1. Lesson Plan
TAL 540 2015
Meg Shephard
Lesson 1, The Festival of San Fermin: The Runningof the Bulls
Date: 2/18/15
9th Grade Spanish
InstructionalContext
What do I know about my studentsthatwill inform this lesson?
I know that my studentscome from different spiritualand culturalbackgroundsthatwill affect the way
they perceive the morality and ethics of the Runningof the Bulls celebration.
How does this lessonconnect with and build on the previous lesson(s)?
In the previouslesson, we learnedabout Spain and the 17 autonomousprovincesthat it contains. The
lessonincluded maps, pictures of flags, new vocabulary(geography,economy/industry, gastronomy,
culturalterms),practice with the previouslylearned adjectives and adverbs, use of pasttense to address
historical events, imperfect to address habitualtraditions,and subjunctive to defend a personal
position/argument that the speaker desires the audience to believe, and youtube clips of accents from
each of the 17 provinces.
How do you expect to build on this lessonin subsequentlessons?
In subsequentlessons,studentswill use the adjectives andadverbs practiced in order to describe their
personalviews on the morals andethics of the Runningof the Bulls,which they will learn aboutin this
lesson.From there, they will be capable of constructinga persuasive verbalargumentfor a class debate
on whether they agree with the tradition of the Runningof the Bulls.
Standards Addressed
Sunshine State Standards
WL.K12.AH.1.3 - Analyze the speaker’sperspective, tone and style as well as differentiate viewpoints
heard in a variety of situations. (Will discuss their own views and their classmate’sviews on the morality
of the tradition Runningwith the bullsin the verbal debate)
WL.K12.AH.4.6 - Incorporate with ease appropriate idiomatic and culturallyauthenticexpression in
presentations.
WL.K12.AH.6.1 -Discuss practices andperspectives of the culture(s)studiedand describe how they are
interrelatedto topics of philosophy, social issues, regionalisms, andtraditions of culturesotherthan
own. (Will discussthe morality of the traditionRunningwith the bullsin the written composition)
Learning Objectives
Objective
Studentswill experience first handthe tradition of Runningof the Bullsby taking partin a simulated
game with role-play (i.e. bullsversusrunners;tag).
Studentswill arguein a verbal classdebate by defending or disagreeing with the morality of the Running
of the Bulls.
Studentswill supporttheir personalposition by composing a persuasive essay using past tense,
imperfect tense, andsubjunctive tense.
Assessments
In classassessmentswill include the moralsand ethics debate (formative) hostedin classafter the
simulated game of the Runningof the Bulls(role-play tag)

2. Lesson Plan
TAL 540 2015
Out of classassessmentswill include the persuasiveessay (formative) on the students’personalstance
on the morality of the Runningof the Bulls.
Instructional Strategies and Learning Tasks (Procedures & Timelines)
Time Instructional
Strategies/Learning
Tasks
Purpose
10
minutes
Previously Prepared
PowerPoint Presentation
on San Fermin Festival
and Running of the Bulls
Introduce the San Fermin festival and the Runningof the Bulls’
culturalandreligious history in Spain. Include useful vocabulary
to know along with the appropriate use of tensesin which
syntactical contexts (pasttense – historical details, imperfect
tense – habitual traditions,subjunctive – persuasivelanguage).
15
minutes
Groupdivisions and Play
of Simulated Game
Split class into Bulls and Runners;relocateto the grassquad
outside in orderto properlyplay game. Set the climate for how
the game will be executed and expectations for behavior and
learninggoals. Allow for kinesthetic and visual learnersto
manifest physical understandingof the festival’s famous
tradition.
5 minutes Youtubevideos Watch authentic clips from the Runningof the Bullsin Pamplona
with the reveal of how the tradition ends (killingof bull). Have
studentstake noteson three impressions they had after
watching videos. Compare and contrastplaying the game versus
how it occurs in the reallife festival.
20
minutes
ClassDebate and Exit
card
The studentswill participate in a persuasive verbalargumenton
whether they agree with the tradition of the Runningof the
Bulls.Class will split into two groupsrandomly, butfirst they
must prepareargumentsfor bothsides. After debate, students
will write an exit card on threethings they learned from lesson
and what stance they decided on. Students will be toldof
impending persuasive composition due date.
Student Supports
List what you are usingto supportstudentlearning/organization.
Learning preference
1. Kinesthetic – game
2. Visual – videos, game
3. Auditory – videos, game, music, debate
4. Interpersonal - game
5. Musical – music in videos
6. Spatial – game

3. Lesson Plan
TAL 540 2015
7. Linguistic – debate, paper
Materials and Resources
Handouts& PowerPoints
1. KWL handout
2. San Fermin FestivalPresentation
3. Youtubelinks
Materialsneeded in class
1. Red and white scarvesto signalwho is a runneror bull in the simulated game.
2. Smart board for tracking the debate.