EXTENDED LESSON PLAN FORMAT

Name: Diana Massengale # of Days class meets per week: 2

Level: Advanced # minutes in the lesson: 45
Source: Klippel 3.1 #48 Guide
Check one: _X___ Close to original ____ Invented ____ Hybrid

Learning Objectives (Student Focused Goals); Students will be able to

Decide and rank activities by importance while sticking to a theme

Work as a team while completing activity
Share opinions with entire class and defend their decisions in a semi-formal debate setting.
Discuss and debate with their classmates to rank as an entity.
Analyze and deduce decisions as a group in a cohesive and respectful manner.

Personal Teaching Objectives [e.g., these are teaching matters you personally are working on and
trying to improve in your own teaching (e.g., giving directions, volume of voice, providing feedback to
students, fielding questions from the class, tailoring your vocabulary to the proficiency level of the class etc.]:

Slowing down while giving instruction

Using easier vocabulary for the lower level students and grading speech in general
Practice Scriveners vanishing technique while they work on the activity and allow them
to come to a consensus on their own.
Step in and adapt a more teacher-oriented lesson if necessary.
Create an activity where each student has the ability to speak so stronger-speaking students
do not dominate the classroom.

Language Focus [e.g., Vocab, Pronunciation, Grammar point]:

Primarily speaking in a clear and concise manner using their skills in discussion and
rationalizing amongst one another. I will not focus on pronunciation and correct tenses as
much, since I care more about them learning the content rather than the technicalities of the
language. They will be able to articulate arguments in their second language and think
quickly on their feet to defend their choices and reach a consensus.

Anticipated knowledge & problems (i.e. what will students have to know before this lesson
and what have they had trouble with?)

It is an advanced level, but students will need to be aware of their tourist, travel, and
political vocabulary. Students will already know how to discuss and argue in a more
professional matter (or debate). Their language knowledge will have to be rather advanced
for it to be believable and intelligible.
Students will also have to be aware of the cultural components of the home city. Some may
be from other parts of Spain (or another country entirely), and they will have to have some
background knowledge or working with students who do know about the tourist attractions.
Some problems will be the debate aspect as the students are not comfortable in speaking
focused activities, especially something as tense as a debate. There also may be problems
with certain students dominating the activity and not allowing quieter students to speak. I
am also assuming that this type of lesson is more suitable for Spanish students.
There may be trouble with prioritiesthis activity is fairly personal and can be difficult to
agree on certain topics. Some

Solutions:

I am modifying the guide sheet to be more tourist-friendly, and I provided pictures of

certain sites and attractions to help clarify the choices. I am going to focus more on public
speaking and their reasoning behind the ranking rather than nitpicking with their speaking
(unless it is necessary for comprehension). The debates will be set up as groups rather than
a fish bowl. Students each will get a chance to debate and share their opinion, and I will
step in and regulate when needed so all voices are heard.

Materials:

A Guide worksheet with list of tourist attractions

Pictures of certain attractions, regions, and Spanish cultural components if some students
are confused or uncertain
Rearrangement of the desks for the debate segment
The board for me to write their final choices for the entire class to see and refer to
throughout the discussion.

What did you change/adapt from source material (e.g. Ur, Klippel,)

The students will be ranking the entire handout in order of importance. I created my own
handout rather than using Klippels worksheet and provided images as well.
I will also write their responses on the board as the group leader reads their final decision.
This allows the students to see the opposing answers rather than trying to remember
everything. The students will not be sitting in a fish bowl per say, but two desks will face
each other in the center of the classroom. All the other students will rearrange their desks in
a circle around the center desks. Two students will participate at a time.
I will also write the classrooms Top 5 on the board when they collectively decide.

Procedures Timing Interaction Purpose

Patterns

Pass out the handout and
explain the activity.
Have students read the
directions and options.
Go over any cultural
specific terms if there is
any confusion.
2 min T> Ss To convey the primary
focus of the lesson. To
ensure that no students are
confused as to what the
directions are. To review
the terms and ensure
students are all aware (or

The students fill out
their choices 2 mins
individually.
Divide the students into
groups of three (giving
each student a number <30 seconds
1-4) and separate into
different areas of
classroom.
Groups will discuss and
rank their choices based
off the worksheet. They 10 min
will unanimously
rationalize their choices
to present to the class
(must work with theme).
Have the groups elect
one group member to
read their options in 03 min
remember) the cultural
attractions in their city.
To familiarize themselves
with the handout and see
S how they as individuals
rank the attractions. To
provide themselves with a
framework to follow when
they work in groups.
To have the students
interact with people they
T>Ss dont typically work with
Ss>Ss and perhaps have different
interests than them. Also so
students will step outside
their comfort zone and
express their differing
opinions with less familiar
classmates.
To converse about personal
preferences, reasons, and
compromise as a group. To
Ss>Ss
practice debating and
discussing personal
opinions and priorities with
classmates. To work
together as a group to
formalize defenses for
debate. To practice
speeches and reasons for
the their decisions and
familiarize themselves with
potential disagreement.
To practice oral
presentation in front of
S>T peers. Also shows
front of the class. I will
write their responses on
the board while they
speak. They will have to
provide a clear
explanation for why
they chose each option.
Each group will sit in
center and defend their
position to the 15 min
classroom. Students will
have to raise hands in
order to speak, and the
group members will call
on the people to
respond. Each group
member will have to
respond to a counter
argument and defend
their position.
All groups must work
together as a class to
rank the Top 5 choices 10 min
based off the answers.
Teacher will write the
final decision on the
board.
Discussion about the
activity. Hear students 3 min
opinions on how the
activity went, how it
could have changed, and
potentially different
priorities within groups.
To show class the range of
lists in classroom and
provide a reference point
for the debate.
To practice debate and
compromise in a classroom
setting. To contextualize
Ss>Ss why different options for a
guided tour may be better
than ones own original
choices. To have students
gain control in a learner-
centered environment. To
have students articulate
responses and work
together as a team in a
public setting.
To come to a consensus as
Ss>Ss a classroom. To adapt to
Ss>T and learn opinions different
from own. To use language
as a tool for reconciliation
and bonding as a group. To
use debate as a tool for
compromise and
understanding.
T>Ss Students use the tools they
Ss>T learn to present arguments
Ss>Ss and their values to the
teacher. The teacher will
listen to their opinions and
how is using potentially use them for
conversation and debate future classroom settings.
a crucial tool for Realize the importance of
learning a language. To culture and how it means
discuss how cultural separately from person to
values differ from person. Use the tools
individual to individual learned to think about
and how culture can be future topics and how to
used to learn and include culture and
instruct language. priorities in future language
activities.
 Welcome to Barcelona!

You are about to give a tour to a foreign ambassador visiting your city. The ambassador
requested that you show her a variety of places that you feel truly represent your home.
The tour only lasts two days, so you have to narrow down your options to what you feel
gives a well-rounded tour. Below are different options, and you and your partners must
pick THREE and rank them in order of importance to share with the class.

o An art museum (featuring Pablo Picasso work)

o A historical cathedral
o A local market with shops and vendors
o An 18th century cemetery
o An amusement park
o Authentic Catalan restaurant
o A local winery or vermouth site
o Gauds architectural sites
o The beaches
o A small hike in the nearby Montserrat Mountain range
Pablo Picasso Gauds Casa Batll

Vermouth Montserrat Range

Barcelona Cathedral