Spanish Language Review

Grade Level

10th Grade Spanish 1 Students

Duration

80 minutes

Class Size

20 students

Lesson Overview

This lesson reviews key foundational Spanish 1 topics:

Who we are (Quienes somos)
Where we are (Dónde estamos)
Where we are going (A dónde vamos)
What we have (Qué tenemos)
What we are doing (Qué estamos haciendo)
What we are going to do (Qué vamos a hacer)
What we like to do (Qué nos gusta hacer)

The lesson integrates comprehensive language skills: speaking, listening, reading, and writing, with real-life application and cultural relevance. Activities are aligned to Common Core State Standards (CCSS) adapted for language learning in accordance with ACTFL Proficiency Guidelines and integrated literacy standards.

Learning Objectives (I Can Statements)

I can identify and use vocabulary and phrases to talk about identity, location, plans, possessions, actions, and preferences in Spanish.
I can understand and respond to questions about where I am, where I’m going, and what I am doing, using present and near future tenses.
I can write simple sentences and short paragraphs expressing preferences and intentions in Spanish.
I can participate in conversations using full sentences on familiar topics.
I can read short descriptive passages and identify main ideas regarding daily life and plans.

Common Core State Standards Alignment

Standard	Description
CCSS.ELA-LITERACY.RL.9-10.4	Determine the meaning of words and phrases as they are used in a text.
CCSS.ELA-LITERACY.SL.9-10.1.B	Participate effectively in a range of collaborative discussions.
CCSS.ELA-LITERACY.W.9-10.2	Write informative/explanatory texts to examine topics and convey ideas.
CCSS.ELA-LITERACY.L.9-10.4.B	Use context as a clue to the meaning of a word or phrase.

Note: These standards are adapted contextually to target Spanish-language comprehension, communication, and writing.

Materials Needed

Whiteboard and markers
Vocabulary flashcards (words/phrases related to the 7 review topics)
Handouts with dyslexia-friendly fonts and summary tables
Tablets or computers with microphone/headphones (optional for listening/speaking practice)
Sentence strips and cutouts for interactive group activity
Exit tickets for assessment

Lesson Breakdown

Warm-Up & Review (10 minutes)

Activity: Interactive group brainstorming on the board answering the question:
- ¿Quiénes somos? (Who are we?)
- Model answering with “Yo soy…” and elicit several student responses.
I Can: I can recall and say who I am in Spanish.
Success Criteria: Student states a simple sentence about themselves accurately using Yo soy…
Differentiation: Provide sentence starters for ELL beginners; encourage advanced learners to add adjectives.
Dyslexia-Friendly: Use high-contrast visuals and bulleted lists on the board.

Vocabulary Review – Flashcard Game (15 minutes)

Activity: In pairs, students use flashcards to quiz each other on vocabulary for:
- ¿Dónde estamos?
- ¿A dónde vamos?
- ¿Qué tenemos?
- ¿Qué estamos haciendo?
- ¿Qué vamos a hacer?
- ¿Qué nos gusta hacer?
I Can: I can recognize and say common phrases about location, possessions, and plans.
Success Criteria: Students correctly answer/ask questions with flashcards.
Differentiation: Mixed pairs (stronger and weaker students); provide picture cues to support learners needing visual input.
Extension: Advanced pairs create short dialogues combining several questions/answers.

Listening & Speaking Practice (20 minutes)

Activity: Teacher plays an audio dialogue involving two teens discussing their whereabouts, activities, and plans.
Students listen and answer comprehension questions orally and in writing (including short translations).
Then, in pairs, students simulate a similar conversation, applying the vocabulary and structures.
I Can: I can understand and respond to spoken questions about daily life and plans.
Success Criteria: Students respond in complete sentences using present and near future tense verbs.
Differentiation: Provide a transcript with dyslexia-friendly font; allow advanced learners to extend their role-play with added details.
Dyslexia-Friendly: Use audio with clear enunciation and slow pacing; allow repeated listening.

Writing Practice – Short Paragraph (20 minutes)

Activity: Students write a 5-7 sentence paragraph about themselves including:
- Who they are
- Where they are
- Where they are going
- What they have
- What they are doing now
- What they will do next
- What they like to do
Use a scaffolded handout with guiding questions and vocabulary banks.
I Can: I can write short paragraphs in Spanish on familiar topics.
Success Criteria: The paragraph includes at least one sentence for each category with mostly correct grammar and vocabulary use.
Differentiation: Sentence starters for those needing support; challenge advanced students to include complex sentences (e.g., conjunctions).
Dyslexia-Friendly: Use colored overlays as needed, accessible font; allow dictation apps if available.

Group Interactive Activity – “Where Are We Going?” (10 minutes)

Activity: In small groups, students receive sentence strips with different places (e.g., la escuela, el cine) and activities. Groups create a mini dialogue that says who is going somewhere, what they are doing, what they like to do, and what they will do next.
Present to the class with simple props for engagement.
I Can: I can create and say conversations about plans and preferences.
Success Criteria: Group presents a coherent, correct dialogue including key phrases.
Differentiation: Groups mixed for peer support; encourage use of visuals for those who need them.
Extension: Groups create short skits including emotions or colors to show mood/preferences.

Exit Ticket Assessment (5 minutes)

Written prompt:
Translate or write 3 sentences answering:
1. ¿Qué vas a hacer mañana?
2. ¿Qué te gusta hacer en tu tiempo libre?
3. ¿Dónde estás ahora?
Collect and quickly review for understanding and accuracy.

Success Criteria Summary

Use correct vocabulary for basic personal identity and daily life topics.
Formulate simple sentences about present actions and near-future plans.
Participate actively in conversations and show comprehension.
Write short coherent paragraphs with guidance.

Differentiation Strategies

Provide sentence frames and visuals for struggling learners.
Use peer collaborations and scaffold tasks for English Language Learners (ELL).
Challenge advanced learners with extended written prompts and complex sentence usage.
Utilize multi-sensory methods including audio, visuals, and kinesthetic activities.

Extension Activities

Create a video diary in Spanish about a typical day incorporating learned topics.
Research and present on a Spanish-speaking country focusing on daily routines and cultural preferences.
Use technology for self-recorded conversations to practice pronunciation and intonation.

Notes for Teacher

Frequent check-ins during activities help ensure understanding.
Encourage positive mistakes as learning moments.
Adjust pacing as necessary based on class engagement.

This engaging, multi-modal plan leverages active participation and meaningful context to solidify foundational Spanish fluency aligned with Common Core rhetoric and literacy standards.

Teaching Instructions