Objectives (5 - 7 minutes)

1. Understanding and Application of Possessive and Demonstrative Pronouns: Students should be able to identify and understand the proper use of possessive pronouns (mi, tu, su, nuestro, vuestro, su) and demonstrative pronouns (este, ese, aquel, esta, esa, aquella). They should be able to apply this knowledge in sentences and paragraphs, demonstrating the ability to select the correct pronoun for the given context.

2. Differentiation between Possessive and Demonstrative Pronouns: Students should be able to distinguish between possessive and demonstrative pronouns, recognizing that they have different functions in the Spanish language. They should be able to explain, in their own words, the differences and uses of these two types of pronouns.

3. Spanish Conversation Practice: In addition to understanding and applying possessive and demonstrative pronouns, students should be able to use them in conversational situations, both orally and in writing. The goal is to promote fluency in the Spanish language and confidence in verbal expression.

Secondary Objectives:

• Vocabulary and Grammar Development: Through the study of possessive and demonstrative pronouns, students will have the opportunity to expand their Spanish vocabulary and deepen their understanding of the language's grammar.

• Improved Reading Comprehension in Spanish: By practicing reading texts that use possessive and demonstrative pronouns, students will have the opportunity to improve their reading skills in Spanish, especially their ability to understand the meaning of texts based on context.

Introduction (10 - 12 minutes)

1. Review of Related Content: The teacher should start the lesson with a quick review of basic concepts of Spanish grammar that are relevant to the lesson, such as verbs, nouns, and adjectives. This review can be done through interactive questions and answers with the students, encouraging them to participate actively. (2 - 3 minutes)

2. Problem-Solving Scenarios: The teacher can present two problem-solving scenarios that involve the use of possessive and demonstrative pronouns. For example, 'How would you say 'This is my book' in Spanish?' or 'How would you express 'Those are your shoes' in Spanish?'. These problem-solving scenarios are designed to stimulate critical thinking and initiate discussion on the lesson topic. (3 - 4 minutes)

3. Contextualization of the Subject's Importance: The teacher should explain the importance of studying possessive and demonstrative pronouns, highlighting how these pronouns are used in everyday Spanish language. For example, they may mention that possessive pronouns are used to indicate possession, while demonstrative pronouns are used to point out or indicate the location of people, objects, or ideas. (2 - 3 minutes)

4. Introduction to the Topic: The teacher should introduce the lesson topic by pronouncing some sentences in Spanish that contain possessive and demonstrative pronouns. For example, 'Esta es mi casa' (This is my house) or 'Aquel es su libro' (That is your book). Then, the teacher should ask the students if they know what these sentences mean and how they would say them in their own language. This activity aims to spark students' interest in the topic and prepare them for the content that will be covered. (3 - 4 minutes)

Development (20 - 25 minutes)

1. Activity 1: 'Create Your Story' (10 - 12 minutes)

   • The teacher should divide the class into groups of 3 or 4 students.
   • Each group will receive a set of image cards representing daily life scenes (e.g., house, school, park, etc.).
   • The students, in their respective groups, should create a short story in Spanish using the images as reference.
   • The challenge is for them to include possessive and demonstrative pronouns in their stories appropriately.
   • The teacher should move around the room, supporting and correcting the students as needed.
   • At the end of the activity, each group will present their story to the class, promoting Spanish conversation practice and understanding of the use of possessive and demonstrative pronouns.

2. Activity 2: 'Mysterious Correspondence' (10 - 12 minutes)

   • The teacher should prepare a set of cards in advance with sentences written in Spanish, where some possessive and demonstrative pronouns have been omitted.
   • The students, again in their groups, will receive a set of these cards.
   • The goal is to fill in the blanks with the correct possessive and demonstrative pronouns according to the sentence context.
   • To make the activity more challenging, the teacher can include some ambiguous sentences that can be interpreted in different ways depending on the pronouns used.
   • The teacher should encourage the students to discuss the answers in their groups, justifying their choices.
   • After the activity is completed, the teacher should review the answers with the class, explaining the correct uses of possessive and demonstrative pronouns.

