Teacher: Durand Subject: Spanish II Grade Level: 9-12

Overall Goal of Lesson: Students will learn about train and plane travel while exploring Latin American Countries.
Lesson will span 4 weeks.

Instructional Objectives: Learners will be able to:

-Use vocabulary relating to plane and train travel
-Discuss interesting train trips to Peru and Mexico
-Use the preterite of irregular verbs to talk about past events and a trip they “took”
-Use prepositional pronouns

Texas Essential Knowledge & Skills (TEKS) & ELPS: Key Vocabulary:
TEAKS 1A, 1B, 1C, 1D, !3, 2A, 2B, 2C, 3B el avión, el tren, subir, bajar, transbordar, la ventanilla, el
billete, el asiento, el andén, la tarifa, viajar

Higher Order Questions:

-Can you can ask and answer questions to to learn more about plane and train travel?
-Can you explain the two ways to purchase a ticket?
-Can you talk about what happens once you buy a ticket?

Student Activities: (Keep in mind the following: Scaffolding, Independent or Cooperative activities, Groupings,
Reading, Writing, Listening, Hands-On/Minds-On, Connections to previous knowledge, etc)
-Interpretive: Listen to and respond to questions about trains, Read information about train travel in Spain and Latin American
Countries, Research a "vacation" in Spain or Latin America
-Interpersonal: Through conversation, students will practice the vocabulary of this unit. They will have a conversation with
others in the class regarding their vacation.
-Presentational: Oral Presentation: Students will research travel in Spain or an Iberoamérican country. They will provide
actual information about their "vacation" to include culture and train travel, On Demand: Students will complete a paragraph in
Spanish describing the steps required to take a train from the time they decide to buy a ticket until they have arrived at their
destination.

Modifications/ELL Strategies: Anticipatory Activity for Lesson:

All modifications based on 504 and Spec -Use of computers for research, listening activities and presentation
Ed plans. preparation thus students will need to obtain login and passwords from
library

T Teacher Input/Lesson Activity:

i Teacher will introduce the subject of travel, and students will provide input, in Spanish, about locations they have
m either previously visited or would like to go. Note, all book exercises are specifically related to travel. Plan for
e classes:
Day 1: Introduce theme, pp 72-73. Have students discuss what each thing means, Audio Activity Folder exercise A (listen
and repeat) in electronic text, search for word meanings for vocab list provided, p. 74 exercise 2, page 75 exercise 6 in pairs in
notebook, Audio Activity Folder exercises b-e, Workbook pp 3.3-3.5 (individual)
Day 2: review vocab definitions - divide students into groups. Class competition by group for who remembers the most
vocab without using notes. “Stamps” to winning team. Introduce theme, pp 76-77. Have students discuss what each thing
means. Audio Activity Folder exercise F (listen and repeat) (see folder on page 2 of list). Book exercises pp 78-79 activities
2-6.
Day 3: Introduce irregular Preterite. After examples, have students review p 80 (hacer, querer, venir)(poder, poner,
saber)(estar, andar, tener) and do p 81-82 activities 1-4 (individual) and WB 3.9-10 (in teams of 2)
Day 4 Irregular Preterite (cont) review verbs from last class, continue with p. 83 (decir), pp. 83-84 activities 6-10
Day 5 review pronouns after a preposition, have students brainstorm prepositions in english, have translate to spanish and put
in notebooks, Go over conmigo and contigo p. 85, do ex 12. Quick exam review
Day 6: EXAM - all to date. After exam (1 hour), Conversación p. 86 in book. have listen 2 times. Then, with partners, read
parts to each other-repeat. Switch parts-repeat. After, in notebooks, write out conversation and translation - Agente y -
Maria.
Day 7: Allow students time to finish notebook work for conversation last class. Listen to conversacion p. 86 in book again.
Go over translation with students to ensure understanding. Students do translation. Lectura Cultural (Peru and Mexico)
Read pp 88-90. Write the words you don't know, along with their definitions, in your notebook. As you come across reading
checks, write the question AND the answer in your notebooks. Make sure you label the section and include it in your table of
contents.
Day 8 Lectura Cultural (cont) Discuss each paragraph then go over answers for pages 88-90. Make corrections in journals as
needed. Answer questions A,B, D, E p. 91 to turn in for test grade (open book).
Day 9 Lectura Un Poco Más (Mexico and Peru) BEFORE getting books - listen to chap 3 lectura: un poco más. Listen 2
times! Have students write what recognize during second listen. With books, have students read and listen simultaneously.
Discuss. Read p. 92 Write the words you don't know, along with their definitions, in your notebook. Make sure you label the
section and include it in your table of contents. Have students alternate reading paragraphs (switching roles at end) to practice
listening and pronunciation. Answer questions p. 93 to turn in for grade. Write both questions and answers in Spanish and
English. Listen once more and write synopsis in Spanish (Spanish ESL write in English).
Day 10 Exam Listening Comprehension (30 minutes) then Review p. 91 answers, p. 98 no. 3,4 discuss with your neighbor.
write a synopsis in Spanish (timed writings - 8 minutes for number 3, 30 minutes for 4). https://youtu.be/IDrhUh-mq7E -
spanish vocab for travelers.
Day 11 Trip to Spanish Speaking Country, Draw countries randomly. Go to computer lab and have students complete the
Country Study handout
Day 12 and 13 LAB - Presentation Preparation
Day 14 and 15 Oral Presentations about their country and travel to/from. Discuss where they stayed, costs, activities, typical
foods, etc.

NOTE: each class meets 2 days per week 1.5 hours/day

Modeling: For each day I will review the day before and will provide expected output prior to beginning
activities.

Guided Practice: I will constantly review student work as the class progresses to assist as needed.

Independent Practice: Students will do their own research and put together their own presentations.

Lesson Closure: After last oral presentation given, a class discussion about the similarities and differences
between each country will take place. Students will build on this lesson the next 6 weeks in our discussion on
restaurants and foods and will use the country they researched this grading period as their project for the next.

Assessment Methods/Strategies:
Daily grades on text and listening work. Exam grades - written, presentational and listening (see above for
specificis)
Resources (supplies, equipment, software, etc.): Electronic textbook, chromebook/computer lab, internet access, printer
to provide instructor with hard copy of presentation, word processing software/powerpoint

Reflection: In past years this activity has motivated students to learn more about the various Hispanic cultures.
Anticipation is that it will again engage student interest and inspire independent research outside of class.