Mini Lesson

Name: Sasha Sproge

Subject: Portuguese I

Grade Level: 9th-11th

Level: Novice Mid

STANDARDS:
Standard 1.1 Students engage in conversations, provide and obtain information, express feelings
and emotions, and exchange opinions.
Standard 1.2 Students understand and interpret written and spoken language on a variety of
topics.
OBJECTIVES:
1. Students will be able to apply basic adjectives with the verb gostar when talking about
Brazilian music.
2. Students will be able to interact and negotiate meaning in spoken or written Portuguese to
share information, feelings, and opinions about Brazilian music.
3. Students will be able to understand and interpret what is heard or read in Portuguese with 80%
accuracy.
MATERIALS:
Power Point Presentation
Adjectives handout
Cell phone or laptop
Cavaquinho
Key Vocabulary
Energtico/a (energetic)

devagar (slowly)

bateria (drums)

Romntico/a (romantic)

rpido/a (fast)

violo (violin)

Alegria

(happy)

lenta (slowly)

cavaquinho

Tranquilo/a (tranquil)

bem (good)

pandeiro (tambourine)

Calmo/a (calm)

timo/a (awesome)

surdo (large bass drum)

Festivo/a (festive)

com fome (hungry)

sanfona (accordion)

Mais ou menos (more or less)

instrumentos (instruments)

Samba

gostar (to like)

tringulo (triangle)

Forr
Bossa Nova

CONTENT OUTLINE:
Opening
Warm-up: (5 minutes) Introduce colors using PowerPoint Presentation. Ask the students to repeat
the colors. Point out students who are wearing each color. Then ask individual students, Cul
es tu color favorito? Help the students with their answers by providing them with a handout
with the colors on it.
ACTIVITIES AND PROCEDURES:
Introductory Activities:
(2 minutes) Have a student pass out the zip lock bags. Inform the students to take their colored
strips out of their bags. Ask, Dnde est and then name a color. Hold up the correct strip of
paper and motion for students to do the same. Repeat this for each color.
Development Activities:
(2 minutes) Introduce clothing. Pull out each article of clothing from the tote bag, name it in
Spanish, and have the students repeat it as well as using colors to describe it. Ask, Cierto o
Falso, (article of clothing) es (color) o (color)? Demonstrate that cierto means correct and
falso means incorrect.
Concluding Activities
(2 minutes) Review the colors once more by asking Quin lleva and then listing a color.
Students who are wearing the color you name should raise their hand. Point out the name of the
article of clothing that is the color you are talking about.
EVALUATION AND ASSESSMENT:
(4 minutes) Write the following rhyme on a chalkboard or whiteboard:
Veo veo. (teacher)
Qu ves? (students)
Veo una persona. (teacher)
Cmo es? (students)
Show the rhyme to the students and tell them that you will say the sentences and they will
respond with the questions. Practice this a couple of times and then, when they are comfortable
with it, answer their last question by describing a person in the room. Say if they are a boy or a
girl, and then describe their clothes and what color they are. (Example: Es una mujer. Lleva

pantalones azules y una comisa rojo.) Keep describing the person until a student raises their hand
to guess who you are describing.