Lesson Plan*
Unit plan: Beginners Spanish
Week 3 Lesson Plan: “tener”
Language Learning Objectives
Kelsey Gustafson
Cultural Objectives
1)
I can tell someone how old I am.
1)
2)
I can list people’s physical possessions, family
I understand that the television shows in Spanish
speaking countries are different and similar to
the television shows I watch in my own country.
characteristics and physical characteristics.
2)
I understand that some words and grammatical
structures in Spanish are different from those of
my own (i.e. sometimes do not translate literally
word-for-word).
MiWL Standards
1)
Communication Mode(s)
1.1.N.SL.b: ask and answer basic questions about
the weather, health/physical conditions, self,
Interpersonal 
family, and friends.
Interpretive

Presentational 
2)
1.1.N.Sl.h: exchange information in the target
language on familiar topics such as person
interests, memorable experiences, school
activities, and family life.
3)
1.2.N.L.a: demonstrate understanding of oral
classroom language in the target language
including directions, commands, and requests.
4)
1.2.N.L.c: understand main idea of a visual media
or live presentation (film/DVD, TV shows and
commercials, theatre and musical production).
Activity 1 / Warm - Up
Learning opportunity:
Situated practice
Participation structure:
Individual


Whole group


Peer work


Overt instruction
Critical framing
Transformed practice

Team / group work
Learning center


Procedure:
Materials / resources needed:
1. The warm-up activity for this day will be a little bit
1. Beach ball
different than the bell work that students are accustomed
to doing every day. Since it’s the third and final week of
the unit this warm-up will serve as a sort of pre-unit
review for the final unit exam (including gustar, ser,
subject pronouns, vocabulary, greetings, etc.). Because it’s
a unit review, this warm-up will also take longer than
normal daily warm-ups.
2. Once students arrive in the classroom, teacher will
instruct them in Spanish to quietly take their seats.
Teacher will tell them in Spanish that they need to take
their seats quickly so we can get started on the daily
warm-up, since we’re doing something different today.
3. When students are seated, teacher will tell them in
Spanish that for the warm-up today they are going to be
playing their very own version of quiet ball. However, this
*Copy & paste an activity “block” to expand this template as needed.
2. Permanent marker (to write on beach ball)
Lesson Plan*
will be a Spanish quiet ball.
-Students will sit on top of their desks.
-The teacher will start by throwing a big beach ball to
one of the students. On the beach ball there are many
This warm-up/review will take approximately 20
minutes.
Spanish phrases, verbs to conjugate and vocabulary
written randomly.
-When the student catches the beach ball, they must not
move their hands at all and check to see where their right
thumb has landed. If their right thumb lands on a verb
with the subject pronoun nosotros, the student must
properly conjugate that verb. If their thumb lands on a
vocabulary word they must translate the word into
English. There could also be phrases that require a fill in
the blank. For example, yo ______ de Lansing, MI in which
the student must say where they are from in Spanish.
-If their right thumb does not land directly on a phrase
or vocabulary word, they must choose the next closest
phrase to their right thumb. This sort of gives them the
option of which phrase, verb, or vocabulary word would
be easier for them.
-If a student does not conjugate a verb properly or
cannot think of the vocabulary word, they are “out.” Once
a student is out they must sit back down in their seat
normally and other students may not pass the ball to them
anymore. Obviously students are going to want to stay in
the game so this will be the motivation for getting the
answers correct.
-For more of a challenge, it would be a good idea for the
teacher to tell students in Spanish that they have 1 minute
to see how many correct answers they can get on the ball.
4. After the warm-up is finished, the teacher will ask for
the ball back in Spanish and place it behind her desk. She
will then instruct all students that they need to properly
sit back in their seats and be ready for the main activity of
the day.
Formative assessments:
1. The formative assessment here is going to be the
teacher checking student answers as they perform the
quiet ball game. Another good assessment here would be
the 1 minute challenge of how many right answers they
can get in 1 minute. The teacher will clearly be able to see
which students are struggling the most and which ones
are getting the answers pretty easy.
Activity 2
Learning opportunity:
Situated practice
Overt instruction
Critical framing
Transformed practice
Participation structure:
Individual


