Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher
Griselda Bello
Date
Subject/ Topic/ Theme
Spanish 1/ The Research
Grade ____9-12_______
I. Objectives
How does this lesson connect to the unit plan?
One of the main purpose of the unit is to know some of the traditions and customs the Spanish speaker countries. Students will get this knowledge by doing a research
themselves.
cognitiveR U Ap An E C*
Learners will be able to:
Learn some traditions of the Holy Week of the country of their most interest.
Collaborate and use their social skills for a quality assignment.
U Ap An
Use their research and technology literacy.
Write simple sentences with the new vocabulary.
Summarize and identify the main ideas.
Ap An EC
Ap An EC
An E
physical
development
socioemotional
Common Core standards (or GLCEs if not available in Common Core) addressed:
1.1 Students will engage in conversations provide and obtain information through manly the research on how other cultures celebrated. They will work in groups and
have to share the obtain information, express their feelings, emotions, exchange opinions to put together the presentation.
3.1 Students will use their skills on research, and critical thinking by doing the presentations.
4.1 Students will compare new Spanish vocabulary with words in English. They will find some cognates.
5.1 The students will learn vocabulary related to these countries. They may use it with Spanish speakers, and if they travel to some of this countries.
5.2 They will be engaged and interested to use the language for personal enjoyment and enrichment.
(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 need previous knowledge on search the web.
They need previous knowledge on Google classroom
Pre-assessment (for learning):
Teacher should ask if all know how to search the web and use google class
Formative (for learning):
Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
9-15-14
Students will be searching for the information
Formative (as learning):
Students will be editing the Google class presentation, analysis, and summarizing the main ideas.
They will also create their Spanish sentences.
Summative (of learning):
Students can ask the teacher any question at any time. It can be on how to use the technology or how
to structure their sentences.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Students may have problems
understanding the instructions of
the project. I will read them in both
languages and have them in the
projector the whole time, so they
get look at them anytime.
Provide Multiple Means of Action
and Expression
Provide options for physical actionincrease options for interaction
They can choose their own group
so they can work with people they
feel more comfortable with. They
can also work with their group at
any place in the classroom.
Provide Multiple Means of
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
They will be given a list of
countries, and they can choose the
one they are more interested in.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Students are allowed to use their
vocabulary sheet to help them
created their sentences, and the
teacher will be walking around
supervising their work and
answering any questions.
Provide options for comprehensionactivate, apply & highlight
Instructions will be given in
both languages. The teacher
will be supervising their work
to help them with the research
process and the creation of the
Spanish sentences.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
How will your classroom
be set up for this lesson?
Provide options for expression and
communication- increase medium
of expression
They will work with small
groups, but the work can be
easily divided for those who
like to work individually. They
just have to make sure they will
not write about the same thing.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback
They are challenge to
summarize the information
found, analyzed and decide
what is more interested for
them. They are encouraged to
collaborated and give feedback
to each other for a quality final
presentation.
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
I will tell them exactly what I
expect from them. I will walk
around monitoring their
progress.
They will have the opportunity
of self-assess by referring to the
instruction in the projector to
make sure they are following
them. They will work and give
feedback to each other.
A projector to project the instruction for the project.
Each student needs a chrome book or lap top.
The teacher has to previously created a Google class presentation, that all students can edit it.
We need internet access.
Aboard and markets
The classroom can be set up in any way. When they make their groups they can work where
they please.
III. The Plan
Time
1
5
5
33
9-15-14
Components
Motivation
(opening/
introduction/
engagement)
Development
(the largest
component or
main body of
the lesson)
Describe teacher activities
AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. I will talk about the pictures we saw in the
1. Students will be listening to the teacher
previous class period. I will say that each
country has their own traditions to
celebrated the Holy Week. They may
have some similarities but also some
differences.
2. I will show them the videos. The one
2. Students will see the videos and tell the
from Spain from min. 1 to min. 2. The
differences and similarities they found.
one from Mexico, the first minute, then
jump to the middle where the matachines
are, and then jump to the end where the
kids are cheering. I will ask what
similarities and what differences they
found. If they do not know what to
answer, I will talk about some.
3. I will introduce the research project. I will
3. Students will be listening to the
read from the projector the description of
instructions and ask questions if they do
the project and the rules. I will translate
not understand something. Students will
the instruction to English, and ask if they
choose their team members, look at the
have any questions to make sure they
countries in the projector and choose one
understood. Instructions are as follows:
together. Then one member can come to
They will work in groups of three, no
the board and write the names in the team,
more than four people. They can search
4.
Closure
(conclusion,
culmination,
wrap-up)
the information in English, and edit the
presentation on Google class. Each slide
will have the group number, and students
will write their names.
(1) Each member of the groups will write
one or two sentences in Spanish,
describing the main idea of the
tradition they found more interesting.
(2) They need to include at least one
picture per each sentence, to have a
visual of what they are talking about.
(3) When they are done, they will present
it to the class, they will read their
sentence in Spanish, and they are
allowed to explain more in English.
I will project the countries they can
choose from, and ask students to
decide with who they will be
working. Then, tell them to come to
the board and write their group names
and the country they choose. After
they choose their country, I will put
the instructions back in the projector.
This will be a 15-point assignment. 5
point for each description.
I will be walking around to supervise their
work, give them feedback and answer any
questions they may have. It can be related
to the technology aspect or the
constructions of the sentences in Spanish.
5. I will call for their attention to tell them
that if they are not done, they must finish
it to be ready to present it the following
class period.
and the country they choose. Students will
gather in their groups.
Students can refer to the instructions again
in the projector any time they need.
4.
Students will start working in the project,
collaborated, and give feedback to each
other. Students can ask questions to the
teacher at any time.
5.
Students will stop talking to listen to the
teacher instructions. They may ask
questions if they have any.
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.)
I was planning on giving them 20 min for the research and 20 min for the presentations, but I notice it will take them more
time. For this reason, I decide to give them more time to do the research and do the presentations the next day. It was nice to
saw their expression and hear their comments, as their where finding interesting traditions of their country.
9-15-14
