Checklist: Class, Objectives, Rationale, Standards​, ​Agenda​, ​Specific Activities & Teacher

Thinking & Timing​, ​Materials & Set-up​, ​Assessment, Back-pocket Activity, LP Analysis​,
Annotation

Class: ​Spanish 1 - 90 minutes

Objectives: ​Students can read an adapted authentic text and glean main ideas. Students can
learn new vocabulary by reading an adapted authentic text. Students can talk about what
aspect of health is the most important, and how healthy they are according to the text.
Rationale: ​This is preparing students for the reading opportunity, which will have them read
and analyze a very similar text to the one used in this lesson. The goals is to have students
learn how to read a text in the target language, although it may be above their level. Students
should learn that this is actually ideal, and that they can understand vocabulary they did not
know before reading the text by using cognates and context. This will help them on their
journey as language learners.
Lesson Plan Analysis:

Culture Y/N. Authentic text adapted in format and somewhat in language.

Target Lang Use Y/N. Our focus is on reading a text in Spanish and learning new
vocabulary, which requires explicit discussion of reading
strategies/learning concepts. Some English is necessary to
achieve goals within the TL.

Oral Lang Use Y. Students practice reading text out loud, and speak about healthy
lives.

Further Comments

Standards:
Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
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.
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the
foreign language.
Standard 4.1: Students demonstrate understanding of the nature of language through
comparisons of the language studied and their own.

Materials/Set-up: ​Posters up and markers out for exit ticket. Write numbers and sections titles
of the readings in sharpie on the tables. Slides up. Vocabulario Útil written. Dry-erase markers
out. Vocabulary and text printed.
Assessment: ​Students will write an exit ticket. This lesson prepares students for the reading
assessment.
Back-pocket Activities: ​Students can discuss their exit ticket with a partner and the class if
necessary. I can always pull the music video out for another longer activity if necessary. We
can skip the exit ticket if students need more time to delve into the text.
Agenda:
Welcome & Objectives 5
Intro to Topic 11
Reading & Understanding a Text 46
Vocabulary Work 13
Exit Ticket 11
Homework 4
Slides (70-81):
https://docs.google.com/presentation/d/1OoBfaenRIKgaKUrNHSDrc2N-4jbXax0mgdEKFs
UdJH0/edit#slide=id.g382267025a_0_7

SF = Student Flashcard; SR = Student Reads/Student Responds; SFSR = normal practice of

the previous two when reading slides or general Q response; RM = Raise Materials process;
RA = Respond Appropriately; WA = Walk around and assist
Time Activities Teacher Thinking

5 min ¿Cómo estás?

Buenos días. ¿Cómo están? ​(​RA​) Standard 1.1: Students share

Good morning. How are you? emotions..

Objectives

Gracias, ahora, leemos los objetivos. ​(​SF​)

por favor lee los objetivos. ​(​SR​) ​Gracias.
Hoy vamos a leer un texto sobre cómo vivir
una vida saludable.
Thank you, now, we will read the objectives. ___
please read the objectives. Thank you. Today we’re
going to read a text about how to live a healthy life.

11 min Text Topic Intro

This helps us work into the
4 min (SFSR x2) ​Tenemos cinco aspectos de la topic from what we’ve been
vida que son importantes para la salud aquí talking about so far, which is
Todos repiten ​(​list 5 aspects, students repeat.​ daily habits. We’ve included
SFSR x2.)​ ​Habla con un compañero de mesa, a little bit about healthy vs.
¿cuál es el aspecto más importante de vivir unhealthy, but now we’re
una vida saludable, y por qué? really digging into the theme.
We have five aspects of life that are important to
 health here. Everyone repeat. Speak with your Standard 1.1: Students
tablemate. What is the most important aspect of exchange opinions.
living a healthy life, and why?

7 min Vamos a formar un círculo según el aspecto

más importante en nuestra opinión. Vamos.
(​Students move to correct space based on their
most important aspect​) ​¿Quién piensa que el
ejercicio es el aspecto más importante? We get students up in circles
(​SR. Repeat for each aspect. SF​.) ​¿Qué to get them moving and to
aspecto piensas es lo más importante? have them standing next to
¿Por qué? ​(​Repeat a couple times​.)​ Ahora, different people for partners,
vamos a contar para saber nuestro grupo but students (especially lower
nuevo. Vamos a contar hasta ocho. Dice tu level students) often stand
número conmigo. ​(​Count students off while next to their friends, and are
they’re in the circle.​) ​Cada mesa tiene un out of place. By counting off,
número. Por favor va a la mesa con tu this gives them new groups
número. Vamos. ​(​Students walk to their new that aren’t necessarily with
tables​.) their friends.
We’re going to form a circle according to your most
important aspect. Go. who thinks that exercise is
the most important aspect? What aspect do you
think is the most important? Why? Now, we’re
going to count off to know our new group. We’re
going to count to 8. Say your number with me.
Each table has a number. Please go to the table
with your number. Go.

