Alexandria Mott

MLL 479
Lesson Plan 1
9 September, 2013

De Donde Eres?

Standards Addressed
1.1Students use language to identify and describe where they are from.
1.1Students ask classmates about where they are from.
1.2Students present information about their home town.
1.3Students develop the ability to use possessives and adjectives and compare this
usage to English.
1.4Students compare and contrast their home towns.
Addressing Multiple Intelligences
Linguistic . Students share stories about where they are from orally and in
writing.
Computational Students organize information and problem solve regarding
their home towns.
Visual/spatial Students use pictures, patterns, and imaginative color schemes
to illustrate their home town.
Kinesthetic Students assemble and create a map of their home towns and
move about in a conversation carousel.
Intrapersonal Students reflect on their home towns and what they like and
dislike about it.
Interpersonal Students give and receive feedback sharing stories about their
home towns.
Procedure
Setting the Stage
The teacher shows the class a map of her own home town. Each of her favorite
places are highlighted and has a picture of what she likes to do there.

Comprehensible Input
Using the computer, whiteboard, or poster, the teacher presents her own map. The
highlighted places represent her favorite places in her home town and the picture
next to the locations indicate what type of activities were done at each place.
Guided Practice
The teacher displays a large picture/drawing of one of the places highlighted on the
map, asking students yes/no questions about the place. Students write down what
they remember about this place and share with a partner. Volunteers make
statements which may be written on the board. This can be enlivened as a
competitive game.
Independent Practice
Students draw their own maps. The maps should display three favorite places
represented with highlights and a picture and may be captioned with short notes
about the places most memorable characteristics.

**Students draw their map pretending they are from a country in Central or South
America. The map should display three key places in the city represented with
highlights and a picture and may be captioned with short notes about the places
most memorable characteristics.

** Students draw their map pretending they are from a country in Central or South
America. The map should display three key places in the city represented with
highlights and a picture and map be captioned with short notes about the places
most memorable characteristics and includes a description of 3 cultural norm from
the area.
Evaluation and Assessment
Maps should be credited for fulfilling the requirement and for students oral
participation in sharing them.
Adaptations and Extensions
Presentations can be done in small groups or in a conversation carousel which
would allow the teacher to assess oral language skills as students move from
partner to partner.