Presentational

Mode Lesson Plan

Whitney Fisher

Title/Topic/Level
Family and Descriptive Characteristics

Spanish I Novice Level

Objectives SWBAT

1. Interpret family vocabulary in oral and written form with 90% accuracy
2. Demonstrate understanding of description vocabulary by speaking and listening
with 90% accuracy
3. Construct family descriptions and relationships through writing and speaking
with 90% accuracy

Standards:

Presentational Communication: Learners will present information, concepts, and
ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate
media and adapting to various audiences of listeners, readers, or viewers.

Materials

Textbooks (Expresate!), Paper, Pictures of family trees, Writing utensil, Coloring
pencils or crayons (optional)

Process/Activities
Presentation:
Show students the teachers family tree with pictures to present family vocabulary.
Provide another family tree of a famous family (ex: Kardashians, Jacksons, Smiths)
and model pronunciation for each member and characteristics of each. Create a
Spanish list of characteristics on the board throughout this that students can use for
vocabulary. Create a list of questions to inquire about other peoples family
members too.

Technical/Mechanical Practice/Drill:

Ask class questions (ex: Quien tienes los ojos azules?) and have students stand up if
they would answer si to the question.
Have students create a list of 5 characteristics of themselves on a piece of paper
without names, and in small groups switch papers. Then have members of the small group
read aloud the descriptions and after guess who each paper belongs to.
Using Julias family tree on p.158, ask each student about the connections (ex: Como
se llama la Hermana de Julia? La Hermana de Julia es Carmen.)
Discuss the cultural differences within Hispanic families (ex: apellidos, a close
nuclear family, etc.) and use the textbook as a resource. Explain the use of cognates as
similarities.
Assessment: Based on Objective #1
Listen to students as they answer the question and explain or help as needed.
Monitor the class as they do the group activity.
Ask the students questions about the family tree and provide feedback.



Authentic Use:

In pairs, students will play Guess Who. One student will have a famous person in
mind while the other person guesses yes or no questions to figure out who the famous
person is.

Then students will create an their own person and draw a picture of the person.
They will write a 5-sentence description about the person.

Assessment: Based on objective #2
Teacher will float while students play Guess Who and oversee the games.
Descriptions of people will be collected and counted for completion grades.

Individual Practice:

Students will use page 161 to do activity 5. They will imagine they are an exchange
student in Chile and writing a letter to their best friend describing each family member.

Then students will write a response letter, without a name on the paper, describing
themselves and family to an exchange student. Students will randomly switch letters with
someone in the class and they will create a family tree based on the letter with descriptions
and family relations in it.

Assessment: Based on objective #3

Collect students first letters and grade based on completion and correct use of
grammar and vocabulary.

In class, students will read the letter written from the Spanish student to the
exchange student and present the family tree created to the entire class. At this time they
will guess whom the family tree belongs to in the class.