Learning Experience Plan

Subject: Spanish Grade level: 9th Grade

Unit: Speaking & Asking Questions Length of LEP: Three 45 Minute Lessons

Topic: Forming questions with the food vocabulary

Learning Experience Outcomes (knowledge/skills) Learning Experience Assessments

Students will: Do Now, Partner Discussions, Worksheets, Game on
Understand the question vocabulary and learn how final day, Exit Pass.
to form questions.

Respond to questions and pose questions

pertaining to the food vocabulary to their
classmates.

Students can identify and differentiate between

the many foods in Spanish.
Content Standards: Listening and speaking are primary communicative goals in modern language
learning. These skills are used for the purpose of socializing, providing and acquiring information,
expressing personal feelings, and getting others to adopt a course of action.

Materials
Powerpoint(s)
Fill in The Blank Worksheets
Matching Worksheets
Do Nows and Exit Passes
Procedures/Strategies
Day 1
Sponge Activity Students will be tasked to list the Spanish question words they are familiar with in their
notebook.
Anticipatory Set What are some things you ask for every day?
Direct Instruction I will define each question word, then we will go through a power point where the
students will repeat the words, definitions, and examples along with me.
“¿Cuantos?” = How Many “¿Que?” = What?
“Quien?” = Who? “¿Donde?”= Where?
“¿De Donde?” = From Where? “¿Cual?” = Which?
“¿Como?” = How? “¿Cuando?” = When?

© SMA Jacobs Page 1

Guided Practice After we complete the direct instruction the students will look to their side partner and
each ask one question prompting their partner to respond the question.
Independent Practice Students will be given a fill in the blank worksheet that asks them to fill in the
correct question word according to the context of each sentence. Students will work individually and are
allowed to use their notebooks.
Closure I will conclude with a discussion on the errors I heard throughout class.

Day 2
Anticipatory Set Students will be asked what foods do they want to know how to say?
Activating Prior Knowledge Students will use their notes to help them ask each other questions while
attempting to implement some basic food vocabulary.
Direct Instruction Together we will go through a powerpoint with pictures of foods where we identify
each one orally in Spanish.
Frutas: Manzana, Uva, Fresa, Piña, Pera, Melon, Naranja
Bebidas: Leche, Agua, Cerveza, Vino, Refresco, Té, Café
Comidas: Ensalada, Pollo, Arroz, Carne, Huevos, Pan, Pescado, Jamón, Pavo, Papas Fritas
Utensilios: Cuchillo, Cuchara, Tenedor, Vaso, Plato, Copa
Horas de comer: Almuerzo, Desayuno, Cena

Guided Practice First students will write two questions in their notebooks using or relating to the

question vocabulary. Students will then ask their group members each their questions about what they

eat for meals or their favorite foods. I will walk around and ask each group a question on their meal

preferences after they discuss amongst themselves.

Independent Practice A sheet which its first half contains matching words to pictures of foods and the

second half will require students to fill in the blanks of sentences describing certain foods.

Closure I will conclude with a short message emphasizing the importance of being able to ask for things

in a foreign language.

© SMA Jacobs Page 2

Day 3
Sponge Activity Students will be asked to write in their notebooks and identify the foods on the board
using Spanish.
Anticipatory Set I will ask the first five students who raise their hand what are their favorite foods and
they must respond in Spanish and in full sentence form
Direct Instruction Together we will review the full list of food vocabulary discussed in the previous
lesson preparing for the interactive learning game we will play next.
Guided Practice I will split the class into two sides, give each student a fly swatter, and I will say a type of
food and whoever hits the food first wins a point for their team. This game will promote fun learning in
the classroom by getting students who are participating to be constantly thinking about the vocabulary.
Independent Practice Students will get with their partners and ask one another a question using each
question once word to form the questions. Students may refer to their notebooks.
Closure Students Students will complete an exit pass requiring them to fill in the blanks in sentences
describing a food.
References: (Learning standards for Languages other than English, page 2)

© SMA Jacobs Page 3