Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Annie Bultman

Date: November 24, 2015 Subject: Spanish II Topic: El cuerpo Theme: Las manos y los pies de Dios Grade: 9th-12th
I. Objectives
How does this lesson connect to the unit plan?
Within this lesson, students will prepare for the final exam and perform comprehensive review activities that summarize the unit content as a whole. Through the
vocabulary 4 & 5 quiz, students will practice their interpretive listening and translating skills. Furthermore, this summative assessment will prepare them for the type
of vocabulary skills they will be expected to demonstrate during the final exam of Chapter 3 (on November 30). Secondly, by finishing the obritas assignment and
performing the dialogues in front of one another, they will synthesize, produce, and analyze the main vocabulary and grammatical principles from the unit. Thirdly, by
sharing their ensayos, the students will be able to not only to practice their presentational communication skills in Spanish, but they will also be able to connect the
theme of the unit (las manos y los pies de Dios) to their own lives. This personal reflection and application will be continued through the Reflection Assignment
activity they will begin in class today. During this assignment, students will be able to apply the theme of theme of the unit by finding avenues within their community
in which they can represent the hands and feet of God themselves. These essays will be included within their faith portfoliosa requirement for all students at South
Christian High School. Finally, the students will review the content of La Historia de Nick by retelling the story to one another and performing a comprehension game.
Ultimately, the lesson will connect the theme to their personal lives and prepare them for the final exam on Monday, November 30.

Learners will be able to:

Remember and understand vocabulary from section 4 and 5 by quizzing one another in Repaso Rpido activities.
(Socio-emotional: working with peers to quiz one another)
Demonstrate a mastery of vocabulary sections 4 & 5 by performing a listening vocabulary quiz
Recall and produce La Historia de Nick by filling out target phrase sheets and sharing them orally with other students
and demonstrating proper pronunciation.
(Socio-emotional: Communicating La Historia de Nick with peers; sharing the story of another individual)

Perform an information gap activity by sharing target phrases with one another of Nicks story in order to organize and
order the complete story.
(Socio-emotional: Students must communicate and understand one another in Spanish to accomplish the activity)
(Physical: Students move around the room and listen to one anothers target phrases)

Create dialogue that implements the target vocabulary, hace+que formations, as well as expressions of advice, feelings,
and sympathy and perform it in front of their peers.
(Socio-emotional: Collaborating with and performing in front of peers while using expressions of empathy, concern,
etc.)
(Physical: Performing this dialogue in front of peers and implementing expressions, physical movements, etc.)

Analyze other students performances of the obritas and identify and write down the use of target vocabulary and
grammatical words/phrases.

Connect the theme of the hands and the feet of God to a person in their community who personally represents this
Christian attitude. Identify and describe that persons characteristics and what sets them apart.
(Socio-emotional: Connects the theme of service and ministry to a person in their lives).

Synthesize vocabulary, grammar, and theme content of the unit by writing an essay in Spanish about someone who
represents the hands and feet of God in their lives
(Socio-emotional: Connects the theme of service and ministry to a person in their lives).

Identify, brainstorm and write an essay about ways in which they can personally be the hands and feet of God within
their community.
(Socio-emotional: Connects the theme of service to their personal lives, community, and Spanish speaking ability)

Write a reflection paper about their emotional responses to Nicks story and the way his message can impact crossculturally.
(Socio-emotional: An assessment of Nicks story and its impact across multiple countries)

Analyze personal development and growth within the unit requirements by assessing and identifying their
comprehension levels within the student rubric handed to them at the beginning of the unit.

