Complete Unit Plan

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher
Rachel Faber
Date
October 31, 2014
___7th____
Subject/ Topic/ Theme
Spanish/La Cocina
Grade
I. Objectives
How does this lesson connect to the unit plan?
This lesson will introduce the kitchen vocabulary that the students will be using throughout the unit.
cognitiveR U Ap An E
C*
Learners will be able to:
Identify objects (ie dishwasher, toaster, outlet, etc) that are commonly found in kitchens
Express locations of items found in a kitchen using estar and the locational prepositional phrases
R, U,
Ap
physical
development
socioemotional
Forming
phonemes in
Spanish
Forming
phonemes in
Spanish
Common Core standards (or GLCEs if not available in Common Core) addressed:
1.1 Interpersonal Communication: Students engage in conversations, provide and obtain information, express feelings and emotions, and
exchange opinions.
1.2 Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics.
4.1 Comparing Languages: Students demonstrate understanding of the nature of language through comparisons of the language studied and
their own.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective
applies to particular learners write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start

Identify prerequisite
knowledge and skills.
Knowledge of items that are found in a kitchen; locational prepositions in Spanish;

forms of estar; names of foods in Spanish;
Pre-assessment (for learning):
Outline assessment
activities
(applicable to this lesson)
Knowledge of what was taught in the previous lessons

Formative (for learning): Matching game
Formative (as learning): Manotado
Summative (of learning):
What barriers might

this lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for
Provide Multiple Means of

Representation
Provide options for
perception- making
information perceptible
make use of context clues in
the matching game; reading
the vocabulary words aloud
during manotado

Action and Expression
Provide options for
physical action- increase
options for interaction:
matching game; manotado

Engagement
Provide options for
recruiting interestchoice,
relevance, value,
authenticity, minimize
threats
your students to do this

lesson?
Provide options for

language, mathematical
expressions, and symbolsclarify & connect language
Provide options for

expression and
communication- increase
medium of expression
include both words and

pictures on the vocabulary
sheet; provide flash-cards
as well
students will work in

partners for the matching
game; they will have to
read the words and
definitions aloud to each
other
Provide options for

comprehension- activate,
apply & highlight
Provide options for

executive functionscoordinate short & long
term goals, monitor
progress, and modify
strategies
I will provide multiple

means of representation
(pictures, written
descriptions,
Materials-what
materials (books,
handouts, etc) do you
need for this lesson and
are they ready to use?
Provide options for

sustaining effort and
persistenceoptimize
challenge, collaboration,
mastery-oriented feedback
start with the matching

game, which includes
many context clues to help
the students learn the new
vocabulary. Then move
into manotado which will
give the students the
Spanish words followed
by the English equivalent
Provide options for selfregulation- expectations,
personal skills and strategies,
self-assessment & reflection
During manotado I will

give the Spanish word,
I will monitor how well
allow time for them to hit
the students are
the correct item, then give
recognizing the
the English word so that
vocabulary words and
the can self-check. For the
add increased scaffolding matching game, I will go
if necessary.
over the answers.
Manotado flash-cards, Spanish descriptions of the items, vocabulary sheet, textbook
Normal arrangement, the students will work in pairs to complete the in class
activities.
How will your
classroom be set up for
this lesson?
III. The Plan

Time
Components
0:00
2:00
Motivation
(opening/
introduction/
engagement)
Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking
questions and/or prompts.
Welcome students and ask how they are:
Students will reply with various phrases
Buenos das chicos, como estn?
ie: estoy cansado, or estoy feliz, etc....
Go over verse: Hay alguien quien

puede decirme lo que dice el
versculo en ingls?
Students will raise their hands and

answer: If anyone wants to be my
disciple they must deny themselves,
pick up their cross daily and follow
me. Luke 9:23
4:00
Ask for a volunteer to lead the class in the
verse in Spanish: Puedo tener un
voluntario para hacer el versiculo?
Selected student will use the pointer to

lead the verse: Si alguien quiere ser mi
discipulo que se niegue asi mismo, lleve su
cruz cada dia, y me siga Lucas 9:23
Tell the students the new topic, the

