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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Grace Kim
11/16/2015

Spanish

Subject/ Topic/ Theme

Grade ______5th__________

I. Objectives
How does this lesson connect to the unit plan?
This lesson will equip the students with verbs and some other vocabulary words that can be useful for the students to write a paragraph introducing oneself in Spanish.
cognitiveR U Ap An E C*

Learners will be able to:

Say the numbers from 0 to 20 in Spanish


Conjugate the verb tener in both yo, t, and usted form

Say how many there are by using the verb hay and create sentences using it
Conjugate the verb ser in yo, t, and usted form
Introduce each other in Spanish

R U Ap
R U Ap
An
R U Ap
R U Ap
R U Ap C

physical
development

socioemotional

PD

Socio

Common Core standards (or GLCEs if not available in Common Core) addressed:
Standards for Foreign Language Learning
Communication
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics
Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
Connections
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
Standard 3.2: Students acquire information and recognize the distinctive viewpoint that are only available through the foreign language and its culture.
Comparisons
Standard 4.1: 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.

Know how to say numbers from 0 15 in Spanish.


Conjugate the verb ser and tener in yo form
Be able to say their own name and age in Spanish.
Pre-assessment (for learning):
Go back to Mi nombre es _______________. Tengo __________aos and introduce oneself.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this


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

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Distinguish between t and usted.


Conjugate the verbs tener and ser in t and usted form.
Formative (as learning):

Use the verb hay in a sentence.


Say numbers 0 20 in Spanish
Summative (of learning):
Introduce each other.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of


Action and Expression
Provide options for physical actionincrease options for interaction.

Listening, oral, and visual aid


(printed and via technology) are all
incorporated.

The number activity includes


physical action.

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
This lesson will increase
authenticity by incorporating reallife examples, and students will
introduce each other in Spanish.

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

In each segment of the lesson,


more new information will be
added. Students will have to
collaborate for various activity

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection

The target goal for this lesson is


stated at the beginning, and the
goal for each activity will be
mentioned. The progress will be
measured through various
assessments.
Powerpoint, computer, and projector
Video: https://www.youtube.com/watch?v=r88y7xCRe7g
Card (Numbers & Clip Art images)

Students will use their personal


skills and strategies, as well as
self-assessments as they prepare
to introduce themselves and
each other.

Provide options for comprehensionactivate, apply & highlight

The lesson provides various


means of representation, so that
students may be able to
comprehend and apply the
concept.

How will your classroom


be set up for this lesson?

Provide options for sustaining


effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will express through


writing and speaking, in
addition to other activities.

The math expressions will be in


both language and numbers.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for expression and


communication- increase medium
of expression

In each table preferably four students sitting together.


The tables can be arranged in a U-shape form facing forward.

III. The Plan


Time
1 min
2 min

Components
Motivation
(opening/
introduction/
engagement)

1 min
6 min
1 min

3 min

2 min
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PPT 2
Intro on class plan and the objectives
Sharing time: My favorite number and why? [PPT 3]

Students can raise their hands and share

Review from the first class


Give them the binder.

1 min

1 min

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Greeting
Students get into their seats

Development
(the largest
component or
main body of
the lesson)
31 min

[PPT 4]
Introduce yourself to your shoulder partner using the
Mi number es card.

Students take turns and introduce themselves.

PPT 5 6
Review the numbers
Read aloud together
Today we will be learning more numbers to 20.

Students read aloud with the teacher

Watch the Video twice


https://www.youtube.com/watch?v=r88y7xCRe7g
#1) Watch #2) Say the numbers together at least to 15
Tell the students to take out the Numbers handout
from Day 1. Add 16-20 [PPT 7]

Students will watch and say aloud the numbers.

1 min
1 min
3 min

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Read aloud the words together.


Explain the reason for writing 16-19 in that way in
Spanish (Two words merge and y ! I)
- Explain the use of the word hay and demonstrate
the examples for the use of the verb.
-Use the examples from the classroom.

Students jot down the notes.

(Example: There are 10 flagsetc.)


2 min

PPT 9
Cuntos hay? Game time
(explain what Cuntos? means)
Instructions:
One side of the table has number cards laid facing down.
The other side has all the pictures laid upwards.
One student asks, Cuntos hay? and flips the number card.
Say the number in Spanish but not show.
The other students listen to the number and find the image
that has the right number. Numbers above 10 will be made
by using + card.
Students take turn.

1 min

Questions?
Hand out the cards.

- Get into groups of 4


- Game time!
One student gets the number cards.
On the table, the other set of cards with images of
things in different numbers will be laid out facing
upwards.

4 min

1 min

- Collect the cards. How many did you get?

1 min

PPT 10
Review Ser and Tener

1 min

One student flips the number card and says the


number in Spanish. The other students need to
find the card that has the exact number.

Students collect and hand in the cards.


Students share what they remember.

Now we will learn you forms, so that we can


introduce others.

1 min
1 min

1 min

There are two forms of you in Spanish, t and


usted. Can you guess why? How different?

Raise their hands and answer.

PPT 11
Show the difference.
Say a person and ask which one to use.

Answer the question.

Take out the handout Mi nombre es


Add notes

Students take out the handout from the binder and


add notes from each slide in the PPT.

1 min

PPT 12
Demonstrate the conjugation of the verb ser in
yo, t, usted form.

1 min

PPT 13
Demonstrate the conjugation of the verb tengo in
yo, t, usted form.

5 min

Get into the across-the-table partner.


Students should introduce themselves.
Take turns.
Then the students will use the t form to introduce
their friends name and age.
PPT 14

One student asks the question, and the other


student answers the question. Then the students
take turn.

Who can introduce their partner?


Tell them to come up to the front and introduce each

Students raise up their hands.


Come up and introduce each other.

2 min

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Closure
(conclusion,

culmination,
wrap-up)
1 min

other.
Collect the binders and line up.

Hand in the binders and line up.

3 min

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.)

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