EDI 432

LESSON PLAN II
Date: 03/06/2018 Language and Grade Level: Spanish 2B – 9th/10th Grade

Total Number of Minutes: 65 min Targeted Proficiency Level: Novice High/Intermediate Low

STAGE 1
Setting the Stage

BIG IDEA
What is the topic/theme of your lesson? Note: Grammar structures cannot be the topic.

 Mexican Myths and Legends – Telling Stories

ESSENTIAL QUESTION(S)
What provocative question(s) will foster inquiry, understanding, and transfer of learning?
 How will students use the Spanish language to describe past events and experiences?

LEARNING GOALS
Which World Readiness Standards (ACTFL) does this lesson address?

 1.2 Interpretive Communication - Students understand and interpret written and spoken
language on a variety of topics.
o 1.2.M.R.b Understand main idea and supporting detail, and summarize accessible
written materials on familiar topics in the target language such as, textbook content,
magazine and newspaper articles/ads, websites/internet, poetry or stories.
 2.2 Products and Perspectives - Students demonstrate an understanding of the relationship
between the products and perspectives of the culture studied.
o 2.2.M.C.a Describe the significance of current cultural and historic icons (arts,
architecture music, literature, film, media, TV, newspapers, and the creators of these
products).
 3.1 Knowledge - Students reinforce and further their knowledge of other disciplines through the
world language.
o 3.1.N.a Reinforce previously learned content knowledge through the target language.
 4.1 Comparing Cultures - Students demonstrate understanding of the concept of culture
through comparisons of the cultures studied and their own.
o 4.1.N.b Identify basic target culture products and compare them to one’s own.

LEARNING OBJECTIVES
What will learners know and be able to do with what they know at the end of this lesson?
Are the objectives specific, measurable, and performance-based? Do they include all levels of thinking?
1. Students will be able to identify the subject of a sentence and use the verb to form a past
participle that describes the noun.
2. Students will be able to identify when it is appropriate to use the imperfect tense and when it is
appropriate to use the preterite tense.
3. Students will be able to describe the cultural, historical, regional, & religious differences
between the Aztecs and the Mayans.
4. Students will be able to analyze a primary source in the Spanish language and describe its plot,
perspectives, and cultural significance.

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STAGE 2
How will learners demonstrate what they can do with what they know by the end of this episode?

PERFORMANCE TASKS
What performance tasks will students complete to demonstrate what they can do?

Integrated Performance Assessment: The students will participate in an integrated performance assessment as
they complete an interpretive task. While the students work together on the interpretive task, I will walk around
the room, help the students when they need it, and make note of students’ progress regarding their analytical
skills. As a result, this formative assessment will help me check for student comprehension (HLTP – ‘Checking
student understanding during and at the conclusion of lessons’). For the interpretive task, the students will
analyze a Mazateca legend from their textbook and complete a series of comprehension questions. They will
recognize key words, write a summary, identify supporting details, guess meaning from context, make
inferences, explain the author’s perspective, compare cultural perspectives, and explain their personal reaction
to the text. In the end, these performance tasks will demonstrate students’ critical thinking skills as well as their
reading and comprehension abilities in the Spanish language. - Interpretive Communication

OTHER EVIDENCE
What other evidence will show that students have attained goals?

My observations will be additional evidence that students have attained the learning goals. As the students
work with one another, I will walk around the room, listen to their conversations, and make note of their
progress and understanding. In order to measure the students’ comprehension level, I will pay attention to their
conversations regarding their analysis of the legend and their comparison of cultural perspectives. These
observations will be helpful when deciding whether students have attained the learning goals or not.

STAGE 3
What will prepare learners to demonstrate what they can do with what they know?
 Are learning activities sequenced to allow students to move from input to shared/guided practice
and then to independent application of new learning?
 Do activities maximize the use of the TL by both teacher and students?
 Do activities provide opportunities for interpersonal, interpretive, and presentational communication?
 Do activities provide variety to address different learning styles and to enable a lively pace for the
lesson?

OPENING ACTIVITY
How will you capture the students’ energy and engage them in this lesson? This is the hook!

Broma TIME:
I will capture students’ attention and engage them in the lesson by showing them a cartoon that 2 min
makes them access prior knowledge (the imperfect tense and past participles) in order to
understand the joke. The cartoon is of two mayans looking at the mayan calendar. The one mayan
says, “Y.. ¿por qué termina en el 2012?” (“And.. Why does it end in 2012?”). The other mayan
reponds, “Ya no cabía nada más en la roca” (“I couldn’t fit anything else on the rock”). The word
cabía is the imperfect tense conjugation of the verb caber (to fit), so students will need to use what
they have learned in order to comprehend the conversation. The mayan setting of the comic will
also connect to the overall theme of the lesson.

