Name: Abril Orozco Date lesson taught: 12/4/18

Content Area: Spanish

Course Title & Grade Level: Spanish 2, 10th grade

Standards:
Iowa World Language Competencies Standards (2016)
IAWL.ITV: Interpret authentic written/spoken/signed language by applying appropriate comprehension
strategies to extract meaning and use information for personal and/or community enrichment.
IAWL.2.ITV2.NH3: Understand familiar words, phrases, and sentences within short and simple texts related
to everyday life.

Objectives:
Content— Students will be able to understand familiar words, phrases, and sentences within short and simple
texts related to everyday life.

Language— By using a comprehension constructor, students will be able to analyze a text while identifying
five vocabulary words and answering the questions.

Student-friendly— Today I am using a comprehension constructor, so that I can analyze a text, I’ll know I’ve
got it when I can identify five vocabulary words and answer the questions.

Assessment:
1) Observation while working independently/in groups
2) Completion of comprehension constructor
3) Exit ticket
4) Sticky notes on white board
Proactive Management:
1) Call on random students
2) During reading:
- Voices off
- Materials (pencil, comprehension constructor, worksheet with reading)
- Task: Read the text individually
Underline 5 words they do not understand
Circle connections in the text (What do you have in common with the text?)
Share vocab words and connections with a partner (turn and talk)
Answer T/F questions
Fill out background knowledge section on CC along with the other sections
3) Classroom expectations
- No cellphones
- Respect and Responsibility = Results
- Participation
Instructional Strategies:
1) Opportunities for student practice
2) Turn and Talk
3) Sticky notes on white board
4) Questioning

Note Taking Strategy:

Comprehension Constructor
Questions:
Whole group questions/Call on students
Divergent:
What kinds of things do you do while you read? Do you take notes? How?
Why is this literacy strategy important? What is the purpose of the Comprehension Constructor?
What is something you struggle with when reading?
Convergent:
What is one thing Carlota and her family did in Costa Rica?
Why did Carlota not buy the necklace?

Anticipatory Set: Students will turn and talk about what kinds of things they do while they read and how
they take notes, if they do. I will then call on a few groups to share what they discussed.

The Lesson:
10 mins (I do) (We do)
 First, I will explain to the class that we will be reading a text and filling out the comprehension
constructor I handed out.
 I will explain what the comprehension constructor is and how it can be useful to them. I will then
read over the text while students follow along.
 I will model reading over it again, underlining words that I do not understand. I will also model
circling any connections I make with the text.
10 mins (You do alone) (You do together)
 Then, students will read over the text individually and underline five words they do not understand
as well as circle connections.
 I will give them about 5-8 mins, depending on how much time they need.
 Students will turn and talk and share what they underlined as well as what they circled. If one of
them knows a word, they can tell their partner what it means.
 I will then focus on the Comprehension Constructor:
10 mins (I do)
 I will talk about the first question referring to background knowledge and asking about my own
personal experiences, allowing me to connect with the text.
 I will fill out what I know about Costa Rica as well as where I have traveled and what activities I did
while on vacation.
10 mins (You do alone)
 Students will continue to work on the Comprehension Constructor individually.
 They will also need to answer the four true or false questions below the reading. I will walk around
while they work.
5 mins (You do alone)
 After students are finished with the Comprehension Constructor, I will have students grab one sticky
note.
 Each row will be assigned to writing a different section in their comprehension constructor. For
example, the first row will write down what they know about Costa Rica, the second row will write
 down one vocabulary word they did not understand, etc. They will stick them on the white board
under their section.

8 mins (We do)

 We will then go over the four questions as a whole group.
 Lastly, students will turn in their comprehension constructors and on a half sheet of paper, they will
answer the two questions I ask them and turn them in before leaving.

Closure:
Procedural— Before leaving today, on a half sheet of paper, answer these two questions:
1. Why do you think this literacy strategy is important? (purpose)
2. In the reading: Why didn’t Sandra buy the necklace? What would you have done if you were in her place?

References:
Tovani, C. (2004). Do I really have to teach reading?: Content comprehension, grades 6-12. Portland, Me.:
Stenhouse.

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your
lesson. How did you demonstrate high expectations, make learning relevant, and motivate students?

I demonstrated high expectations by stating clear directions and making sure I explained to students
what we were going to do with the text. I made learning relevant by modeling what I expected. I
motivated students by having them talk about their background knowledge and personal experiences in
the comprehension constructor.

2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components
(representation, action & expression, engagement) of your lesson. How did you differentiate to meet the
needs of ALL learners?

I created an environment where all students could be successful by modeling what I expected from them
as they read. I made sure to walk around the room to monitor their progress as well as answer questions.
I also fostered collaboration by allowing them to talk to one another as well as having them share one
section from the comprehension constructor and write it on a sticky note. In order to meet the needs of
all learners, I provided different sections in the comprehension constructor to focus on different parts of
the text. I also had students work individually, talk to one another and jot down something they wrote on
their comprehension constructor.