Lesson Plan

 Class: Instructor: Spanish level 4 Laura Tomlinson Textbook: Realidades 2 Week: Day:
Class duration:
End of chapter 8AB 11/24, 11/25, & 12/2 50 minutes (3 class periods total) Context/Theme: Ir de mochilero en un país hispanohablante (Backpacking in a Spanish speaking country Objectives/Functions: Learners will be able to… ● Research travel to and in a Spanish ● Describe what it would be like to go backpacking speaking country. in a Spanish speaking country for 2 weeks using ● Review and use vocabulary from the travel vocabulary and cultural information chapter to talk/write about travel in a obtained through the task. Spanish speaking country. ● “Present” what they have learned about the ● Review and practice the present country to their classmates (Not an oral subjunctive tense. presentation­ students simply look at other group’s Google Presentations). ● Use vocabulary they have used in the chapter to reflect on what they have learned. ● Use the present subjunctive to make suggestions about travel in a Spanish speaking country. Cultural Context and Content: Travel in a Spanish speaking country (currency, places of interest, hostels and travel within the country, food and cultural artifacts of that country.) They know: They need: ● Travel vocabulary ● Travel information for a chosen Spanish ● Present subjunctive mood speaking country ● How to navigate Google Drive and ● Cultural information for that country Google Presentation ● Practice with the present subjunctive mood ● Practice with the travel vocabulary (vocabulary quiz on day 3) Activities, Procedures, and Outcomes: Duration: Time: Day 1 Introduction to the task and expectations (All in Spanish) 5 minutes ● Project on the board a couple of graphics from the blog http://mochileros.org/frases­de­viajes/​
to activate student’s background knowledge on the theme of backpacking. Students read and look at the picture and discuss with their partner what they think the quote means to them. ● Teacher ask students to define “ir de mochilero” (to go backpacking), which is a phrase they have not learned before. ● Project the prompt on the board “You and your Friends are going backpacking next summer in a Spanish speaking country. The travel agent suggests you do some research to get to know the country better before you arrive.” ●
Teacher has placed students into groups of 2­3 and passes around a list of Spanish speaking countries (mostly focused in South America). The groups chose the country they are going to research. Go to the computer lab and log into the district Google Drive. I have shared with them a Google Presentation template which they will use as a guide the rest of the hour. ● Students save the template for their group in the shared folder so the teacher can view their progress and provide feedback ● Students divide the research up amongst their group members and follow the template (which includes websites to guide them and instructions for each slide). Teacher checks in with each group (via chat window). Students message the teacher summarizing the work they completed today and what their plan is for tomorrow. Day 2 Go to the computer lab and log into the district Google Drive. I have shared with them a Google Presentation template which they will use as a guide the rest of the hour. ● Students continue their research and if they finish early they are directed to go to ​
www.conjuguemos.com​
to work on reviewing the present subjunctive forms and/or to ​
www.wordplay.com​
to work on reviewing vocabulary. ● Students must finish their research and final presentation in class today. Teacher will check in with each group at the end of the hour. Day 3 Vocabulary quiz Hand out reflection sheet and go to computer lab ● Students open shared presentation folder in district Google Drive ● First they review their presentation and answer reflection questions on the handout. 1. What information was the most difficult to find while you were researching backpacking in this country? 2. From your research, what information or details were most interesting or surprising? ● Next they chose three different countries to learn about (3 different group’s presentations from the shared folder) and they use the reflection sheet to record what they learn about each country. ● Lastly they answer two more reflection questions. 1. Which backpacking trip was most expensive and which one was the cheapest? Explain the possibilities for why some trips are more expensive than others. 40 minutes 5 minutes 50 minutes 15 minutes 35 minutes 2.
A friend of yours wants to go backpacking. Of the 4 countries you’ve learned about, which country would you recommend he/she visits? Give him/her some suggestions about the trip using the present subjunctive at least 3 times. Include why you think that is the best country to visit. Materials/Technology needed (and rationale/alternatives):
● Projector ● PPT with images from the backpacking website and information about the task (See slides below) ●
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Computer labs Google Drive (shared folder and Google Presentation) Google Presentation Template (*See template in shared folder) Reflection Sheet (See below) Nombre ____________________________
Fecha ___________
Ir de mochilero ­ preguntas de leer/reflexionar (Sp4_L2_8AB) Hora ____ Resume la información del país de tu grupo aquí: País _________________
Ciudad 1 _________________ Ciudad 2__________________ Duración de vuelo _________________ Nombre de moneda (currency) _________________ Sitios turísticos (nombra 2 de 3) _____________________ _____________________ Modo de transporte: autobús/ tren/ coche _________________ Recuerdo (nombra 1 de 2) _________________ Precio del viaje (total) $______________ y en la moneda del país _________________ Piensa en la investigación que hizo tu grupo sobre su país y contesta las siguientes preguntas. 1. ¿Qué información fue más difícil encontrar mientras investigando su viaje de mochilero? 2. De su investigación, ¿qué información o detalles fue/fueron más interesante(s) o sorprendente(s)? Ahora mira la información y fotos para 3 otros países de otros grupos en la carpeta de Google compartida con la clase. Apunta la siguiente información y contesta las preguntas abajo. País ​
_________________
Ciudad 1 _________________ Ciudad 2__________________ Duración de vuelo _________________ Nombre de moneda (currency) _________________ Sitios turísticos (nombra 2 de 3) ______________________ ____________________ Modo de transporte: autobús/ tren/ coche _________________ Recuerdo (nombra 1 de 2) _________________ Precio del viaje (total) $_____________ y en la moneda del país _________________ País ​
_________________
Ciudad 1 _________________ Ciudad 2__________________ Duración de vuelo _________________ Nombre de moneda (currency) _________________ Sitios turísticos (nombra 2 de 3) _____________________ ____________________ Modo de transporte: autobús/ tren/ coche _________________ Recuerdo (nombra 1 de 2) _________________ Precio del viaje (total) $______________ y en la moneda del país _________________ País ​
_________________
Ciudad 1 _________________ Ciudad 2__________________ Duración de vuelo _________________ Nombre de moneda (currency) _________________ Sitios turísticos (nombra 2 de 3) ______________________ ____________________ Modo de transporte: autobús/ tren/ coche _________________ Recuerdo (nombra 1 de 2) _________________ Precio del viaje (total) $______________ y en la moneda del país _________________ 3.
¿Cuál viaje de mochilero es el más caro y cuál es el más barato? Explica posibilidades por qué unos viajes son caros y unos son baratos. 4.
Un amigo tuyo quiere viajar de mochilero. De los 4 países que has investigado, ¿Qué país recomiendas que él/ella visite? Dale unas sugerencias sobre el viaje usando el subjuntivo al menos 3 veces. Incluye por qué es el mejor país para un viaje.