Colleen Marie Bertoni

colleenbertoni@gmail.com

Class Level: Spanish 2 B

Objectives:

Students will be able to talk and ask about people’s travel preferences and ask or explain why
they have them.

Rationale:

This is the first unit for this trimester of Spanish 2. The students at this point have experienced
significant exposure to vocabulary content in their unit about travelling as well as some
preliminary practice with the preterit. In this lesson, students will have practical experience with
asking others about preferences with travelling in a context that will be applicable and engaging,
especially through the role-play conversation and activity. This framing should hopefully give
students the motivation to demonstrate their knowledge of Spanish skills and vocabulary content
in written, verbal, and listening comprehension formats.

Standards:

-Communication 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.

-Communication 1.2: Students understand and interpret written and spoken language on a variety
of topics.

-Comparisons 4.1: Students demonstrate understanding of the nature of language through

comparisons of the language studied and their own.

Assessment:

The whiteboard activity in this lesson will allow me to see how well students are able to
understand my teaching of the concept of impersonal expressions through immediate formative
assessment. I think that this will be important as students move forward to later activities and
contexts that will allow them to complete the objectives for the day and for the unit overall.

Materials/Set-up Required:

-Projector with slides for opening activity, announcement, and objective slides

-Printed posters with images

-Guided Pair Conversation handout (Versions A and B) with investigation and exit ticket (Please
see supplementary materials section below)

-Small whiteboards for students during gallery walk investigation

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Agenda: *

 Opening Writing Activity and Debrief (10 minutes)

 Introduction/ Agenda/ Announcements/ Objective (2 minute)
 “De viaje” Conversation activity (20 minutes)
 “De viaje” Gallery Walk Investigation activity (25 minutes)
 “De viaje” Exit ticket (10-15 minutes)
*Back pocket activity: Flashcard vocabulary practice

Total time: 72 minutes

*Note: Announcements are at the beginning of this class so the start time of each part of the
lesson may be slightly different from what I have described

Critical Questions:

- How will I ensure appropriate and engaged participation within this lesson?
- How does this lesson fit in with a specific culture or cultural perspective? How will I
emphasize this with the gallery walk activity?
- How will I look to students to gauge the pacing of this lesson?

Activities with Teacher Thinking:

What I say in Spanish is written in the column on the left side of the page in Black

The English translation is written in the column on the left side of the page in purple Italics

Bolded words or phrases are integral parts of instruction that can be aided with extra
emphasis and gesturing to aid with improved student understanding. These words are
part of the Spanish dialogue written in the column on the left side of the page in black.

What I do is written on the column on the left side of the page in Blue

My thinking is written in column on the right side of the page Red

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Opening Activity and Debrief Conversation: (10

minutes)

¡Buenos días, clase! ¿Cómo están? Ahora vamos a

empezar con la práctica para hoy. Por favor saquen el
papel para la práctica. Tenemos tres preguntas para
escribir:
1) ¿Prefieres el calor o el frío? At this level, students are held
2) ¿Prefieres viajar a una ciudad o al campo? accountable through written
3) ¿Cuáles actividades prefieres hacer de viaje? formats of the opening activity. I
Bueno, ahora tienen cinco minutos para escribir. will then later encourage them to
use their speaking skills.
Good morning, class. How are you all doing today?
Now we are going to begin with our writing practice for
today. Please get out your activity log. We have two
questions to answer:
1) Do you prefer hot or cold weather?
2) Do you prefer to travel to a city or to the
country? Standard: Communication 1.1:
3) What activities do you prefer to do while on Students are required to express
vacation? and exchange their own thoughts
Ok, you now have five minutes to write. about these things.

During this time, I will be walking around the room to

answer any questions that students may have. I will also
have the “unit song” playing as background music. After
5 minutes have passed and when my timer goes off, I
will bring them back together as a whole group.
Ok clase, muy bien. Ahora vamos a conversar. Nombre
¿Prefieres el calor o el frío?
Ok class, very good. Now, Name of student, do you
prefer hot or cold weather? ***
Nombre, ¿prefieres viajar a una ciudad o al campo?
I think that circulating during this
part of the activity will be
important to support students. The
music is thematically connected
to the unit and I think that it can
add a degree of engagement to
student experience in the
classroom.

Name of student, do you prefer travelling to the city or

to the countryside? ***

Nombre, ¿qué es una actividad que prefieres hacer de

viajes?