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cognitiveR U Ap An E C*

physical
development

socioemotional

R, U, Ap

R, U, Ap
R, Ap

R, U, Ap,
An

R, U, Ap,
E, C

________
R, An, E

_______

_____

________
E

_______

_____
X

________
R, U, Ap,
C

_______

_____
X

________
An, E, C

_______

_____
X

________
An, C

_______

_____
X

________
An

_______

_____

Common Core standards (or GLCEs if not available in Common Core) addressed:
Interpersonal Communication Objectives:
1. Ask questions, create sentences, and exchange information using the TL vocabulary listed in Sections 3, 4, and 5 of Chapter 3.
A. Michigan World Language Standards
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.
1.3. Presentational Communication: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
B. (R, U, A, C);
C. socioemotional--community driven (conversation)

2. Inquire and exchange information concerning emotional and physical states of being in the TL by using the target vocabulary.
A. Michigan World Language Standards
1.1.N.RW.b Exchange information by asking and answering basic questions in writing about the weather, health/physical conditions, self, family, and friends
1.1.N.SL.f Ask questions about feelings, emotions and health of friends, family, classmates and answer using a list of traits
B. (Ap, An, C)
C. Socioemotional--Inquire after the emotional and physical states of others to build community

3. Ask for help and give advice and express empathy and concern within the TL.
A. Michigan World Language Standards
1.1.N.SL.f Ask questions about feelings, emotions and health of friends, family, classmates and answer using a list of traits
B. (Ap, An, E, C)
C. Socioemotional--Express concern for others and give advice

4. Interpret descriptions of pain and sickness and provide diagnosis in TL.

A. Michigan World Language Standards
1.1.N.RW.b Exchange information by asking and answering basic questions in writing about the weather, health/physical conditions, self, family, and friends
B. (An, E)

5. Express feelings of pain, emotion, or physical states of being.

A. Michigan World Language Standards
1.1.N.SL.f Ask questions about feelings, emotions and health of friends, family, classmates and answer using a list of traits
1.1.N.RW.b Exchange information by asking and answering basic questions in writing about the weather, health/physical conditions, self, family, and friends
B. (Ap)
C. Socioemotional--Express feelings

7. Exchange information using the target vocabulary and grammatical structures within role play situations of patient-doctor scenarios.
A. Michigan World Language Standards
4.1.N.b Identify basic differences and similarities in grammatical structures between ones own language and the target
1.1.N.SL.f Ask questions about feelings, emotions and health of friends, family, classmates and answer using a list of traits
1.1.N.SL.e Ask questions about physical appearance, character and personality traits of friends, family, classmates and answer using a list of traits

InterpretiveCommunicationObjectives:
1.Listento,read,comprehend,anddirectlytranslatetheTLvocabularylistedinSections3,4,and5ofChapter3fromSpanishtoEnglishandEnglishtoSpanish.
A.MichiganWorldLanguageStandards
1.2.M.L.bUnderstandinterpersonalcommunication,spokenmessages,andgroupdiscussionsinthetargetlanguageonfamiliartopicsrelatedtofamily,school,andcommunity
1.2.N.L.dUnderstandmainideaofanaudiopresentation(CD,lecture,radio,podcast,songs/music)
B.(U,E)

2.Listento,read,andinterpretdescriptionsofsicknessinordertodevelopadiagnosisorpieceofadvice

A.MichiganWorldLanguageStandards
1.2.M.L.bUnderstandinterpersonalcommunication,spokenmessages,andgroupdiscussionsinthetargetlanguageonfamiliartopicsrelatedtofamily,school,andcommunity
1.2.N.R.cUnderstandwritteninterpersonalcommunicationontopicsofpersonalinterestsuchaspreferences,familylife,friends,leisureandschoolactivities,andeveryday
occurrences(email,letters,messages,notes,andtextmessages)
B.(U,E)

3.Analyzeplaysperformedbytheirpeersandidentifythemainvocabularyandgrammaticalgoalsthatwereimplementedwithinit.

