Lesson Plan

Amanda Mazzio
Date: Day two Class / hour / period: Unit: Conocer la clase

Language Learning Objectives Cultural Objectives

1) I can repeat after the teacher The focus of this lesson is for students to continue
2) I can produce language on my own to familiarize themselves with the classroom culture
3) I can show I understand an utterance by
giving a physical response
4) I can match physical objects with Spanish
words
5) I can create a visual representation of
Spanish vocabulary

MiWL Standards Communication Mode(s)

1) 1.2.N.L.a
Interpersonal 
Demonstrate understanding of oral classroom
Interpretive 
language in the target language including
Presentational 
directions, commands, and requests
2) 5.2.N.a
Willingly use the target language within the
classroom setting
3) 1.2.N.R.a
Demonstrate understanding of written classroom
language in the target language

4) 2.2.N.E.a
Identify facilities, supplies, and materials needed
for schooling and activities in a community or
culture in which the language is spoken
Review and Activity 1: TPRS
Learning opportunity: Participation structure:
Situated practice  Individual 
Overt instruction  Whole group 
Critical framing  Peer work 
Transformed practice  Team / group work 
Learning center 
Procedure: Intro =5-7minutes, TPRS= 10-20 Materials / resources needed
minutes 1.Over-head transparency with a warm up
2. Backpack
1. Teacher asks class to give a recap of 3. Piece of paper
yesterday’s class. Teacher should guide the 4. Pencil
conversation to cover the following points: 5. Sheet of paper with an red A+ written on it
-Class created expectations for the course and 6. Posted Class Code of Conduct and Language
each other Goals
-Teacher created expectations for the class and
students
-The lists were compiled to create a Class Code of
Conduct
-Teacher gave an introduction to the course
(reviewed parts of the syllabus)
-Students created language goals

Transition: Today we’re going to continue our

discussion of how this class is organized and we’re
going to work on reaching some of our language
goals! By the end of today, you will know 8 phrases
and at least 7 words!
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Lesson Plan

1.Teacher introduces the TPRS Gouin series

activity: Students will start by just listening and
watching as the teacher says phrases and does
actions. Over time, the students will begin to do the
actions and say the phrases themselves.
2. Teacher does actions and says phrases while
students watch and listen:
-Vengo a clase
-Me siento
-Saco una hoja de papel y un lápiz
-Hago el calentamiento (point to over-head)
-Entrego la tarea (mime putting into basket)
-Presto atención (point to eyes and ears)
-Tomo apuntes
-Saco notas buenas (hold up A+ sheet)
Repeat each phrase and the sequence two times
3. Teacher does the actions and says the phrases
while students do the actions. Repeat the
sequence.
4. Teacher does the actions and says the phrases
while students repeat and do the actions. Repeat
the sequence.
5. Teacher says the phrases out of order and the
students do the actions
6. Teacher does the actions while students do the
actions and say the phrases in order. Repeat the
sequence
7. Teacher does the actions out of order and the
students say the phrases.
8. Teacher praises the class and congratulates
them on now being familiar with 8 phrases

Transition: So this is what our class is going to look

like. Teacher explains class organization and
procedures. Teacher asks for questions and
explains that the class will practice all this
tomorrow. Teacher explains that in order to be
successful in the class, students will need to have
the right materials.

Alternatives:
-For classroom management purposes, the TPRS
gouin series can be presented in a video
-If a student is catching on particularly fast, he/she
can lead the class
-If students begin to get bored, the class can pause
to quiz a neighbor
-If class catches on quickly, Teacher can skip some
of the repeating or step 5.
-Before beginning, students can be instructed to
take out a piece of paper and a pencil
-Students can be instructed to stand an arm’s
length away from one another or be put at spots
around the room.

Formative assessments Summative assessments

1.Students’ production will inform the teacher about 1. None
their phonetic foundation
2. Teacher will be able to gauge how quickly the
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Lesson Plan
class catches on to the phrases and how well they
remember them
Activity 2 – Vocabulary Realia Matching
Learning opportunity: Participation structure:
Situated practice  Individual 
Overt instruction  Whole group 
Critical framing  Peer work 
Transformed practice  Team / group work 
Learning center 
Procedure: 15-20 minutes Materials / resources needed
1. Transparency with the following list:
1.Teacher puts the list of required materials on the -El cuaderno
over-head. Teacher reads the words aloud and the -El lápiz
class can repeat them -La goma
2. Teacher models asking about the list: “What do -El diccionario bilingüe
these words mean? ¿Qué necesitan para clase? -El bolígrafo
Let’s find out” -El papel
3. Teacher explains the next activity while handing -La carpeta
out the baskets filled with school supplies, a couple 2. Baskets with cut out strips of each of the
dictionaries, and vocabulary cut outs. vocabulary words above, two English-Spanish
-In this bucket you will find all of those materials. dictionaries, a notebook, a pencil, an eraser, a pen,
-Use the dictionaries to match the word with the paper, and a binder.
right object.
4. Teacher asks for a student to restate the
directions
5. Once back in the front, Teacher models doing
the activity
-Teacher shows how to use the dictionary
-Teacher pairs the “el lápiz” cut out with a pencil
-“Ok, I just gave one to you. The rest are yours”
6. Students work at their table groups to do the
activity. Teacher circulates to offer support and to
make sure that everyone is participating
7. When the groups finish, Teacher asks them to
hold up the right object for each word. (The teacher
could also hold up the item and ask the class to say
the word, giving the class an opportunity to produce
the language)

Transition: Teacher provides feedback to the class

and then shares that the next activity will help them
remember what to pick up from the store or find at
home.

