says with negative and affirmative commands.
Provide a list of verbs that students are familiar with and review them quickly to ensure
they understand the meaning of each. Give formal commands using the verbs provided.
At the end of the game, ask students what type of language was being used
(commands) and have them explain what they notice about the commands
conjugations. Provide further written examples on the board to help them
understand the formation.
o Open to page 259 for an explicit explanation of the concept of commands
1. Read through the rules of how to form the usted/ustedes commands
2. Have students work in pairs or groups of three on activity 6 on page 260 to
review commands.

Homework:

Activity 9 on page 261
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Chapter 5, Lesson 1: Day 4

Objectives:

o Introduce typical Spanish food and explain how it reflects the culture and the geography
of Spain
o Review Usted/Ustedes commands

Warm-up:

Introduction to Spanish food: show video (https://www.youtube.com/watch?v=70eoOUZSlzU)
with images of typical Spanish foods. Ask students if they have tried Spanish cuisine or where
they see influence of Spanish foods here in the States. Explain how foods vary from region to
region in Spain.

Teach and Practice:

o Show class animated grammar explanation of formal commands provided on the
textbook website.
This video uses a dialogue between two characters with enhanced text to implicitly
explain the grammar rules. It is in English and Spanish.
o Separate students into five groups and provide them each with a poster. Have them list
the rules for forming commands and assign them each and AR/ER/IR and irregular verb
to conjugate. Then have them create a short dialogue using the verbs they were assigned
in the command form. Each group must present their skit.
o Review homework: to review, project workbook pages on the board and invite students to
write their answers. Encourage students to correct any errors they notice and to help their
classmates. Engage the rest of the class by giving them formal commands that they must
follow. (Stand up, sit down, nod your head, raise your left hand, etc.)
o Telehistoria 2:
o Have one student summarize what happened in the previous episode. Ask
students to make predictions about what will happen in this episode based on the
photos.
o Project the film at the front of the class. Have students identify and receipt the
formal commands found within the video.
o Activity 10 on page 263 to check for comprehension

Homework:

Gramtic A worksheet
Have students bring in a copy of their favorite recipe

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Chapter 5, Lesson 1: Day 5

Objective:

o Introduce students to Spanish art and the idea of still life paintings
o Use commands to give a recipe

Warm-Up:

Art Focus:

o Show examples of Spanish painter ngel Planells work with still life paintings. Explain the
concept of still lives and show a few other examples from Spanish artists. Have them identify
in Spanish the objects they know the Spanish words for.
o Pass out a blank piece of paper to each student and supply them with some coloring utensils.
Dictates (using commands) and describe an image of a still life while students sketch what
they hear. Compare pictures to see the different interpretations between students.

Teach and Practice:

o Review homework: Gramtica B have students
o Preparation for cooking show: Pair off students and have them choose a receipt
between the two of them that they would like to present the following day in front of the
class (reinforce food vocabulary, numbers, command form verbs).
o Review grading rubric with class. Each student receives a rubric with a classmates name
on it. They are responsible for writing feedback for this student (at least three
observations or comments) but not for grading them. The assessment will be anonymous
and the instructor will review the comments before handing them back to students. This
will supplement the teachers rubric and grading.
o Provide a few examples of Spanish recipes and emphasize the use of formal commands
o Provide time to write the recipe during class. Encourage students to collaborate and
make use of classroom dictionaries. Remind them of the rules for writing formal
commands. Give students time to rehearse reciting the receipts.

Homework:

Gramtica B worksheet
Practice for recipe presentations and bring props

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Chapter 5, Lesson 1: Day 6

Objectives:

o Emphasize the cultural similarities and differences surrounding food and eating in
Spanish speaking countries and the U.S.
o Cooking show: present recipes to class using formal commands
o Introduction to pronoun placements with commands

Warm-up:

Talk about customs surrounding eating and ordering food at restaurants in Spanish speaking
countries. Compare these customs to cultural norms in the States. Show a video of what typical
behavior might be like and ask students what they see.

Teach and Practice:

o Review homework orally and have each student speak to help ease them into the
presentations.

