Five-Step Lesson Plan Template

Russell Quiones
Freire Charter High School
Corps
Member:

Russell
Quinones

School:

Freire Charter
High School

Lesson
Plan Date:

10/5/15

Rough?
Final?

Final

FIVE-STEP LESSON PLAN TEMPLATE

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OBJECTIVE
What is your objective?

SWBAT review how to use ER/IR verbs in

the present tense along with food
vocabulary to state what they typically eat
and when.

KEY POINTS
What key ideas and understandings are represented by this
objective?
What knowledge and skills do students need to access these
key ideas and understandings?

WHAT: ER/IR verbs are the infinitive forms of

action-words in Spanish, ending in either ER or
IR. Ie: Comer, beber
WHAT: The present tense is a verb tense in
which we describe actions that are happening in
a specific moment.
WHAT: Words that surrounds food culture:
FOOD: pollo (chicken), bistec (steak), queso
(cheese), verduras (vegetables), frutas (fruits),
huevos (eggs)
CULTURAL: paella valenciana, jamn (ham)
DRINKS: agua (water), zumo (juice), caf con
leche (coffee with milk)
Words that provide time-stamps:
A veces (sometimes), a menudo (often), siempre
(always), nunca (never), de vez en cuando
(sometimes), con frecuencia (frequently)
HOW: We conjugate the present-tense verbs
and combine them with the food and time
vocabulary to create full sentences. These
sentences are formed using a subject + verb +
time-stamp, unless using siempre or nunca.
NIKE DIAGRAM: (-o, -es, -e, -emos, -is, en)
WHY: It is important to do this because it is
fundamental to know how to conjugate basic
verbs in the present tense and master basic
food vocabulary in order to learn other verb
tenses, and to communicate effectively in
Spanish.

ASSESSMENT
Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective.
Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor.

Conjugate the verb comer with each noun:

Nosotros comemos
Vosotros comis
Conjugate the verb beber with each noun:
Yo bebo
Ellos beben
Which of these means apple?

Five-Step Lesson Plan Template

a. pollo b. huevo c. manzana d. cabeza
Que palabra significa verduras?
a. fruits b. vegetables c. chickens d. cheese
CHOOSE 2 OF 3 (third bonus)
Translate into Spanish:
I eat steak all the time.
Yo siempre como bistec.
She never eats apples.
Ella nunca come manzanas.
We drink water frequently.
Nosotros bebemos agua con frecuencia.
CHOOSE 2 OF 3 (third bonus)
Translate into English:
Yo como huevos a menudo.
I eat eggs often.
Ellos beben zumo de vez en cuando.
They drink juice sometimes.
T siempre comes jamn.
You always eat ham.
CONNECTION TO THE SUMMER ACHIEVEMENT GOAL
How does the objective connect to the summer achievement goal?

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This lesson connects to our larger Summer Achievement Goals because it creates a foundation of
basic Spanish skills necessary for conversation and effective communication in order to foster a
stronger sense of cultural identity. It also allows us to teach about culture and the differences in
gastronomy from Spain to Latin America.
4. OPENING (5-7 min.)
MATERIALS
How will you communicate what is about to happen? How will you communicate how it will happen?
How will you communicate its importance? How will you communicate connections to previous lessons?
How will you engage students and capture their interest?

Welcome kids into the room with a smile, shake their hands, direct them to their seats.
Introduce the Do Now as an activity that we will do today, and everyday as we enter
the classroom.
T: Now that Stephanies class has finished, well begin this second lesson with another
Hacer Ahora. Take this sheet, and when I say go, everyone will silently and
independently begin work on their Do Now, writing down as many Spanish foods as
you can possibly think of - you should know a handful from Spanish I.
Walk students through the answers of the Do Now, going over the foods in Spanish
first.
T: Raise your hand if you have 5. Keep up for 6. Etc.
T: Now we are going to talk about some of the different foods from Spanish speaking
countries. Enter into a conversation about their favorite foods, and share a bit about
my favorite Spanish foods. Specifically paella, and how it differs from the typical rice
and bean dish that they might be familiar with in their neighborhood. How it is cooked,
and the region of Valencia where it is from.
Which type of paella would you like best? De mariscos? De pollo? De verduras?
Raise your hand to represent which would be your favorite.
T: Finally, WHY is this all important? Because this means that if you are at a restaurant,
you will never be able to correctly order food in a restaurant or grocery store, you will
starve, and you wont have nearly enough energy to run with bulls in Pamplona. This
means death. Conversation and life will be very difficult without these skills.
**At some point during this introduction, I will address the fact that my accent is
different from Stephanies, and that I will also be addressing them using the vosotros
form due to my experience in Espaa.
3. INTRODUCTION OF NEW MATERIAL (8-12 min.)