activities and items that are in the kitchen.
6:00
7:00
Hand out matching game sheets one per

person and give instructions: Match the
English word with the Spanish
description/word. The first three groups
with both of their sheets finished will get a
reward.. Work with the partner who is
sitting at your table.
Students will work together to figure out

the word puzzles
15:00
Check papers and give the first three pairs

who complete the paper correctly a piece
of candy.
Go over the paper asking for student
answers and making corrections where
needed.
Students will come up and have their

paper check when they are completed
18:00
25:00
30:00
Development
(the largest
component or
main body of
the lesson)
32:00
48:00
Closure
(conclusion,
culmination,
wrap-up)
Hand out flash-cards and have the

students cut them apart.
Have the partners lay out one set of flashcards on the desk in front of them, leaving
space between the cards
Explain manotado for the students who
may have not played it before: I will call
of a word in Spanish twice. When you
hear the word, try to hit the proper
picture before your partner does. Only
your first hit counts. Whoever hits the
correct picture first wins that round and
receives a point. If neither partner hits the
correct picture or, the time runs out, the
teachers receive a point. After a few
seconds, I will ring the bell and tell the
word in English to let you know who won
the round.
Read off one word at a time, repeating it
twice and giving the English equivalent
after ringing the bell.
Continue play until around 7 minutes
before the end of class.
Have the students add up points and see
who won the game. Then pack up their
flash-cards with a paperclip to make sure
they do not use them and remind the
students that we will be using them again
next class period
Students will raise their hands and read off

the description and word in Spanish
followed by the correct English
equivalent.
Students will cut apart their flash-card sets
Students lay out their cards.
Students will hear directions and ask

questions about how to play if necessary.
Students will try to hit the proper picture

each time a new word is given.
Students will pack up and tally scores and

see who won within each group and also
who had the highest overall score for the
class,
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas
for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did
not teach this lesson, focus on the process of preparing the lesson.)
I have not had the opportunity to teach this lesson.
While creating this lesson I learned several important things:
1. This takes much longer than it seems like it should.
2. Creating supplementary materials, almost takes longer than the actual lesson writing itself
3. UDL can prove challenging to implement.
4. It is very difficult to predict how long each activity will take.
I am hoping that as I continue to write my lessons, they will get easier and take less time to complete. This
project is giving me a new appreciation for what my teachers do every day for 5-10 classes, and it seems
even more impressive now that I have had to do the same for 3 classes.
Teacher
Date
Rachel Faber
11/5/2014
La cocina
Grade _______7th______
I. Objectives
This lesson will review the new vocabulary that they learned in the previous lesson and will use in the project that will be introduced during the
next lesson.
cognitiveR U Ap An E C*
physical
development
socio-emotional
R
R, Ap
R, Ap, An,
E
Name items found in a kitchen in Spanish.

Tell the location of the items in Spanish
Describe (shape, size color) of items in Spanish
1.1 Interpersonal Communication: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
1.3 Presentational Communication: Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
3.1 Knowledge: Students reinforce and further their knowledge of other disciplines through the world language.
3.2Point of View: Students acquire information and recognize the distinctive viewpoints that are only available
through the world language and its cultures.
4.2 Comparing Cultures: Students demonstrate understanding of the concept of culture through comparisons of the
cultures studied and their own..
HSCE 1.5.4 Use technology tools to produce polished written and multimedia work (e.g., literary and
expository works, proposals, business presentations, advertisements).

