LESSON PLAN

Subject / Level (Spanish I, Exploratory French, German II) YOUR NAME GRADE Level (7th grade) (Electronic name of plan: YOUR LAST NAME, LP#, SEMESTER, COURSE) Class Size (24 students)
Electronic Name Format: JONES LP1 FA07 M2

Setting: (Delete instructions when using this as a template)

Rather than describing the physical setting, describe whether the plan is an introduction to the material, a review, or an extension. For example
Today is the first day of a ten-day unit on food. I will be introducing vocabulary that will be used throughout all ten days of this unit. A pre-test will be administered to calculate learning gain.

Eliminate all parentheses. Substitute your information wherever parentheses are present.

Resources: (Delete instructions when using this as a template)

EQUIPMENT/SUPPLIES: Overhead, TV/VCR, CD player, screen, globe, craft materials, etc. TEXTUAL MATERIALS: Complete this section by typing over appropriate items and deleting anything you dont use. Delete all the guidelines when you are finished including this paragraph. The instructions are included for your convenience in remembering all you are responsible to complete in this section Textbook, pp. 27-32* Workbook, pp. 5-7* CD/Video* Transparency* Photos* Vocabulary list** Map(s)/Art/Book(s)* Realia (describe items and/or take a digital photo)

Handout(s)*: Names of each handout if more than one. State (teacher created) by everything you made and provide a scanned image as well as a hard copy with each lesson plan you make. Otherwise list the textual reference if you use a curriculum based handout or other resource in print at the end in the references section. When you refer to handouts in your procedures, be sure to call them by name if there is more than one so they can be distinguished by reviewers. Bell ringer** *In the references section at the end of the lesson plan you must provide an APA style reference for each textual/audiovisual item included in your plan. *You must also attach copies of all textbook/workbook pages, reading/listening comprehension segments, transparencies, labeled handouts, etc. These items may be scanned into LiveText or scanned and attached to the lesson plan file in WORD. **Vocabulary lists may be provided as a separate page or the list typed directly into the lesson plan. If the bell ringer is an activity written on the board, what you wrote should be typed out as well as procedural instructions and time frame. Dont write bell ringer, 5 min. in that beginning section with no way of knowing what the activity was.

Content:
General Content: State in English [Example: Bullfighting in Spain] (er / ir verbs, Culture of Spain-bullfighting, giving and receiving directions, etc.) Specific Content: (list specific verbs, vocabulary list(s) in the target language or discuss specific items you plan to present such as direction phrases, culture vocabulary in the target language, or give an English description of your plan for culture or incorporating other disciplines or special subjects, etc.) [Example: Vocabulary: matador, toro, coronado, capote, etc.; videotape of students discussing bullfighting; discussion in class of American culture vs. culture of Spain regarding slaughter of animals to eat, research project introduction, etc.]
Detailed Lesson Plan Template for FL Methods Students Dr. Valerio 1

Standards: (Delete instructions when using this as a template)

PDE Academic Standards for World Languages and ACTFL Five Cs are required standards references throughout teacher training. (Generally PDE performance indicators are useful standards that describe content in terms of learning objectives.) INTASC Stds and SPAs ACTFL Program Standards are also required but these may be specified at the end of the plan in the sections where you describe what you did to plan and adapt the lesson. You may wish to use the correlations I have created to assist you in identifying which standards are appropriate to designate. NETS-T ( technology standards for teachers) and NETS-S (technology standards for students) should also be specified as they apply. Standards references must include 1. Standard Set Name: PDE, ACTFL Five Cs, INTASC, NETS-T, etc. 2. Code numbers: These vary for each set. 3. Definition: See example below. Note that you do not need to list the examples of activities or content listed in parentheses. Just the main definition.
PDE Academic Standards for World Languages 12.1.1. COMMUNICATION in a Target Language (PERFORMANCE INDICATORS) PDE 12.1.1.B. Speak and write common vocabulary, phrases and structures during activities with the teacher, classmates and family.

Objectives: (Delete instructions when using this as a template)

Objectives should be stated in terms of what students will be able to do as a result of the lesson using objective language. Students will be able to Please note that unacceptable objectives include statements about what students learned about, read about, saw, etc., unless you conclude the statement by saying what they did to prove they comprehended some specific content in those activities.

Student Learning Goals: (Delete instructions when using this as a template)

Write learning goals that relate to students for this lesson in this section and on the board when you present the lesson. Plan time at the end of the lesson to recap with students what they learned during the session.

