Literary Selection Lesson Plan (Spanish)

Grade/Class: Spanish 1
Spanish
Title of Lesson: La oruga muy hambrienta
Time: Est. 20 minutes

Subject:

Teaching Standard(s) Met: Standard 1.1: Students engage in

conversations, provide and obtain information, express feelings and
emotions, and exchange opinions
Specific Objective(s): The student is expected to demonstrate
understanding of simple, clearly spoken, and written language such as
simple stories, high-frequency commands, and brief instructions when
dealing with familiar topics
Materials List: Copy of La oruga muy hambrienta
Assessments: (Including Rubrics if Used)
1) Post Lesson: Students will be asked to participate all
classroom discussions in the target language.
Necessary Student Prerequisites: Basic food vocabulary.
Special Classroom Needs: Document camera and white board.
Hook (Context/Anticipatory Set): Today I will be reading from the
book, La oruga muy hambrienta by Eric Carle. The book is full of
colorful pictures and a variety of food vocabulary. The story is how a
caterpillar transforms into a butterfly. What do you think caterpillars
eat? Can someone describe to me the basic life cycle of a caterpillar?
(Write hypotheses on the white board)
Step-By-Step Instructions:
1. Before reading from The very hungry caterpillar, provide
students with the following directions to focus their listening: As
I read from the book, pay close attention to the food vocabulary.
Try to write the English translation next to the Spanish word
while I read from the book.
2. Begin reading from the book and remember to use hand gestures
to help during translation.
3. Following the reading, revisit the vocabulary and check answers.
Also, revisit the hypotheses on the board to see if they were
correct or incorrect.

Follow-up Questions with Possible Constructed Responses in

Spanish:
1. Do you eat some of the things the caterpillar eats? If so, what?
(Ustedes comen algunas de las cosas que comi la oruga?
Que?)
2. What was your favorite food while growing up? (Pregntele a su
nio/a cul es su comida favorita.)
Closure/Student Reflection: Before a classroom discussion, turn to
a partner and discuss foods that you like and dislike. (Me gusta, no me
gusta, porque)
Transition: After learning food vocabulary we will now begin creating
a menu in Spanish. Students may choose to research authentic food
from various countries or create a menu from a restaurant they come
up with.
Technology Elements: Document camera
Teachers Self Reflection:
References:
Carle, Eric (1969). The Very Hungry Caterpillar. World Publishing
Company.

Nombre:
Fecha:
Direcciones: Translate the following words in Spanish to English.

1. La oruga
2. Domingo
3. Buscar
4. La comida
5. Lunes
6. La manzana
7. Martes
8. Las peras
9. Mircoles
10.
Las ciruelas
11.
Jueves
12.
Las fresas
13.
Viernes
14.
Las naranjas
15.
Sbado
16.
El helado
17.
El queso
18.
El pastel
19.
La salchicha
20.
La sandia
21.
Dolor
22.
La mariposa

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