LESSON PLAN TEMPLATE

STANDARDS, FOCUS, AND OBJECTIVES

Name: J.D. Brickey Date: 9/21/17
Lesson Topic: Chapter 3A Grade Level: 11th
Learning Segment #3 of 4 Estimated Duration: 1 hr. 30 mins.
CURRICULUM STANDARDS List the Tennessee State Standards that directly relate to the lesson’s central focus
(2 pts)
Standard 1.1- In the target language, engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
Standard 1.2- Understand and interpret both written and spoken forms of the target language on a variety
of topics.
Standard 1.3- Present information, concepts, and ideas to an audience of listeners or readers on a variety of
topics.

Explain the essential understanding and purpose of the lesson. The standards, objectives,
CENTRAL FOCUS (5 pts) strategies, and assessments are all related to the central focus. One central focus can be used
across a series of Lessons/Learning Segments.
“¿Desayuno o almerzo?” Chapter 3A is all about vocabulary pertaining to breakfast (el desayuno) and lunch
(el almuerzo).

Write objectives in measureable terms that can be observed within the span of the lesson.
LESSON OBJECTIVES (10 pts) Objectives should include multiple representations of information.
1. The learner will recognize vocabulary pertaining to breakfast [el desayuno] and lunch [el almuerzo] by
participating in online games.
2. The learner will demonstrate understanding of the grammatical structure of me gusta(n) and me
encanta(n) by formulating sentences using the correct structure.
3. The learner will conjugate -ER/-IR verbs by completing conjugating activity sheets and participating in
whiteboard activities.

LANGUAGE FUNCTION/DEMANDS
What is the purpose for which language is used in this lesson? The language function is often
LANGUAGE FUNCTION (5 pts) represented by the active verb(s) within the lesson objective(s).
Not applicable for this lesson.

Given the language function, describe the following associated language demands (written or
oral) and academic talk students need to understand and/or use:
 Vocabulary - words or key phrases used within disciplines
 Syntax - the rules for organizing words together into phrases, clauses, sentences or visual
LANGUAGE DEMANDS &
representations
SUPPORTS (5 pts)  Discourse - discipline-specific discourse with distinctive features or ways of structuring oral
or written language (text structures) or representing knowledge visually
Identify and describe the planned instructional supports to help students understand, develop,
and use the identified language demands.
Vocabulary and/or Key Phrases:
Syntax:
Discourse:
Language Supports:
 ASSESSMENT & EVALUATION
Informal - How will you show that they know what they know? What evidence will show that
students are making progress toward learning objectives? How will results of formative
FORMATIVE ASSESSMENT assessment change instruction? How will you differentiate formative assessment for individual
(10 pts)
students? Use language from the objective to ensure alignment. Include at least three checks
for understanding throughout the lesson.
- In order to assess objective 1, I will have students take part in two class-wide computer activities.
The first activity is through a website called Quizlet. Students join a “live” game through the website
by accessing it with their phone or computer. The website separates the students into teams. Each
student has individual questions that he/she must answer correctly in order for the team to
advance. The team’s progress is shown on the screen at the front of the classroom. The game allows
the instructor to see which questions were missed most often. The second class-wide computer
activity is through a website called Kahoot. This website works very similar, but each student
competes individually, instead of on teams. All of the questions within the games are relevant to
Chapter 3A vocabulary. These activities will help me ensure students are recognizing vocabulary. I
will reinforce vocabulary with extra practice if necessary.
- In order to assess objective 2, I will go over/check the homework assignment given the day before.
Part of the assignment included questions regarding usage of me gusta(n) and me encanta(n) (which
was covered previously). I will call on students to come up to the board and write the answers. I will
give oral feedback. This activity helps me ensure students are understanding the grammatical
structure. I will review the structure in more detail if necessary.
- In order to assess objective 2, I will have students participate in Activity 17 from the book, titled,
“¿Gusta o gustan?” Students will use their personal whiteboards and markers to answer questions I
ask regarding the usage of me gusta(n) and me encanta(n). Students will hold up their answers for
me to see and I will give them a thumb’s up for a correct answer or a correction [if needed]. This
activity helps me ensure students are understanding the grammatical structure. I will review the
structure in more detail if necessary.
- In order to assess objective 3, I will have students complete a “Bellringer” activity practicing
conjugation of -ER/-IR verbs (a topic covered previously). I will call on students to answer the
questions. I will give oral feedback. This will help me ensure students are correctly conjugating -ER/-
IR verbs. I will review the concept in further detail if necessary.
- In order to assess objective 3, I will go over/check the homework assignment given the day before.
Part of the assignment included questions regarding the conjugation of -ER/-IR verbs (which was
covered previously). I will call on students to answer the questions. I will give oral feedback.
- In order to assess objective 3, I will have students fill out an -ER/-IR verb conjugation chart. After
students take their vocabulary quiz, they will work on completing the verb chart until all students
are finished with the quiz. I will assign the activity for homework and will check it tomorrow. This
will help me ensure students are correctly conjugating -ER/-IR verbs. I will review the concept in
further detail tomorrow as well as supplement with more conjugating activities if necessary.
- In order to assess objective 3, I will have students participate in Activity 14 from the book, titled,
“Una tarjeta postal.” Students will use their personal whiteboards and markers to answer questions
from the activity regarding -ER/-IR verb conjugations. Students will hold up their answers for me to
see and I will give them a thumb’s up for a correct answer or a correction [if needed]. As a
supplement to this activity, if time permits, I will call out some additional -ER/-IR verb conjugations
for the students to answer. Students will answer in the same manner using their whiteboards and I
will give feedback in the same manner as well. These activities will help me ensure students are
correctly conjugating -ER/-IR verbs. I will review the concept in further detail if necessary.
- In order to assess objective 1, students will take a “3A Vocabulary Quiz” today. Feedback will include
returning the quizzes to students once graded and answering any questions they may have about