Procedures/Time Frames: (Delete instructions when using this as a template)

Warm up (5 min.) Greet students in the target language as they enter the classroom. Ask questions to generate conversation Welcome! Are you having a good day so far? Do you have plans for the weekend/Did you do anything special over the weekend? Were you able to complete your homework? What do you have planned for this evening? Extend questions by asking other students to state their personal information, preferences, or opinions about any question or asking the original student to elaborate. The planned questions will help you to avoid being at a loss for ideas if student responses do not readily extend. However, you should respond to what students say rather than keeping to your suggested list of planned questions. Your goal is to engage in authentic conversation.

Bell Ringer (8 min.) Students enter the classroom and are seated. Bell ringer is already in place on each desk. Todays learning objectives are written on the board. The activity is designed to (activate prior knowledge, review, introduce, create interest in todays lesson, provide a resource for a group activity later in the lesson). Inform students they will have three minutes to work on the bell ringer located on each desk. While students work on the activity, attendance is taken. After 3 minutes, students are instructed to exchange homework they brought with them. A short review of the homework assignment is completed (3 min.). Students conduct a peer review, discuss errors/excellence with the writer (2 min.), and turn in the assignments into instructor for feedback. Introduction (5 min.) Student attention is directed to the board. While students are handing the assignments back, the instructor solicits a student to state the learning goals for this period. Two additional students give examples of successful learning based on these goals. Instructor introduces the topic and explains how bell ringer will feature into the session

As you can see, methods lesson plans need to be very detailed so that reviewers are able to re-create the session from the written description and supplemental materials. In addition, you must describe your intentions regarding assessments (formal and informal). State how informal assessments will be used to direct the current lesson or future presentations of related subject matter, etc. The best plans will account for transitions (moving from one activity to the next in a smooth fashion, passing out/collecting papers, providing directions, etc.) These plans should also provide good estimates of time and provide adequate detail to account for the amount of time allotted. Dont state that there will be 25 min. allotted for a discussion of the topic. Get in the habit of informing students of the time allotted for an activity. Write that announcement in your plan. Get a timer and stick with your time frames. Remember to reserve time at the end to recap with students what they learned during the session

Assessments: (Delete instructions when using this as a template)

You should list all formal assessments in this section (projects with rubrics, graded oral interviews, homework assignments, WebQuests, quizzes, handouts, etc.). However, you should be stating how you informally are assessing students at many points within the session. Are students responding with correct answers? Are they taking too long to complete a task or struggling to provide you with the content you are covering? When you review a grammar point are students completely lost after a two- or three-day break? If this is the case, state how you plan to use this informal assessment to adapt your presentation into further review of the content so students could master it or confirm students are ready to move on to more difficult or expanded use of it. Develop your ability to create effective rubrics which guide students into knowing what you want them to do. Make them realistic. Ill provide feedback for you in regard to rubrics throughout your training. When estimating how long it will take students to complete an assessment, time yourself doing it and triple that time frame.

Adaptations: (Delete instructions when using this as a template)

During training you dont have any real students to work with. Develop your ability to make adaptations by creating special needs, learning styles, and learning preferences on the basis of scenarios. In this section you must state how you can adapt your activity or presentation to challenge a high ability student or simplify it for a lower ability student. Make one class more physically active and make your activities more mobile. Treat preferences by creating group projects in which an artistic student can design a cover; an active student can model a gesture; a talkative student can make the oral presentation for the group; etc. All can participate to enrich the project without everyone doing the same thing. State how you could pair or match better students with weaker ones so the stronger learners can assist the weaker ones. All these are adaptations that can correlate to INTASC principles. Assessments and Adaptations fulfill INTASC Standards. List the standards codes fulfilled by your plan in the appropriate section. You must develop adaptations for every lesson plan you submit.

References: (Delete instructions when using this as a template)

In this section all the APA style references for Internet resources, textual, audio, visual aids, transparencies, etc., should be listed. ADDITIONAL RESOURCES: References for websites, books, other resources you used to glean ideas, etc., even though you may not directly use a written resource from it.

Reflections: (Delete instructions when using this as a template)

Write a short reflection about what you did to plan this lesson. Discuss what you hope to accomplish, how long it took you to develop the lesson, where you gleaned ideas, etc., anything you feel might be helpful to reviewers in evaluating the lesson or in informing reviewers of your mindset during planning. Write a second reflection (debrief) following your presentation. State what you liked, what you would change, what you learned from the feedback you received from peers and your instructor. Use the Questions for Lesson Plan Reflection to guide your reflection. Name the reflection so it can be identified with the plan or paste it as an addendum to the plan when you submit it to me.

Lesson Plan Evaluation Rubric for Methods (includes a sample lesson plan with comments) Brief Lesson Plan Template (less detail if you feel familiar with instructions)