Objectives (5 - 7 minutes)

1. Understand the concept and structure of the pluperfect tense in Spanish, including the use of auxiliary verbs and the formation of the past participle.
2. Identify and apply the pluperfect tense correctly in sentences and texts, demonstrating the ability to construct and interpret sentences with this verb tense.
3. Develop fluency and confidence in the use of the pluperfect tense, through practical and interactive activities.

Secondary Objectives:

• Stimulate students' critical thinking and analytical skills by exploring the nuances of using the pluperfect tense.
• Reinforce the practice of reading and comprehension of Spanish texts, through the study of literary examples that use the pluperfect tense.
• Promote the ability to express oneself orally and in writing in Spanish, through text production and conversation activities using the pluperfect tense.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher begins the class by reminding students about the concept of verbs and the different verb tenses in Spanish that have already been studied, with a special focus on the present indicative and the past participle. This review is essential so that students can understand and use the pluperfect tense correctly. (3 - 5 minutes)

2. Problem Situations:

   • The teacher presents two problem situations that involve the use of the pluperfect tense. The first could be a letter from a character in a book that students have already read, in which the character describes a hypothetical action in the past. The second could be a job advertisement that asks candidates to describe a professional experience that they would have had if they had had the opportunity. (5 - 7 minutes)

3. Contextualization:

   • The teacher explains the importance of the pluperfect tense in formal writing situations, such as formal letters, academic essays, proficiency exam essays, etc. In addition, the teacher mentions that this verb tense can also be used in informal conversation contexts, to express wishes, possibilities, advice, etc. (2 - 3 minutes)

4. Capture Students' Attention:

   • The teacher shares some interesting facts about the pluperfect tense. For example, the teacher could mention that this verb tense is widely used in literature, especially in novels and short stories, to express the thoughts and feelings of characters. In addition, the teacher could tell a fun story about a student who confused the pluperfect tense with another verb tense and ended up creating a funny situation. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity 1: "The Story of the Past Future" (10 - 12 minutes)

   • The teacher divides the class into groups of 4 or 5 students and gives each group a large sheet of paper and colored pens.

   • Then, the teacher explains that each group must create a short story in Spanish, using the pluperfect tense in at least 3 sentences. The story should be written on the sheet of paper in a clear and legible way, and it should also be illustrated in a creative and colorful way.

   • The teacher circulates around the room, guiding the groups and clarifying any doubts. The teacher can also suggest words and expressions that students can use in their stories, to enrich their vocabulary.

   • At the end of the activity, each group must present their story to the class, reading the sentences aloud and explaining the context. The other students must pay attention and try to identify the use of the pluperfect tense in each story.

2. Activity 2: "The Conditional in the Newspaper" (10 - 12 minutes)

   • The teacher presents the problem situation: The students are novice journalists and have been assigned the task of writing a news story about a hypothetical event that would have happened in the past if certain conditions had been different.

   • Each group is given a fictional newspaper clipping with headlines and a brief description of different hypothetical events. Students must rewrite the description of these events using the past perfect tense, in order to make it clear that they are hypothetical events that would have happened in the past.

   • Students should work in their groups to complete the task, discussing among themselves and sharing ideas. The teacher circulates around the room, guiding the groups and clarifying any doubts.

   • After completing the activity, each group must present their news story to the class, reading the descriptions of the events aloud and explaining the use of the pluperfect tense. The other students must pay attention and try to identify the use of the pluperfect tense in each news story.

3. Activity 3: "The Council of the Future" (5 - 7 minutes)

   • The teacher proposes that each student think of a piece of advice that they would give to themselves in the past, if they had the opportunity. For example, "I would study more for the math test" or "I would not have fought with my best friend".

   • Then, the teacher asks students to write their advice on a sheet of paper, using the pluperfect tense. The teacher circulates around the room, assisting students who are having difficulty.

   • After completing the activity, some students are invited to share their advice with the class. This not only promotes the practice of the pluperfect tense, but can also lead to interesting and meaningful discussions about students' experiences.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher must provide a space for each group to share their stories and news stories created during the activities. Each group will have up to 2 minutes to present and explain how they used the pluperfect tense in their productions.

   • During the presentations, the other students are encouraged to ask questions and make comments, thus promoting an atmosphere of collaborative learning.

   • The teacher must intervene, when necessary, to clarify doubts and provide constructive feedback.

2. Connection with Theory (2 - 3 minutes)

   • After the presentations, the teacher must do a brief review of the concept of the pluperfect tense, highlighting how it was applied in the stories and news stories created by the students.

   • The teacher can point out the positive points and the areas for improvement, reinforcing the importance of continuous practice in order to master this verb tense.

3. Individual Reflection (2 - 3 minutes)

   • The teacher proposes that students reflect on what they have learned in the class.

   • To help with this reflection, the teacher could ask the following questions:

     1. What was the most important concept that you learned today?
     2. What questions have not yet been answered?
     3. How can you apply what you learned today in real Spanish communication situations?

   • Students must write their answers on a piece of paper and hand it in to the teacher. These reflections can be used to guide the activities of the next classes and to identify any gaps in understanding that need to be addressed.

4. Teacher Feedback (1 - 2 minutes)

   • Finally, the teacher must provide feedback to the students on their performance in class.

   • The teacher can praise the students' efforts, highlight their strengths, and offer suggestions for improvement.

   • The teacher must encourage students to continue practicing the pluperfect tense at home and to bring any doubts or difficulties to the next class.

Conclusion (3 - 5 minutes)

1. Summary and Recapitulation (1 - 2 minutes)

   • The teacher must do a brief summary of the main points covered in the class, reviewing the concept of the pluperfect tense, the structure of this verb tense in Spanish, and its application in different communication contexts.

   • It is important for the teacher to reinforce the use of the auxiliary verbs "haber" and "estar" in the conditional, as well as the formation of the past participle of regular and irregular verbs.

   • The teacher could, for example, summarize the main uses of the pluperfect tense, such as expressing hypothetical actions in the past, formulating advice, and describing events that could have occurred under different conditions.

2. Theory-Practice Connection (1 minute)

   • The teacher must emphasize how the activities carried out during the class allowed students to apply and consolidate the theoretical knowledge acquired about the pluperfect tense.

   • The teacher could, for example, mention how the creation of the hypothetical stories and news stories encouraged students to think more deeply about the structure and use of this verb tense.

3. Supplementary Materials (1 minute)

   • The teacher must suggest additional study materials for students who want to deepen their understanding of the pluperfect tense.

   • These materials could include: interactive online exercises, explanatory videos, Spanish texts that make intensive use of the pluperfect tense, and lists of verbs and expressions that are frequently used with this verb tense.

4. Importance of the Subject (1 minute)

   • To end the class, the teacher must highlight the importance of the pluperfect tense in everyday life, reinforcing that this verb tense is not just a matter of grammar, but a powerful tool for expressing ideas and feelings in Spanish.

   • The teacher could, for example, mention how the knowledge and correct use of the pluperfect tense can facilitate communication in formal and informal situations, from writing a professional email to having a conversation with a Spanish friend.