¡Cierra la puerta! Lesson Plans

Download the resource pack for these lesson plans here. DAY ONE

1. Campanada: ¿Tú prefieres caminar o correr como forma de ejercicio? (Discuss) Page 5
2. Introduce vocabulary for ¡Cierra la puerta! script Pages 3-4 (students add terms to their dictionaries, learn gestures, translate practice sentences, and respond to practice questions) Pages 6-10
3. Before tackling the personalized questions for class discussion, introduce the song “Nunca” by Kaay. First, read and discuss the brief biography of the group. Students should unscramble and fill in the missing words on the lyrics sheet. Page 18-19

DAY TWO

1. Campanada: Students should describe each of the pictures on the slide entitled “Escribe una descripción en español” in Spanish. Page 11
2. Choose a Cantaninja to decide when the class will listen to Nunca.
3. Continue questioning with personalized questions for class discussion.
4. Begin storyasking. Before class ends, do an up/down listening assessment.

DAY THREE

1. Campanada: Students should write as much as they can remember in Spanish from yesterday’s story. Page 12
2. Choose a Cantaninja to decide when the class will listen to Nunca.
3. Continue storyasking.
4. When the story is over, have students take a half sheet of paper (the long way!!) and divide it into three sections, like this:
5. Students should write their names on their papers, and then should label each box with one of the three locations in which the story took place (the house, the school, the __ class).
6. Ask leading questions of your students to re-tell the story while you type and project it. While you type the story, students should draw what you are typing in the box that corresponds with the current location of the action.
7. Have your students do a blind re-tell with a partner, using their three-frame storyboard as a prop.

DAY FOUR

1. Campanada: Students should write a story to describe the sketch on the Campanada slide. Page 13
2. Project the «Cierra la puerta» reading. Read and discuss it as a class, circling and personalizing the information. Use the comprehension and discussion questions that are included. Pages 20-22
3. Distribute copies of «Una puerta se cierra»  Page 23
4. Students should either visit http://cvc.cervantes.es/lengua/refranero/ficha.aspx?Par=58411&Lng=0, or you could project it on the screen or take a screen shot of the refrán and its description and give copies to students--I couldn’t include either of these things in this resource pack because it would violate copyright law.
5. Students should examine the refrán and its description and respond to the questions on the half-page question sheet.

DAY FIVE

1. Campanada: ¿Tú cierras la puerta de tu dormitorio (bedroom) cuando no estás contento con tus padres? Page 14
2. Speaking assessment: students should describe the six-frame cierra la puerta storyboard to you in Spanish. (It could be used as a writing assessment, if you want). Page 24
3. If you must administer individual speaking assessments to students (i.e. they don’t simultaneously record them in some digital form for you to listen to and assess at a later time), have them work on the Gilberto storyboard. This storyboard could be used as a reading or writing assessment if you want. Pages 25-26

Page 27 is an alternate reading or assessment that you could use wherever you see fit.