Lesson

Cover Page

Benjamin Kowalski

Lesson Topic: Tango Argentino Time Frame: 90 min
Course: Spanish Grade Level: Spanish (Second Year Spanish)

TERMINAL BEHAVIORAL OBJECTIVE

State the terminal objective (including content and behavior): THERE ARE TWO TERMINAL OBJECTIVES FOR THIS LESSON. THE FIRST CORRESPONDS
WITH THE STANDARDS THAT HAVE TO DO WITH LANGUAGE COMPREHESNSION. THE SECOND TOUCHES UPON CULTURAL UNDERSTANDING. THE
OBJECTIVES ARE LINKED THROUGH THE TEXT.

After reading chapter 6 of Pobre Ana Bail Tango, each student can use the new vocabulary to write a one-paragraph (minimum 5 sentences)
summary of the chapter in Spanish.

Following a video on Tango dancing and Milonga music each student can compare popular music and dance in the United States with that of Argentina.

CURRICULUM/STANDARDS
List all appropriate national, state or district curriculum or standards that align to this lesson:

ACTFL National Foreign Language Standards:
1.2 Students understand and interpret written and spoken language on a variety of topics.
2.2 Students demonstrate an understanding of the relationship between the practices and products of the culture studied.
3.2 Student acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

HOMEWORK
If there is homework following this lesson, list it here:

No homework will be assigned for this lesson.

RESOURCES/MATERIALS
List all resources that you will need to teach this lesson:
Note-takers (Vocabulary, Video, Venn Diagram)
Copies of Chapter 6 of the book Pobre Ana Bail Tango
Video Argentine Tango and MIlonga Music

Task Analysis
The sub-objectives should include content and behavior. The first sub-objective should be your BW/Anticipatory Set.
The last sub-objective should match your terminal behavioral objective. (Add more rows as needed for your lesson.)

TIME
SUB-OBJECTIVE
TEACHING STRATEGY
CHECK FOR UNDERSTANDING/
(include Blooms level)
ACTIVE STUDENT PARTICIPATION
5
Each student can write (in English) what
Write-Pair-Share: What happened in the last
Bell Work: Write-Pair-Share: What
happened in the last chapter of Pobre
happened in the last chapter of Pobre Ana chapter of Pobre Ana Bail Tango.
Ana Bail Tango. (remember)
Bail Tango.
10



Following a PowerPoint presentation
Note-taker: Students draw pictures on note-
Lecture (PowerPoint with pictures)
introducing new vocabulary each
taker to show understanding of the vocabulary.

student can demonstrate understanding
Note-taker (Grid with one word in each cell
of the terms by drawing a small picture
of the grid)
representation for each of the nine (9)
new vocabulary items. (apply)

10



Each student can correctly spell the nine
Students write on slates and hold them up for
Slates and dry erase markers.
(9) new vocabulary terms when shown a
teacher to see.
picture of each. (remember)

10



Each student can locate the nine (9) new
Students circle the new vocabulary terms in the
Individual silent reading
vocabulary terms in a text. (remember)
text.


TIME
10

SUB-OBJECTIVE
(include Blooms level)

Working with a partner, each student
can translate the sentences from the
text containing the nine (9) new
vocabulary items. (understand)

TEACHING STRATEGY

Partner Work

CHECK FOR UNDERSTANDING/

ACTIVE STUDENT PARTICIPATION

Students work with a partner to write the
English translations of the sentences containing
the new vocabulary. Each student has his or
her own paper and writes the translations.


10

15

Each student can draw a nine-part (box)
cartoon strip showing comprehension of
the main ideas in the text. (apply)





Each student can write a one-paragraph
(minimum five sentences) summary of
the text (Chapter 6) using the nine (9)
new vocabulary terms. (synthesis)

Individual student work: Each student

draws a cartoon strip.

Students draw a nine-part (box) cartoon strip
showing comprehension of the main ideas in
the text.

Individual writing: Summarize the chapter Students write a one-paragraph summary of
the text using the nine (9) new vocabulary
using the nine (9) new vocabulary terms.
terms.

TIME SUB-OBJECTIVE
(include Blooms level)
5

Each student can list his or her favorite
types of music. (remember)

5

Following a video of Milonga music
(Tango dancing) Each student can
describe this genre of music in English.
(understand)

10

Following a video on Tango dancing and
Milonga music each student can
compare popular music and dance in the
United States with that of Argentina.
(analyze)

TEACHING STRATEGY

Think-Pair-Share: What is your favorite

type of music? What do you like about it?

Video with Note-taker.

Students complete note-taker while watching
the video.

Venn Diagram (Note-taker)

Students complete Venn Diagram
(Note-taker)

CHECK FOR UNDERSTANDING/

ACTIVE STUDENT PARTICIPATION

Think-Pair-Share: What is your favorite type of
music? What do you like about it?