Name of student, what is an activity that you like to do

when travelling? ***

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I will listen for student response, responding accordingly

and asking follow-up questions. Then I will give any
announcements before transitioning to the agenda and
objectives. This should go fairly quickly, the
timing of these activities that I
Introduction, Agenda, Announcements and have planned is fairly delicate so I
Objectives: (2 minute) hope to stick as close to timing as
possible.
Ok muy bien clase, hoy vamos a conversar más sobre las
preferencias de viajar.
Luego, vamos a tener una conversación sobre los viajes
y luego también investigar países nuevos.

Ok very good class, today we will be talking a little bit

more about our preferences for travelling. First, we will
review our vocabulary words with our flashcards.
Later, we will practice a conversation about travelling
and also investigate some new countries.

Pero antes de empezar, nuestro objetivo para hoy es “Yo

puedo preguntar y conversar sobre preferencias de
viajar.”

But before we begin, our objective for today is “I can

ask about and discuss people’s preferences for
travelling.”

Communication 1.1 and 1.2:

De viaje: Conversación: (20 minutes) In this part of the lesson, students
will have the opportunity to both
At this point, I will have the handouts prepared but I will express and interpret spoken
not hand them out yet until I am sure that students are in language surrounding the
pairs and can complete the activity. I may ask a few objectives of the day.
students to move to make sure that students are in pairs.
At this point, I will hand out the activity, ensuring that
each pair contains a “persona A” y “persona B”

Bueno chicos, ahora vamos a tener a hacer una práctica

de conversación y investigación. Para la primera parte,
vamos a conversar en parejas. Vamos a tener dos
conversaciones. Chicos por favor miran al papel. En
cada pareja, hay una persona A y una persona B.
Levanta la mano ahora si eres persona A.
I grappled with having students
pick their own partners but I think
that this could take more time
than necessary and would be too
disorganized.

Ok class, now we are going to do a practice with

conversation and investigation. For the first part, we

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will have conversations in partners. We will have two

conversations. Class, please look at the packet that I
gave you. In each pair, there should be a person A and a
person B. Raise your hand now if you are person A.
Bueno, y ahora levanta la mano si eres persona B.
Great, now raise your hand if you are person B.
Vamos a hacer conversación uno ahora. En la
conversación, vamos a pretender que persona A es un
agente de viajes y persona B es el cliente. Si eres
persona A, leen conmigo:
To make this activity work, I
wanted to be as explicit as
possible with my instructions. In
this way, students are able to do
the activity and are not confused.
This is why I explicitly ask them
to raise their hand to demonstrate
roles.

We are going to have the first conversation now. In the

conversation, we are going to pretend that person A is a
travel agent and person B is the client. If you are person
A read with me:

I will read the instructions for person A from the activity

sheet.
Ok, entonces vas a usar el verbo “preferir” para hacer
preguntas, y escribir en el papel.
Ok so you will use the verb “preferir” to ask questions
and to write on the paper.
I think that breaking down this
activity into two separate
activities or conversations is an
important way of preventing them
from becoming too confused.

Si eres persona B, leen conmigo:

If you are person B, read with me:
I will read the instructions for conversation 1 for person
B.
Ok entonces lo que vas a hacer es responder a las
preguntas de tu pareja. Vas a usar las fotos para
responder.
This will be a test for me, I will
explain the rationale for the entire
activity handout in a different
context, but I am hopeful that the
students will understand that they
are supposed to be interpreting
the photos.

Ok so what you will be doing is responding to your

partner’s questions. You will use the photos to respond.

Bueno clase, ¿hay preguntas antes de empezar?

Ok entonces ahora tienen siete minutos para tener la
conversación en parejas.

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Ok class, are there any questions before we begin?

Ok then now you all have seven minutes to have the
conversation in pairs.
Again, I really want to work on
I will walk around the room during this part of the pacing so I will do my best to use
activity, giving students the opportunity to ask me any what I know about these students
questions. I am really excited to see how this goes, they effectively to use time in a
are a great group of kids and they like to speak and valuable way.
practice their Spanish so I will be walking around not
necessarily to enforce proper behavior but to see what
they can do.

After seven minutes have passed or when it seems that

most pairs have finished, I will bring the class back Hopefully the second round of
together. instructions will be more easily
understood because it is
Muy bien hecho clase, ahora vamos a hacer essentially the same.
conversación dos. En conversación dos, vamos a
pretender que persona B es un agente de viajes y
persona A es el cliente. ¿Hay preguntas antes de
empezar?
Bueno, entonces tienen siete minutos ahora para tener
conversación dos.