A.MichiganWorldLanguageStandards
1.2.M.L.cUnderstandmainideaandsupportingdetail,andsummarizeavisualmediaorlivepresentation(film/DVD,TVshowsandcommercials,theatreandmusical
production)
1.2.M.L.dUnderstandmainideaandsupportingdetail,andsummarizeanaudiopresentation(CD,lecture,radio,podcast,songs/music)
B.(U,An)
C.SocioemotionalStudentsWorkinginGroups

Presentational Communication:
1. Create a short essay about a hero in their community and publish it on a poster using the TL vocabulary listed in Sections 3, 4, and 5.
A. Michigan World Language Standards
1.3.N.S.b Present brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school
1.3.N.W.c Write brief personal descriptions on familiar topics in the target language such as self, friends, family, home, and school
B. (Ap, C)
C. Common Core State Standards--Literacy
CE 1.3.1 Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction,
summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that
use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).

2. Write a script in the TL that incorporates 5 target phrases/words from each target section (3, 4, and 5) as well as 3 uses of the target grammatical structure (hace +
que).
A. Michigan World Language Standards
1.3.M.S.a Present skits or short plays in the target language
B. (Ap, C)
C. Common Core State Standards--Literacy
CE 1.3.1 Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction,
summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that
use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).

3. Create and perform a short play (obrita) in the TL for their peers.
A. Michigan World Language Standards
1.3.M.S.a Present skits or short plays in the target language

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B. (Ap, C)
5. Narrate La Historia de Nick from memory using correct phrases and proper pronunciation.
A. Michigan World Language Standards
1.3.N.S.a Present songs, poems or stories in the target language
B. (R, Ap)

Spiritual Objectives:
4. Identify and write about someone in their life who represents las manos y los pies de Dios (The hands and feet of God).
A. World Language Standards
1.3.N.W.c Write brief personal descriptions on familiar topics in the target language such as self, friends, family, home, and school
B. (C)
C. Socioemotional--Allows them to identify heroes in their community

5. Identify, write down, and converse with their peers in the TL about a passion, talent or gift that God has given them. Identify and write down in the TL how this gift
could meet a world need.
B. (An, E)
C. Socioemotional--Allows for introspection and recognition of gifts

6. Provide 3 examples of how their personal gifts could be used to be las manos y los pies de Dios in the community. Identify one that will be used within the Senior
Project or Service Learning Hours.
A. World Language Standards
5.1.N.b Provide services to others in the school district through activities in the target language such as skits and/or musical presentations, or by reading to others in the target
language
B. (E)

Community Objectives:
1. Identify three local programs, services, or partners within the community in which they could volunteer for their service learning hours or senior faith project.
A. World Language Standards
5.2.N.c Identify careers where skills in another language or crosscultural understanding are needed

2. Identify one program that interests them in which they could directly use their skill for Spanish to serve the community.
A. World Language Standards
5.1.N.b Provide services to others in the school district through activities in the target language such as skits and/or musical presentations, or by reading to others in the target
language

3. Write about and present to the class a hero in their personal life (or community) who represents the hands and feet of God.
A. World Language Standards
1.3.N.W.c Write brief personal descriptions on familiar topics in the target language such as self, friends, family, home, and school
B. (An, C)
C. Socioemotional--Allows them to identify heroes in their community

Content and Connections Objectives:

2. Synthesize information and create a brief essay about a hero in their community.
A. Michigan Common Core State Standards--Literacy
CE 2.1.3 Determine the meaning of unfamiliar words, specialized vocabulary, figurative language, idiomatic expressions, and technical meanings of terms through context clues,
word roots and affixes, and the use of appropriate resource materials such as print and electronic dictionaries.
B. (Ap, An, C)

4. Read, interpret, and summarize the story of Nick Vujicic in the TL through written and oral communication.
A. Michigan Common Core State Standards--Literacy
CE 1.3.1 Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction,
summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that
use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect).
World Language Standards
1.3.M.S.b Retell a story to an audience in the target language
B. (U, Ap)

(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.
Outline assessment
activities
(applicable to this lesson)

