Lesson Plan Model
Name: Erica Leon
Subject/Grade: Spanish III
Unit/Lesson Topic: Clausulas Adjetivales (Adjective Clauses)
TEKS 1.1B Interpret and demonstrate understanding of simple, straightforward, spoken
and written language such as instructions, directions, announcements, reports,
conversations, brief descriptions, and narrations.
Otherwise, the student will know trigger words for the adjective clauses.
TEKS 1.2A Begin to use the language at the intermediate proficiency level to
demonstrate an understanding of the practices (what people do) and how they are
related to the perspectives (how people perceive things) of the cultures studied.
Otherwise, the student will be able to recognize the correct form of an adjective clause;
the student can recognize an adjective clause.
TEKS 1.3B Begin to use the language ate the intermediate proficiency level to obtain,
reinforce, or expand knowledge of other subject areas.
Otherwise, the student will know when and how to use the subjunctive in an adjective
TEKS 1.4A Begin to use the language ate the intermediate proficiency level to
demonstrate an understanding of the nature of language through comparisons of the
student’s own language and the language studied.
Otherwise, students will know key words in English that will help them to recognize an
Handouts (Adjective Clauses)
Homework Handouts from the AMSCO Book (p.101)
Overheads of the pages listed above
One-one; ask for the trigger words used with subjunctive; should know from the
For instance, desire, want, doubt, prepositional phrases etc.
B. Teacher’s Instructional Strategies
Rationale for these strategies
This unit is a focus on the subjective and its use in adjective clauses. Directed
discussion and lecture will best suit this unit of instruction. It will enable the
student to understand adjective clauses and to successfully meet the objectives
C. Student Activities
Group learning by means of teacher and student interaction (Q&A).
Otherwise, use the dry erase board or make a copy of p. 105 and go through the
exercises one by one, make sure that each student has a chance to respond.
For example, the overhead could have examples cited from your teacher
handout such as John goes to the store-Juan va a la tienda and then ask the students
how they would change this to subjunctive, remind them that they need to use a trigger word,
more than likely the students will use want-Yo quiero que Juan vaya a la tienda.
After this exercise, have the students complete the rest of the exercise on p.105
in pairs, let them know that you are available to answer any questions.
Activity One: Work with a partner to discuss the exercises provided on p.105.
Rationale for group or individual organization of students:
This will promote oral communication and cooperation in target language.
D. Closure for Lesson
Ticket out the door: Write an adjective clause, using the subjunctive or show your
homework on the way out.
I would base this on their ability, perhaps writing an adjective if you feel that the
class does not fully understand the lesson and homework for the class that did
grasp the concept.
IV. Modifications for students with special needs, with varied instructional levels, and with
different learning styles:
Keep ADD and ADHD students near focus of instruction.
V. Assessment strategies for student achievement
Summative-Quiz the following day
VI. Improvements for future implementation
. Look for a better motivation technique