46 min Reading and Understanding the Text

2 min 3-2-1. ​(​SFSR​) E

​ l texto está en la mesa. ¿Qué The format is important to
es un folleto? Recuerden? ¿Cómo se dice their reading and writing
folleto en inglés en 3-2-1? Por favor​ ​dobla tu opportunity, so I’m
papel. ​(​Students fold papers​.) emphasizing what it is.
3-2-1. The test is on the table. What is a folleto. Do
you remember? How do you say folleto in English in
3-2-1? Please fold your paper.

3 min 3-2-1. Gracias. ​(​SFSR​) ​¿Por qué vamos a Standard 4.1: We’re delving
leer un texto difícil? Habla con tu grupo. into ​how​ we understand a text
(​WA​.) in the TL, including strategies
3-2-1. Thank you. Why are we going to read a such as using context and
difficult text. Talk with your group. cognates.

7 min 3-2-1. ¿Por qué vamos a leer un texto

difícil? ​(​SFSR RA​.) ​Hay tres círculos básicos I’m illustrating zones of
cuando estamos aprendiendo el español. proximal development here,
 (​SFSR​.) ​Gracias. En este círculo, no vamos
a aprender nada, porque no hay nada nuevo.
Este espacio es demasiado difícil, es un
nivel muy alto. En este espacio, es difícil,
pero aprendemos vocabulario nuevo. El
artículo está aquí. Voy a hablar en inglés
porque esto es muy importante. You’re
going to read an authentic Spanish text, and
you’re not going to understand everything in
it, so don’t get discouraged when you don’t
understand everything. You’ll understand
general ideas, and vocabulary you haven’t
seen before. This is how we learn, so if you
don’t understand everything, that’s actually
where you’re supposed to be. As a
language learner I understand probably at
best 85% of what’s going on when I listen to
a podcast or am in another country.
Through context clues, cognates, and the
knowledge I already possess, I can piece
everything together to not only understand
but learn new words. If you’re reading this
and you feel like you are in the last circle
where you don’t understand anything at all,
that’s not good either, and this probably
isn’t helping you, so we highly encourage
you to come meet with us after school.
We’re here every day except when there are
staff meetings on Tuesdays until 3:30 pm.
¿Vale?
3-2-1. Why are we going to read a difficult text?
There are three basic circles when we are learning
Spanish. Thank you. In this circle, we aren’t going
to learn anything, because there’s nothing new.
This space is too difficult, it’s too high a level. In this
space, it’s difficult, but we learn new vocabulary.
The article is here. I am going to speak in English
because this is very important. … Okay?
7 min
(​SFSR​) ​¿Cómo podemos entender un texto?
Piensa en estrategias. Habla con tu grupo.
(​WA​.) ​3-2-1. ¿Cómo podemos entender un
texto? ​(​SFSR​ ​RA​. ​Reveal sub-bullet points and
give examples with the text as appropriate.​)
10 min Muy bien, y ahora, ¿qué vamos a hacer?
(​SFSR​.) ​Lee en voz alta con tu grupo,
vamos. ​(​WA​.)
essentially. I want to make
this learning process clear for
them, to make sure they
understand why we’re reading
a difficult text, and what this
should feel like so they don’t
get discouraged/are reminded
we are here to help if they
understand nothing..
I expect to use a decent
amount of English on Slides
75-76 because we’re
essentially discussing how to
learn. To meet the goals of
having students understand
strategies and then be able to
pull out new vocabulary, I feel
this English is necessary. It is
also something that I would
expect to be much more
emphasized in Spanish 1,
which serves as a building
block to help them stay in the
TL throughout their
experiences as a language
learner. I believe this is an
acceptable reason not to
meet the 95% TL goal, and
works with one of my
personal goals, which is to
use more English
(strategically) when it best
serves students to do so.
Standard 1.2: Students
interpret written language.
Standard 3.1: Students learn
 How can we understand a text? Think about about healthy habits through
strategies. Talk with your group. 3-2-1. How can TL.
we understand a text? Very good, and now, what
are we going to do? Read out loud with your group.
4 min This is a little bit of repetition
3-2-1. ​(​SFSR​) ​¿Cómo podemos entender from how to understand a text
vocabulario nuevo? How can we in general, but I think the
understand vocabulary we haven’t seen repetition helps solidify the
before? Habla con tu grupo. ​(​WA​.) idea, and will aid lower-level
3-2-1. How can we learn new vocabulary? … Talk students.
with your group.
7 min
3-2-1. ¿Cómo podemos entender
vocabulario nuevo?. ​(​SFSR RA. Show bullet I’m hopeful they will
points as appropriate.​) ​Tengo un ejemplo de understand this word so that
una palabra nueva. ¿Cómo se dice this method works. I think if
inestabilidad en inglés? Todos repiten, they say it outloud, see the
inestabilidad. Habla con un compañero, context, and see a portion of
¿cómo se dice inestabilidad en inglés? the word “stability” they will
(​WA​.) ​3-2-1. ¿Cómo se dice inestabilidad en get it.
inglés en 3-2-1? ​(SR RA) ​Algunas veces
leemos una palabra y no sabemos la
palabra, pero cuando decimos la palabra en
voz alta, sabemos la palabra. Esto es otra
razón porque leemos en voz alta. ¿Vale?
3-2-1. How can we learn new vocabulary? I have an
example of a new word. How do you say esfuerzo in
English? Everybody repeat, esfuerzo. Talk with a
partner, how do you say esfuerzo in English? 3-2-1.
How do you say esfuerzo in English in 3-2-1?
Sometimes we read a word and we don’t know the
word, but when we say the word out loud, we know
the word. This is another reason why we read out
loud. Okay?
2 min Standard 1.3: Students are
Ahora vamos a enfocarnos en el vocabulario presenting new vocabulary to
nuevo. ​(​SFSR x2​.) ​Subraya el vocabulario their peers.
nuevo, y escribe las palabras en tu mesa
con el inglés. ​(​Do this with esfuerzo as an
example​.) ​Necesitan escribir por lo menos 6
palabras como grupo. ¿Preguntas? Vamos.
4 min Now we’re going to focus on the new vocabulary.
Underline the vocabulary new and write the words
on your table in English. You need to write at least 6
words as a group. Questions? Go.

