Lesson Plan

Teacher Candidate: Donna C. Allen

Date: 10/2/14

Grade and Topic: Grades 9-12, Spanish I

Length of Lesson: 50min

Unit Objective
The Mi Familia (My Family) lesson is part of a unit covering family members as well as physical
descriptions. In this unit (unit 5: Let Me Introduce My Family), students are expected to display
presentational writing competencies including: describing my family, full usage of gender and number
agreement, and full usage of the verb to be.

Lesson Objective
Content Learning Goals and Objectives
1. Given the context of the vocabulary and grammar functions learned in unit 5, TLW select 5
graphic images that represent members of their real or imaginary family. (Blooms taxonomy:
comprehension)
2. For each selected image, TLW write a phrase describing what the family member looks like in
the target language. (Blooms taxonomy: knowledge, comprehension, analysis)
3. Given a computer and word processing software, TLW rewrite the phrases into complete
sentences and in paragraph form introducing their family. (Blooms taxonomy: synthesis)
Student Participation
The goal of this lesson is for students to demonstrate an understanding both the unit vocabulary and the
grammar functions for unit 5. Students will provide visual and verbal representations of the vocabulary.
They will also create an intermediate-mid level written presentation.

Standards
State/District Standards
Level one course level expectations for Shelby County School World Languages include Presentational
Communication 1.3A Give a short, informal presentation (spoken or written) on a familiar topic.
ISTE Standard(s)
1. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology. a. Apply existing knowledge to
generate new ideas, products, or processes b .Create original works as a means of personal or
group expression c. Use models and simulations to explore complex systems and issues d.
Identify trends and forecast possibilities

2. 3. Research and information fluency Students apply digital tools to gather, evaluate, and use
information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize,
and ethically use information from a variety of sources and media c. Evaluate and select
information sources and digital tools based on the appropriateness to specific tasks d. Process
data and report results.

Student Product and Assessment

Students will apply vocabulary and grammar functions they have learned from the unit to complete the
project. We will review by introducing the problem statement and going over examples of family
descriptions in Spanish that are at target level (comprehensible input). They will be graded on several
criteria: (1) the creation of the graphic chart to represent 5 members of their family (2) the accuracy of
the phrases accompanying each picture and (4) the accuracy of the Spanish paragraph. The grading scale
will be novice-low, novice-mid, novice-high, intermediate-low and intermediate-mid, novice-high being
the lowest acceptable performance for a passing score (as per SCS curriculum standards).

TEACHING
1. Begin by introducing problem statement, then let them know how they will be assessed and the criteria
for the product. (5min)
2. The target level description of family as well as samples of quality work will be displayed on the smart
board during the in-target-language discussion. (10min)
(Print instructions will also be given on how to create the document.)
3. Have students open both MS Word and an Internet browser.
4. Direct students to the MS Clipart Gallery website. (5min)
5. Monitor and assist as needed. (20min)
7. Have students save their finished product to the desktop and then print and email a copy to their
teacher. (5min)

6. For closure, students can volunteer to share their presentations with the class. (5min)

Problem Statement
Cmo son los miembros de tu familia? Queremos saber! Presntanos a tu familia real o a tu
familia imaginaria. Crea un documento en la computadora con fotos que representan a tu
familia real o imaginaria. Tienes que presentar al menos cinco miembro diferentes, pero peudes
usar tu mascota Por cada miembro tienes que escribir una descripcin de cmo es.
Translation:
What are the members of your family like? We want to know! Introduce us to your real family or
to your imaginary family. Create a document on the computer with pictures that represent your
real family or your imaginary family. You have to present at least five different family members,
but you can use your pet For each family member you have to write a description of what
they are like.

Student Sample
Mam es alta

Pap es fuerte

Hermanos son bajos

Hemanas son rubias

Abuela es vieja

Te presento a mi familia! Mi mam es alta. Mi pap es muy fuerte. Mis hermanos son bajos.
Mis hermanas son rubias. Mi abuela es muy vieja. La quiero mucho! Cmo es tu familia?
Gracias por escuchar. Adis.
Translation:
I present to you my family! My mother is tall. My father very is strong. My brothers are short. My
sisters are blonde. My grandmother is very old. I love her a lot! What is your family like? Thank
you for listening. Good-bye.