LEARNING ACTIVITIES

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What tasks or activities will be used to ensure learners accomplish the learning objectives? What will students be
doing? What will you be doing?
Rationale Statements: What is your rationale for each step of the learning sequence? Link rationale statements
to Standards, objectives, HLTPs, theory, methods, and/or essential questions. Please put rationale statements in
italics or a different color font.

Warm-up TIME:
After the comic, I will access students’ prior knowledge again by having them practice creating the
past participle. The students learned this concept the day before, and need a little more practice 7 min
forming the past participle and making it agree with the subject according to gender and number.
For this warm-up exercise, the students will answer five questions such as, “¿Vas a cepillarte los
dientes?” (“Are you going to brush your teeth?”). In order to answer the question, the student will
have to identify the subject (los dientes) and use the verb (cepillarte) to form a past participle that
agrees in gender and number with the subject (cepillados). Therefore, the students’ final answer
will be, “Ya están cepillados” (“They are already brushed”). Before the students begin working on
this independently, I will model how to form the answer by using a think aloud technique that
shows the students how I figure out the answer. Then, I will have the students work independently
on the activity for about four minutes. During this time, I will walk around the classroom and aid
any students who are struggling. Afterwards, the students and I will go over the answers as a class
and discuss why the past participles are masculine/feminine/singular/plural.

Rationale: This short activity is a great way to access prior knowledge and check for student
comprehension which is the fifteenth High-Leverage Teaching Practice (HLTP), “Checking student
understanding during and at the conclusion of lessons.” In addition, due to the fact that I will model
how to form the past participle at the beginning of the warm-up, I will be practicing the second
HLTP, “Explaining and modeling content, practices, and strategies.” During this warm-up, I will use
the target language a majority of the time; therefore, I will provide the students with
comprehensible input in the target language which, according to Krashen’s Input Hypothesis, helps
students acquire the target language because the input is meaningful, relevant, and one level
beyond students’ target language competence. As a result, this activity incorporates ACTFL’s first
High Leverage Teaching Practice (HLTP) of ‘Facilitating Target Language Comprehensibility.’ In
order to comprehend the input, the students will participate in Interpretive Communication, one of
ACTFL’s World Readiness Standards. In addition, this warm-up activity relates to the first
performance objective listed above.

Presentation – Preterite vs. Imperfect Tenses – Rules, Signal Words, and “La princesa guerrera” 24 min
In order to help the students get a better understanding of the differences between the functions of
the preterite an imperfect tenses, I created a PowerPoint that explains the rules of when to use the
preterite and imperfect tenses, lists the specific words that signal the use of the preterite and
imperfect tenses, and provides students with practice regarding when to use the preterite and
imperfect tenses. At the beginning of the presentation, the students will take notes on the rules and
signal words of the two past tenses. Then, the students will apply what they have learned to
complete a story, “La princesa guerrera,” which is broken down into smaller portions and missing the
conjugated verbs. In order to complete the story, the students will have to work with the people
around them and figure out whether they should conjugate the verb in parentheses into the
preterite tense or the imperfect tense. During this time, I will walk around the room and help
students when necessary. After giving the students a couple of minutes to decide on a tense and
conjugate the verb, I will call on the students, and they will tell me the conjugated verb as well as the
rule that explains why they chose the preterite/imperfect tense. By slowly walking through a simple

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story with a large quantity of vocabulary words, many of the students will hopefully grasp the various
functions of the preterite and imperfect tenses.

Rationale: This activity is a great way to help the students learn the different functions of the
preterite and imperfect tenses. Not only does this activity provide the students with a large quantity
of examples, but it also provides the students with a context (a story) that will help them acquire
these difficult and complex grammatical structures. Because the written story and my verbal
discourse will be in the target language for a majority of the time, I will be providing the students
with comprehensible input which means that the activity will incorporates ACTFL’s first HLTP of
‘Facilitating Target Language Comprehensibility.’ In order to be able to decide whether they should
use the preterite tense or the imperfect tense, the students will use their analytical skills, one of the
higher-order thinking skills of Bloom’s Revised Taxonomy, and they will participate in Interpretive
Communication, one of ACTFL’s World Readiness Standards. Because this activity is collaborative and
interactive, student engagement and motivation will be more easily maintained. In addition, this
practice activity relates to the second performance objective listed above.

Mayan vs. Aztec Youtube Video 12 min

First, I will ask the students what they know about the differences between the Aztecs and the
Mayans. After accessing students prior knowledge, I will model how the students are to draw a T-
chart on a blank piece of paper with one side labeled, “Los aztecas,” and the other side labeled,
“Los mayas.” I will tell the students that they are going to watch a video in Spanish regarding the
differences between these two indigenous civilizations. In order to support the students’
comprehension of the Spanish video, I will explain to the students that they need to listen to the
narrator, read the Spanish subtitles, and pay attention to the visuals provided in the video. In
addition, I will slow down the speed of the video in order to support the students listening
comprehension. Using the T-chart, the students will write in English any of the differences and
similarities that are mentioned in the video. Afterwards, I will ask the students what some of the
similarities and differences are between the Aztecs and the Mayans, and I will fill out my own T-
chart on the whiteboard with the information that the students share-out.

