Alternative

Lesson Plan
(in case
technology
does not
work)
Standards
addressed

Description

Student
Teacher

Time

Rationale

Warm-up

Have students
list and write
as many
Spanish
adjectives as
they can on
their journals.

1.2
1.3

3 minutes Get students to practice and

expand their adjective
vocabulary.

Check

Circulate
around the
class and call
on about 5
volunteers to
see what they
wrote down.

S-T

1.1
1.2
1.3

4 minutes Review the articles and

genders for singular and
plural adjectives.

Introducti Explain that,

T-S
on to Topic in Spanish,
adjectives
must match the
gender and
number of the
noun that they
modify.
Explain the
exceptional
e.
Explain
consonant
endings.
Explain
adjective
placement.
Explain how to
join adjectives.
Explain
possible uses
of ser, tener,
and llevar.

1.2
1.3

15
minutes

Motivate students to draw

comparisons between the
language of English and
Spanish.
Help students understand
that adjectives that end in
/e/ do not change to match
the gender, only the
number.
Help students understand
that adjectives that end in a
consonant do not change to
match the gender. They
only change to match the
number.
Get students to draw
comparisons
between
English and Spanish.
Help them see that in
English, adjectives almost
always come before the
noun, but in Spanish,
adjectives usually come
after the noun.
Provide them visuals for
possible uses of the verbs.
Remind students about
each verbs conjugation.

Formal
Assessmen
t

Check

Hand out
Descriptive
Adjective
worksheet,
allow students
to use their
vocabulary
guide.
Go over
worksheet in
class.

1.2
1.3

10
minutes

Get students to put into

practice what they just
learned.
Assess their comprehension
and written skills/abilities.

T-S

1.2
1.3

6 minutes Make sure students are

following along and that
they have acquired a
general sense of
understanding.

Activity

Split up the
class into two
teams; one of
boys and one
of girls.

1.1
1.2
1.3

Encourage collaborative
learning.

Have boys
describe
characteristics
of Charlie
Brown using
the yo form.

Check

Have girls
describe
characteristics
of Lucy using
the ella
form.
Teacher writes T-S
the adjectives
that the boys
used to
describe
Charlie and the
adjectives that
the girls used
to describe
Lucy on the
whiteboard.

7 minutes Activate students thinking,

writing, and comprehension
skills.

Emphasize verb
conjugation and adjective
use.

1.2
1.3

5 minutes Check for students

understanding of verb
conjugation, and adjective
and gender agreement.

Informal
Assessmen
t

Assign each
S
student a
character from
Guess Who
and have them
describe their
character using
ser, tener, and
llevar. They
will also have
to describe
their
characters
hair and eyecolor, as well
as three other
characteristics.

1.2
1.3

6 minutes Get students to use the

different forms of ser,
tener and llevar, as well as
use adjectives, gender and
number, the exceptional
e, consonant endings, and
adjective placement
correctly.

1.1
1.2
1.3

6 minutes Encourage oral and

presentational skills.

Students can
use their
vocabulary
guide.

Check

Call on 5
volunteers to
read the
adjectives they
used to
describe their
character and
as a class, we
will guess the
character that
they are
describing.

T-SClass

Check for correct use of

gender/noun/number/adject
ive agreement, and correct
sentence formation.

Wrap-up

Briefly sum up T-Swhat has been Class

covered in
class, using the
students to do
the summary.

1.1
1.2
1.3

6 minutes Assess for students

understanding.
Check to see if I need to
modify the next lesson plan
due to a lack of
understanding from
students.

Refer back to
the questions
asked during
checking for
understanding
and show that
they now can
easily answer
the questions.
Assign
homework.

Total

68
minutes
(7
minutes
left for
miscellan
eous,
including
but not
limited
to:
additiona
l
questions
,
exercises,
etc.)