LESSON PLAN

Teacher:  Isa Robertson
School: Edison High School
Email: elizabeth.robertson@cortland.edu
LESSON TITLE __     ¡Mandatos!                   __
LESSON SKILL TARGETED            PACE       
CLASS LEVEL __      Spanish 1B          _______

I. OBJECTIVES
SWBAT

1.  Communicate that Ticos value their agriculture, which is part of their culture.
2.  Find verbs conjugated in the imperative in a reading by underlining the verbs.
3.  Determine the infinitive of those verbs.
4.  Formulate a rule that will correctly conjugate all regular commands.

II.  MATERIALS

1.  Prior knowledge of the phrase “Tenga buen dia”
2.  Prior knowledge of how to conjugate in the present tense.
3.  Attention webpage
4.  Grammar Discovery webpage
5. Zuko, pitcher, spoon, water, ice, Dixie cups.
6. Breakfast webpage

III.  PROCEDURES
Presentation.

1.  I will speak about my breakfast that particular morning and ask for a volunteer to describe their breakfast.  I will then show a collage of pictures demonstrating the kinds of breakfasts that I enjoyed in Costa Rica.  All of the pictures include fruit and fruit juice.  I will ask the students what they see that all of the breakfasts include.  I will continue to prompt until I get an answer that mentions fruit.
2.  I will then speak to them that fruit is a huge part of the Costa Rican diet.  I will mention that most of the fruit is not imported, and that some people even go into their garden to pick the fruit that they are eating! How cool!
3.  While discussing this, hand out the presentation worksheet.  Direct students to circle the differences that they notice between the two packets.  They should circle at least the flavors and the “sabores de mi tierra” part.  Prompt students to think about why Zuko would go to the trouble of putting the sabores de mi tierra part on the package.  Students should recognize that Ticos value their own culture and agriculture.

Attention.

1.  Underline the verbs on the reverse side inside the square.  There should be 4, vierta, revuelva, agregue, y disfrute.  Ask students what those verbs are.  They are instructions to make Zuko!  What do instructions do? They tell us what to do!
2.  Prompt students to read the directions, and in 4 minutes, a volunteer can act out the directions in a silent play while I read the directions aloud.
3. I will provide the ingredients to make Zuko so the student can actually make it to reinforce the meaning of the verbs.

Co-Construct.

1. Remind students to write in pencil.
2. Hand out Grammar Co-construction worksheet.  They will work individually for 4 minutes, in pairs for 4 minutes, and then we will fill in the chart on the board together.
3. Hand out the Think, Pair, Share activity.  Remind the students of the phrase ¡Tenga buen día!
4. Then, students will work individually for 2 minutes, in pairs for 3 minutes, and then I will go over the answers in the Share category to ensure that all of the students have the correct answers.
5. Hand out the Rule worksheet/ note page.  Instruct students that it is on green paper to ensure that it is easy to find and to not throw it out!
6. The boxes should be filled in as such: Tengo, teng, ¡tenga!Conjugamos en el forma “yo”, quitamos “o”, añadamos “a” si es un verb er/ir o “e” si es un verbo ar.

Extension.

1. Homework: students will fill out worksheet Identifying and reverse conjugating several commands.
2. Real World Homework:  Students will find and print a recipe in Spanish that they would like to try.

IV. CULTURAL INFORMATION
Ticos value the fruits that their country can provide for them.  Some students might also notice the nutrition information, and deduce that some Ticos value their health, just like some Americans value health information.

V. TECHNOLOGY USED
Power point.
Promethian Board
Scanned version of worksheet.
An overhead will work for low-tech classrooms.

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