CSULB WORLD LANGUAGES LESSON PLAN TEMPLATE

Aligned with CAL-TPA 2019 Lesson Template, Cycle 1

LESSON OVERVIEW

LESSON TITLE: Dibuja y Escucha – Presente Progresivo

DATE: 3/16/2021

SUBJECT: Spanish Level: Spanish 1 Grade levels: 9th – 11th

TIME FRAME: Hybrid Schedule 47 Minutes

CALIFORNIA WORLD LANGUAGE CONTENT STANDARDS:

Novice: WL.CM1N Demonstrate understanding of the general meaning and some basic
information on very familiar common daily topics. Recognize memorized words, phrases and
simple sentences in authentic texts that are spoken, written or signed.

LEARNING GOALS: (Objectives: Students will be able to…)

While listening to the target language, students will be able to accurately show
comprehension of the sentences by drawing it out in detail on Pear Deck.

LESSON CONTENT: ACQUISITION

What to you expect the students to deeply What assets do your students already possess that
understand about the lesson? What do you expect will support their success in this lesson?
students to retain after the lesson and use in future
learning?
Student already know the verbs that are being
After this lesson I expect students to feel more conjugated into the present progressive and
confident in their acquisition of the Spanish thus by recognizing the stem of the word they
language. They should be able to understand should be able to make the connection of what
90% of the sentences that I read to them and word is being used in the sentence and be able
show me comprehension in their drawings. to draw it appropriately.

What problems might students encounter as you What knowledge and skills do you expect students to
teach this lesson? have after engaging in the lesson (language task)?

Because the verb tense will have only been After this lesson I expect students to be able to
taught the previous day, the students might understand the differences between the -ar, -
have difficulty understanding the sentences er/-ir verb conjugations in the present
being read. They might require multiple
CSULB, WL: LOTE 2019
 repititions before being able to make a progressive and be able to use the correct
connection. conjugations when writing a sentence.

ASSESSMENT/CHECKING FOR UNDERSTANDING

What checks for understanding (essential questions) What will students do to demonstrate achievement of
will you use to determine if students are not meeting, content during the lesson? (task)
or exceeding the learning goals?
Students will draw the sentences being read out to
Throughout the lesson I will be gauging my students them in great detail. They will also have to complete
to make sure they understand the sentences I am a present progressive worksheet (that they will
reading to them. I will also ask them to show me if I finish) and they will also have to complete a short
am speaking to fast. They will hold up fingers with a 3 exit ticket in which they translate sentences from
meaning, I understand everything. A 2 meaning, English – Spanish.
please repeat the sentence one more time and with a
1 meaning, I do not understand I need more help.

How will you know students understand the content? What is one question you will ask that will require
(formative assessment) higher order thinking skills?

Students will complete a present progressive During the lesson I will ask student why I say
worksheet and will also have to show me their “hablando” versus “habliendo” and have them
comprehension by putting up a 3,2 or 1. In addition, answer. They should know that for -ar verbs you use
they will complete an exit ticket. the ending -ando and for -er/-ir verbs you use -iendo.
They are not interchangeable.

STRUCTURED STUDENT LEARNING ACTIVITIES

What activities will the student be involved in during the lesson to support their
achievement of the learning goals?
1. Opening Activities. Warm-up and/or Anticipatory Set: Quick activity to engage students
during teacher housekeeping and/or Setting the Stage activity

I will begin the class with our opening routines. I will go over the date and whether. I will also ask
them all how they are doing using our mood chart. At the start of the lesson I will have the students
complete their warm up. The warm-up will have questions from the previous lesson but with a
personal connection to this lesson as well. I will have the students conjugate for verbs (used in a
sentence) to the present progressive.

2.Comprehensible Input: Teacher-centered instruction of new material

The “Dibuja y Escucha” activity is one the students have done before. Each slide is divided into three
boxes. For each box I read two -three sentences in the target language. The sentences I read to
them have high frequency verbs conjugated into the present progressive along with review of past
vocabulary. The sentences that I will be reading to the students and that they will need to draw are
the following:
1. Estoy muy cansada. Son las 7 de la mañana, estoy caminando a la escuela.
2. Estoy en la escuela, estoy escribiendo mis notas para la clase de matemáticas.
Matemáticas es mi clase favorita porque mi maestra es gracioso.
3. Estoy en la ___ hora, es la clase de Español. Estoy dibujando una actividad en clase.
4. Estoy en la ___ hora, es la clase de inglés. Estoy leyendo un libro para mi examen. Es un
examen difícil.
5. Estoy en Northgate. Es el almuerzo. Estoy comiendo tacos de pollo. También estoy
bebiendo una horchata.