New kitchen vocabulary in Spanish, Vocabulary for location, size, color and shape in
Spanish, Conjugations of Estar and Ser and knowledge of when to use which one.
Pre-assessment (for learning): Ask the students to each name an item that we learned the day
before in Spanish
Outline assessment
activities
Formative (for learning):
Cross word challenge

Formative (as learning): Identify, in Spanish, the items that we learned within a picture that
they are given.
Summative (of learning): Speed game
Representation


Engagement
What barriers might this

lesson present?
What will it take
experientially,
lesson?
Provide options for

perception- making
The use of pictures and
words together with sounds
Provide options for physical

action- increase options for
interaction
Speed game, students will be
up and moving to bring the
answers to be checked
Provide options for

language, mathematical
expressions, and symbolsclarify & connect language
Provide options for

expression and
Students will have the

opportunity to speak and
write during the various
activities
Provide options for
apply & highlight
Materials-what
materials (books,
How will your classroom

be set up for this lesson?
Provide options for

term goals, monitor
strategies
Provide options for recruiting

interestchoice, relevance,
value, authenticity, minimize
threats
During the identifying
activity, the speed game and
the pre-assessment students
will be able to choose a word
to say, so they can pick one
they already know/remember.
Provide options for sustaining
effort and persistenceoptimize challenge,
collaboration, masteryoriented feedback
Students will receive

immediate feedback, and
pick the difficulty level
during the activities.
personal skills and strategies,
self-assessment & reflection
We will be actively using

the vocabulary words in
different contexts
(identify, describe, list,
etc)
PowerPoint of pictures with kitchen items (from textbook), crossword puzzle, paper,
pencils, projector, stop watch
The desks will be in the usual row formation, the screen will be down, and the
projector on standby.
III. The Plan

Time
Components

Buenos Das chicos, como estn?
Start with the verse and prayer for review
(they will be tested on this soon): Hay
0:00
1:00
Motivation
(opening/
introduction/
engagement)
2:00

AND
student activities
alguien quien puede decirme lo

que dice el versculo en ingls?
volunntario para hacer el versiculo?
Students will reply with various phrases ie:

estoy cansado, or estoy feliz, etc....

me. Luke 9:23
discipulo que se niegue asi mismo, lleve su
cruz cada dia, y me siga. Lucas 9:23
3:00
5:00
9:00
23:00
24:00
Development
(the largest
component or
main body of
the lesson)
26:00
47:00
49:00
Closure
Ask the students if they can remember

any of the new vocabulary words from
yesterday:Quin puede decirme unas de
las palabras nuevas de la leccin de
ayer?
Introduce speed game competition.
Explain rules: everyone will be told a
word in English and they must give the
Spanish word or item from our list of
kitchen vocabulary, so you will want to be
paying attention as we go. We will start at
the front corner, and work our way
around the room like a snake. Everyone
will stand up to start, and after you hear
your word and reply with your Spanish
word you will sit down. Each person will
way one vocabulary word then the next
person will go. There are no repeats until
all the words have been used once. This is
a competition between all three 7th grade
classes. Your class will have four tries to
get the quickest time you can. The class
with the fastest time will receive a prize!
Are there any questions?
Keep track to the times and record the
fastest one.
Transition to next activity; put up
PowerPoint with kitchen pictures. Please
get a paper and pencil out.
Explain the activity: In the picture that I
will put up, there will be all of the new
items that you learned. You and a partner
will work together to find all 19 of the
items and give a description of the item
and where it is located. For example: you
could say that the mixer is black and is on
the table. You will have 20 minutes to find
as many items as possible and to write
them down. At the end of the time,
whichever team has the most correctly
written sentences, will receive a prize!
Are there any questions?
Walk around and watch to monitor
student progress, also watch for cheating.
Ask students to put their papers in the box
with their names and class on the top, and
tell them that winners will be announced
the following class.
Ask students to push in their chairs
Students will respond, giving different

words for example: La lata, la caja, etc.
Students will listen to the directions, and

ask any questions they may have.
Students will complete challenge trying to

get the fastest time.
Students will get out paper and a pencil.
Students will listen to the directions and as

any questions that are necessary.
Students will work quietly in pairs to

create as many sentences as possible.
Students will turn in their papers and
return to their seats.
.
Students will push in their chairs
50:00
(conclusion,
culmination,
wrap-up)
Dismiss students.
Students leave
I have not had the opportunity to teach this lesson. I am beginning to realize how hard it is to cross
curriculum lines with this topic. Kitchens are not something that most subjects talk about. I found that I
can make a connection to the technology GLCES for Michigan in several places in my unit, but other than
that I have not yet found a way to do that.
I am hopeful that the speed competition will work as a motivator for the students. Since they must know the
vocabulary to go quickly, I hope that this causes them to desire to study the vocabulary and work on
learning it.
Teacher
Date
Rachel Faber
Nov 8, 2014
La Cocina: -er, -ir verbs
Grade ____7th______
I. Objectives
At this point the students have been introduced to the new vocabulary to talk about the kitchen, and had some review with it. This lesson will
introduce the er and ir verb endings tin order that the students will be able to complete their final projects for the unit.
cognitiveR U Ap An E
C*
Remember the endings for er and ir verbs