*Students must be able to identify, apply, and produce vocabulary from vocabulary sections 1-5
*Students must be able to understand and apply the grammatical concept of hace+que in the past and present tenses
*Students must be able to remember and retell the story of Nick from days 1-4.
*Students must have written an ensayo in Spanish about a person in their life who represents the hands and feet of God
*Students must have prepared a dialogue (obrita) to perform for this day

Pre-assessment (for learning):

1. Students will perform repaso rpido and quiz one another rin preparation for the vocabulary listening quiz today.
2. Students will unscramble La Historia de Nick with their classmates in order to test their abilities to retell and restructure the
story

Formative (for learning):

1. La Historia de NickStudents will retell the story to one another using the visual cues that will be implemented on the final
exam.
2. Final Exam Review SheetStudents will be assigned a final exam review sheet homework that will test their abilities to
complete the types of tasks that will be found in the final exam.

Formative (as learning):

1. Obritas PerformanceStudents will synthesize their interpersonal, interpretive, and presentational communication skills in
Spanish by writing a script and performing dialogue that highlights the main grammatical and vocabulary principles learned in
the unit.
2. Comprehension Sheet for ObritasStudents will assess and interpret the performances of their peers

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Summative (of learning):

1. Vocabulary QuizStudents will display mastery of their understanding and implementation of vocabulary sections 4 & 5
2. Las manos y los pies de Dios Ensayo (Essay)Students will synthesize their vocabulary, grammar, and content knowledge
to apply the theme of the unit to their personal lives.
3. Reflection AssignmentStudents will assess their emotional connection to La Historia de Nick and explore avenues in which
they can personally be the hands and feet of God within their own community.

What barriers might this

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

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

--Students will review the vocabulary

and grammatical structures through
both auditory representation (repaso
rpido, vocabulary quiz), visual
representation (Visual Cues Sheet and
powerpoint), and written representation
(Comprehension Sheet, Obritas Script,
Ensayo). Furthermore, various contexts
for learning will be providedgame
format (La Historia de Nick game),
theatre format (Obritas), story format
(La Historia de Nick retelling task)

--Students will participate in physical

action by performing their obritas and
rushing around the classroom to
unscramble La Historia de Nick frases
with their classmates.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

--Students will be presented with

multiple avenues for representation of
language through visuals (pictures),
written activities (powerpoint, obritas
script, and ensayo), body language
(obritas), physical maninpulatives
(frases from La Historia de Nick), and
auditory input (repaso rpido,
vocabulary quiz).

Provide options for comprehensionactivate, apply & highlight

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

--Students will be provided with

multiple options for expression and
communication by performing
information gap activities that require
them to communicate and converse
amongst peers (La Historia de Nick);
writing ideas and brainstorming
(powerpoint, ensayo, reflecion
assignment); interpreting and
responding (repaso rpido, obritas);
and performing (obritas play).

Provide options for executive

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

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
The vocabulary and grammatical
content will be saturated within an
authentic, compelling story. Prediction
and analysis will be used throughout the
presentation of this story (la historia de
Nick) to increase interest.

Provide options for sustaining effort

and persistence- optimize challenge,
collaboration, mastery-oriented
feedback
--Students will be presented with tasks
(ensayo, obritas, unscrambling activity)
that they can only solve by
implementing the vocabulary and
grammar content of the unit. This will
also provide feedback for the students
and a sense of self-regulation