Cooking show:
o Pairs present their receipts as if they are on a cooking show. They have three minutes
maximum to review the ingredients and provide the necessary steps for cooking the meal.
o After the presentations, students are then given one minutes to assess themselves on a
different rubric.
o Take time to reflect aloud on the activity. What did they like about it, what didnt they
like about it, and how could it have been better?

o Show Telehistoria 3
Before showing the video, ask students to write down two things they observe in the
picture, two things they can assume about the teenagers, and one questions they would
ask the actors. Discuss.

o Have students open to page 264, which reviews Usted/Ustedes commands with proper
pronoun placement.
o Have them design a review sheet in groups of 3 for students that are absent (if no one is
absent then tell the for another class)

Homework:

Create a Venn diagram comparing cultural customs surrounding food in the States and in Spain
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Chapter 5, Lesson 1: Day 7

Objectives:

o Give commands and react appropriately to commands given
o Properly order food in a restaurant
o Exhibit proper dining etiquette in accordance to Spanish customs

Warm-up:

Dice Conjugations:

o On the board write the numbers 1 6 in one color, each with a corresponding verb next to
them. In another column, again write the numbers 1 6 with a different color, corresponding
to a specific conjugation:
1. Usted. Affirmative 4. Ustedes Negative
2. Ustedes Affirmative 5. Preterit Full Set
3. Usted Negative 6. Gratis!

Have a student come up and roll the dice. Student must conjugate the verb in accordance to
the form that correspond to the numbers that he has rolled. Classmates may help out.

Orally review Venn Diagrams that students created for homework as a class and create a larger
version together on the white board.

Teach and Practice:

Restaurant Simulation:
1. Have students group their tables in clusters of five. Each table will receive a set of cutlery
and plates. One student has to read instructions to the rest of the group on how to set the
table using formal commands. Check to see that students have followed the directions
properly and that each group has their table set correctly.
2. A menu is projected on the board from which students can order. The teacher will act as
the waiter and students must order correctly to receive their food, which will be photos
of food with questions on the back. Students must address these questions to their desk-
mates. These must be answered and discussed candidly. Questions might involve culture
surrounding food and mealtime as well as more open-ended would you rather or what
if questions.

Homework:

Complete review sheet in preparation for unit exam

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Chapter 5, Lesson 1: Day 8

Objectives:

o Review for exam

Warm-up:

Free write: Three questions will be projected onto the board one at a time. The students will be
given five minutes to respond to the questions by writing in their notebooks. It will not be
collected or assessed, but will be discussed after.
-What are some traditional plates from your (or your parents) heritage?
-How can food represent the lifestyle of a culture?
-What is the most delicious and the most disgusting thing youve ever eaten?
-Are there any foods you want to try or would never try?

Teach and Practice:

Speed Dating Exam Review:
Students are paired off into 10 different groups. Together, these partners will be assigned a topic
in which they will become the expert and re-teach their classmates. Topics will include:

1. Vocab I 6. Affirmative ustedes commands
2. Vocab II 7. Negative ustedes commands
3. simo adjectives 8. Spanish customs surround food and dining
4. Affirmative usted commands 9. Pronoun placement with commands
5. Negative usted commands 10. Typical Spanish foods

Each initial pair is given a review topic for the exam on a sheet of paper (vocabulary set,
grammar topic, cultural topic, etc.). With their partner they will have 10 minutes to construct a
brief summary of their assigned topic, a small visual to aid in their explanations, and three
questions to check for comprehension. The members of each pair are given a number, 1 or 2.

1. Desks are set up in two rows, 10 desks in each row facing towards one another (the 1s on
one side, the 2s on the other)
2. Pairs will take turns first teaching one another their topic (1 minute each) then will ask the
three questions theyve created (1 minute each)
3. An extra minute will be given for clarification and time to switch places.
4. The 1s will stay stationary and the 2s will rotate desks.

After the speed dating exercise, students will have the remainder of the class to ask candid
questions concerning any doubts about the exam. The teacher will have other students respond
to the questions whenever possible, acting as a facilitator and clarifying any unanswered
questions.

Homework:

Study for the unit exam
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Chapter 5, Lesson 1: Day 9

Objectives:

o Take Chapter 5, Lesson 1 Exam

Warm-up:

Brief game of Simon Says to review commands and a review of vocabulary words using
gestures

Exam will include:

o Listening: Listen to a dialogue happening in a restaurant and respond to questions about
what the conversation was about.

o Vocab & Grammar: students must use simo adjectives to describe vocabulary provided.

o Reading comprehension: True/False questions about Spains culture surrounding food.

o Grammar: students are provided a map and a list of directional verbs. They must apply
what they have learned about giving commands and give written directions to a person
from point A to point B.