Exploring Spain Together

Lesson Plan Overview

Grade Level: Year 7 (7th Grade)
Subject: LOTE Spanish (Languages Other Than English – Spanish)
Lesson Duration: 45 minutes
Curriculum Reference: TEKS LOTE I, Communication - Culture (Introduction to cultural products, practices, and perspectives)

Lesson Focus: Introduction to Spain - geographic, cultural, and traditional highlights to spark interest and contextualize language learning.

Instructional Model: Do Now, I Do, We Do, You Do, Exit Ticket

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Day 1: Geography and Iconic Landmarks (45 minutes)

Objective

By the end of the lesson, students will identify key geographical facts about Spain and recognize 3-5 iconic Spanish landmarks and their cultural significance.

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Materials Needed

• Map of Spain (printed or projected on a screen)
• Pictures of landmarks (Alhambra, Sagrada Familia, Park Güell, Royal Palace of Madrid, etc.)
• Whiteboard and dry-erase markers
• Student notebooks
• Bell ringer (worksheet handout or board activity)

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Lesson Flow

Do Now (5 minutes)

Upon entering the classroom, students complete a short activity on the whiteboard or worksheet:
Prompt: “Write down three things you know (or think you know) about Spain.”

Objective: Activate prior knowledge and surface misconceptions to correct later in the lesson.

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I Do (7 minutes)

Teacher-led introduction:

• Show a large map of Spain.
• Highlight key regions, major cities (Madrid, Barcelona, Seville), and natural features like the Pyrenees Mountains.
• Explain key concepts:
  • Spain is located in Europe.
  • It has 17 autonomous communities.
  • Discuss the geographic position—neighboring countries (France and Portugal) and its proximity to Africa.

Bridge into culture:

• Show a slideshow or images of iconic landmarks:
  • “This is the Alhambra, built by the Moors. Who do you think they were? Let’s talk about Spain’s historical mix of cultures.”

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We Do (10 minutes)

Partner Activity – Map Detective Work

• Students pair up, and each group receives a blank map of Spain.
• Teacher reads clues aloud. Example clues:
  • “Find the region where flamenco dancing is famous—it is called Andalucía.”
  • “Put a star where you would visit the capital of Spain (Madrid).”
• As clues are read, students mark their answers with colored pencils.

After reading all clues, teacher reviews the map as a group while projecting a completed labeled map on the board.

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You Do (18 minutes)

Create a Landmark Brochure

• Students create a mini-brochure to highlight one Spanish landmark of their choice:
  • Front cover: Drawing or sticking a printed image of their chosen landmark.
  • Inside: Three bullet points about its cultural, historical, or architectural importance.

Prompts and scaffolded questions are written on the board:

• What is special about this landmark?
• When was it built and by whom?
• Why do tourists visit this place?

Teacher circulates to offer support, ensuring students use the facts discussed earlier.

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Exit Ticket (5 minutes)

On a sticky note:
“What was the most interesting thing you learned about Spain today? Why?”
Students stick their responses on a poster labeled “Our Spanish Discoveries” as they leave.

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Day 2: Food and Traditions (45 minutes)

Objective

Students will explore notable Spanish foods, festivals, and cultural traditions, discussing their relevance in everyday Spanish life.

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Materials Needed

• Real or printed examples of Spanish foods (tapas, paella, churros, etc.)
• YouTube video or images of Spanish festivals (e.g., La Tomatina or Running of the Bulls)
• Vocabulary chart: foods, festival names, common expressions for celebrations

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Lesson Flow

Do Now (5 minutes)

Would You Eat This?
Show 3 images: paella, jamón ibérico, churros. Students vote by raising hands for each image.

Quick discussion: “Why did you say yes or no? Do you think everyone in Spain likes these foods?”

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I Do (10 minutes)

Teacher-led discussion with visuals:

• “Let’s talk about paella! This is one of Spain’s most famous dishes, from Valencia.”
• Introduce tapas culture: how people in Spain eat small appetizers while socializing.
• Festivals: Show short clips of famous festivals like La Tomatina (tomato-throwing) or flamenco dance performances at Feria de Abril.

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We Do (15 minutes)

Design a Festival Poster (Group Work)

• Each group of 3-4 students receives a different Spanish festival (La Tomatina, Feria de Abril, etc.).
• Groups design a vibrant poster with visuals and 3-5 details about the festivities.

Teacher facilitates, prompting students to discuss in their groups: “What does this tradition say about the people of Spain?”

Posters are hung around the room to create a “Spanish Culture Gallery Walk.”

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You Do (10 minutes)

Learn and Share a New Phrase!
Students choose a basic Spanish phrase related to food or celebration from the teacher-provided chart (e.g., ¡Olé!, ¡Buen provecho!, etc.).
Each student practices saying their phrase aloud, then pairs up to “teach” their phrase to a partner.

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Exit Ticket (5 minutes)

Quick Write (Notebook Response):
“Which Spanish food or tradition would you like to try? Why?”

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Day 3: People and Language (45 minutes)

Objective

Students will understand how Spain’s people and languages reflect its diverse cultural history.

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Materials Needed

• Map showing autonomous communities and official languages (Spanish, Catalan, Basque, etc.)
• Short clip of native Spanish speakers with regional accents (teacher pre-screens for complexity).
• Chart of Spanish greetings/introductions

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Lesson Flow

Do Now (5 minutes)

What Do You Think?
Write this statement on the board:
“Everyone in Spain speaks Spanish the same way.”
Students circle “True” or “False” on their papers and share their reasoning.

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I Do (10 minutes)

Teacher Presentation:

• Explain Spain’s multilingual nature (Castilian Spanish plus regional languages like Catalan and Basque).
• Play short clips of speakers with different accents or dialects.
• Use examples of regionalisms (e.g., vale in Madrid, chévere in other regions).

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We Do (15 minutes)

Role-Play Introductions

• Teacher models basic introductions in Spanish:
  • “Hola, me llamo ____. ¿Cómo te llamas? ¿De dónde eres?”
• As a class, practice saying the phrases out loud.
• Pair students to perform a mock introduction, pretending to meet someone in Spain from a specific region.

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You Do (10 minutes)

Mini-Interview
Students play a short “interview” game in pairs, asking and answering questions using the phrases they’ve learned. Students write one fact about their partner and share it aloud with the class in Spanish: “Mi amigo se llama Juan.”

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Exit Ticket (5 minutes)

Reflection:
Write 1-2 sentences about how people and language in Spain are connected to its diverse history.

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Assessment and Feedback

• Formative Assessment: Exit tickets and group participation (Days 1-3).
• Summative Assessment: Landmark brochure (Day 1), Festival Poster (Day 2), and Mini-Interview presentations (Day 3).

Extension Activity (Optional)

Assign students to research and present on a famous region or festival in Spain the following week!