Big Question(s)/Theme

(Think universal or
cosmic)

What do I want? Where do I go? And what

do I have?

Unit questions
Language proficiency
level

Novice- Spanish 1

Date of lesson - 10/19 & 10/21

Lesson Title/topic (May

Putting it into play

-backwards design
and 4MAT

Structures: Quiere, Va & Tiene - Want, go

and have

Assessment (s)
What evidence will
you gather to
show progress
towards
objectives?

Differentiation plans

not be a grammar thing!)

Standards addressed
(cut & paste full sentence
description)

From Virginia Foreign

Language Standards
Objective (s) observable
What do you want the
students to..?
Write objectives in this
column

TPR repetition
without my
assistance
Classroom
monitoring- listening
in on partner
discussions
Exit ticket - what
does quiero voy
and tengo mean?
Be able to do?

Know ?

Students will be able to

1) Provide a physical response to verbal
prompts
2) Express what they like and want and where
they like to go.
Students will know the following structures
Quiere (wants)
Va (goes)
Tiene (has)
Correr (to run)

Dormir (to sleep)

Understand?
(relate to big questions
from unit and above)
Context/background for if
daily plans submitted for
MTP-P?
PROCEDURES/incl
. differentiation

Q 1 R - Includes an

activity that
is emotionally
engaging; bringing
students into the
theme. May require
physical movement of
student and props.
Emphasis is on INPUT.
This activity serves as
a focus throughout the
cycle.

Materials/Technology/Time estimate
Promethean board
Powerpoint
(ASL: teach the sign for copy me)
To introduce the activity, start with a simple
TPR of quiere va and tiene
Okay, clase, silencio - put finger to lips
and wait until everyone is silent. Sign copy
me
Quiere - put both hands together and look
up.
Va - clap hands together and shoot off
with right hand.
Tiene - hold left hand out and use right
finger to point into left palm.
Repeat these 3 structures.
Give students the opportunity to show that
they know it. Simply say the word and see
if they can show the gesture. When
students are able to do it without my
assistance, go to the next slide.

Q1L
Activity asks students to
process input. Students
may be asked simple
comprehension
questions (yes/no), circle
words they know is a
story, or write a reaction
to something from the
beginning.

There are 3 individual sets for quiere va

and tiene. Each one has the word with the
english translation up top and two pictures
that I can ask questions off of
First slide: quiere= wants
2 pictures - one with puppy and cupcakes,
the other with a boy and his bike.
Second set: va= goes
2 pictures: Girl sitting on mountain and a
boy walking to class.
Third set: Tiene= has
2 pictures: boy holding a guitar and a boy
with his arm around a girl and holding the
hand of another.
For each set, I will do PQA with the
students, asking questions such as
Donde va el chico (where does the boy
go?)
Que TIENE el chico en su mano? (what
does the boy HAVE in his hand)
Cuantas cuerdas TIENE la guitarra? (how
many strings does the guitar HAVE?)
Que QUIERE el perro? - what does the dog
want?
This is for the sake of getting as many
meaningful repetitions as possible of the
structures.

Q2R Activity asks

students to show more
comprehension or
expand on the ideas.
Activity should revisit
Input and use
nonverbal output to
show understanding or
process.
Q2L Expand input.
Original Input is revisited
as example of broader
theme. May include

During the 3 sets of slides where i display

the pictures and have a time of PQA, I will
be asking si or no questions.
El perro quiere pastelitos? Si o no? - does
the dog want cupcakes? Yes or no?

The second slide of each set has a series

of personalized questions. It takes the main
structure (ex: quiere- want) and
personalizes it (ex: quieres? - do you want)

explicit instruction. Draws

attention to patterns,
form focused information.
Gives more models.

When this slide comes up, I will choose a

few student volunteers to answer a
question from the slide. This will serve as a
model. I will then have students turn to a
partner and ask each other the questions
on the screen. The structure is in red, the
remainder of the question is in blue.
Students are to answer in the provided
structures at the top of the screen. (ex: si,
yo quiero... - yes, I want. or yo no
quiero... - I do not want)

3L
Activity moves to directed output.
Guided practice.
Following input models
for development.
3R

After wrapping up all 3 sets I will then

move into a time of story asking with
student actors. Using the 3 structures
quiere, va and tiene, I will ask for
volunteers and we as a class will create a
story.

Output given in different

forms. Practicing
variations of formulaic
dialogues, for instance.
Acting out scenes.
Evaluate forms.

This feeds into 3L. We will take it straight

from the storyboard into real life as the
students act out the scenario with my
guidance. My role is to heavily guide the
students, whispering the words to say in
their ear and helping shape the story,
making sure to appropriate say the
structures and get the meaningful
repetitions.

4L Activity focuses on
formative independent
work. For instance,
students write and edit
their own stories.

Next class: Students have copies of the

story we wrote in class. They read these
stories together in partners.
Individually, they create visuals that
represent the story.

Activity calls for more output.

4R - Activity includes
performance which
demonstrates students
command of desired
skills and knowledge.

In groups of 5, students present their

visuals and retell the story we told in class.