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 what they missed. Common mistakes/misses will be discussed as a whole class. Also, students are
allowed ONE retake of the quiz. The retake will cover the same material, but be a different version
of the quiz.
SUMMATIVE ASSESSMENT Formal - What evidence will show that students have mastered the central focus? Not all
(5 pts) lessons will include summative assessment.
-
In order to assess objectives, 1, 2, and 3, at the end of next week, after we have completed Chapter
3B, students will have a comprehensive test that covers materials from Chapter 3B as well as
Chapter 3A. There will be many different types of questions including fill in the blank, matching,
multiple choice, reading and writing, and listening. The test will include questions that cover topics
in this lesson as well as other topics covered the rest of the week from Chapter 3A, and material that
will be covered next week from Chapter 3B. Feedback will include returning the tests to students
and answering any questions they may have about what they missed. Common mistakes/misses will
be discussed as a whole class. Also, students are allowed ONE retake of the test. The retake will
cover the same material, but be a different version of the test.
INSTRUCTION
HOOK/ANTICIPATORY SET How will you grab or “hook” the students’ attention? Use your knowledge of students’
(10 pts) interests, academic abilities, and depth of prior knowledge when planning.
- I will “hook” the students’ attention by reminding them that we have a vocabulary quiz. I will ask
them if they studied and feel ready. I will also remind them that we are going to do some review
before the quiz- that way they can have a quick refresher before taking the quiz.

Instructional Procedures model options include: 1) Gradual Release of Responsibility (GRR): I do,
We do, You do collaboratively, You do independently; 2) Rapid Release of Responsibility (RRR):
LESSON BODY (25 pts) You do, We do, I do; 3) 5E Method: Engage, Explore, Explain, Extend/Elaborate, Evaluate.
Ask your instructor if a specific model is required.
Modifications and
Assessment/Feedback/ Accommodations to
Instructional Procedures Higher-Order Questions Support Individual
Student Learning
(assessing and advancing) Needs
Activity 1- Bellringer: To go over the bellringer, I will Students are
As soon as the bell rings, students will begin the ask students to answer the allowed to use
bellringer procedure. The bellringer is displayed on the questions orally. I will give oral their book,
projector at the front of the room. Students will begin feedback for each question as vocabulary
working on the bellringer. While students are working well as supplement feedback sheets, and
on the bellringer, I will be taking attendance. I will also with further instruction when/if notes to help
ask students to pass up their homework from the night necessary. Once the bellringer complete the
before to be checked (a procedure they are also review is completed, I will ask activity.
familiar with). I will quickly check the homework while students if there are any Students are
students continue to work on the bellringer. I will confusions or questions. If not, allowed to ask
return the homework to students and we will begin we will move on to the next me questions
going over the bellringer. activity. (Students keep their at any time.
bellwork assignments until the
For this activity, I am using the GRR model. In previous end of the week. I take them up
lessons, we have practiced the bellringer content. I on Fridays).
explained the concept, we worked though the content
together, and now students are completing it on their
own.
Activity 2- Homework Review While reviewing the homework, Students are
I will ask students to answer the allowed to ask

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 As soon as the bellringer activity is complete, I will ask questions orally. I will give oral me questions
students to get out their homework assignment from feedback for each question as at any time.
the night before. I will begin reviewing the homework. well as supplement feedback
with further instruction when/if
For this activity, I am using the GRR model. In previous necessary. I will also ask some
lessons, we have practiced the homework content. I students to come to the board
explained the concept, we worked though the content to write their answers. Once the
together, and students were to complete the homework review is complete, I
homework on their own. will ask students if there are any
confusions or questions. If not,
we will move on to the next
activity.

