Lesson/Unit Plan Title

Set Goals
Content
Area(s):
Time Required:
Content
Standard(s):

Learning
Objectives:

Spanish

Author:

48 minutes

Grade Level/Audience:

How to conduct yourself. In

traveling to another city,
state, or country its
important to be able to
communicate how to behave
or conduct yourself in order
for someone to avoid
precarious situations, find the
way or to learn how to be a
good tourist.
Big Ideas or Key Concepts
Express influence on behavior
or actions of another

Jennifer Fleck
Spanish 3

Standards for Foreign Language

Learning:
1,2 Students understand and
interpret written and spoken
language on a variety of topics.
4.1 Students demonstrate
understanding of the nature of
language through comparisons of the
language studied on their own.
Knowledge and Skills
Students can communicate using the
subjunctive mood, where by the
recommendation made is impersonal
by a person not yet named
specifically.

Dispositions or Attitudes
Students feel happy and
more accepted as good
tourists in other cultures.

Analyze Status
Analyze
learners (List
at least 3
different kinds
of learners)

2 Heritage Spanish Speakers English Second Language learners

3 At Risk Students 1 below grade level in reading, 2 extreme poverty
All Students have different personalities (Myers Briggs) and Multiple Intelligences (Howard
Gardner)

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2013)

University of Toledo, Dr. Judy Lambert

PreAssessment
(How will you
determine what
learners know
before lesson?)

What will you

differentiate?
(Content,
Process, or
Product)

How will you

differentiate?
(Readiness,
Interest,
Learning Profile)

Students will see the sentence It is a good idea that. and they will choose an appropriate
ending. The appropriate desired ending uses the subjunctive in an impersonal expression.
*Alternative: Students will hear the teacher say Es importante que el. And respond
choosing an appropriate ending. The target ending uses the subjunctive tense.

Presentation: Ways of displaying information on the iPad: Written- use graphic organizer
for both presentation of material categorizing phrases in appropriate columns but also a
checklist of parts of the lesson that need practicing and activities that need completing for at
risk students., auditory learners: provide transcripts and translations, Kinesthetic: do
a matching activity with pictures and ending choices as material is presented using the iPad.
Action and Expression: Students will create a video using the iPad that corresponds
speech and use of the subjunctive with actions to demonstrate meaning and share with a
partner. Students may also be given popsicle sticks with beginnings of sentences and they
must search for appropriate end of sentence phrases finding a pair.
Engagement: Partner switching activity, Rubric for assessment, Informal assessment
Socrative using 3 question quiz, Offer cheat sheet for students who need step by step
when completing assignment.
Readiness: Group chats and surveys What do we know about each other? Students will
interview each other in groups and report on the profile of the group at the beginning of the
year. This will help us as a class to partner up and partner across when we do group work.
Interest: Survey given at the beginning of the year.
Learning Profile: Multiple intelligence test given at the beginning of the year. Myers Briggs as
an alternative for high school age students.

Apply Status
Identify UDL
Methods and
Materials

Representation (Content)
(Give learners options for
acquiring information)

Engagement (Process)
(Tap into learner interest, need
for challenge, and motivation)

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2013)

University of Toledo, Dr. Judy Lambert

Action & Expression

(Product)
(Give learners options for
demonstrating what they
know)

Graphic Organizer- New

material in columns
Check lists of tasks and
objectives
Teacher provided
transcripts
Translations via iPad
Matching Activity on the
iPad

Rubric used for authentic

assessment. Students of varying
levels will meet minimums and
students with more ability or
creativity can go above
expectations.
Use an informal assessment tool
such as socrative with just a few
questions to see who needs
reteaching
Provide steps and a checklist for
students to stay on task.

Videos, Comic strip

drawings with
conversations, popsicle
pairs activities, Partner
switch activities.

Teach UDL Lesson

Procedures
(Describe steps
of lesson
including
instructional
methods and
learner
activities)

1. Students take pre-assessment and watch Spanish Subjunctive Wrap on YouTube

2. Students watch a video representation gramactiva on Pearson digital textbook that
demonstrates how to make a suggestion of how to act in certain countries or cultural situations
using the subjunctive.
3. Students listen to the teacher give examples of It is important that. With subjunctive and
make generalizations about the grammar on a graphic organizer pdf on their iPad using
notability to modify it.
4. Students review transcript and practice conversations with partners
5. Students find pairs in the popsicle stick match actvitiy with other students
6. Students use their iPads and Socrative to take multiple choice and fill in the blank formative
assessment and then proceed to practice using Space Race on Quizlet
7. Students create a product with pictures and conversations 6 pages in length using Story Kit.
8. Students wrap up with an auditory activity with the teacher responding in groups choosing the
correct answer.
9. Students turn in final StoryKit product for a grade the following day.

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2013)

University of Toledo, Dr. Judy Lambert

PostAssessment
(How will you
evaluate
learners and
success of
lesson?)

Websites Used
in this
Lesson/Unit

Students will be able to respond verbally to the phrase Es importante que. As if they
were traveling somewhere and needed to behave themselves in a culturally appropriate way
given where they were and what they were doing. The final product will be a 6-slide StoryKit
story with written and audio representation of conversation. A rubric will be provided during
the lesson.

www. Realidades.com lesson 8B (need password to access this digital curriculum for Spanish
level 3)
Online Dictionary Spanish/English: www.wordreference.com
Translator: www.spanishdict.com
YouTube Subjunctive Wrap: https://youtu.be/GlV38z09X2Q
Graphic Organizer: https://drive.google.com/file/d/0B7PpKbESPBdcM2V5c1BnejRPdVU/edit
Informal Assessment For Student: https://b.socrative.com/login/student/
Teacher site for informal Assessment: https://b.socrative.com/login/teacher/
Quizlet for Space Race game: https://quizlet.com
YouTube Instructions on how to use StoryKit for authentic assessment:
https://youtu.be/RSWQkUS4kXk
Notability for opening PDFs and altering on the iPad: Learn more here https://youtu.be/wV73MGIF0s

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2013)

University of Toledo, Dr. Judy Lambert