Traditional Lesson Plan Samford University Orlean Bullard Beeson School of Education & Professional Studies

Phillip Ketcham Adv. Span. III Mountain Brook HS 9:54am

Lesson Objectives: Students will be able to define and explain Spanish vocabulary words from Chapter 4 of their textbook Realidades. Students will be able to discuss the new vocabulary with their classmates. National & State Standards: National Standards: Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. State Standards: 3.) Use the target language to create oral and written presentations on a variety of topics using familiar vocabulary and learned structures and time frames. Pre-Instructional Activities: Teacher will introduce himself to the class. The teacher will then begin explaining the objectives to the class for this lesson. Teacher will give rationale for the lesson by describing the need for students to know the vocabulary to increase their speaking abilities and comprehension of the Spanish language. The teacher will say something like, It is important for students to add to their vocabulary in order that their ability to speak and understand the language will increase. Directed Teaching: Teacher will begin by going through the textbooks presentation of the new vocab through the scenarios presented on Julio and Andrs. While the teacher is going through the vocab, the students will be defining the words in their notes. Some of the lesson will involve students reading paragraphs in Spanish of the scenarios or listening to the recordings of the paragraphs from the textbook. The teacher will call on students to answer questions or to circumnavigate around words they are learning. Guided Practice: At the end of the directed teaching, the teacher will put on the smart board a list of 5-10 questions the students will answer in their groups. The teacher during this time will go from group to group to monitor their progress and to answer their questions. The goal here is for students to use Spanish as much as possible if not the entire time. If time allows, the students will complete activity 10 on page 58 in their workbook. The activity is a crossword puzzle using vocabulary from the chapter 4b. Independent Practice: For this part of the lesson, students will play a game called fish bowl. In this game, one student will pick a vocab word out of a bowl and describe it (in Spanish) without using the word. The students in their group will have to guess the word. The group that finishes first will earn points and the group with the most points will earn bonus points for their next

test. Each round of fish bowl will be timed, and there will be at least 10 words in each bowl. The goal of this is for students to use as much Spanish as possible. Formative Evaluation: Formative evaluation will take place throughout the lesson in direct teaching and guided practice. The teacher will ask questions throughout the lecture to assess whether students are understanding the topic and determining if anything needs to be repeated or explained differently. Also, students will take the last 5 minutes of the class and use exit cards. On these cards the students will put down what they think they will remember from this lesson later on in the week. Differentiating Instruction: Identify need before directed teaching begins. Create and supply outlines as needed. Currently, there is no identified need. For students that struggle with the combination of auditory instruction and writing things down at the same time, notes outlines can be provided. To ensure students are staying focused and on task, there will be several blanks for students to fill in throughout the lecture and notetaking process. There may come a point where at-risk students seem to not be on the same page as the majority of class. This will be determined through formative evaluation. While students are doing guided practice and independent practice, the teacher will walk around the room monitoring students understanding of the material. If the teacher sees misinterpretations of the vocabulary words, the teacher will point these mistakes out to them. If the teacher notices a pattern in the class, the teacher may pause work of the guided practice or fish bowl activity and take a moment to reteach the material to the whole class. From my discussions with Ms. Wood, I found out that she does not have any students with IEPs. Closure: When the students have finished the fish bowl activity, the teacher will congratulate them on their work and practice with the content. The teacher will quickly review the objectives of the lesson, showing them how those objectives were met throughout the lesson. The teacher will then hand out the exit cards to the students before the period is over. Resources: Reflection upon Lesson: