You are on page 1of 46

1

!"#$%"& ()&* +#,-."



Josh Stringham

Hanging Out! & Personal Hygiene

1/29/14-2/14/14

10-12

Spanish
2
Table of Contents


Standard I- Contextual Factors 3-10

Standard II- Unit Plan 11-13

Standard III- Lesson Plans 14-25

Standard IV- Analysis of Student Learning 26-28

Standard V- Reflection and Self-Evaluation 29-31


Appendices

Appendix A- References List 32

Appendix B- Pre/Post-Test, Formative Assessment Etc. 32-40

Appendix C- Student Assessment Examples 41-46

3
Teacher Candidate Josh Stringham Subject: Spanish Grade:_10-12 _

Standard I: Classroom Contextual Factors (DM1)- Narrative-suggested length (2
pages-typed-double-space).
You will need to use differientiation (modification/adaptations) in your lesson plans,
instructional strategies, and assessments that are based on student contextual factors. To
help you determine what types of accommodations are needed, identify the information
below.

1. Demographics: Identify the gender, race, language proficiency, exceptionalities, and
number of students.

a. Students: Total #__31__ Males: __11__ Females:_20_

b. Ethnicity:
White: __30__ Hispanic/Mexican: _____ African American:__1___

Asian: ______ Native American:_______ Other: ______

3. Language Proficiency: Identify the number of English Language Learners and
languages in your classroom. 0


4. Exceptionalities: Identify the number and type of exceptionalities in the class.
One student has been referred for SPED and this student also has a Student Support Team
plan.
-There are no other exceptionalities in the class.

5. Social Economic Status (SES)
-The school I am teaching at was not able to provide me with the students who are on free
or reduced lunch but there were able to provide me with the number of students who
qualify for free and reduced lunch. Of the 31 students 3 receive free lunch and 6 receive
reduced lunch. 22 students do not receive financial assistance.

6. Academic Knowledge (If available): Describe the academic data results of the students
thus far (grades, attendance, discipline factors, core tests. etc.).

-Quarter 1 grades are as follows: 26 As, 3 Bs, 1 C, and 0 Ds or Fs. Quarter 2 grades
are as follows: 21 As, 6 Bs, 2 Cs, 0 Ds and 1 F.


7. English Language Learners: Describe ways you can incorporate tools of language
development and reading content into planning and instruction for these students.
Example: ELED- SIOP/ WIDA; SCED-reading content.

-There are no ELL in this class.


4

8. Multicultural Perspectives: Identify ways you can use culturally responsive curricula
and teaching that meets the needs of all students.

-While teaching the Spanish language it is very common to teach about all of the
different cultures differences that are found in Latin America and Spain. Also it is always
important to teach students how the education system is different in these Spanish
speaking counties.

9. Prior Knowledge: Elementary-Describe the criteria used to determine the reading and
mathematics prior knowledge and give a percentage of the number of students in these
different levels for reading and mathematics such as Below, Basic, or Advanced.
Secondary- Review the prior knowledge needed of students to be successful in learning
the content knowledge for the TWS unit and how you will implement content reading
into your unit (Ex. Common Core Strategies, etc.).

-Not a lot of prior knowledge is needed to be successful in this class because it is a
Spanish I class. Because this is a first year class the students are provided all of the
necessary knowledge to be successful.


10. Exceptionalities: Describe student exceptionalities that are identified in the class
contextual factors. These exceptionalities can include; (a) development of physical,
social, and emotional needs; (b) special education; (c) ethnicity; (d) gifted/talented; (e)
ability differences, etc. Briefly describe ways to make modification/ differentiation for
planning, instruction, and assessments.

- One student (Student #1) has been referred for Special Education (SPED) and is
pending evaluation, although he currently has a Student Support Team plan (SST). This
are no other exceptionality factors to report. The following modifications and
differentiations have been put into place for Student #1s SST; his teachers are always in
contact with his parents, he is always seated by someone who can help him, he is given
extra time to complete assignments, his teacher actively engages him every lesson, and he
is not allowed to leave class.