13 min Vocabulary List

5 min 3-2-1. ¿Qué necesitamos? ​(​SFSR. RM. I want to have them start their
SFSR.​) ​Hay listas de vocabulario en las lists before they start their
mesas. No hay palabras en esta lista, gallery walk. Previously (Day
porque esto es tu lista personal. Tienes 3 3 or 4) I talked with them
minutos, escribe las palabras nuevas de tu about how they don’t have a
grupo, y cualquier otra palabra nueva que tu vocab list yet because as
quieres. Por ejemplo, los verbos reflexivos, language learners it’s
o algo de vocabulario útil. ¿Preguntas? important to start creating
Vamos.​(​WA​.) their own lists...but they need
3-2-1. What do we need. There are vocabulary lists explicit time to start doing
on the tables. There are no words on the list, this.
because this is your personal list. You have 3
minutes, write the new words from your group, and
whatever other new word you want. For example,
reflexive verbs, or useful vocabulary. Questions?
Go.

8 min 3-2-1. ​(​SFSR​) ​Muy bien. Necesitas por lo They should have about 48
menos escribir 30 palabras nuevas del texto. words to choose from.
Vamos. ​(​WA​.)
3-2-1. Very good. You need to write at least 30 new
words from the text, go.

11 min Exit Ticket Depending on how long the

process above takes, this can
3 min 3-2-1. Pueden regresar a sus sillas be extended or shortened as
originales. ​(​Students return, call their attention necessary.
again. SFSR x3​) E​ scribe tus frases. Vamos. Students will write on cards
7 min (​WA​.) and put them on a poster
3-2-1. You can return to your original seats. Write before they leave.
your sentences. Go.

1 min 3-2-1. ​(​SFSR​.) ​En un momento, antes de salir,

necesitas poner tu carta en uno de los pósteres.
3-2-1. In a moment, before leaving, you need to put
your card on one of the posers.

4 min Homework

Repiten, la tarea. ​(​SFSR​) ​Necesitan escribir Again, this needs to be

una lista personal en quizlet y necesitan explicit, although we’re trying
poner tu lista en la clase de Español 1. to make this a habit that they
¿Preguntas? Muchísimas gracias, necesitan do on their own.
poner tu carta en el póster antes de salir, y
esto es todo. Adios.
3-2-1. Repeat, homework. You need to write a
personal quizlet list and you need to put your list on
the Spanish 1 class on quizlet. Questions? Thank
you. You need to put your card on the poster
before leaving, and that’s it. Good bye.