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

--Every piece of material will be taught

using multiple avenues of expression
and representation in order to provide
Students will be able to monitor their
The students will review their progress
support for comprehension.
long-term goals by assessing the
by assessing the student rubric.
Furthermore, the material will be
student rubric and Exam Review Sheet.
Furthermore, they will be placed with
reviewed within an authentic context of
Their short term goals will be
compaeros (partners) and table groups
meaning (la historia de Nick) in which
monitored by completing the
to enable further accountability and
the students are constructing the story
vocabulary quiz, the unscrambling of
self-regulation through repaso rpido
based on their comprehension of the
La Historia de Nick activity, and
activities and worksheets. Furthermore,
material. This comprehension will be
writing the ensayo.
they can assess their progress and
supported through activities and
abilities by completing the Exam Review
practice opportunities that will be
Assignment.
implemented throughout the lesson and
will provide feedback and formative
assessment.
1. Powerpoint Lesson Plan 5
2. Devotional Video Link
3. Vocabulary Quiz 4 & 5 Sheet
4. Answer Key Vocabulary Quiz 4 & 5 Sheet
5. La Historia de Nick frases
6. La Historia de Nick answer key
7. La Historia de Nick Visual Cue Sheet
8. Reflection Assignment Requirement Sheets
(computer, markers, whiteboard, projector, internet access) (EdmodoNote: Only SCHS have access)
Works Cited:
Avila, K. (2015). Spanish II Chapter 3 Unit (Master's thesis). November.
Jothen, T. (2014, June 2). Ransom Note. In Billy Graham Evangelistic Association. Retrieved November 13, 2015, from
http://billygraham.org/story/nick-vujicic-i-dont-need-arms-and-legs-i-just-need-him/
Vujicic, N. (Actor). Vujicic, N. (Narrator). (2013). God's Miraculous Plan [Online video]. Life Without Limbs Ministries. Retrieved
from https://www.youtube.com/watch?v=SYuVx2LU5QM

Waldorp, M. (2009, July 2). Man with no arms or legs can play football, surf, and swim. The Telegraph. Retrieved from
http://www.telegraph.co.uk/news/newstopics/howaboutthat/5716185/Man-with-no-arms-or-legs-can-play-football-swim-and-

9-15-14

How will your classroom

be set up for this lesson?
PLEASE NOTE:
Red=Materials
Blue=Transition
Green=Assessment
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

The classroom will not require any special setup other than preparing the online powerpoints and assembling the
worksheets on the planning table close to the computer. The classroom will be arranged in its usual position.
Thus, students will be divided within groups of 3-5 amongst 5 round tables that are situated in a circle with tables
angled toward the center of the room. The teachers table will be included in this circle. There will be two large
screens that project on both sides of the room.

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Part 1: Devotions (8:45-8:52)
--Lesson 5 Powerpoint
1.Oracin(8:458:46)
Transition:Hola,clase.Vamosaterminarnuestrocaptuloconlaoracin.
Estavez,quieroqueustedespiensanenlapersonadequienescribieron.
--Hoy: Gracias por la vida de Fulano/a y su experiencia (repeat twice)
2. Devotion Reading (8:01-8:07)
Transition: In keeping with this idea of thanking God for people in our
lives, I want to finish our chapter study of Nick Vujicic by watching a
video about his ministry. Today, we will be sharing in our small groups
people who represent the hands and feet of God to us. Nick truly
represents the hands and feet of God to the rest of the world. Im hoping
that his video will allow you guys to think how you can be the hands of
feet of God within your communities as well.
A. Video
https://www.youtube.com/watch?v=SYuVx2LU5QM

--Students say the person of whom they wrote about in their ensayos
instead of saying Fulano when we say the prayer together twice.

--Students watch the video of Nicks ministry

Transition: Today, we will be focusing not only on the people in our lives
who represent the hands and feet of God--just like Nick--but we will also
be brainstorming ways in which we can use our Spanish and our gifts to
be the hands and feet of God within our community.
Part 2: Introduction/Warm Up (8:52-8:55)
1. Go through order of the day
--Lesson 5 Powerpoint projected on screen
Transition: In order to get prepped for the quiz today, Im going to have
you guys practice through repaso rpido with one another for sections 4
& 5--especially because it will be a listening quiz and this will help you
practice.
2. Repaso Rpido
--Repaso rpido--Section 4 & 5 (1:20 minute per compaero)
--Prepare online timer
During this activity, walk around the room and check to see that every
student has completed their homework. Write a check mark on each
completed sheet. They will hand this in at the end of the unit and it will
count toward their completion of part of the rubric.