Correctly conjugate verbs that end in er and ir to match a given subject
R
RUA
physical
development
socioemotional
1.2 Interpretive Communication: Students understand and interpret written and spoken language on a variety of
topics.

Outline assessment
activities
Subject pronouns, -ar conjugations, kitchen items

Pre-assessment (for learning): Look over the Scavenger hunt sentences from the previous
class and see how many each group had correct; Review the subject pronouns and ar
endings
Formative (as learning): Chutes and ladders
Summative (of learning): oral practice
What barriers might

What will it take
experientially,
lesson?

Representation
Provide options for
perception- making
Students will see the words
on the board and hear them
while they are playing the
game

interaction
Students will be moving
around during the game
Provide options for language,

mathematical expressions,
and symbolsclarify &
connect language
Provide options for

expression and
The students will use

charts to record the
endings, also there is math
involved in the game
Students will both see

and hear the answers

Engagement
threats
Student will be working in
small groups while
learning/practicing the verb
conjugations. It will also be
presented as a game, so they
will be motivated to learn
them and get the forms right
so they can win.
Provide options for
Students must get the

conjugations correct in
order to win
Provide options for

apply & highlight
Materials-what
materials (books,
Provide options for

term goals, monitor
strategies

personal skills and
strategies, self-assessment &
reflection
Students will get

immediate feedback from
their peers, and the answer
on the card. This will
allow them to track their
progress and know the
forms that give them
problems.
Chutes and ladders game boards, dice, game pieces, conjugation cards, white board
w/ markers
The desks will be arranged as normal in the row set up facing the board.
How will your
thqis lesson?
III. The Plan
Time
Components
0:00

1:00
3:00
Motivation
(opening/
introduction/
engagement)


volunntario para hacer el versiculo?
Ask students what the endings for ar
verbs are. Draw the verb table on the
board and have volunteers come up and
fill in the endings.
6:00
9:00

AND
student activities
Development
(the largest
component or
Try to help students see the relationship

between the ar and er/ir endings. Ask
them if they see a pattern in the endings of
the ar verbs.

me. Luke 9:23
discpulo que se niegue as mismo, lleve
su cruz cada da, y me siga. Lucas 9:23
Students will be thinking of what the
endings ar for -ar verbs and volunteering
the answers
Students will comment that they all start

with an a except the yo form ( as, a,
amos ,ais, an)
11:00
main body of
the lesson)
13:00
17:00
19:00
48:00
Closure
(conclusion,
culmination,
wrap-up)
Ask students prompting questions to help

them find the er/-ir endings: if the ar
endings all start with a, what do you
think the er endings will start with?
Write er endings on the board in the verb
chart, and explain that the same endings
are used for ir verbs too.
Introduce Chutes and ladders conjugation
game. Explain rules: Players will all start
at square 1. Players all roll the dice and
the highest number goes first, play
continues clockwise. Player 1 rolls the die
and then must draw a card from the deck
and conjugate the verb and create the
sentence. If the player conjugates it
correctly and creates the correct sentence,
they may move their game piece forward
the number of spaces they rolled. If they
do not, they must stay on their current
space. If you land on a square that a
ladder starts on, you will climb the
ladder and move your game piece to the
square where the ladder ends. If you land
at the top of a chute, you must go down
the chute and move your game piece to
the bottom of the chute. The first player to
make it to square 100 wins the game.
Hand out the boards and dice.
Students will play the game for the
remainder of class. Teacher will circulate
and answer questions and listen to
conjugations and pronunciation correcting
when necessary.
Ask the student to pack up the game sets
and put them back on the center table, and
push in their chairs before they leave.
Students will reply that they will start

