SAMPLE LESSON PLAN - Family - Ser/Estar (to be) - Elementary Spanish as a Heritage Language-SPAN 111

Oct 1, 2026

Elementary Spanish as a Heritage Language lesson plan centered on the theme of family, using Ser and Estar to describe family members, ask questions, and express location. Students define and identify family members, ask about relationships, describe personality and physical characteristics, and state where people are. Activities follow a structured sequence of input, pair work, question-and-answer identification, adjective description, and location practice with full sentence models and targeted feedback such as recasts and elicitation.

LanguageEnglish

CategoryExam

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

Lesson Overview

Theme and Objectives

Resources

Learning Activities by Stage

Input and Vocabulary Introduction

Interrogative Questions (¿quién...?)

Assimilation: Pair Practice and Feedback

Interrogative Questions (¿cómo...?)

Description Practice

Interrogative Questions (¿dónde...?)

Location Practice

SAMPLE LESSON PLAN Carlos Enrique Ibarra Proficiency Level/Class. Elementary Spanish as a Heritage Language-SPAN 111 Estimated time of lesson. 50 minutes Theme/Context. Family – Ser/Estar (to be) Performance outcomes/objectives. Students will be able to: 􀀁 define/identify family members 􀀁 ask qustions about family members 􀀁 describe personality and physical characteristics 􀀁 express location Content knowledge/skills. Students will be able to apply these terms and concepts: 􀀁 use interrogative words to ask questions (¿quién... ? ¿cómo...? ¿dónde...?) 􀀁 use possessive adjectives (mi, tu) 􀀁 use demonstrative adjectives (este, esta) 􀀁 use the adequate gender in using adjectives 􀀁 use ser in 3rd person singular to identify family members 􀀁 use ser in 3rd person singular + adjectives to describe people 􀀁 use estar in 3rd person singular + en to express the location of people 􀀁 use the vocabulary related to places in the city Resources/materials needed. Textbook “ESPAÑOL, Nuestra HERENCIA, Nuestro TESORO. SPANISH ASA HERITAGE LANGUAGE”, p. 3, 41 & 42 (family vocabulary and expressions), p. 35 (conjugation of ser), p. 59 & 61 (adjectives to describe people with ser), p. 66 (conjugation of estar), p. 129 (vocabulary of places in the city) . Family pictures. Outline/Description of learning/teaching activities. Total lesson time: 48 minutes. | 1 Input (5 minutes) | Introduction of vocabulary.
While asking students to look atthe family tree on p. 3 and family vocabulary on p. 41 of the book, the instructor introduces vocabulary related to family by showing a picture of his own family and pointing at family members while describing them (esta es mi madre, se llama Emma, y es muy amable ysimpática. Esta es mi hermana Cecilia, es muy trabajadora y responsable. Ella tiene dos hijos, mis sobrinos, y se llaman... ) . | Interpretive, L, R | | --- | --- | --- | | | The instructor asks students to look at the conjugation of ser on p. 35 if needed. | | | --- | --- | --- | | 2 Input (4 minutes) | Interrogative questions with ¿quién... ? After the initial input phase of this lesson, the instructor shows the interrogative word “¿quién... ? on a slide and provides a couple of examples of family member identification by means of relationships: ¿quién es la hijade mi hermana? ¿quién es la madre de mi padre?, asking students to look at examples on p. 42, and helping the entire class to come up with the right answer, putting emphasis on the change of perspective in answering (tu instead of mi) using complete structures: la hija de tu hermanaes tu sobrina, la madre de tu padre es tu abuela. | Interpretive, L, R | | 3 Assimilation (6 minutes) | Vocabulary activity. The instructor asks students to work in pairs, describing their own family using the picture they brought from home, pointing at each family member while telling how each person in the picture is related to them (esta es mi madre, se llama Sally. Este es mi hermano, se llama Chad) . | Interpretive, L, S, K
Type of feedback: recast and elicitation. Clarifications and metalinguistic when necessary. | | 4 Assimilation (4 minutes) | Identification activity. The instructor asks students to work in pairs, asking each other 4 questions (8 total) to identify family members (¿quién es la hermana de mi padre?) . Students must point at the family member that corresponds to the description they hear in the question, while responding using full structures (la hermana de tu padre es tu tía) . The instructor walks around the classroom, eavesdropping to check that | Interpretive, L, S, K
Type of feedback: recast and elicitation. Clarifications and metalinguistic when necessary. | | | interactive communication is taking place effectively, and answering questions from students. | | | --- | --- | --- | | 5 Input (5 minutes) | Interrogative questions with ¿cómo... ? While asking students to look at the list of adjectives to describe people on p. 59 and 61,

FAQs

What are the main learning objectives for this lesson?

Students define and identify family members, ask questions about them, describe personality and physical characteristics, and express where people are using appropriate structures.

How does the lesson teach interrogative questions?

It introduces question words such as ¿quién...?, ¿cómo...?, and ¿dónde...?, then uses examples and guided pair activities where students respond with complete sentence structures.

What grammar points are emphasized?

The plan emphasizes possessive and demonstrative adjectives (mi, tu; este, esta), gender agreement in adjectives, ser in 3rd person singular for identifying/characterizing people, and estar with en to express location.

Oct 1, 2026

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