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Class Schedule Information Gap
Spanish 1- Middle School

In this lesson, students will work with a partner, interviewing them to find out their daily schedule. They will record their partner's schedule and compare it to their own.

Objective: Students will apply the vocabulary they have learned for telling time and names of classes to a realistic context for oral production.

Standards Addressed:
 * 1.1.N.SL.h** Exchange information in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family life.
 * 4.1.N.a** Identify basic differences and similarities in vocabulary between one's own language and the target language (cognates and borrowed words).

Rationale: Students are discussing their own real activities. They are participating in a conversation common for students, especially at the beginning of a new year or semester. The vocabulary used is essential to have this kind of conversation, and participating will help build the students’ oral proficiency.

Materials needed: Vocabulary pictures from previous lesson, blank schedules with time blocks written in.

Procedure: 1. Briefly review vocabulary using the pictures that were used to present it the day before. (5-10 minutes) 2. Hand out blank class schedules and instruct students to fill them in with their own classes for each hour of the day. (5 minutes) 3. Review time-telling vocab/structures in the context of a schedule (e.g. Tengo biología a las nueve- I have biology at nine). (5 minutes) 4. Model questions for info gap activity and write them on the board. 5. Put students in pairs while passing out worksheets. 6. With a student “partner,” model the activity A. Ask “¿Qué tienes a las nueve?” B. Point out the column on the worksheet where I record her answer. C. Ask “¿A qué hora tienes inglés?” D. Say, “Ah, yo también tengo inglés a (las doce)!” Model recording the answer and marking it as an activity in common. (Total time for 4,5,6- 5-10 minutes) 7. Instruct students to talk about their schedules as modeled, and to mark any activities that they and their partner have in common. (10-15 minutes) 8. When students have finished, ask questions to the whole class (e.g. Levanta la mano si tienes biología a las nueve- Raise your hand if you have biology at nine, Levanta la mano si tu compañer@ tiene biología a las nueve- Raise your hand if your partner has biology at nine). (5 minutes) 9. Ask individual students about their partners' schedules. (5-10 minutes)

Example of schedule worksheet (times included are examples and should be adjusted to fit the real schedule of the school: Hora || Mis Clases || Las Clases de_________________ || 7:30-8:25 ||  ||   || 8:30-9:25 ||   ||   || 9:30-10:25 ||   ||   || 10:30-11:25 ||   ||   || Almuerzo ||   ||   || 12:00-12:55 ||   ||   || 1:00-1:55 ||   ||   ||

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