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

B. Body
A. Vocabulary Quiz (8:55-9:00)

--Pass out blank pieces of paper for the students to use (find in
South Christian teachers lounge)
--Use Vocabulary Quiz 4 & 5 worksheet

1. As teacher reads vocabulary words/phrases in Spanish,

students must write the words in Spanish as well as translate the
words into English on their vocabulary quiz sheets.

1. Read out-loud the 10 vocabulary phrases as students write the Spanish

translation on their vocabulary sheets.
B. La Historia de Nick
1. Unscramble La Historia (9:00-9:06)
a. Explain the game (9:00-9:01)
--Hand out Las frases
b. Perform the Game (9:01-9:05)
C. Verify that the order is correct and read through the story again for
comprehension (1 minute)
The teacher will determine the winner, and after both teams have
assembled, they will combine their stories to share the complete story of
Nick (la historia de Nick).

9-15-14

Within this activity, students work with their compaero (partner) and
quiz one another off the list of vocabulary from their Repaso Rpido
(Quick Review) sheets. They have the choice of whether they want to
translate from Spanish-English or English to Spanish. Each partner will
get 1:20 minutes to be quizzed.

Within this game, students will be divided into two teams--La Historia de
NIck A and La Historia de Nick B. Each individual will receive a strip of
paper that contains one key frase from La Historia de Nick Worksheet.
Within this slip of paper, there will be spaces in which the students will
need to individually fill in the blanks according to their memory of the
story. After students fill out the blanks and solve their own individual
frase, they need to go around the room and speak their frase to the
other students in their team. By listening to one anothers phrases, the
students must assemble themselves in order of the story told. The first
team to assemble themselves in a line and read through the order of their
story correctly wins. After the teacher verifies the winners, students will

read through the complete story again, frase by frase according to the
order in which they are standing for further review.

2. Practice Telling Story (9:06-9:10)

--Pass out La Historia de Nick Visual Cues Sheet
1. Explain how they will be tested on the final exam in their ability to tell
La Historia de Nick. Explain how they will be handed a sheet (similar to
the Visual Cue Sheet they will be handed today) and will have to tell the
story from memory by filling in the blanks within the frases as they speak
and using the visual cues as a form of support.
C. Obritas Performance (9:10-9:15)
Step A: Perform the dialogue in front of compaeros (5 minutes) and
assess performance using comprehension sheets.
--Have students take out their Comprensin worksheet
--Have students take out obritas dialogue and find the other partner group
they are working with/performing in front of
--Use online timer--2:00 per performance set (3 presentations=1
performance). Use this timer in order to cap the time and keep things
flowing.
--Tables will have 4 students--2 sets of partners.
Step B: Hand in the scripts attached to the performance comprehension
sheet used by the other group to the teacher.
Transition: Congratulations clase, now that you have completed your
performances, I want you to take out your ensayos. Today, we watched a
video about Nick and how he represents the hands and feet of God. Im
so excited to hear more about the people in your life who represent the
hands and feet of God to you personally.
D. Ensayos (7 minutes) (9:15-9:20)
--Tell students retrieve their ensayos that they have written and printed
off previous to class (previous homework assignment)
Step A: Pair and Read (9:15-9:17)
--Instruct students share with their compaero their ensayo that they have
worked on
Step B: Share their Compaeros story (9:17-9:19)
--Monitor and walk amongst tables as students share their compaeros
stories.
Step C: Edit Time (9:19-9:20)
--Have students retrieve initial homework assignment with requirements
and verify their compaeros work to ensure they have completed the
assignment.
--While students are editing one anothers essays, the teacher may walk
around and answer any editing questions/concerns
--Explain that these posters will be hung on the wall on the day of the
exam to serve as a testimony.
--Explain that these must be turned in by tonight at 12:00 midnight on
Edmodo and will counted within their exam grade; They also must
submit it within their faith portfolio on Edmodo.
Transition: Now that you have shared the people in your lives that
represent the body of christ to you, we are going to find tangible ways in
which we can represent the Body of Christ in our communities.
E. Reflection Assignment (5 minutes) (9:20-9:24)
1. Give clear instructions
--Explain that this will count within their final exam (this essay) and will
be due by midnight of the next day.
--Explain that they will need to upload this into their faith portfolio
--Pass out assignment requirements
2. Brainstorm Activity
--Walk amongst the tables and monitor/answer questions as students
brainstorm.

