Choice+Lesson+Plan+1+-+¿Dónde+está...?

__** Choice Lesson Plan 1 - ¿Dónde está...? **__


 * Language/Level:** 2nd year high school Spanish


 * Intended Learning Outcomes:** Students will practice vocabulary associated with giving and receiving directions as well as different forms of commands.

National Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
 * Standards used:**


 * Context/Rationale:** Students will be practicing giving and receiving directions and different command forms in a variety of ways including class work on the board, creating gestures and actions to help them remember vocabulary words, and role playing. These activities will allow students to more effectively travel through a Spanish-speaking place. They will also teach students the appropriate ways in which to address or command someone, and how to give and receive directions.

1. I will begin the lesson by introducing the topic in English and briefly explaining the activities that we will be doing that day. 2. I will then write a number of verbs in the infinitive form on the board and ask the students to change them into informal commands to review what they already know. I will then show them how similar formal and plural commands are and how to conjugate them. We will also go over the irregulars of these commands as well. 3. After this I will ask them what types of situations they would use each of these commands in. What would they say to a stranger, for example? What would they say to their mothers? What would they say to a store owner? Explain that in different places there are different cultural norms for when to use the tú form and when to use the usted form, but that it is generally better to be too formal. 4. We will then move on to vocabulary associated with giving and receiving directions. As a class we will create a gesture for each vocabulary word and go over its meaning. We will then practice all of the gestures as a class. I will call out a word and they will have to do the gesture, and when they have learned them I will do the gestures and they will call out the vocabulary words. 5. I will then give students a small sheet of paper with two locations written on it and explain that the first location is where they are starting and the second is where they need to go. They will work in partners and one of them will pretend to be a taxi driver and the other a passenger. The taxi driver student will follow the directions given by the passenger student and try to find the location on his or her own map. The students will then switch roles. This activity incorporates the vocabulary and the commands that they have just learned and gives them a chance to practice the two together.
 * Procedure:**

Unit Plan Page