Future Plans

Overview

Today students learn and practice the Spanish verb “ir” in the present tense to talk about where they go, using simple, correct sentence patterns and place vocabulary. Students apply language skills through interactive practice, multiple-choice checks, and short sentence writing.

Learning intentions

• WALT use context (what comes before and after) to understand meaning of short Spanish phrases about places.
• WALT demonstrate command of standard grammar and usage when forming simple sentences about locations and activities.
• WALT use parallel structure by producing repeated sentence frames (same structure, different places).
• WALT use correct capitalization and punctuation when writing short Spanish sentences.
• WALT use various parts of speech (nouns for places; verbs for actions) and a clear sentence structure to convey meaning.

Success criteria

• I can conjugate ir in the present tense for yo, tú, él/ella, nosotros, ellos/ellas.
• I can use ir + a (place) to write a complete sentence about where someone goes.
• I can choose the correct sentence from multiple-choice options and explain my choice using context clues.
• I can write 3–5 sentences that use the same pattern and include correct punctuation (final period).

Curriculum links

• Language: CCSS.ELA-LITERACY.L.9-10.4a (use context as a clue to word/phrase meaning).
• Language: CCSS.ELA-LITERACY.L.9-10.1 (demonstrate command of standard English grammar and usage when writing or speaking).
• Language: CCSS.ELA-LITERACY.L.9-10.1a (use parallel structure).
• Language: CCSS.ELA-LITERACY.L.9-10.2 (use capitalization, punctuation, and spelling conventions).

Lesson structure (60 minutes)

1. 0–5 min · Warm-up. Teacher displays 4 quick images of places (school, mall, park, store) and models two example questions: “¿A dónde vas?” and “Voy al parque.” Students do a quick think-and-answer with a partner in English and then attempt one Spanish word or phrase.

2. 5–15 min · Direct teach (mini-lesson). Teacher presents a simple chart of ir in the present tense with short examples:

• yo voy, tú vas, él/ella va, nosotros vamos, ellos/ellas van Teacher also teaches the sentence pattern: Subject + ir conjugation + a + place (e.g., “Yo voy al parque.”). Students repeat chorally, then complete a teacher-led matching activity: conjugation card → correct form in a sample sentence.

3. 15–25 min · Interactive practice (Stations). Teacher sets up 3 stations with rotation:

• Station A: “Run to the Right Place” on the board (students choose the correct answer and place it on a map).
• Station B: “Context clue cards” (short phrase strips; students decide the meaning of the place phrase based on what surrounds it).
• Station C: “Pattern drill” (sentence frame cards: “Yo ___ a ___”; “Tú ___ a ___”, etc.). Students write the conjugation and choose the matching place word. Teacher circulates, checking accuracy and encouraging students to speak using the full pattern.

4. 25–35 min · Multiple-choice check (whole class). Teacher reads 6 questions projected on the board. Students answer on mini-whiteboards (A/B/C/D). Each question targets correct ir form and a + place.

• Example items:
• “¿A dónde vas?” What is correct?
• “Nosotros ___ al mall.” Options include vamos/va/voy/vas.
• “Ellos ___ al parque.” Options include van/vas/voy/va. After each item, teacher quickly asks one student to explain their choice using context (what the question is asking and what subject is shown).

5. 35–50 min · Sentence writing (guided → independent). Teacher provides a worksheet with a clear parallel sentence template and a word bank of places (el parque, la tienda, el centro comercial, la escuela). Students write 3–5 sentences using the same structure:

• “Yo voy a ____.”
• “Tú vas a ____.”
• “Él/Ella va a ____.”
• “Nosotros vamos a ____.”
• “Ellos/Ellas van a ____.” Teacher models how to add correct punctuation (ending with a period) and capitalization (starting each sentence properly). Students complete the first two sentences with teacher support, then finish independently. Teacher collects for a quick spot-check.

6. 50–57 min · Share & fix errors. Teacher chooses 2 anonymized student samples and asks the class to identify one improvement using a “Glow and Grow” routine (one thing done well; one change needed). Focus on common issues: wrong ir form, missing a, or punctuation/capitalization. Students revise one sentence on their own paper.

7. 57–60 min · Exit ticket. Students complete a 3-item exit ticket:

• Choose the correct conjugation (yo/tú/nosotros).
• Select the correct sentence: “Voy al ___” from four place options.
• Write one complete sentence about where they go using ir + a + place (with a period).

Resources

• Image cards or slides: school, mall, park, store, etc.
• Conjugation cards for ir (voy, vas, va, vamos, van)
• Place word bank cards (el parque, la tienda, el centro comercial, la escuela, etc.)
• Map/board for station A
• Sentence frame strips for station C
• Mini-whiteboards and markers
• Exit ticket slips or digital form
• Worksheet with template sentences and space to write

Assessment

• Formative: teacher observation during Stations for correct ir form and sentence pattern usage.
• Formative: multiple-choice responses on mini-whiteboards; teacher scans for patterns of errors.
• Summative (small): exit ticket checks conjugation accuracy, correct “a + place” structure, and basic punctuation.

Differentiation

• Support: provide a partially completed example (students fill only the blank with conjugation + place); include English sentence stems for key questions.
• Support: sentence starters and color-coded word bank (Subject color, Verb color, Place color) to reinforce parallel structure.
• Extension: ask students to add one extra sentence using a new subject (e.g., “Ustedes…” if appropriate) or to write an additional location they did not use earlier.
• EAL/SEN: allow oral rehearsal before writing; accept first-draft errors but require a revision step focused on one target (conjugation or punctuation).