We are going to have the second conversation now. In

the conversation, we are going to pretend that person B
is a travel agent and person A is the client. Ok class, are
there any questions before we begin?
Ok then now you all have seven minutes to have the
conversation in pairs.

I will complete the same process for listening and

interacting with students as before. They will have seven
minutes to complete the second conversation before we
move into the second part of the activity. Standard 1.2: Students are
interpreting the pictures in this
activity in conjunction with the
De viaje Part 2 Investigation: (25 minutes) cultural context of the photos to
answer questions.
I will gain student attention again once the time is up for
the second conversation.

Ok clase, muy bien hecho. Ahora todos vamos a

pretender que todos somos agentes de viajes. Tenemos
la información sobre el cliente pero necesitamos

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investigar las opciones. Clase, leen conmigo parte 2 del

papel:

Ok class, great work. Now we will pretend that we are

all travel agents. We have the information about the
client but we need to investigate the options. Class, read
I want students to be able to use
part 2 of the activity with me. all of the information that they
gained themselves throughout this
I will read the instructions. lesson and I think that this will
hopefully occur in a good
Entonces, en la clase tenemos cinco pósteres con fotos e sequence. However I am
información sobre opciones para los clientes. En el somewhat concerned about the
papel, hay tres preguntas que tienen que contestar para potential for student confusion
cada póster. Van a tener veinte minutos ahora para within this complex structure. I
caminar y escribir las respuestas. Es muy importante will need to truly gauge their
tener toda la información porque van a usar la understanding and look for cues
información luego en una actividad de escribir. Cuando from them.
terminen por favor siéntanse en los escritorios. Pueden
usar las pizarras blancas para escribir.
¿Hay preguntas antes de empezar?

Around the classroom we have posters with pictures and

information about the options for the clients. In the
paper, there are three questions that you have to answer
for each poster. You have twenty minutes now to walk
around and write responses. It is very important that
you have all of the information because you will use the
information later for a writing activity. When you finish
please sit down in your desks. You can use the mini- I am hopeful that the gallery walk
whiteboards to write on while walking around the room. format will work well with this
Are there any questions before we begin? particular group given its size and
overall behavior, it will be an
During this time I will be circulating and monitoring important way for me to pace the
student work I hope that this will be a fun and engaging lesson effectively.
activity for them, and I think that this is a small enough
class that it will logistically work out fine. I will give
students twenty minutes to work as long as they seem to
be working efficiently and participating constructively.
When twenty or so minutes have passed, I will ask
students to return to their seats to move on to the final
part of the activity.

De viaje Part 3 Reflection/Exit Ticket: (10-15

minutes) I think that affirming positive
student participation throughout

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I will gain student attention again once the time is up for will be a crucial way of
the second conversation. encouraging this behavior,
especially when moving from a
Ok clase, muy bien hecho. Ahora todavía vamos a large, high-energy activity to an
pretender que somos agentes de viajes. Tenemos la individual writing prompt.
información sobre el cliente y tenemos la información
sobre las opciones. Ahora necesitamos escribir un correo
electrónico al cliente. Por favor miran a parte 3. Leen
conmigo:

Ok class, great work. Now we are still going to pretend

that we are travel agents. We have the information
about the client and we have the information about the
options. Now we need to write an email to the client.
Please look at part three and read with me.

I will read the instructions.

Entonces, van pensar en la conversación con el Communication 1.1: Here

cliente. Van a seleccionar un país para su viaje. Van a students have the opportunity for
escribir información sobre la temperatura, van a expression in a written format.
escribir tres actividades para hacer, y al final van a
escribir una lista de cinco cosas que necesitan para el
viaje. Tienen que escribir en frase completa y voy a
coleccionar el papel al final de la clase.
¿Hay preguntas antes de empezar?

So you all will think about the conversation that you had
with the client. You will pick one of the countries for
his/her trip. You will write information about the
temperature, three activities to do, and a list of five
things that they will need for the trip. You will write in
complete sentences, I will be collecting this work at the
end of class.
Are there any questions before we begin?

I will be available to answer student questions and help

when appropriate. If students finish early, I will
encourage them to move on to the back-pocket flashcard
practice activity. Unless there is a significant
discrepancy with time, students will have the remainder
of the class to complete the exit ticket.

Close:

Bueno clase, muchas gracias por su atención. Ahora

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pueden entregar el papel si ya no lo han hecho. ¡Qué

pasen buen día!

Ok class, thank you very much for your attention. Now

you may turn in the activities if you have not already
done so. Have a great day!