Rationale: I absolutely love this video because it is informational and engaging all at the same time.
Due to the fact that the narrator of the video speaks in Spanish, the subtitles are in the target
language, and I will speak in Spanish as well, I will be providing the students with comprehensible
input which means that the activity will incorporate ACTFL’s first HLTP of ‘Facilitating Target
Language Comprehensibility.’‘ In order to comprehend the input, the students will participate in
Interpretive Communication, one of ACTFL’s World Readiness Standards. This part of the lesson will
also incorporate ACTFL’s World Readiness Standards of Cultures and Comparisons as the students
learn about the historical events and figures of the Aztec and Mayan civilizations as well as their
cultural products, practices, and perspectives. In addition, this part of the lesson relates to the third
performance objective listed above.

Integrated Performance Assessment: Una leyenda mazateca – “El fuego y el tlacuache” 20 min
The students will participate in an integrated performance assessment as they complete a series of
interpretive tasks. While the students work together on the interpretive tasks, I will walk around
the room, help the students when they need it, and make note of students’ progress regarding
their analytical skills. For the interpretive task, the students will analyze a Mazateca legend from
their textbook and complete a series of comprehension questions. They will recognize key words,
write a summary, identify supporting details, guess meaning from context, make inferences,

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explain the author’s perspective, compare cultural perspectives, and explain their personal reaction
to the text.

Rationale: The students will participate in Interpersonal Communication, one of ACTFL’s World
Readiness Standards, when they converse with their partner about their favorite
legend/myth/folktale. In addition, the students will participate in Interpretive Communication,
another one of ACTFL’s World Readiness Standards, as they decipher the meaning of their partner’s
verbal discourse and decipher the meaning of the Mazateca legend. In order to be able to
successfully interpret the text, the students will have to use their analytical skills, one of the higher-
order thinking skills of Bloom’s Revised Taxonomy. This part of the lesson will also incorporate
ACTFL’s World Readiness Standards of Cultures and Comparisons as the students analyze a primary
source that conveys historical and cultural information. Because this activity is collaborative and
interactive, student engagement and motivation will be more easily maintained. Finally, this part of
the lesson relates to the fourth, fifth, and sixth performance objective listed above.

STAGE 4 - REFLECTION/NOTES TO SELF

Did all learners meet the learning goals of the lesson? What will you do to modify this lesson in the future? What
might you do in subsequent lessons?

This lesson went fairly well, although a few adjustments had to be made during the lesson. In the
beginning, the students did an excellent job as they completed the warm-up activity. As we went
through the Preterite Tense vs. Imperfect Tense PowerPoint, I could tell that the students were
beginning to grasp the differences between the preterite and imperfect tenses. I believe that analyzing
single sentences and collaborating with their peers on which past tense to use really helped the
students practice applying the past tense rules that they learned at the beginning of the PowerPoint.
In addition, I think the students really enjoyed the Mayan vs. Aztec video. Despite the fact that the
entire video was in Spanish, the students understood a great deal and were able to communicate what
they learned as they helped me fill out the T-chart on the whiteboard.
On the other hand, the Integrated Performance Assessment (formative assessment) was a bit of a
struggle for some of the students at first. This is something that the students had never done before,
so it was a bit of a shock when they first looked at it. Because the students did such a great job
analyzing the Mexican song, “La Adelita,” I thought that they could read the Mazateca legend on their
own as well. However, many of the students kept saying that they didn’t understand the legend and
were very confused. As a result, I modified the lesson by walking the class through the reading in order
to ensure that they understood the plot. After going through the text with them, the students felt
better about filling out the IPA.
Unfortunately, because I did not give enough scaffolded support, many of the students guessed on the
questions or barely even tried. Only five of the eighteen students in the class were able to accurately
fill out the IPA. The rest of the students struggled to answer all of the questions, especially the
questions that required longer answers. Note: There is no quantitative data since this was just a
formative assessment; therefore, my data consists of my qualitative assessments located above.
In the end, the students were able to meet the first through the third performance objectives. In order
to meet the fourth objective, I will provide the students with more opportunities in the next chapter to
engage in this type of learning that requires reading comprehension skills and critical thinking skills. If I
were to teach this lesson again, I would modify it by walking the students through the IPA since it was
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the first IPA that they had ever completed. If we were to fill it out as a class, the students would feel
more confident in their reading comprehension abilities as well as their analytical skills. As a result,
they would be able to fill out an IPA without me the next time we analyze an authentic text.

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