10. Identify sub-groups of students: Based on your contextual class factors- identify the
sub-groups you will need to address in differentiation/modifications for your instruction,
assessments, and analysis of student learning (e.g., gender, ELL, special education,
ethnicity, gifted/talented, ability differences, or other contextual factors listed above, etc.)
Subgroup data will be compared to each subgroup and the whole class.

- The sub-groups that will need to be identified for data analysis are Student #1 who has
been referred for SPED and currently has a SST. The SES cannot be analyzed because
the students names where not given when determining what SES classes excited within

5
the classroom. There are no other contextual factors that create sub-groups within the
classroom. Analyzing results based on gender is possible.


6
Demographics
In Mr. Ms Spanish I class at high school there are a total of 31 students. 10 of the
students are males and 21 are females.
Figure 1.1

There is one African American student in the Class. Thirty students are
Caucasian.
Figure 1.2

11 2u S1
u
S
1u
1S
2u
2S
Su
SS
Nale Females Total
!"#$"% '()*%(+,*(-#
Nale
Females
Total
Caucasian, Su
Afiican
Ameiican, 1
.*/#(0(*1 2%"34$-5#


7
Exceptionalities
One student (Student #11) has been referred for Special Education (SPED) and is
pending evaluation, although he currently has a Student Support Team plan (SST). This
are no other exceptionality factors to report. The following modifications and
differentiations have been put into place for Student #11s SST; his teachers are always in
contact with his parents, he is always seated by someone who can help him, he is given
extra time to complete assignments, his teacher actively engages him every lesson, and he
is not allowed to leave class.
Figure 1.3






No Exceptionality,
Su
SST, 1
.60"7*(-#38(*1 '3*3

8
Social Economic Status (SES)
Of the 31 students that are in the class three receive free lunch, six receive
reduced lunch and twenty-two do not receive any discount for school lunch. This is the
only means I have available to determine students SES. I was able to obtain the number
of student who receive assistance for lunch but not their names. Therefore I will not be
able to compare test results data based on SES.
Figure 1.4








u
S
1u
1S
2u
2S
No Assistance Reuuceu Fiee
9,#0/ :))()*3#0"
No Assistance
Reuuceu
Fiee

9
Academic Knowledge
Of the 31 students currently enrolled in Mr. Ms high school class grades are
available for 30 of those students from the previous two quarters. Quarter 1 grades are as
follows: 26 As, 3 Bs, 1 C, and 0 Ds or Fs. Quarter 2 grades are as follows: 21 As, 6
Bs, 2 Cs, 0 Ds and 1 F.
Figure 1.5









u
S
1u
1S
2u
2S
Su
A's B's C's B's F's
:03$";(0 <#-58"$="
Quaitei 1
Quaitei 2

10
Prior Knowledge
There is not a lot of prior knowledge needed by the students in order for them to
be successful in learning the content of this unit. The reason that not much prior
knowledge is needed is because this is a level one Spanish class and therefore all of the
material is new to the students. The previous knowledge of time structures in Spanish
will help the students to be more successful. Although time structures will be reviewed at
the beginning of the unit, time structures were taught earlier in the year and are important
to the unit being taught.
Student sub-groups
The sub-groups that will need to be identified for data analysis are Student #1
who has been referred for SPED and currently has a SST. The SES cannot be analyzed
because the students names where not given when determining what SES classes excited
within the classroom. There are no other contextual factors that create sub-groups within
the classroom. Analyzing results based on gender is possible.