Five-Step Lesson Plan Template

How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to
actively internalize key points?
Which potential misunderstandings do you anticipate? How will you proactively mitigate them?
How will students interact with the material?
How/when will you check for understanding? How will you address misunderstandings?
How will you clearly state and model behavioral expectations? Why will students be engaged?

In this section, we will continue conversation about their favorite foods, and I will begin
to ask them how often they eat those favorite foods. Here I will introduce the
vocabulary having to do with eating, drinking, and frequency.
Verb vocabulary: Comer (to eat), Beber (to drink)
Frequency vocabulary is : A veces (sometimes), a menudo (often), siempre (always),
nunca (never), de vez en cuando (sometimes), con frecuencia (frequently)
Food vocabulary: pollo (chicken), bistec (steak), queso (cheese), verduras
(vegetables), frutas (fruits), huevos (eggs)
Drink vocabulary: agua (water), zumo (juice), caf con leche (coffee with milk)
Bonus Cultural Vocabulary: paella valenciana, jamn (ham)
Potential use of basic TPRS. Intend to have students create their own stories about
how often they eat their favorite foods.
This will look like having the words comer and beber on the board. This will also look
like having the conjugations of comer and beber on the board for yo (-o), t (-es),
he/she (-e), nosotros (-emos), vosotros (-is), ellos/ustedes (-en).

Organize 4
white marker
papers on
the board in
the formula
that they will
need to make
sentences:
Pronoun +
Conj. Verb +
Food +
Frequency.
Also, sheet
with extra
vocab:
(gracias,
bien, con, o,
etc.)

2. GUIDED PRACTICE (10-15 min.)

How will students practice all knowledge/skills required of the objective, with your support, such that they
continue to internalize the key points?
How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from
easy to hard?
How/when will you monitor performance to check for understanding? How will you address
misunderstandings?
How will you clearly state and model behavioral expectations? Why will students be engaged?

Potential use of basic TPRS. Intend to have students create their own stories about
how often they eat their favorite foods.
This will look like having the words comer and beber on the board. This will also look
like having the conjugations of comer and beber on the board for yo (-o), t (-es),
he/she (-e), nosotros (-emos), vosotros (-is), ellos/ustedes (-en).
This will include having the frequency vocabulary on the board as well.
All of this vocabulary will be translated in English.
Ideally I will have a laser or actual pointer to indicate words on the board throughout
the lesson. If not, I will use my hand.
SS: Stand; shake it out.
T: Teach them hand signals to represent comer y beber. Eating a sandwich will be
comer, and bringing a drink to their mouth will be beber.
Ss: Show me the signs all together in a group.
T: Teach students hand signals for Stop (crossing fingers), Slow down (raising your
index finger), for Repeat (spinning fingers in the air like a tornado). Make a joke about
other certain hand signals that we will hope to avoid in this classroom
T: Explain to my students that they need to be comfortable out of their comfort zones.
That I am a wacky dude and that hopefully this will rub off on them to get wacky as
well.
SS: Students on their feet, and have them close their eyes.
T: Ask them to show me the hand representation for comer and for beber. This is
considered as a gimme, and should work to build their confidence.
T: With all of the vocabulary on the board, ask students questions like Carlos, cual es
tu comida favorita? (What is your favorite food?)
Students will only be expected to respond with one-word answers, and they will be
rewarded with something if they respond in a full sentence through prior knowledge of

White marker
paper on the
board,
pointer (or
my hand),
hand signals,
energy, and
love.