with an e
Students will listen to the instructions and

ask questions if they are confused about
the game.
Students will play the game, practicing the

conjugations and correcting each other
when needed.
Students will pack up and leave.
I have not had the opportunity to teach this lesson. While creating it, I had to wrestle with how to create an
effective activity that would combine everything that they have learned thus far, while still being
interesting and engaging for the students. My solution was to create an adaptation of Chutes and Ladders,
which was one of my favorite childhood games. While this is an effective review tool, I was not fully aware
of how much time I would have to spend making it and the materials that go along with it, such as game
cards and finding the game board, player pieces, dice, etc. I found myself asking if there was an easier way,
but the solutions I continued to arrive at were not motivating or engaging for the students. Looking back
at my own language class, I have begun to wonder about the choices that my teacher made to use the kill
and drill method. Was it because she thought that it was a good method, or was it simply that she did not
have enough time to create all of the needed materials for other activities.
Teacher
Rachel Faber
Date
November 8, 2014
La cocina: Verb Game project
Grade _7th_
I. Objectives
This lesson reviews the information from this unit and connects it to the locational prepositions that the students learned earlier in the year (2
units prior). This lesson begins to wrap the unit up and assess what the students learned from it by means of a final project.
Apply their new vocabulary and conjugations to the creation of a movie

Create grammatically correct sentences using er and ir verbs with kitchen items.
Create sentences to compare and contrast two kitchens
R U Ap An E C
R U AP C
R U Ap An E C
physical
development
socioemotional
X
X
1.3 Presentational Communication: Students present information, concepts, and ideas to an audience of listeners
or readers on a variety of topics.
2.1 Practices and Perspectives: Students demonstrate an understanding of the relationship between the practices
and perspectives of the culture studied.
3.2 Point of View: Students acquire information and recognize the distinctive viewpoints that are only available
through the world language and its cultures.
4.2 Comparing Cultures: Students demonstrate understanding of the concept of culture through comparisons of
the cultures studied and their own.
HSCE 1.5.2 Prepare spoken and multimedia presentations that effectively address audiences by careful use of
voice, pacing, gestures, eye contact, visual aids, audio and video technology.

Basic knowledge of a few games, kitchen vocabulary, regular verb conjugations,

locational prepositions, Ser vs Estar (when to use and how to conjugate), how to use
iMovie
Listening to the students play the game yesterday

Outline assessment
activities
What barriers might

What will it take
experientially,
Formative (for learning): Kitchen comparison worksheet

Formative (as learning):
Using the new vocabulary and conjugations to create a movie/documetary

Representation


Engagement

lesson?
Provide options for

perception- making
Pictures and written words
and verbs, group work, full
class work, movies

interaction
Moving around to work with
Partners for the
comparisons. Moving to
film their movies.

threats
Small group work,
individual work,

connect language
Provide options for

expression and
Provide options for

Use of technology to build

movies
Provide options for
apply & highlight
Materials-what
materials (books,
How will your
this lesson?
III. The Plan
Time
Components
0:00
1:00
Motivation
(opening/
introduction/
engagement)
3:00
Students create movies

rather than take a test
Provide options for
term goals, monitor
strategies

personal skills and
strategies, self-assessment &
reflection
Students will need to

manage their time in order
to finish the movie
project. They will have a
rubric so that they can
keep track of which
expectations they have
met.
Kitchen pictures, pencils, laptops, rubrics
The classroom will be in the usual row formations with the screen down in the front
and back and the projectors on standby.

