Lesson Plan

Lesson 1 of 5
Subject/Grade Level: Spanish 3/4

Date:

Topic: Picture Vocabulary Basics

Neilsen

Student: Jennifer

Content Standards & Correlating lesson objective

Oregon State Standards for Foreign Language
SL.PS4.IS.02 Participate in simple conversations on a range of familiar topics in
everyday situations
SL.PS4.PW.01 Create/compose simple original sentences and questions on very
familiar topics
Students will be able to:
Talk with a partner about the location of classroom items using provided
vocabulary.
-

Use the verbs hay, ver, estar and mirar properly in speech and writing to
describe photos

Use the vocabulary provided to describe images shown on the board in

writing.

Assessment(s): Completion of Que ves? exit slip

Consideration of Technology Use:
This lesson could have integrated technology, but it was not considered to
be an effective pedagogical choice for this content.
XX This lesson integrates technology as an effective pedagogical choice for
this content. It has been integrated in the following way(s): (list ways)
PowerPoint with academic vocabulary and pictures will be displayed using the
overhead projector. The song fotografa will also be played using the
computer and speakers
Meeting all Learners Needs:

Special
Needs

TAG

Description of
student
Student 1 (male) has
vision problems and
struggles to see the
board when not in the
front row.
Student 7 (female) is

Modifications
His regular seating assignment is at the
front of the room. Due do the nature of
this lesson, I will have a print out of the
slideshow with the pictures so that he can
have them up close.
She will be given the opportunity to work

considered gifted in
language.

ELL

Student 9 (female) is a
level 4 student moved
from the pacific islands
prior to starting her
freshman year.

independently so that she may work at a

pace that is appropriate for her level.
Also, if she would like to analyze critically
acclaimed pieces, work of Hispanic artists
will be provided.
Because this is a Spanish 3 class, her
abilities in Spanish are quite developed.
Should we come across a word that she
does not understand in English or Spanish
she will be allowed to look it up using her
translator.

Materials Needed:
Teacher: Computer, projector, internet connection, speakers, extra copies of
fotografa lyrics, copy of picture for student 1
Students: pencil, fotografa lyrics
Lesson Opener: Ask students what location vocabulary they know/can
remember from previous classes (write list of words on board).
Summary of Lesson
What will teacher do?
Create list of location words on the board

What will students do?

Contribute location words (if
possible)

Play fotografa for students.

Follow/Sing along with song
Give lesson on location words vocabulary
as well as the conjugations of hay, ver,
estar and mirar. Pause to give students
time to take notes on vocabulary words
Name various objects in the classroom and
ask students to describe them/the location
Model example for class (say two
sentences aloud)
Have students write down their sentences
Break students into pairs using cita
handout
- Have students take turns describing
the location of various objects in the
classroom and have the partner
guess which object they are
describing
Ask students to volunteer clues to the class

Take notes on vocabulary words

and conjugations

Write down answers

Get into partners based on cita

assignment
Read sentences to partner
excluding the name of the
object

Volunteer sentences- other

students guess the objects

and have other students guess

Complete ticket out the door
Have students complete ticket out the door

Closure: Describe various classroom objects-if a student can guess the object first
they may leave first