3. Activity 3: 'Grammar Board Game' (5 - 7 minutes)

   • The teacher should prepare a board game that includes spaces of different colors, each corresponding to a type of possessive or demonstrative pronoun.
   • The students, still in their groups, will roll the dice and move their pieces on the board, filling in the blanks of the sentences they encounter with the appropriate pronouns.
   • The goal is to reach the end of the board with the highest number of correctly filled sentences.
   • This activity, besides being fun and engaging, provides a final review of the concepts taught during the lesson.

The teacher should ensure that all activities are conducted in a collaborative learning environment and encourage the active participation of all students. Additionally, they should be available to clarify doubts and provide constructive feedback during the learning process.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher should organize a group discussion for each group to share the solutions or conclusions found during the activities.
   • Each group will have a maximum of 3 minutes to present their stories or solutions, ensuring that all students have the opportunity to speak.
   • During the presentations, the teacher should encourage other students to ask questions or make comments, promoting a collaborative and participative learning environment.

2. Connection to Theory (2 - 3 minutes)

   • After the presentations, the teacher should summarize the activities, highlighting how possessive and demonstrative pronouns were correctly used in the stories and sentences created by the students.
   • The teacher should explain how the activities carried out connect to the theory presented at the beginning of the lesson. For example, they can show how possessive pronouns are used to indicate possession and how demonstrative pronouns are used to point out or indicate the location of people, objects, or ideas.

3. Individual Reflection (2 - 3 minutes)

   • The teacher should propose that students reflect individually for a minute on what they learned during the lesson.
   • They should think about the following:
     1. What was the most important concept learned today?
     2. What questions have not been answered yet?
   • After the reflection, the teacher can ask some volunteers to share their answers with the class.

4. Teacher's Feedback (1 minute)

   • Finally, the teacher should provide general feedback on the lesson, highlighting strengths and areas that need improvement.
   • They should encourage students to continue practicing possessive and demonstrative pronouns at home and to seek help if they have any doubts.

This Feedback is a crucial part of the lesson, as it allows students to consolidate what they have learned, make connections with the theory, and reflect on the learning process. Additionally, it provides the teacher with the opportunity to assess the effectiveness of their teaching strategies and adjust them as needed for future lessons.

Conclusion (5 - 7 minutes)

1. Summary of Covered Content (2 - 3 minutes)

   • The teacher should start the Conclusion by recapping the main points covered during the lesson. They should review possessive pronouns (mi, tu, su, nuestro, vuestro, su) and demonstrative pronouns (este, ese, aquel, esta, esa, aquella), and how they are used in the Spanish language.
   • Additionally, the teacher should reinforce the differences between possessive and demonstrative pronouns, highlighting that the former indicate possession, while the latter point out or indicate the location of people, objects, or ideas.

2. Connection between Theory and Practice (1 - 2 minutes)

   • The teacher should explain how the lesson connected theory, practice, and applications of possessive and demonstrative pronouns. They can emphasize how the group activities allowed students to practice using these pronouns in real conversational contexts, strengthening their speaking and writing skills in Spanish.
   • Additionally, the teacher should highlight how the gap-filling exercises and the board game helped students consolidate their knowledge of the correct use of possessive and demonstrative pronouns.

3. Suggestions for Extra Materials (1 - 2 minutes)

   • To complement the lesson, the teacher can suggest that students explore more about the subject through extra materials. They can recommend Spanish grammar books, language learning websites, educational videos, among others.
   • Additionally, the teacher can encourage students to practice at home through online exercises, conversation with peers, or even trying to write short texts in Spanish using possessive and demonstrative pronouns.

4. Relevance of the Subject to Daily Life (1 minute)

   • Finally, the teacher should reiterate the importance of possessive and demonstrative pronouns for daily life. They can cite examples of everyday situations where these pronouns are used in the Spanish language, such as describing belongings, pointing to objects, among others.
   • Additionally, the teacher should emphasize that knowledge of possessive and demonstrative pronouns is fundamental for fluency in the Spanish language, allowing students to express themselves more precisely and effectively.

The Conclusion of the lesson is an opportunity for the teacher to reinforce the concepts learned, connect theory to practice, and highlight the relevance of the subject to students' lives. Additionally, by suggesting extra materials and encouraging individual practice, the teacher is promoting continuous and autonomous learning for the students.