Five-Step Lesson Plan Template

the language from Spanish I.
At this point, I would expect an answer like pollo, or I would reference the comidas
that they referenced during the Do Now.
T: La comida favorita de Carlos es pollo. Muy bien.
T: Clase, la comida favorita de Carlos es bistec? S o no.
Ss: No.
T: Muy bien, la comida favorita de Carlos no es bistec. La comida favorita de Carlos
es pollo.
T: Rafael, cual es tu comida favorita?
SAME PROCESS AS ABOVE, TO CREATE COMFORT WITH IT.
T: Rafael, comes manzanas con frecuencia? S o no.
Ss: Rafael would shake his head and say S o no.
T: Ask the class: Clase, Rafael come manzanas con frecuencia? S o no.
Ss: Class response (hopefully) based on Rafaels answer.
T: Jamal, Rafael come manzanas con frecuencia?
Ss: Response based off previous answer.
T: Clase, Rafael come manzanas con frecuencia, o a veces?
Ss: Response based off previous answer.
T: Muy bien, Rafael come manzanas con frecuencia.
T: Jalen, Rafael come manzanas nunca, o con frecuencia.?
Ss: Response based off previous answer.
T: Muy bien clase, Rafael come manzanas con frecuencia.
T: Roxanne, bebes agua a menudo?
Ss: (S, bebo agua a menudo.)
T: Muy bien, Roxanne. Gracias.
T: Jose, Roxanne bebe agua a menudo?
Ss: Response based off previous answer.
T: Juan, Roxanne bebe agua a menudo, o nunca?
Ss: Response based off previous answer.
This conversation continues for the duration of the 10-15 minutes of Guided Practice
until time expires and the students have enough time to practice the food and
frequency vocabulary.
4. INDEPENDENT PRACTICE (10-15 min.)
How will students independently practice the knowledge and skills required of the objective, such that they
solidify their internalization of the key points prior to the lesson assessment?
When and how would you intervene to support this practice?
How will you provide opportunities for remediation and extension?
How will you clearly state and model behavioral expectations? Why will students be engaged?

At this point, students will be provided with two paragraphs utilizing vocabulary,
sentence, and grammatical structures that have been utilized in class. The first
paragraph will have to do with some cultural knowledge about Spanish food and
Spanish basketball players in the NBA (Pau Gasol ESP, Marc Gasol ESP, Manu
Ginobili ARG).
This assessment will be two paragraphs, and it is attached below. The first paragraph
will be completed with a shoulder partner.
Ss: Alternate in translating sentences for first paragraph.
Ss: Translate entire second paragraph on their own.
Ss: Underline all words that they do not recognize/understand.
T: Review paragraph one after Ss complete it with SP.
T: Instruct Ss to complete paragraph 2 on their own.
T: Bounce around and give individual attention/coaching to students that showed poor
mastery of subject matter during GP. Be available for questions from those students
who need help.
T: Review paragraph 2 once they communicate that they have finished.
PARAGRAPH 1

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La comida favorita de Pau Gasol es Paella Valenciana. Pau come paella a
menudo en Espaa. En Espaa, Pau come con su hermano, Marc. Pau y Marc
nunca comen huevos. Ellos siempre beben agua con la paella. A veces, ellos comen
verduras con la paella.
PARAGRAPH 2
La comida favorita de Manu Ginobili es bistec. Manu siempre come bistec en
Argentina. De vez en cuando, Manu come patatas con el bistec. La bebida favorita de
Manu es zumo. Yo bebo zumo con frecuencia, y yo nunca bebo caf con leche.
dice Manu.
Lesson Assessment: Once students have had an opportunity to practice independently, how will
they attempt to demonstrate mastery of the knowledge/skills required of the objective?

Conjugate the verb comer with each noun:

Nosotros comemos
Vosotros comis
Conjugate the verb beber with each noun:
Yo bebo
Ellos beben
Which of these means apple?
b. pollo b. huevo c. manzana d. cabeza
Que palabra significa verduras?
b. fruits b. vegetables c. chickens d. cheese
CHOOSE 2 OF 3 (third bonus)
Translate into Spanish:
I eat steak all the time.
Yo siempre como bistec.
She never eats apples.
Ella nunca come manzanas.
We drink water frequently.
Nosotros bebemos agua con frecuencia.
CHOOSE 2 OF 3 (third bonus)
Translate into English:
Yo como huevos a menudo.
I eat eggs often.
Ellos beben zumo de vez en cuando.
They drink juice sometimes.
T siempre comes jamn.
You always eat ham.
5. CLOSING (2 min.)
How will students summarize and state the significance of what they learned?
Why will students be engaged?

Alright! Weve gotten a whole lot done today. First off, thank you all so much for your
hard work; I know that this is not easy stuff, and I appreciate the effort youve all put in
and the attention youve paid to the materials weve presented. Lets quickly go over
some of the stuff we learned today. We learned a lot of different vocabulary today; what
are some of our favorite new words? How about some of the words we learned to
conjugate. And what did we learn about why it is important to know how to use the verb
comer? Yes! Because if you cant eat and drink, youll be too weak to run with the bulls
in Pamplona, and youll get squished and die before making it to the bullring. Thanks
again yall!
HOMEWORK (if appropriate). How will students practice what they learned?

Five-Step Lesson Plan Template

Not giving HW!