Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Melissa Rivera
10/28/15

Lesson __2______

Subject/ Topic/ Theme Spanish/Gramtica y Prctica_______

Grade ___9th____

I. Objectives
How does this lesson connect to the unit plan?
Students will learn key grammar concepts as well as practicing vocabulary terms. The lesson incorporates the students birthdays, the
Spanish calendar, pronunciation, and Spanish holidays which are aspects of the Calendario unit.
cognitivephysical
socioLearners will be able to:
R U Ap An E C* development emotional
R, U, Ap,
*
1. Demonstrate use of a set of Spanish vocabulary related to el Calendario learned in the
previous lesson
*
2. Exemplify the difference between the days and months of the year in Spanish through speaking R, U, Ap
R, An
3. Distinguish between the Spanish and American grammatical structures
Common Core standards (or GLCEs if not available in Common Core) addressed: https://www.michigan.gov/documents/mde/WLSB_206824_7.pdf
1. 5.2.N.a Willingly use the target language within the classroom setting
2. 4.2.N.a Identify basic target culture practices and compare them to ones own
3. 4.1.M.b Select grammatical structures recognizing that meaning is not always conveyed through direct word-for-word
translation from ones own language to the target language
(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.

They have knowledge of the date from reading different readings and the previous lesson we
did in class. There is also a Spanish calendar in classrooms that they have observed.
They students know the general idea of how to form Spanish words and sentences.
The birthday activity allowed them to gain more insight as well as the flash cards they made.

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

Ask the students, questions pertaining to previous lessons goals:

1. Say ones own birthday in Spanish, ask the students Cundo es tu cumpleaos?
2. Understand that the date in Spanish is in a different order than English. (day, month, year vs. month,
day, year). qu da es hoy? Qu es la fecha hoy?
3. Acquire knowledge about the Spanish and American calendars (Monday as the 1st day of the week
vs. Sunday). to get assess their understanding of Spanish, then address answers based on their
responses. Cmo compare el calendario en ingls y espaol?
Formative (for learning):

Have students play games to review notes and practice the vocab.
Homework assignment to practice conjugating verbs with the Calendario vocab.
Formative (as learning):

Have students take notes on the method to conjugate verbs.

Summative (of learning):
HW: Have students go and ask their parents/guardians/mentors about Spanish culture in relation to
holidays. Also, have students teach their parents/guardians/mentors how to say the date in Spanish.
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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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
The students might experience
difficulty remembering the vocab
and grammar because learners
often struggle to memorize in a
foreign language. Thus, I will write
and say the vocab then have
students repeat as it is projected
and written in their notes.

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Making sure that everyone knows

the classroom is a safe
environment, we will review songs
from the previous lesson to practice
and for memorization.

Once the students have time to

practice the vocab & grammar in
as a large group, students choose
to play memoria or cucharas
to continue practicing. This will
provide an option and engagement
initiated by the students.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Guide students through notes on

the grammar, allowing them to
make a connection from the
vocab to the grammar to
forming sentences.

We will then go through a

repetition activity where all
repeat/chant/make way for
conjugating verbs in Spanish.

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

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

Students may apply the

grammar we use in games and
in conversations regarding the
vocab (making connections).

Help students with memorization

skills by giving them insights on
how I memorize. Encourage the use
of flash cards or games online.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
I will have students play games that
allow them to write (Tortuga),
say/repeat (boom boom), and
visualize the vocabulary
(Tortuga/banco/memoria) and
grammar.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
The in-class games will provide
assessment for me and the students
as we check answers as we move
along. Students can also reflect on
& assess personal skills and
strategies.

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

Dry erase markers to write on the board (verb races, Tortuga), student flash cards, pen, grammar
lesson sheet, homework worksheets, overhead projector/document camera, & internet access and
projector for YouTube videos.

How will your classroom

be set up for this lesson?

The classroom can be set up in groups or rows that can be split into two large groups for games later
on.

III. The Plan

Time

Components

80 min

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.

4
20
5
1

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Motivation
(opening/
introduction/
engagement)

1. Welcome the class in Spanish and

begin by saying the date and asking
basic questions about the date
(review).

1.

Pay attention & respond as best as

possible to any questions (try to Speak
Spanish as much as possible).

15
15

15

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

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2. Introduce students to lesson plan:

Teacher says: Today we will:
- Review with songs & banco/Bingo
- Grammar notes
- play games
3. Play YouTube canciones (months &
days) to have students engage/review
key points of the unit.
4. Instruct students to lay out
banco/flashcards on their desks to
play banco:
- Lay out banco cards with the
Spanish side down.
- I will call out a Spanish word.
- Flip over the corresponding card.
- The first one to get a Bingo is the
winner.
- The winner gets a prize of extra
credit or candy.
5. Instruct students to take out note
taking materials (notebook/paper and
pen/pencil) and transition into notes.

2.

Listen (make connections and prepare for

the lesson)

3.

Participate: sing songs and dance

4.

Lay out banco cards on desk

5.

Students take out note taking materials

(notebook/paper and pen/pencil)

6. Gide class through Calendario

grammar projected on a screen so that
the students can write down the
grammar for the unit.
7. Facilitate boom boom (repetition
activity to practice saying and
memorizing the grammatical
structures of the unit)
- Teacher sets a beat by beating palms
on a desk or clapping. With that beat,
you being to say the conjugations of
the verbs for the lesson.
- Tener, tengo, tienes, tiene, tienen,
tenemos, tienen, soy, eres, es, somos,
sois, son,
8. Facilitate Tortuga to practice and
review vocab:
- Draw a turtle on the board.
- Separate the class into two teams
- Have one student from each team go
up to the board and write down a word
in Spanish when the teacher says the
word in English.
- Whichever team writes down the
correct word first, draws a body part
of a turtle.
- The first team to have a completed
turtle wins (the winning team gets a
prize of extra credit)

6.

Write down grammar notes for the unit on

a sheet of paper and ask questions if
necessary.

7.
-

Play boom boom

Repeat after teacher, practicing
pronunciation, conjugating verbs;
PARTICIPATION

8.

Play Torguga to practice and review

vocab
Be engaged
Participate in the team goal of learning
and winning by practicing vocab
Learn, know, and practice vocab concepts

Closure
(conclusion,
culmination,
wrap-up)

9. Wrap up the class by affirming the

work that the class did and handing
out a homework worksheets.
- If there is extra time, instruct students
that they may get started on the HW.

9.

Listen and be prepared to do homework

which will provide practice conjugating
verbs with the vocab.
May get started on the HW if there is extra
time.

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.)
There is evidence that students are always quite engaged and ready to move in the classroom. This lesson uses technology and
classroom resources well. In the future, prepare for the lesson by previewing the vocab and anticipating questions students
might have about grammar or games. For example, in Tortuga, can students shout answers for Tortuga to their teammates
while they are at the board? Is there a tag team aspect to Tortuga? What would that look like? These are rules I must clearly and
thoughtfully consider before we start playing and make a decision beforehand in order to facilitate the teams well.
Be thinking about how this will connect with the next lesson.

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