Kati Wright

Elementary Lesson Plan

Theme: El transporte

Lesson Title: La calle

Standards Addressed: 1.1, 1.2

Objectives:
1. Students will be able to recall all the forms transportation on the street with at
least 80% accuracy.
2. Students will be able to interpret the question “¿Cuál es tu forma favorita de
transporte?” and respond correctly using the new vocabulary.

Assessment: Students will be assessed through checks for understanding throughout the
lesson. Students will be assessed formally at the end of the unit on a written test in which
students will be asked to match photos with written Spanish.

Lesson Building Blocks:

1. Language Emphasis: Students will learn three new verbs (voy a pie, manejo,
and monto) and seven new nouns (el coche, el carro, el caballo, la bicicleta, la
motocicleta, el autobús (escolar), el tren, and el camión).
2. Subject Content Emphasis: This lesson connects with the math content area
3. Cultural Emphasis: How is transportation different in Spanish Speaking
countries than in the United States?

Materials:
1. The attached worksheet for the students and for the overhead.
2. Full page photos of each of the forms of transportation.
3. Tape or magnets to hang photos on the board.
4. Pencils for students.
5. Crayons for students (optional)

Lesson Outline:
1. Warm up/Opening routine: Ask students how they are today, what colors their
classmates are wearing, what the dates is, and other questions that are covered
nearly everyday.
2. Introduction: Tell students that today we are going to learn about some forms
of transportation and that will be talking about our favorite way to travel.
3. Lesson Procedures:
A. Using the large photos as visuals, teach students the TPR actions for
the new vocabulary. Be sure to do only two or three at a time and then
repeat. Once students can perform the TPR actions for these at least
80% of the words with their eyes shut, move on to the next activity.
 B. Next, tape photos to the wall for each vocabulary word and ask
students one at a time which form of transportation is their favorite.
Students can then place a check next to that photo on the board or on a
paper taped below the photo. Students should respond in Spanish
before they place a check on the board.
C. Now pass out the hand out and have students fill in the graph based on
the number of times each form of transportation received a check as a
student’s favorite. Once students have completed the graph they will
use division to find what percent of the class prefers each form of
transportation.
D. If time permits: Play “mata moscas” using the photos that are already
hanging on the black board. Split the class into two teams. Ask the
teams to stand in a line and have each student go one at a time,
competing with one other student from the other team. Give students
the word in Spanish and ask them to slap the correct picture.
4. Closure: Remind students that in many Spanish speaking countries, it is more
common to walk or take the bus because not as many people own cars. We all
need a way to get where we are going and everyone has their own way.

Student Work Sheet:

1 2 3 4 5 6 7 8 9 10 = %
ir a pie
el camion
el tren
el autobus
la bicicleta
la
motocicleta
el caballo
el coche
Clip art for “transporte” lesson plan:

1. 2. 3.

4. 5. 6.

7. 8.