Closure
(conclusion,
culmination,
wrap-up)

9-15-14

Wrap Up (9:24-9:26)
--Lesson Plan 5 Powerpoint
1. Recurda (Reminders)
a. Pass out Final Exam Review Sheet (Due by Friday, November 27)
Note: If there is enough time remaining today--and especially if doing the
Obritas performance was not necessary because it was possible to do it
the day prior--then have students begin working through the Exam
Review Sheet within their table groups. Answer questions as needed.

--Students return to desks

1. Students practice telling the story to their compaero by using the
Exam Practice Sheet that has visual aids/and fill in the blanks in order to
prepare themselves for the final exam.

Within this activity:

--Partner groups will find another group from a different table to whom
they will perform/read the dialogue.
--While one partner group performs, the other partner group watches for
the first time. During the second time it is performed, they fill out a sheet
to identify which 5 words were used. During the third performance, they
verify which were used.
--The first partner groups switch with the second partner groups and
assess while the other group performs.

--Students retrieve their ensayos

--Students go around in a circle in their table group and summarize the

story their compaero wrote in Spanish
--Students double check with the rubric to verify that their compaero has
fulfilled all the requirements.

--Students read through requirements

--Have the students brainstorm with one another in table groups and
create a list of areas within the community in which they could actively
use their Spanish skills and implement their personal gifts and gifts to
connect with others and volunteer.

--Students collect and read through Final Exam Review sheet

b. Remind students that their final ensayo is due tonight at 11:59PM on

Edmodo (November 24).
c. Remind students that Reflection Assignment rough draft is due
tomorrow. (November 25)
2. Review Rubric
--Have students pull out rubrics and explain how you went them to assess
where they are at according to the rubric levels of comprehension.

--Students pull out student rubric

--Students circle where they feel they are at on their rubric sheets (which
levels of comprehension).

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.)
Reflection: While preparing this lesson, I wanted to create opportunities for the students to synthesize and review the units content,
discuss and reflect upon the units theme, and prepare and practice for the upcoming final assessment. Thus, I structured this lesson
plan into 3 distinct sections. Firstly, in order to create review opportunities, I chose to implement repaso rpido, a vocabulary quiz,
and a storytelling activity. Furthermore, by retelling the story of Nick to one another in the target language, the students will also be
preparing themselves for the speaking portion of the final assessment. Secondly, in order to create time for reflecting on the main
theme of the unit, I incorporated discussion opportunities throughout the lesson, both within the editing of the ensayos activity as
well as the brainstorming for the reflection assignment activity. Thirdly, although all of the activities throughout the lesson prepare
the students for their final exam, I also wanted them to reflect upon their own progress. By examining the student rubric once again,
students not only can assess their abilities, but they can also analyze how they will need to grow or improve in order to be prepared
for the final exam. While writing this lesson, I believe I learned the importance of backwards-teaching. Thus, as I wrote the lesson, I
kept the chapter 3 final exam nearby so I could cater each activity to fit the needs of the test. However, with such intricate planning, a
potential barrier within this lesson would be writing contrived activities and not encouraging meaningful or authentic learning.
Nevertheless, by sharing the stories of real-life heroes in the students personal lives and by causing them to reflect upon their own
place in the body of Christ, I tried to avoid this barrier by providing opportunities for self expression, emotional reflection, and
personal application.

9-15-14