Back-Pocket Activity: Práctica:Tarjetas: (5 minutes)

Bueno chicos, ahora vamos a tener un poco de tiempo

para repasar las palabras de vocabulario. Van a usar las
tarjetas para trabajar en parejas o en grupos pequeños en
las mesas.

Ok class, now we are going to have a little bit of time to

review the vocabulary words. You all will use the cards
to work in pairs or small groups at your tables.

Students are familiar with this process. I will give them

time to practice the vocabulary and will be walking
around the room during this time to ensure that students
are making use of the time that they have to practice.

Supplementary Materials:

¡De viaje!

Compañer@ A

Parte I: Conversación

Conversación 1: You own a travel agency and have just met a new client who wants to take a
vacation but needs ideas of places to go. To decide on a good option for your new client, you will
need to find out important information about his/her travel preferences.
Instrucciones: Pregúntale a tu compañero/a acerca de sus preferencias de viajar
¿Prefieres_______ o________? Prefiere___________________.

Relejarse Hacer ejercicios

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El frío El calor

Las montañas La ciudad

Ir de compras Practicar deportes

Explorar la naturaleza Visitar un museo

Un traje de baño Una chaqueta

Ver un concierto Ir de camping

Conversación 2: You want to go on a trip but you don’t know where to go. You go to a travel
agency to get some ideas. The travel agent will ask you some questions about your preferences for
travelling. You bring a few pictures with you to represent the kind of destination that you might be
interested in.

Instrucciones: Usando las fotos, responde a las preguntas en frase completa.

Yo prefiero___________________________________.

¡De viaje!

Compañer@ B

Parte I: Conversación

Conversación 1: You want to go on a trip but you don’t know where to go. You go to a travel
agency to get some ideas. The travel agent will ask you some questions about your preferences for
travelling. You bring a few pictures with you to represent the kind of destination you might be
interested in.
Instrucciones: Usando las fotos, responde a las preguntas en frase completa.
Yo prefiero___________________________________.

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Conversación 2: You own a travel agency and have just met a new client who wants to take a
vacation but needs ideas of places to go. To decide on a good option for your new client, you will
need to find out important information about his/her travel preferences.

Instrucciones: Pregúntale a tu compañero/a acerca de sus preferencias de viajar

¿Prefieres_______ o________? Prefiere___________________.

Relejarse Hacer ejercicios

El frío El calor

Las montañas La ciudad

Ir de compras Practicar deportes

Explorar la naturaleza Visitar un museo

Un traje de baño Una chaqueta

Ver un concierto Ir de camping

¡De viaje!

Parte II: Investigación

La situación: Now that you have information about your new client’s preferences, you will
investigate possible in the Spanish-Speaking world.
Instrucciónes: Para cada estación, escribe la información acerca de cada país.
Estación 1:

1.) ¿Cómo se llama el lugar? _____________________________________________

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2.) ¿Hace frío o hace calor? (dibuja un círculo):

Hace frío / Hace calor.

3.) ¿Cuáles actividades puedes hacer?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Estación 2:

1.) ¿Cómo se llama el lugar? _____________________________________________

2.) ¿Hace frío o hace calor? (dibuja un círculo):

Hace frío / Hace calor.

3.) ¿Cuáles actividades puedes hacer?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Estación 3:

1.) ¿Cómo se llama el lugar? _____________________________________________

2.) ¿Hace frío o hace calor? (dibuja un círculo):

Hace frío / Hace calor.

3.) ¿Cuáles actividades puedes hacer?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Estación 4:

4.) ¿Cómo se llama el lugar? _____________________________________________

5.) ¿Hace frío o hace calor? (dibuja un círculo):

Hace frío / Hace calor.

6.) ¿Cuáles actividades puedes hacer?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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Estación 5:

4.) ¿Cómo se llama el lugar? _____________________________________________

5.) ¿Hace frío o hace calor? (dibuja un círculo):

Hace frío / Hace calor.

6.) ¿Cuáles actividades puedes hacer?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

¡De viaje!

Parte III: Reflexión

La situación: Now that you have information about your new client’s preferences and about three
different possibilities for travelling, you will decide the best option for your client.
Instrucciónes: Escribe un correo electrónico a tu cliente con la información de:

1.) Cuál es el mejor país para el viaje.

2.) Información sobre la temperatura del país.
3.) Tres actividades que puede hacer en el viaje.
4.) Una lista de cinco cosas que necesita para hacer un viaje internacional.

Estimado cliente,

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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