Alternatives:
-If groups finish at very different times, then step 7
can be done on an “individual” basis. Each group
can then begin working on their cards.
-This could be an opportunity to explain cognates
(diccionario) (4.1.N.a)
Formative assessments Summative assessments
1.If students are struggling with using the dictionary 1. None
(asking questions, not using them etc.), the class
may need to spend some time on this skill
2. If students are not behaving in accordance with
the code, the teacher can refer back to it and take
the appropriate corrective actions. The class may
need more direct instruction and practice with the
classroom rules.
Activity 3 / Picture Note Cards
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Lesson Plan
Learning opportunity: Participation structure:
Situated practice  Individual 
Overt instruction  Whole group 
Critical framing  Peer work 
Transformed practice  Team / group work 
Learning center 
Procedure: 10 minutes- End of Class Materials / resources needed
1.Teacher explains the next activity: 1.Model flashcard with “el lápiz” on one side and a
-Students are to individually make picture drawing of a pencil on another
flashcards (Teacher holds up an example) 2. Bins with note cards and crayons
-Using the note cards and crayons provided, 3. Vocabulary lists
students will draw a picture of the item on one side
and write the word on the other
-Obviously students can use the pairs in front of
them as models
2. Teacher asks for questions and passes out the
new bins with the new materials
3. Students do the activity, and Teacher circulates
to make sure the class is on task
3. Before the end of class, with at least 5 minutes
left, Teacher brings attention back to the front
(“¡Presten attencion!”).
4. First, Teacher explains that in order for the
students to be dismissed, they have to put all of the
school supplies, vocabulary cut outs, note cards
and crayons back in the bins. Teacher gives
feedback and explains how the flashcards,
especially picture flash cards, are a great study
tool. Teacher explains that for homework, everyone
will make picture flashcards for the rest of the
vocabulary list.
5. While passing out the vocabulary list, Teacher
shares how awesome it is that they have already
done half of tonight’s work.
6. Teacher takes questions
7. Students continue to work on their flashcards
until the end of the hour

Alternatives:
- Students could take pictures of the pairings on
their phones if they want to make electronic flash
cards
-If the TPRS takes more time than expected, the
class will review the realia activity the next day to
see how much they remember and then do the
card activities.
-If students hate drawing, they can find pictures
online or take real pictures, print them off, and glue
them.
Formative assessments Summative assessments
1.Teacher should walk around to make sure that 1. None
students are pairing the right words with the right
objects, especially if the class has time to work on
the rest of the vocabulary list. Problems may stem
from trouble using the dictionary
2. Students may not have made flashcards before
and may need additional instruction or modeling to
make sure they put the image on one side and the
word on the other etc.
Homework & Extensions
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Lesson Plan
1. The next day, the class will follow the
organization presented in the series and teacher
explanation. Students will also do an activity that
matches the 1st person gouin series to the 3rd
person plural commands. The class can do simon
says.
2. Homework is to complete the flashcards for the
vocabulary list
3. Even though it is implied, students could be
instructed to go to the store, walk down the school
supply isle and find each of the items on the list.
4. Students could be assigned having to teach their
guardians, siblings, or friends the Spanish
vocabulary
5. On day 3, the flashcards should be checked.
They could also be used for points.

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Lesson Plan
Materiales para la clase
-el cuaderno
-la carpeta
-el lápiz
-la goma
-el diccionario bilingüe
-el bolígrafo
-el papel

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Lesson Plan
Vocabulario de semana 1: Conocer la clase
-el profesor/la profesora

-la escuela

-la clase

-el cuaderno

-la mochila

-la carpeta

-el lápiz

-la goma

-el diccionario bilingüe

-el bolígrafo

-el libro

-el papel

-la tarea

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Lesson Plan

El cuaderno La carpeta El lápiz La goma

El diccionario
El bolígrafo El papel
bilingüe

El cuaderno La carpeta El lápiz La goma

El diccionario
El bolígrafo El papel
bilingüe

El cuaderno La carpeta El lápiz La goma

El diccionario
El bolígrafo El papel
bilingüe

El cuaderno La carpeta El lápiz La goma

El diccionario
El bolígrafo El papel
bilingüe

El cuaderno La carpeta El lápiz La goma

El diccionario
El bolígrafo El papel
bilingüe

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Lesson Plan

Calentamiento

¿Qué son 3 materiales para la clase?

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