AND
student activities


voluntario para hacer el versiculo?

me. Luke 9:23
9:00
25:00
Development
(the largest
component or
main body of
the lesson)
30:00
Introduce the compare and contrast

activity. Hand out the pictures, two to a
group. Each of you has a picture of a
kitchen. Take turns asking and answering
questions about the items in your kitchen.
For example partner 1 will ask the other
partner if they have a toaster, and partner
2 will answer yes there is a toaster or no
there is not, and then Ask a question in
return. Each partner must Ask and
Answer 10 questions Monitor the students,
walking around and offering help with
pronunciation and sentence structure.
Introduce the project. Hand out the rubric
and explain the requirements and due
date. In place of an exam, you will all be
creating an iMovie project. The movie will
show activities that are happening in the
kitchen. This can be making dinner,
getting ready for school in the morning,
baking cookies, whatever you want, be
creative. Your project must contain at
least 20 complete sentences including 10
er/-ir verbs and 10 vocabulary word from
this chapter. The project will be due next
class, so you will have the remainder of
today to plan your storyline and
sentences. You should film it at home in
your kitchen. You can have other people
in your family be the subject in the movie,
but you must be the one doing the talking
in Spanish.
Walk around and help students get started,
check ideas, etc Ask about the
differences they see and why they occur.
Ask students to pack up and push in their
chairs before leaving.
Students work together to complete the

activity taking turns asking and answering
questions.
Students will ask any questions they have

about the project.
Students will begin work on their projects.
Students will clean up and leave when the

Closure
(conclusion,
bell rings.
culmination,
wrap-up)
I have not had the opportunity to teach this lesson in my classroom. While making this lesson I was
thankful that all of my students have a MacBook Air. It made the assignment fair, and took away the
opportunity for students to say that they were unable to finish it at home due to the lack of computer
access. Also all of the computers have built in webcams, so they do not have to record with a camera and
then try to upload their videos to a computer. I like the idea of doing this project in place of a test, because
it allows me to hear how the students are doing on their pronunciation, and it is something that they can
feel proud of making.
49:00
Teacher
Rachel Faber
Date November 9, 2014
Grade ____7th__________
La cocina: project presentation
I. Objectives
This is the final lesson. Students will have 5 minutes to finish submitting their projects, then we will take a few volunteers to show their
movies to the class.
Conjugate er/-ir verbs to match a given subject.

Create sentences to talk about items in the kitchen.
Create sentences to talk about activities that take place in the kitchen.
Create sentences to compare and contrast two kitchens.
physical
development
socioemotional
R U Ap
R AP C
R Ap C
R Ap E C
1.2 Interpretive Communication: Students understand and interpret written and spoken language on a variety of
topics.
1.3 Presentational Communication: Students present information, concepts, and ideas to an audience of listeners
or readers on a variety of topics.
3.2Point of View: Students acquire information and recognize the distinctive viewpoints that are only available
through the world language and its cultures..
HSCE 1.5.2 Prepare spoken and multimedia presentations that effectively address audiences by careful use of
voice, pacing, gestures, eye contact, visual aids, audio and video technology.

-er/-ir verbs, kitchen vocabulary from the unit, verbs from the unit, basic food
vocabulary from 4th and 5th grade, use of iMovie
Give them 2 chances to beat their previous times for the speed challenge.
Outline assessment
activities

Formative (as learning):
iMovie presentations
Representation

Provide Multiple
Means of Engagement
Provide options for

perception- making
Movie presentations will
repeat the vocabulary and
grammar from the unit in a
new setting both visually and
audibly

interaction
Movies will give a new

Provide options for

recruiting interestchoice, relevance, value,
authenticity, minimize
threats
Last chance to beat an
old time for the game.
Students can choose to
share their movies but
will not be required to
do so.
Provide options for
challenge,
collaboration, masteryoriented feedback

connect language
Provide options for

expression and
Provide options for executive

functionscoordinate short &
long term goals, monitor
strategies

personal skills and
strategies, selfassessment & reflection
What barriers might this

lesson present?
What will it take
experientially, emotionally,
etc., for your students to do
this lesson?
Provide options for

apply & highlight
Movies will highlight the

material that they learned
this unit
Materials-what materials
(books, handouts, etc) do
you need for this lesson and
How will your classroom

be set up for this lesson?
Laptops, projector, stop watch
The projectors will be on, the screens will be down in the front and back of the
classroom. The desks will be in the usual formation of rows and groups
III. The Plan

Time
Components
0:00
1:00
Motivation
(opening/
introduction/
engagement)

AND
student activities
verse in
answer:


alguien quien puede decirme lo que disciple they must deny themselves,
dice el versculo en ingls?
me. Luke 9:23
3:00
Spanish: Puedo tener un voluntario para

hacer el versculo?
4:00
Re-introduce speed game competition.

