Stage 1: Desired Results

A. Theme: Relationships/Friendships: Making positive choices and choosing the people in your
life.
B. Objective: Students will demonstrate and ability to recognize problems in relationships and
good/bad qualities in friends and significant others.
C. Grammar/Vocab
a. Grammar: N/A
b. Vocabulary: descriptive adjectives for people and their personalities, common
relationship problems
D. Goal Areas/Standards: Students will demonstrate an ability to recognize problems in
relationships and good/bad qualities in friends and significant others.
E. Learners:
a. What do I need to know? I need to know what kinds of experiences they have had
with friends/significant others and their linguistic ability at the beginning of this
lesson. Also, I need to be familiar with the different learning styles/intelligences of
my students.
b. What background knowledge do they need?: Similarities and differences in
friendships and relationships from native culture and target culture. How to use the
reading strategy Making Predictions.
c. What experiences do they have with the content? Most, if not all students have
experience having friends and many with a significant other. As for cultural
experiences of the TC, students learn early on of differences in ways friends greet
each other.
d. What special needs of my students must be addressed in instruction? IEPs,
Emotional disturbances, and possible levels of immaturity for certain topics
regarding romantic relationships.
e. What adaptations will I need to make? I will need to be sure to shorten
assignments as needed, provide pre- listening strategies, repeat the audio several
times in fresh ways, and check constantly for understanding with those that need
extra attention.
f. Materials:
Authentic article discussing youth from the TC and their friendships/relationships
and authentic recording of an interview of youth discussing their friends/significant
others.

Stage 2: Determine Acceptable Evidence
A. What evidence will students produce?
Students will answer interpretive questions about an article in Spanish by
themselves. They will also listen to interviews in groups of 2-3 students and then
answer surveys from the perspective of the students interviewed in the recording.

Stage 3: Plan Learning Experience
1) Anticipatory Set: Brief questions/discussions on good qualities of friends/significant others in TL
2) Pose the question: Have you ever known anyone who thought something was a good quality
found in a friend when you thought it wasnt? Tie to TC in TL
3) Students are given several questions regarding the reading the will read.
4) Teacher reviews anticipating the text reading strategy by using the questions first.
5) Students then briefly discuss their ideas of what the text is about.
6) Students are given a certain amount of time to read and then begin answering the questions
regarding the reading.
7) Students get into small groups and share their answers and why they chose them. They then
come to a consensus on the correct answers.
8) As a class, the answers are shared by individuals from each group in TL, using teacher corrective
strategies as needed.
9) Teacher Asks students to take notes and models an example of taking notes in the TL.
10) In the same groups, students will listen to interviews of 2-3 students from the TC in TL while
teacher roams around the room monitoring note taking.
11) Students complete surveys as if they were one of the three students interviewed.
12) Students are regrouped by perspective they answered from and answers are discussed in TL.

Stage 4: Reflect on Lesson Effectiveness
N/A


Sample Outline Lesson Plan

TEACHER: Ryan Culpepper SCHOOL: Cedar Hill High School
SUBJECT: Spanish III GRADE: 10-12
UNIT: Whats in a relationship? PERIOD: Various
DATE: 12/7/2011 DURATION OF LESSON: 50 min.
TEXTBOOK: Exprsate! Level III LEVEL: Novice-High to Intermediate-Low

I. ANTICIPATORY SET
REVIEW: Descriptive words
AFFECTIVE HOOK:
1) Cmo es tu mejor amigo(a)?
Es un(a) amigo(a) ideal?
2) Cmo es un(a) novio(a) ideal?

II. PURPOSE:
The purpose of this activity is for students to recognize the qualities of a good/bad friend
or significant others and use that knowledge to help them when choosing friends and
significant others.

IMPORTANCE/RELEVANCE OF LESSON: High school students are in a stage of life
in which they are defining themselves socially and as such, it is important that they make
positive decisions about choosing friends and boyfriends or girlfriends.






III. THREE ACTIVITIES
3.1 Objective: Students will determine major points of the story El patito feo.
3.1 Standards:
National Standards: 1.1, 1.2, 2.2, 4.1, 5.1, 5.2
Texas State Standards: 1A, 1C, 4A, 5B
3.1 Procedure:
a) Students are given questions in the following format about the first section of
the reading.

Instrucciones: Vas a leer una seccin del cuento El patito feo.
Antes de leer el cuento, lee las preguntas para conocer los temas
del cuento.

1) Cmo son los patitos de la Seora Pato?

2) Cmo trataron al patito feo sus hermanos?

3) Qu pas durante el invierno?

4) Qu le recomendaron hacer los cisnes al patito feo?

5) El patito feo es realmente un pato?

6) Los cisnes son buenos amigos? Por qu o por qu no?

b) Students are given 2-3 minutes to read the questions and make predictions
about the story. If a student can guess the story before other students, they should
be asked to write down what they think the story is and await after making their
predictions.
c) After students make predictions individually, students share orally with the
class some of the predictions they made in the TL.

3.1 Materials: Multimedia projector, computer, website
(http://cuentosparadormir.com/cuentos-clasicos/el-patito-feo#version-original)
3.1 Assessment: Oral questioning
________________________________________________________________________
3.2 Objective: Students will extract the qualities of good friends from the story El patito
feo
3.2 Standards:
National Standards: 1.1, 1.2, 2.2, 4.1, 5.1, 5.2
Texas State Standards: 1A, 1C, 4A, 5B

3.2 Procedure
a) Students are broken into groups of 3-4 students to work on answering questions
together after listening to the story.
b) Students listen to the story and watch a video while listening to the audio.
c) Students are given 5-7 minutes to answer the questions in the previous
assignment to the best of their ability.
d) Students compare answers in their groups for 10 minutes and come up with a
consensus while writing down their answer on a large piece of butcher paper to
share with the class.

3.2 Materials: Multimedia projector, computer, website
(http://cuentosparadormir.com/cuentos-clasicos/el-patito-feo#version-original)

3.2 Assessment: Teacher questioning during presentation to the class, shared poster
________________________________________________________________________

3.3 Objective: Students will demonstrate their understanding of the text.
3.3 Standards:
National Standards: 1.1, 1.2, 2.2, 4.1, 5.1, 5.2
Texas State Standards: 1A, 1C, 4A, 5B
3.3 Procedure
a) Student groups present the information the agreed upon while one students
writes common answers between groups on the board.
b) As groups present, students are questioned about the reading further by the
teacher with questions such as, El patito feo te gustan los otros patos?.Cmo
sabes?

3.3 Materials: Multimedia projector, computer, website
(http://cuentosparadormir.com/cuentos-clasicos/el-patito-feo#version-original)

3.3 Assessment: presentations, teacher questioning

IV. ACCOMODATIONS/REMEDIAL OR EARLY FINISHER
Accomodations
1) Repeated, clarified instructions
2) Simplified questions
3) Extended glossary for story

4.1 Objective: Students will compare their own personal qualities with those of an ideal
friend.
4.1 Procedure:
a) Students create a Venn diagram to compare themselves to the geese in
the story.
4.1 Materials: Blank Venn diagram, pen/pencil
4.1 Assessment: Descriptive Adjectives

V. CLOSURE
5.1 Same as Early Finisher Work