Lesson Plan 1 - TPR

Name: Michael Slobodnjak

Topic: Peter va a Colombia Chapter 1

Standards Addressed
SI.7
The student will develop an awareness of common perspectives, practices, and products of
Spanish-speaking cultures.
1. Identify main viewpoints of the cultures, such as those relating to the concept of time,
education, transportation, and the roles of family members.
Us Ks
Students will understand that Students will know

U1. Prior knowledge of vocabulary enhances K1. Vocabulary that is related to Chapter 1 of
overall comprehension of a passage the book

Ds EQs
Students will be able to Students will explore these essential
questions
D1. Demonstrate learned vocabulary through EQ1. How does Latin America contrast from the
gestures United States?

D2. Answer comprehension questions about

the chapter

D3. Navigate a chapter using context clues to

understand the overall meaning of the text
Stages of Lesson Appx. Time Materials
1. Introduction of the Novel 5 min N/A

Since this will be the first novel that the students will have
approached in the target language, the instructor will introduce
the novel, how it will be approached, and what the teachers
expectations are for the students including:

An explanation about how vocabulary will be taught

The main goal is to get the students to approach the
text in a way that allows them to understand the
general ideas in the text, even if they dont know the
meaning of some of the words
Following each chapter there will be some sort of
assessment to check for whether or not they have
understood what was expected from the instructor
 2. Introduction of New Vocabulary from Chapter 1 10 min Google Slides
Presentation
Before diving straight into reading the first chapter of the
book, the teacher will go over some key vocabulary that might
impede students from understanding the broad ideas of the
chapter. This vocabulary will be presented using TPR and they
are as follows:

El pelo rizado curly hair

La criada maid
Pasar la aspiradora to vacuum
Huele mal to smell bad
Llorar to cry
Comer sopa to eat soup

Each of the words will be taught by providing the students with

two forms of visual representations. One will be a picture that
accompanies each of the words on a Google slide. The second
will be six individual gestures for each of the words. The
instructor will say the first word aloud, point to the
corresponding picture, and then present the gesture/action.
After this, the students will be expected to respond with the
appropriate gesture when the instructor repeats the word
aloud 5 times. This process will be repeated until each of the
words and their gestures have been taught successfully. The
instructor will know that the students have learned the words
correctly and understand their meaning when they see that the
students respond with the right gestures when the word is said
aloud.

Ok class, today were going to learn some vocabulary that will

help us better understand the major points of the first chapter.
The first word is pelo rizado.

The instructor will then point to the picture and give a gesture
for curly hair.

Now I will say the word and you all will respond with just the
gesture. Great, one more time! Now I want you to do the gesture
and say the word. Ready? Uno, dos, tres! Otra vez!
3. Story 10 min Book

Once it is clear, through the acknowledgement of correct

gestures, that the students have grasped the vocabulary for
the chapter, the instructor will read Chapter 1 aloud to the
students. Before doing so, the instructor will pass out copies of
the book to each of the students so that they will be able to
follow along as the teacher reads the entirety of the chapter.
When the instructor comes across the vocabulary words while
reading, they will stop and prompt the students to act out the
word, eliciting more repetitions from them.

Peter, pasa la aspiradora.

At the end of the chapter, the instructor will ask the students if
they have any questions about what had just been read. After
clearing up any outstanding doubts, the students will be paired
for the next activity, using their Mexico Map.

4. Assessment (Formal, Formative) 10-15 min Worksheet with

comprehension
Once the students have settled into their groups, the instructor questions
will distribute worksheets that consist of a set of 5
comprehension questions, followed by a small section in which
the students will attempt to come up with translations for
three sentences pulled directly from Chapter 1.

The teacher will explain to the students that they are to

complete the worksheet that was passed out. The set of 5
comprehension questions are to be answered, to the best of
their ability with their partner in complete sentences, and they
will be collected and returned during the following class.

The three sentences for translation are to be attempted.

They each contain words that will be foreign to the students,
but a majority of the words will be known. They are to use
context clues to gather a general understanding of what
happens in the chapter. The idea here is to show the students
that even if they come across words they dont know, they will
still be able to come away from it with an overall understanding
of the text as a whole.