Whole group


Peer work



Team / group work
Learning center


Procedure:
Materials / resources needed:
1. Teacher will begin the main activity of the day by asking
1. Computer with already made PowerPoint presentation
students about their favorite television show. This is
meant to get the students in the right frame of mind for
*Copy & paste an activity “block” to expand this template as needed.
2. Projector to display PowerPoint on screen for class to
Lesson Plan*
the main activity. Teacher will also tell students some of
see (with necessary cords, etc.)
the television shows that are popular in Spanish speaking
countries, including a version of Betty La Fea. This would
be a good place for the teacher to explain the significance
of telenovelas in Spanish speaking countries.
2. Teacher will then tell students that they are going to
read a story from the perspective of Homer Simpson. The
story will be displayed on a PowerPoint for the entire class
to see. Teacher will also tell students that they are going
to take turns reading individual sentences and that
occasionally throughout the story there will be questions
The conjugated verbs of tener would be highlighted in
checking student comprehension of story details.
different colors within the PowerPoint so that they will
stand out to students. This PowerPoint is meant to serve
3. This PowerPoint is meant to serve as an introduction to
as an inductive approach to teaching grammar.
the verb tener, to have. Therefore, the PowerPoint will
include phrases like:
-Yo soy Homer Simpson. TENGO tres hijos, Bart, Lisa y
Maggie. TENGO dos animales, un gato y un perro. Bart
TIENE muchos amigos en la escuela. Como una familia,
TENEMOS solamente un carro.
4. At question checkpoints throughout the PowerPoint, the
teacher will simply ask the questions out loud to students
and ask for the answers in Spanish. Teacher will not make
students write down their individual answers to the
questions.
5. Once the PowerPoint is complete, the teacher will ask
students in Spanish what they noticed about the
Here the teacher is assuming that most students have a
PowerPoint i.e. about the differently highlighted words.
grasp of the subject pronouns ( tu, yo, nosotros, etc.) and
Hopefully students will be able to tell the teacher the
also that they are familiar with the TV show “The
different conjugations of the verb tener and that it means
Simpsons.”
“to have.” The point here is to have students be able to
figure out the meaning and different conjugations on their
own, without the teacher explicitly telling them.
This activity would probably take the rest of the hour –
approximately 30 minutes.
6. As students are telling the teacher the different forms
of tener from the PowerPoint, the teacher will write them
on the board so that students may write the different
conjugations in their notes to use for review later.
**At this point there would be no wrap-up activity
because the teacher is assuming the with the extra long
review game for the warm-up that there will be no extra
time for a wrap-up activity.
Formative assessments:
Summative assessments:
1. The one big formative assessment here is going to be
1. The summative assessment for tener and this activity
whether or not the students get the check point questions
would be included in the final summative performance
correct during the PowerPoint. This will tell the teacher
assessment that will occur at the end of the entire unit in
how well the students comprehend the material in the
which students have to create a project about this own
slides. Another assessment is going to be if the students
lives. Students will need to include phrases that have the
can figure out the rule themselves. If they can deduce the
verb tener such as:
meaning of tener and its different conjugations then the
-Tengo 14 años.
teacher can be fairly certain that they comprehended the
-Tengo 2 hermanos.
*Copy & paste an activity “block” to expand this template as needed.
Lesson Plan*
material of the PowerPoint well.
Homework & Extensions
1. An extension of this activity would be to have students
form their own groups of 3 or 4. Once in their groups,
students will decide on one of their own favorite TV
shows. Then, they will design their own PowerPoint
presentation, skit or other activity to describe the TV show
to their fellow classmates using the many forms of the
verb tener. This would give the students a chance to
review tener as a whole and also to express their creativity
in terms of their favorite TV shows.
*Copy & paste an activity “block” to expand this template as needed.
-Tengo ojos azules.
-Tengo pelo negro.