Here are
various lesson plans that I’ve utilized in my classrooms.

Content
Objectives: For students to learn weather vocabulary and be able to apply it to
real-life situations.

Language
Objectives: For students to be able to practice speaking skills by predicting
weather patterns and climates.

Key
Vocabulary: (See following sheets)

Materials:

Weather
vocab sheet (p. 76, Ideas
Prácticas)

Seasons
partner map

Weather
forecast for Saranac (weather.com)

copies
of pp. 99-100, back-to-back

Begin by explaining what
following few weeks will consist of:

Ø
weather
vocab

Ø
preterite
tense

Ø
saber
y conocer

Ø
Day
of the Dead celebrations

Ø
movie

Introduce weather vocab and
expressions.  Use today’s
weather as example.  Ask
questions such as, “¿Cómo hace el tiempo en
Florida?” (Hace calor).
¿Cómo hace el tiempo en Alaska?”  (Nieva, hace frío).

Use TPR movements to solidify
students’ memory of weather vocabulary.  Students will make up movements so
that they make sense to them.

¿Cómo
hace el tiempo hoy?  Have students describe what the
weather is doing that day in their notes.

Transition question: what
temperature system do other countries use?

Pass out conversion sheet &
new partner maps.  Go over
formula on overhead.  Explain
that we’re just going to estimate.

Have students convert a forecast
(10-day) of Saranac (it’s in Celsius, what are the temperatures in
Fahrenheit?  Will it be warm
that day?)  PARTNER WORK
– FIND NEW PARTNERS.
Also complete backside of sheet.

Estación canción
– explain and sing.

Tarea – explain and start
on in class if needed.

Reflections

Content Objectives

To apply Spanish to a real-world
situation – reading a wanted poster.

Lesson Objectives

To solidify students’
knowledge of the preterite tense by using a creative, communicative
project

Describe a person by using
adjectives (prior knowledge)

Materials Needed

White
11X14 construction paper (8.5” X 11” will suffice)

Markers/colored
pencils

Rubric/project
sheet

Procedure

10 m.  Warm-up.  Students respond to questions on
overhead (get them to use verbs that change orthographically in the yo form in the preterite).

·
¿Jugaste
al tennis ayer?

·
¿Tocaste
el piano?

·
¿Almorzaste
a las ocho?

·
¿Cuándo
llegaste al hotel?

10 m.  Frontload students on wanted poster
activity.  Explain the rubric
and expectations clearly, pass out project sheet.

35-40 m.  Students will have this time to
work on their wanted posters.

5 m. (if time) canción
– “Cuando Tuve”

Reminders

·
Pass
out classwork from yesterday.

·
Remind
students about fiesta on Friday (food they’re bringing)

Reflections

Content
Objectives: For students to make connections between the social & political
history of Argentina with the story “Casa Tomada”; to understand
symbolism of the story

Language
Objectives: For students to practice their reading skills in Spanish; to
practice pronunciation by reading aloud; to become familiar with preterite and
imperfect in the context of a story

Materials
Needed:

“Casa Tomada” story
handouts (along with bio of Cortázar)

Dictionaries

“Mate” tea and gourd
(alcohol wipes)

Methods:

(2 min) Ask students what they
remember about the material covered in class on previous day (learning
about “La Guerra Sucia”, the Peróns, and the Madres
del Mayo

(2 min) Explain day’s
activities: the importance of “mate” in the Argentine
society, its analogy to coffee

Brew mate and pass around the
gourd for everyone to try

(35 min) Break up class into
smaller groups (of around 4-5) to read the story.  Facilitate reading by circulating
and asking questions about their understanding, clarifying vocab
questions.

(rest of hour) As a large group,
discuss the following things: symbolism of the house, why the brother and
sister felt compelled to leave, what happened to their
“intellectual” activities after the first taking of the house

Reflections

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