Stage 1: Desired Results

A. Theme: Relationships/Friendships: Making positive choices and choosing the people in your

life.

B. Objective: Students will demonstrate and ability to recognize problems in relationships and

good/bad qualities in friends and significant others.

C. Grammar/Vocab

a. Grammar: N/A

b. Vocabulary: descriptive adjectives for people and their personalities, common

relationship problems

D. Goal Areas/Standards: Students will demonstrate an ability to recognize problems in

relationships and good/bad qualities in friends and significant others.

E. Learners:

a. What do I need to know? I need to know what kinds of experiences they have had

with friends/significant others and their linguistic ability at the beginning of this

lesson. Also, I need to be familiar with the different learning styles/intelligences of

my students.

b. What background knowledge do they need?: Similarities and differences in

friendships and relationships from native culture and target culture. How to use the

reading strategy “Making Predictions”.

c. What experiences do they have with the content? Most, if not all students have

experience having friends and many with a significant other. As for cultural

experiences of the TC, students learn early on of differences in ways friends greet

each other.

d. What special needs of my students must be addressed in instruction? IEPs,

Emotional disturbances, and possible levels of immaturity for certain topics

regarding romantic relationships.

e. What adaptations will I need to make? I will need to be sure to shorten

assignments as needed, provide pre- listening strategies, repeat the audio several

times in fresh ways, and check constantly for understanding with those that need

extra attention.

f. Materials:

Authentic article discussing youth from the TC and their friendships/relationships

and authentic recording of an interview of youth discussing their friends/significant

others.

Stage 2: Determine Acceptable Evidence

A. What evidence will students produce?

Students will answer interpretive questions about an article in Spanish by

themselves. They will also listen to interviews in groups of 2-3 students and then

answer surveys from the perspective of the students interviewed in the recording.

Stage 3: Plan Learning Experience

1) Anticipatory Set: Brief questions/discussions on good qualities of friends/significant others in TL

2) Pose the question: Have you ever known anyone who thought something was a good quality

when you thought it wasn’t? Tie to TC in TL

3) Students are given several questions regarding the reading the will read.

4) Teacher teaches anticipating reviews anticipating the text reading strategy by using the

questions first.

5) Students then discuss briefly their ideas of what the text is about.

6) Students have are given a certain amount of time to read and then begin answering the

questions regarding the reading.

7) Students get into small groups and share their answers and why they chose them. They then

come to a consensus on the correct answers.

8) As a class, the answers are shared by individuals from each group in TL, using teacher corrective

strategies as needed.

9) Teacher Asks students to take notes and models an example of taking notes in the TL.

10) In the same groups, students will listen to interviews of 2-3 students from the TC in TL while

teacher roams around the room monitoring note taking.

11) Students complete surveys as if they were one of the three students interviewed.

12) Students are regrouped by perspective they answered from and answers are discussed in TL.

Stage 4: Reflect on Lesson Effectiveness

N/A