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 6. Estoy en la escuela. Es la sexta hora. Estoy corriendo porque es la clase de educación
física.

The students need to draw the sentence and include as much detail as possible so that I can check
for comprehension. Because this is a guided practice activity I will be gesturing the verb used in the
present progressive to help them with comprehension. As they are drawing I will make sure to check
their work and if I see a similar mistake I will address it with the students. I will also ask them to show
me if I am speaking to fast. A 3 means, I understand everything a 2 means, please repeat the
sentence one more time and a 1 means, I do not understand I need more help.

Academic language development: What target structures will you teach?

To form the present progressive, use a CONJUGATED form of “estar” with the present participle.
Form the present participle by replacing the “ar/er/ir” ending with:
• -ando (-ar verbs)
• -iendo (er/ir verbs)

3. Guided Practice: Practice activities that allow students to use, recombine and manipulate
new target words/structures

The guided practice will be the students listening to me give them sentences and drawing
them in Pear Deck. I will read a total of 12 sentences they will draw in three separate
boxes. They will have to incorporate as many details so that I can truly see what they
comprehend and don’t. The pear deck is color coded and split into three boxes on a
screen. In that way I can reference to what box they should be drawing in each time I am
reading.

4. Independent Practice: Student-centered reinforcement activities that allow students to use

what they have learned to generate their own language. It may not be appropriate or timely to do
this on the same day. When would you plan to do it?

For the independent practice I am going to have students complete a worksheet. Part A
will require them to rewrite the phrases in the present progressive. For example, Modelo:
Joaquín/jugar fútbol → Joaquín está jugando fútbol. There will be a total of 10 questions.
Part B will require them to conjugate eight verbs into the present progressive. The verbs
will be in parentheses in each sentence. If they do not finish it in class it will be homework.

5. Closing Activities: How will you close the lesson and how will students demonstrate
learning?

Time permitting, I will ask the students the last 3 minutes of class to complete an exit ticket in
which they translate three sentences to Spanish. The sentences will require them to have it written
in the present progressive. I will also have the students tell me how they felt with the lesson overall,
thumbs up = I understood everything and can complete the activities, a so- so hand movement
means they need more review and a thumbs down means they are lost.

GROUPING: How will you group students and manage group work to support student learning?

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 Due to distance learning and our hybrid schedule, I will not be asking my students to complete this
lesson in a group. We will work as a whole class to answer comprehension questions and adjust
my teaching accordingly.

INSTRUCTION TO SUPPORT LEARNING

What instructional strategies will support student What resources, materials, and/or educational
learning through multiple modalities? technology will you or your students use during the
lesson?
The lesson that I have designed will support
various learning modalities for my students. This During this lesson I will be using a Google Slide
lesson allows students who are visual learners presentation that I will project through zoom. I will
will be able to see other students drawings and also have the Power Point Slide and the
compare it to their own to check for independent practice already scheduled to post
understanding. In addition, for my students who on Google Classroom so that the students can
are auditory learners they will benefit from us work on it as soon we get to that activity. In
having me read the sentences to them out loud. addition, all my google slides will have Pear Deck
For my kinesthetic learners we will have the embedded.
opportunity to use Pear Deck and draw their
answers as opposed to sitting through a lecture. In addition, I will require my laptop and the zoom
application in order to be able to teach the lesson.

What adaptations and accommodations, including, as appropriate, assistive technologies, will support
individual student learning needs beyond the UDL supports built into the lesson?

I will make sure to provide my students with the necessary accommodations and modifications as
stated in the students’ IEP or 504 Plans. In addition, I will make sure to provide students, who need a
digital copy of the presentation, with a copy so that they can reference it in case they require a hard
copy and need to print it. Students will be able to access this on Google Classroom. Lastly, if the
students need more time to completing the independent practice I can provided additional time so that
they can finish answering questions in class without pressure of finishing on time. I will also do my
best to ensure that the students have adequate feedback throughout the lesson so that they feel
capable of completing the assigned tasks. If I need to check in with a student individually, I can always
see them in a break out room.

CSULB, WL: LOTE 2019