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
when you thought it wasnt? Tie to TC in TL
3) Students are given several questions regarding the reading the will read.
4) Teacher teaches anticipating reviews anticipating the text reading strategy by using the
questions first.
5) Students then discuss briefly their ideas of what the text is about.
6) Students have 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