Explain rules for anyone who was absent
or forgot: everyone will be told a word in
English and they must give the Spanish
word or item from our list of kitchen
vocabulary, so you will want to be paying
attention as we go. We will start at the
front corner, and work our way around
the room like a snake. Everyone will stand
up to start, and after you hear your word
and reply with your Spanish word you will
sit down. Each person will way one
vocabulary word then the next person will
go. There are no repeats until all the
words have been used once. This is a
competition between all three 7th grade
classes. Your class will have two more
tries to beat the previous fastest times. The
class with the fastest time will receive a
prize! Are there any questions?
Keep track to the times and record the
fastest one.
Remind the students that their projects are
due today. Talk about how to submit them
via airdrop. After explaining how to do it,
give the students 5 minutes to submit their
movies.
Tell students the plan for the rest of the
class. Students, for the rest of the class we
will have the opportunity to watch several
of the movies you made! Is there anyone
who would like to volunteer to show
theirs? Pick a student to share their movie.
Continue to show movies up until 3
minutes before the end of class.
Ask how many students still would like to
show their movies. If there is a large
number, tell them that we will continue
watching the movies the next class.
5:00
8:00
13:00
Development
(the largest
component or
main body of
the lesson)
47:00
47:00
49:00
50:00
Closure
(conclusion,
culmination,
wrap-up)
Remind them about their Bible memory

test next week. You will need to know both
the verse and the prayer in Spanish as
well as in English.
Remind students to push in their chairs on
their way out

Students will listen to the directions, and
ask any questions they may have.
Students will complete challenge trying to

get the fastest time.
Students submit their movies.
Students will volunteer to show their

movie.
Watch movies.
Students pack up and push in their chairs

and leave
I have not been able to teach this lesson in my classroom. In this lesson the students are given the
opportunity to share their iMovie projects with the class. I feel that by telling them in advance that their
peers will be seeing the movies, it make the students want to do their best, since they do not want to look
bad in front of their friends. It also allows them to see what others did and see the many different ways the
project could have been done. It is also a sneaky way to have them hear the vocabulary repeatedly, without
them becoming bored or feeling too repetitive, since all of the movies will be unique.

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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Subject/ Topic/ Theme

Learners will be able to:

II. Before you start

Knowledge of items that are found in a kitchen; locational prepositions in Spanish;

Knowledge of what was taught in the previous lessons

What barriers might

Provide Multiple Means of

Provide Multiple Means of

Provide Multiple Means of

your students to do this

Provide options for

Provide options for

include both words and

students will work in

Provide options for

Provide options for

I will provide multiple

Provide options for

start with the matching

During manotado I will

III. The Plan

Describe teacher activities

Go over verse: Hay alguien quien

Students will raise their hands and

Selected student will use the pointer to

Tell the students the new topic, the

Hand out matching game sheets one per

Students will work together to figure out

Check papers and give the first three pairs

Students will come up and have their

Hand out flash-cards and have the

Students will raise their hands and read off

Students will hear directions and ask

Students will try to hit the proper picture

Students will pack up and tally scores and

Subject/ Topic/ Theme

Learners will be able to:

Name items found in a kitchen in Spanish.

II. Before you start

Formative (for learning):

Cross word challenge

Provide Multiple Means of

Provide Multiple Means of

What barriers might this

Provide options for

Provide options for physical

Provide options for

Provide options for

Students will have the

How will your classroom

Provide options for

Provide options for recruiting

Students will receive

We will be actively using

III. The Plan

Welcome students and ask how they are:

Describe teacher activities

alguien quien puede decirme lo

Students will reply with various phrases ie:

Students will raise their hands and

Ask the students if they can remember

Students will respond, giving different