De Viaje: Travel, Directions, and Getting Around in Spanish

De Viaje: Travel, Directions, and Getting Around in Spanish

Grade 10 · World Languages · NYS WL Standards Intermediate.CLL.1 / Intermediate.CULT.2 · 55 Minutes

NYS-Aligned Standards

Intermediate.CLL.1 — Interact to ask for/give directions and handle travel situations (interpersonal). Intermediate.CULT.2 — Compare travel/daily-life cultural practices with one’s own. NYS Learning Standards for World Languages (2021)

Learning Objectives — “I Can” Statements

• I can ask for and give directions in Spanish (¿Dónde está…? Sigue derecho, dobla a la derecha).
• I can handle a simple travel exchange (buying a ticket, asking about a place).
• I can compare a travel practice in a Spanish-speaking country with my own.

Essential Question

How would I navigate a city and ask for help if I were traveling in a Spanish-speaking country?

Lesson Sequence

Hook / Warm-Up (8 min)

Map projection: model “¿Dónde está el museo?” → “Sigue derecho y dobla a la izquierda.” Students trace the route on a mini-map.

Direct Instruction (15 min)

1. Direction phrases: sigue derecho (go straight), dobla a la derecha/izquierda (turn right/left), está al lado de (next to), enfrente de (across from).
2. Travel exchanges: comprar un billete (buy a ticket), ¿A qué hora sale…? (what time does … leave?).
3. Cultural note: public transit, plazas, and walkability in many Spanish-speaking cities.

Guided Practice (20 min)

Role-play stations: (a) lost tourist asking directions, (b) buying a train/bus ticket, (c) recommending a place. Partners rotate roles using a provided phrase bank, negotiating meaning when stuck.

Cultural Comparison (8 min)

Brief discussion/quick-write: “How might getting around in Madrid or Mexico City differ from your town? What practice surprised you?”

Closure (4 min)

Exit ticket: give directions in Spanish from the classroom to the main office.

SDI & Differentiation Block

Supports for MLLs/ELLs

Note: For students who are also English language learners, provide a bilingual phrase bank and a visual map so meaning is supported.

Transitioning/Expanding (NYSESLAT Levels 3–4):

• Phrase bank with map icons; sentence frames for each role-play role
• Vocabulary: derecho, derecha, izquierda, billete, salida

Expanding/Commanding (NYSESLAT Levels 5–6):

• Extension: add follow-up questions and unexpected complications to role-plays
• Encourage spontaneous negotiation of meaning

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

• Content: Focus on 3 direction phrases and one role-play scenario
• Methodology: Use a physical map and movement; model each role first
• Delivery: Provide scripted role-play cards; allow script-supported speaking; extended time

Suggested Placement: ICT, Resource Room

Model Response

“—Perdón, ¿dónde está la estación de tren? —Sigue derecho dos cuadras y dobla a la derecha. Está enfrente del parque. —Gracias. ¿A qué hora sale el próximo tren? —Sale a las tres y media.”

Alignment Record