Language Level FLS Grade University Date 9/10/2018 Day in 4 Minutes 50

110 students Unit

Unit Central Focus En la clase de español (pp. 19 – 50)

Daily Topic En busca de un amigo nuevo

STANDARDS LESSON OBJECTIVES
What are the Communication Which modes of When students leave here today
communicative and And communication will be they will be able to (CAN DO
cultural objectives Cultures addressed? STATEMENTS)
for the lesson? Interpersonal – SWBAT…
Speed-friending  Infer how to say what
activity different people like to do by
reading a letter in which a
Interpretive – Reading
member of the target culture
activity to determine
tells his likes and those of his
indirect object
family members.
pronouns with gustar
 State what three different
Listening activity to
speakers from the target
determine speakers’
culture enjoy doing, based on
interests
audio.
Presentational –  Determine who would best
Volunteers present get along, based on shared
who in the class they interests.
are most compatible
with and why  Ask and tell classmates what
you like to do.
For homework
students will write a
paragraph to tell who
from class they are
most compatible with
and why

If applicable, Connections N/A

indicate how
Comparisons Students will compare what members of the target culture like
Connections; to do compared with what the students like to do.
Comparisons;
Communities Students will write a letter to my friend in Costa Rica, telling
Communities; him with whom in the class they have most in common and
Common Core will why (homework assignment).
be part of your N/A
Common Core
lesson.

Lesson Sequence Time* Activity / Activities Materials /

How many minutes What will learners do? Resources /
will this segment What does the teacher do? Technology
take? Be specific. What
materials will you
develop? What
materials will you
bring in from other
sources?
Gain Attention / 5 mins Review the verb infinitives from last A Ziploc bag with
Activate Prior class with a game of charades! The class strips of paper,
Knowledge will be in 2 teams. Each team will elect a one for each of the
volunteer to go to the front of the class. verb infinitives
When it is team A’s turn, for example, from this unit.
the volunteer will have a bag of verb
infinitives and select a verb and act it out A stopwatch
(student may choose a different verb if displayed on the
they do not know it or know how to act it board set for 1
out). The student’s teammates will call minute
out the verb. The object is to correctly
guess as many verbs in 1 minute as they
can. Then switch teams and see who wins
the most points! (Do another round if
there is time)
Provide 10 mins Provide the students with a different One handout for
Comprehensible reading, a letter written from my friend ineach student with
Input Costa Rica to the class, telling us about what
the paragraph and
he likes to do, what members of his family the sentence
like to do, and what he and they all like to do
frames which the
together. Have students infer the indirect students will fill
object pronouns from seeing them used in with the indirect
context. For example, on the handout object pronouns.
students will have “A mí ___ gusta
bailar” and they will infer that “me”
accompanies “a mí” because they will see
it in the paragraph. Afterwards, ask the
students what the indirect object
pronouns are and have them correct their
handouts if they missed one.
Meaningful Guided 10 mins Provide students with a checklist chart in One handout for
Practice - Elicit which there are names of people along each student with
Performance one axis and activities along the other. the checklist to
Play a series of 3 audio segments in accompany the
which people are stating what they like to audio segments.
do. Students will listen and check off the
activities that the speakers enjoy. Ask if 3 audio segments in
they like to do these activities as well. which my friends
are stating what
they like to do.
Check for 5 mins Afterwards ask the class what each
Understanding person enjoys. They should answer “A
José le gusta tocar la guitarra” (for
example). Then ask who would make
good friends based on what they like to
do. If Ana also likes to play guitar, they
could say “José y Ana pueden ser amigos
porque a Ana y a José les gusta tocar la
guitarra.”
Independent 15 mins “Speed-friending” Activity (see Speed-friending
Practice - Elicit attachment below) checklist (see
Performance Give a handout to each student and below).
instruct them to insert a verb in each
blank where it asks “¿Te gusta _____?”
 Then have them interact with 5 different
classmates (line them up in two lines if
the class is small or have them mingle
with 5 people around them if the class is
large) and ask if they like to do those
activities too. If they do, they should
draw a checkmark. If they do not, they
should draw an X. They will have 2
minutes with each person and then the
timer will go off and they will switch.
Closure 5 mins Ask the students to look at their N/A
checklists and determine with whom they
have most in common, based on their
interests and write down that person’s
name.
Ask for 1 – 3 volunteers to share with the
class the name of the person with whom
they had most in common and why. For
example: “Tengo más en común con Juan
porque a nosotros nos gusta cantar y
tocar la guitarra.”
Homework Write a paragraph to my friend in Costa Rica who wrote to us, in which you
introduce your new friend. Tell what you have in common and why you are
compatible.

Adapted slightly from: https://www.actfl.org/sites/default/files/pdfs/KeysTemplates/M-BlankLessonPlanTemplate-

Keys.pdf