Language Level FLS Grade University Date 11/10/2018 Day in 2 Minutes 50

110 students Unit

Unit Central Focus De viaje por el Caribe (pp. 285 – 320)

Daily Topic ¡Dame un regalo!

STANDARDS LESSON OBJECTIVES
What are the Communication Which modes of When students leave here today
communicative and And communication will be
cultural objectives for Cultures addressed?
the lesson? Interpersonal - Warm SWBAT…
up activity, the
“Elefante blanco”
game”
Interpretive -
Comprehensible input
presentation
Presentational -
Presenting the data
from the guided
practice activity.
they will be able to (CAN DO
STATEMENTS)
 Identify who gave what gift
item to whom. (Listening)
 Tell what things they received
and gave as children.
(Writing)
 Ask a classmate if they will
trade one item for another in
a gift exchange. (Speaking)
 Respond affirmatively and
negatively to a request to
trade items in a gift
exchange. (Speaking)
 Write a letter to a child from
the target culture in response
to their letter to Papá Noel
(Reading) (Writing)

If applicable, indicate Connections N/A

how Connections; During the comprehensible input stage, the teacher will ask if the
Comparisons
Comparisons; gifts that are given are similar to what we might give for the same
Communities; occasion in the United States? Note during the guided practice that
Common Core will be Ratón Pérez is the “tooth fairy-like” figure from the target culture.
part of your lesson. Communities For homework, students will read a Christmas list from a child in
the target culture to Papá Noel. In response they will write a letter
back to the child in which they respond to the items that the child
wanted and ask whether or not he gave the item to him or her. For
example: “Yo también quería una bicicleta para la Navidad y ime la
dio! ¿Te la dio a ti?”
Common Core N/A

Lesson Sequence Time* Activity / Activities Materials /

How many minutes What will learners do? Resources /
will this segment What does the teacher do? Technology
take? Be specific. What
materials will you
develop? What
materials will you
bring in from other
sources?
Gain Attention / 5 mins - Have the students turn to a partner and ask - PowerPoint with
Activate Prior and answer the following questions: “¿Cuál the questions to
Knowledge es el mejor regalo que has recibido?” display.
 “¿Cuántos años tenías?” “¿Cuál fue la
ocasión?“¿Por qué fue tan especial?
- Call on 3 volunteers to share their responses
with the class.
Provide 15 mins - Show pictures of people from the target - PowerPoint with
Comprehensible culture exchanging gifts. (The photos should pictures of
Input have a variety of items and a variety of gift members of the
givers/receivers for optimal input). target culture
- Ask the students: “¿Qué le da Juan a Ana?” exchanging gifts.
(for example) and the students will call out - One handout per
the item “una bicicleta” (for example). student with
- The teacher will repeat using the guided notes that
construction “Sí, lJuan e da la bicicleta a ella” they will fill out
and students will fill in a handout with the during the
items: “Juan le da _una bicicleta_ a Ana” (for presentation with
example). the items that are
- Then show snippets of the photos with the given.
person receiving the gift and ask the question
“¿Quién se la dio?” and the students will call
out who gave that gift “iJuan se la dio!” (for
example), using the double object pronoun
construction.
- After the construction has been presented
implicitly in context, recap the rule so that
everyone is on the same page: the indirect
object pronoun comes before the direct
object pronoun and rather than le +
lo/la/los/las, we say se +lo/la/los/las.
Meaningful Guided 10 mins - Ask the students to think back on what they - A handout with
Practice - Elicit were given or gave in their childhood and sentence starters
Performance write a sentence for each on their handout about what they
(they may write a negative sentence if it does gave or received in
not apply to them). their childhood.
1. El Ratón Pérez / dinero / a mí: _El Ratón -
Pérez me lo daba._
2. Papá Noel / regalos / a mis hermanos y a
mí: _Papá Noel nos los daba._
3. Mis padres / una fiesta de cumpleaños / a
mí: _Mis padres me la daban._
etc.
Check for 5 mins - Assign each group of students one of the
Understanding questions.
- Ask the students to raise their hands if they
received/gave that item and then to raise
their hands if they did NOT receive/give that
item. (The students should record the
numbers for their question).
- Take one minute as a group and summarize
the data, such as “El dinero: El Ratón Pérez se
lo dio a 25 estudiantes. No se lo dio a 5
estudiantes.”
- Have each group call out the data for their
question and illustrate it in the form of a bar
graph as they call out their data.
Independent Practice 10 mins “Elefante blanco” (intercambio de regalos - One printout per
- Elicit Performance para la Navidad) student of either:
- Students will sit in groups of 6. una bicicleta, unas
 - Teacher will give each person in the group a botas, un perro,
printout of an object (facedown so they will unos calcetines, un
not look at the item yet). oso de peluche,
- Teacher will give the following instructions: una televisión
1) Everyone flip over your “gift” and see what
you received 2) We are going to play a gift
exchange game called “Elefante blanco”
(“White Elephant” in English). The youngest
group member will go first and then rotate
clockwise. 3) When it is your turn you must
trade your item with someone of your
choice. You should say “Tengo un
_sarten_ pero quiero tu _teléfono celular_.
¡Dámelo!” The person surrendering their
item will say “Sí, te lo doy.”
Evaluation/Assess- N/A - N/A
Provide Feedback (if
applicable)

Closure 5 mins - After the game we will recap as a class. The - N/A
teacher will ask someone from each group
what item was the most popular and who
gave it to whom. For example: “Yo quería el
teléfono celular pero Juan se lo dio a Marta.”
Modifications

Reflection- Notes to
Self
What worked well?
Why?
What didn’t work?
Why?
What changes would
you make if you taught
this lesson again?
How smooth were
transitions between
activities? What could
you do to improve
transitions?
???

Adapted slightly from: https://www.actfl.org/sites/default/files/pdfs/KeysTemplates/M-BlankLessonPlanTemplate-

Keys.pdf
Regalos for the “Elefante blanco” game:

Una bicicleta Unas botas

Un perro Unos calcetines

Un peluche Una televisión