1. Lesson Plan
TAL 540 2015
Meg Shephard
Lesson 4, End of Unit
Date: 3/18/15
InstructionalContext
What do I know about my studentsthatwill inform this lesson?
I know my studentsand their varying levels of knowledge in Spanish grammar and syntax. This dual
enrollmentFIU classis composed of mostly all Spanish native and heritage speakers.Also most of the
studentsare Miami raised and born andof Cubandescent. They are engagedstudentsthatare mostly
intrinsically motivated which is shownby their choice to dual-enroll.
How does this lessonconnect with and build on the previous lesson(s)?
In the previousclass(es)the studentspresented their powerpoint presentationson one autonomous
region of Spain, giving usa broadoverview of the most importantand fundamentalcharacteristics of
thatautonomy. Now, in this lesson, I will guide the studentsthroughalinguistic investigation, usingthe
history of the Iberian Peninsula(Germanic, Arabic, and Basque predecessors)to track the linguistic
changesthat lead to the systemic formalization of the four languagesspokenin Spain: vasco, gallego,
catalán,y castellano.
How do you expect to build on this lessonin subsequentlessons?
After this lesson, the studentswill be given a summative assessmentin the form of a unit test. This unit
test will cover the San Fermin Festival and the Runningof the Bullstradition, the autonomousregions
covered in the grouppresentations,and the history of spain in relationto the developmentof the four
main languagesrecognized in Spain. The test will have multiplechoice, matching, fill in the blank,and
shortwritten responses.
Standards Addressed
Sunshine State Standards
WL.K12.IM.8.3: Compare and contrastthe geographyand history of countries of the targetlanguageand
discuss their impact on own culture.
WL.K12.IM.7.2: Use previously acquired vocabulary to discuss familiar topics in othersubject areas such
as geography, history, andlanguageto reinforce and furtherknowledge of other disciplines throughthe
targetlanguage.
Learning Objectives
Objective
The studentwill be able to develop insight into the natureof the targetlanguageand cultureby
comparing his/her own language(s)andculturesto others.
The studentwill be able to acquire, reinforce, and further his/her knowledge Spain by learningthe history
of the peninsulain regardsto the development of Vasco, Gallego,Catalán,and Castellano.
Assessments
Studentswill be asked to fill out a guided note handoutsheet thatthey can take home, study,and turnin
the following week. This formative assessmentwill help them study the history of the languagesand
serve as way for me to gage their understandingofthe development of the four languagesin Spain asa
direct resultof historicalevents in the Iberian Peninsula.
The summativeassessment up aheadwill be the unit testthat covers the San Fermin Festivaland the

2. Lesson Plan
TAL 540 2015
Runningof the Bullstradition, the autonomousregions covered in the grouppresentations,and the
history of Spain in relation to the development of the four main languagesrecognized in Spain. The test
will havemultiple choice, matching,fill in the blank,and shortwritten responses.
Instructional Strategies and Learning Tasks (Procedures & Timelines)
Time Instructional Strategies/Learning Tasks Purpose
10
minutes
Powerpoint presentationwill startwith a review of necessary
terms thatwill be usedin the presentationthat the students
shouldknow: some examples of these termsare lingustica,
peninsulaiberica, fin de segundaGuerrapunica, declive del
imperio romano, reino de los visigodos, invasion de los arabes,
Toledo, Reconquista Cristiana,casamiento de Fernandoe Isabel,
La gramatica española,caida de Granada,termino de la expulsion,
CrisóbalColón.
Have studentsprepare
to see certain words
repreated. This also
shows them thatthese
terms need to be
understoodandeasily
recalled in writings,
class discussions,and
informal conversations.
10
minutes
The powerpoint presentationwill continue with the visual aid use
of a timeline that highlightsthe following dates:
201 ac
476dc
500-711dc
722 dc
1085 dc
1469dc
1492 dc
At the end, the studentswill be asked: “How is an empire like a
house?How is languagelike a cheese? And then finally, how are
empires like languages?”These analogies will be used to show the
studentsthe direct cause and effect of the rise and fall of empires
to the development or lack of developmentof certain linguistic
qualities of languages.
The studentswill need
to be able to visualize
the longchanges over
time that tookdecades
to develop.
10
minutes
The powerpoint presentationwill continue with the showing of
four separate youtube clips, each one showing a news cast in the
native languageof either Vasco, Gallego, Catalán,y Castellano.
The studentswill be asked to fill out a visual flow chart citing any
similarities and differences noted across the four languages.
The studentswill gain a
more profound
understandingof the
differences of the four
languages,also
highlightingthatthe
Spanish used in central
and southAmerica are
actually castellano.
10
minutes
The presentationwill continue to investigatethe social, political,
and culturalramifications of certain historical processes:
“Romanization”, decline of the Roman empire, the Spanish
conquista, the attemptto reach a social consensusby
systematically formalizing and organizing the Spanish language,
startedby Antonio Nebrijo’s La Gramatica Española.
Studentswill need to
be able to
conceptualize the
consequences of the
historical events
imaged in the above

3. Lesson Plan
TAL 540 2015
visualaid of the
chronologicaltime line.
10
minutes
Studentswill complete a writing journalentry to be finished at
home if not finished in class. (Studentsare alsoto studyfor the
upcoming test over the weekend). In this journalentry, students
are asked to challenge themselvesto investigate the political and
culturalramifications of illiteracy in constructionof social
hierarchy in relation to La Reconquista Cristiana.
Studentswill be reminded to review all their notes takenthrough
the unit for the upcoming summative unit test.
This written journal
entry will challengethe
studentto think
critically, logically, and
hypothetically about
how languageis
representativeof
political, social, and
culturalchanges.
Student Supports
List what you are usingto supportstudent learning/organization.
The direct instruction model based presentationused above employs the use of visual aids, auditory aids,
and written handoutsin order to pinpoint three styles of learning:auditory, visual,and kinesthetic.
They will have access to this presentationand the presented materials/links/documentson the class
website.
They will also be given a guided note handoutsheet thatwill highlightthe most important thingsto look
for duringthe presentationof the information.
Materials and Resources
Handouts& PowerPoints
guided note handoutsheet
visualflow chart
Powerpoint presentationon the history of Spain its direct involvement in the development of the four
principal languagesin Spain.
There will be YouTubeclips usedto show each of the four languages.
Materialsneeded in class
guided note handoutsheet
pencil or pen
notebook for extra notes if desired by student.