Activity 3- Objectives and Essential Question I will orally and visually present Students are
After the homework review is complete, I will move on the objectives, standards, and allowed to ask
to reviewing the chapter objectives and essential essential questions through a me questions
questions. This PowerPoint includes objectives that short PowerPoint. I will ask at any time.
align with the state foreign language standards. students if they have any
questions and move to the next
activity.
Activities 4 and 5- Quizlet and Kahoot As students play the game, I will Students are
Our next activities are through the websites Quizlet walk around the room to check allowed to use
and Kahoot. Students will use their phone or computer for student understanding and their book,
to access the website(s). Students will sign into the comprehension. After the game vocabulary
game and we will begin. The software allows the is over, the software allows for sheets, and
students to compete against each other. The game the most missed questions to be notes to help
content covers 3A vocabulary (our next activity is the reviewed. I will do a quick complete the
vocabulary quiz). review as well as take questions. activity.
I will give oral feedback as well Students are
For this activity, I am using the GRR model. In previous as display the “game highlights.” allowed to ask
lessons, we have practiced the game’s content (mostly Then we will move to the next me questions
vocabulary words). I have gone over the material, activity. at any time.
students and I have practice the material, and now
students are working on their own to complete the
games.
Activities 6 and 7- 3A Vocabulary Quiz & -ER/-IR Verb As students take the quiz, I will Students are
Chart walk around the room and allowed to ask
After playing the review games, I will pass out the monitor. me questions
quizzes. Students will take the quizzes. After at any time. I
completing the quiz, students will turn them in the also have a
appropriate basket. Once turned in, students must grab different
an -ER/-IR verb chart and begin working on that until version of the
everyone is finished taking the quiz. (I will explain all of quiz for
this before the quiz begins). students who
need it.
For this activity, I am using the GRR model. In previous (Students with
lessons, we have practiced the quiz’s content (mostly IEPs, etc.)

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 vocabulary words). I have gone over the material,
students and I have practice the material, and now
students are working on their own to complete the
quiz (and complete the conjugation chart-which we
have completed in the same process).
Activities 8. 9, and 10 - “Una tarjeta postal”, verb During these activities, I will be Students are
practice, and ”Gusta o gustan?” giving students a thumb’s up if allowed to use
Once students are finished taking the quiz, we will do the answers displayed are their book,
Activity 14 from the book (pg. 133), some verb correct. If not, I will give oral vocabulary
conjugation practice, and Activity 17 from the book feedback and tell them the sheets, and
(pg. 135). Students will retrieve individual whiteboards corrections they need to make. notes to help
and markers, which they will use for all three activities. complete the
Students will partner with another student to complete activity.
these activities. I will explain the activities as well as Students are
demonstrate how they are to be done. Students will allowed to ask
answer questions on the whiteboards and hold the up me questions
for me to see. at any time.

For this activity, I am using the GRR model. In previous

lessons, we have practiced the activities’ content. I
have went over the material, students and I have
practice the material, and now students are working on
their own to complete the activities.
CLOSURE/REFLECTION Student-focused wrap-up of key concepts/skills and/or application of concepts/skills. How will
(10 pts) you engage students in reflecting on their learning?

- For the closure/reflection, I will do a quick recap of the topics covered. I will ask students questions
regarding topics covered and give oral feedback. I will provide clarification and supplemental
instruction if needed. I will explain that the -ER/-IR verb conjugation activity is homework (if they did
not complete it). I will use this activity as a formative evaluation for tomorrow’s lesson.

MATERIALS, RESOURCES, & TECHNOLOGY

TEACHER MATERIALS & What materials/resources will the teacher be using? What resources are used beyond the
RESOURCES (3 pts) textbook? How well are the materials and resources linked to the learning objectives?

- I will be using my textbook, a PowerPoint, and my computer and projector to enhance student
learning and activities. These resources are directly linked to the objectives through their
implementation. The activities relate directly to the objectives, therefore the resources used to
implement the activities relate to the objectives.

What materials/resources will the students be using? What materials/resources are planned
STUDENT MATERIALS & beyond the textbook and worksheets? How well do the student materials support the lesson
RESOURCES (6 pts) objectives, challenge students, sustain their attention, and elicit a variety of thinking? How will
materials be distributed?
- Students will be using their textbooks, activity sheets (the homework and conjugation charts),
phones/computers, notes, whiteboards and markers, and handouts. All of these resources provide
students with differentiated instructional methods as well as supplements to the activities being
implemented. The differentiated instruction helps keep students attentive and challenged. Materials
are given out in an orderly manner (a procedure that students are used to). I pass out the quizzes to
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 the first person in the row and he/she passes the papers back. Students will retrieve the conjugation
chart from the table after they turn in their quiz. Students will retrieve computers by walking to the
appropriate table and grabbing one (the same procedure is followed for retrieving whiteboards and
markers).

TECHNOLOGY (4 pt) How will you integrate technology to enhance student learning?
- I am directly incorporating technology by using my computer and projector. I also am implementing
activities in which students will use their phone or computer to enhance their learning opportunities
(i.e.- Quizlet and Kahoot).

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