Domain: Spanish Level: 1-A Unit: 4
Lesson Day 2: Las Interrogativas
ACTFL Can-Do statement: I can request and provide information by asking and answering a few
simple questions on very familiar and everyday topics, using a mixture of practiced or
memorized words, phrases, and simple sentences (Novice-Mid)
IB Criterion Assessment: Criterion A & Criterion B. As a summative assessment, students will
need to interpretively comprehend listening and writing pieces about native speakers’
vacations. They will then give written responses to comprehension questions. These questions
are asked in Spanish using interrogatives.
MI State Standards: Interpersonal Communication,
1.1.N.SL.b Ask and answer basic questions about the weather, health/ physical conditions, self,
family and friends
1.1.N.SL.g Ask questions about the attributes of places and things in their immediate
environment and answer using a list of traits
Class period: 56 minutes
1. 5 min: Students complete Timbre (bellwork) while I take attendance. Students review
previous vocabulary or concepts that may be helpful for today’s lessson by answering 5
questions. Daily routine.
2. 5 min: Volunteer responses and formative assessment. I take volunteers to the board
to respond. As a class, formatively assess by asking if the volunteers’ responses were
correct. “Chicos, bien, o no?” (students offer “bien” or “no” depending on their
thought). I then explain why it is correct or not.
3. 5 min: I introduce lesson objective and ask students to offer the “why” Interrogatives
are a necessary part of exchanging information. When you travel (Unit 4 – Nuestro
Mundo), you will need to be able to obtain all kinds of information. Turn and talk with
someone next to you. What are some things you may need to ask people when
traveling? (Make list on board of student responses. Underline the interrogatives and let
them know that these are the words we will be able to recognize and use by the end of
the hour
4. 5-7 min: Have student helpers distribute new vocabulary note handout and
whiteboards/markers while I open PPT.
Quickly go through a PPT in target language to introduce the desired vocabulary. No
English on PPT – just the interrogative in Spanish paired with a clipart image to help the
students negotiate meaning. They first repeat, then I ask them, “chicos, ¿qué quiere
decir ___?” or, “¿qué es ___?”. If they cannot figure it out, I will say the word in English
as last resort. Students write the vocabulary words in their notes (the order of the words
in the PPT slide align with the order on their notes). Use plenty of previously known or
comprehensible connector words (with gestures).
Domain: Spanish Level: 1-A Unit: 4
***To let them know they must be careful when writing these, I bring in a culture aspect
with the gesture “ojo”, used frequently in Argentina. I explain that spelling is crucial
because without the accent mark, question words mean something different (show
examples)
5. 5-7 min: Practice/informal formative assessment. I project a series of intentionally-
chosen, goofy photos onto the board that utilize nouns that I know students have
acquired in the target language (for ex, a smiling dog with a watermelon on its head at
the beach – students know all of this vocabulary).
I ask students questions with one-word answers about the photos in the target
language, using the interrogatives we just learned. Students answer on whiteboards. For
example, “what does the dog have on its head?” → when students answer,
“watermelon”, I know that they not only understood the interrogative/question, but
they have maintained the previously learned vocabulary necessary to answer in Spanish.
6. 7 min: Speaking, Listening, Writing practice. I have student helpers collect whiteboards
and pass out activity sheet while I transition.
I project a PPT slide of the handout they received – a page with a variety of well-known
and relevant fictional characters. These were intentionally chosen on a variety of
factors. Students are excited to talk about the characters, but I ask them to simply
choose one and to keep their choice a secret.
I then explain that we will be playing “Guess Who?” using the interrogatives we just
learned, and that they may need to pull out previous vocabulary notes to help them
with describing character traits. They may not use any English, and they may only ask
yes or no questions.
ACCOMMODATION: Students who need help formulating questions may use the ones I
listed on the sheet. Students who want a challenge may formulate their own questions.
After the student discovers who it is, I have them utilize a brief presentational subjective
writing component in which they explain why they did or did not like that choice. They
then must explain why in Spanish. I model all of this with a volunteer and by writing on
projected-version of the handout.
Take questions and clarify, check-in on students with accommodations for clarification
or repetition of instructions.
7. 10 min: Students play “Guess Who?” using Interrogatives I give students 1 min to find
and sit with a partner of their choice (I sometimes choose, depends on the activity)
8. 5 min: Check-in I ask volunteers (in front of the whole class) which character they chose.
I then ask questions using interrogatives and formatively assess student understanding
in the process. Students enjoy speaking about their interests in the target language
because they were able to practice in low-risk partner pairs before speaking out to
whole class.
Domain: Spanish Level: 1-A Unit: 4
REFLECTION
Glow:
• Lots of formative assessment and students were able to demonstrate success in
achieving objective.
• Student helpers created seamless transitions and student pride for helpfulness.
• Variety and change of pace every 5-7 min kept misbehavior at bay.
• Relevant and engaging for students; they were given choice and room to express
their interests.
• Students asked if we could play this game again.
• Native speakers benefited from ability to ask what they wanted.
Grow:
• I could have used authentic resources/media as my photos of choice to bring in a
culture/comparisons/community aspect.
• An exit ticket would have offered me a better sense of overall student success.