11
Dixie State University-Secondary Education
UNIT Plan

Stage 1 DESIRED RESULTS

Content Standards &
Goals

Washington County
World Language Curriculum
Unit 6

Interpersonal-
I can ask and give details
about what I do and where I
go after school and on the
weekends.
I can give and find out
information about when and
where to go
I can give and understand
information about daily
routines

Presentational-
I can tell what I will do after
school or on the weekend
I can give details about my
plans such as when, where,
who, and what.
I can tell when I complete
daily routines

Interpretive-
I can understand when other
tell me about what they will
do after school of on the
weekend
I can understand when other
tell me or ask me about daily
routines.









Transfer
Students will be able to independently use their learning to!
Explain plans for the weekend (what, where, when, who).
Ask someone where he or she likes to go on the weekends!.
Invite someone.
Ask when an event is.
Tell what you will be doing.
Meaning
UNDERSTANDINGS
Students will understand that!
The irregular conjugation
of the verb ir
What a reflexive verb is
How to connect places,
events, time,
transportation, etc.

ESSENTIAL QUESTIONS
Students will keep considering!
How can I use what I have
learned to express what I
want to say?
When is it important to use
reflexive verbs?
How else can I use the
verb ir to talk about
immediate future?






Acquisition
Students will know!
Correct conjugations of
the verb ir
Correct usage &
conjugation of reflexive
verbs
How to connect places,
activities & transportation
in speech






Students will be skilled at!
Talking about immediate
future plans
Speaking about daily
hygiene routines using
reflexive verbs
Connecting places,
activities & transportation
in speech & writing

12


Stage 2 EVIDENCE
A. Pre/Post Assessments- Students will take a 35 question assessment to measure their ability to express
immediate future plans with the verb ir, connect places, activities & transportation, and discuss personal
hygiene using reflexive verbs. They will be asked to identify unit vocabulary such as places, activities,
transportation & reflexive verbs. They will also be asked to translate sentences, which will show their ability to
conjugate the verb ir & reflexive verbs correctly as well as connect places, activities & transportation. They
will be given this assessment before and after the 6 lessons to determine the effectiveness of my teaching.

B. Formative Assessments/Evidence- Students will complete a number of worksheet practice exercises
along with a number of interpersonal speaking practice activities during the unit. The will also follow
whiteboard discussions and participate in classroom review activities/games.

C. Summative Assessments/Evidence- The students will be taking the 35 question assessment
mentioned above.

PERFORMANCE TASK(S):
Students will show that they really understand by evidence of!
Written summative assessment.
Speaking evaluation.
Listening evaluation.

PERFORMANCE TASK(S) CRITERIA:
The performance task will be evaluated by!
Teacher (Classroom & Interview feedback)
Student (self-evaluation) speaking evaluation rubric.

OTHER EVIDENCE:
Students will show they have achieved Stage 1 goals by!
Completing grammar worksheets & a summative assessment.
Formative assessments by teacher during collaborative speaking activities.

Stage 3 LEARNING PLAN
Lesson 1- Students will be introduced to unit vocab of places, activities, & transportation also the verb ir and its
conjugations and how it is used to describe immediate future. Students will complete a worksheet to practice this
grammar concept.

Lesson 2- Students will use the verb ir & unit vocab to describe their weekend plans. They will then present their
plans to the class. Other students will practice their listening comprehension skills.

Lesson 3- Students will be introduced to reflexive verbs and how to conjugate them. Students will complete a
worksheet to practice this grammar concept.

Lesson 4- Students will write about their daily routine using reflexive verbs. Students will then ask other students
about their daily routines while responding to others questions.

Lesson 5- Students will practice asking about others daily routines with reflexive verbs. Students will also practice
answering questions about their daily routines using reflexive verbs and their correct conjugations.

Lesson 6- Students will practice identifying unit vocab and practice conjugating sentences that require them to use
their skills will the verb ir & reflexive verb.

13
PRE-ASSESSMENT:
Vocab matching & sentence translation test administered on paper.
Connecting places, activities & transportation.
Conjugations & usage of the verb ir.
Conjugations & usage of reflexive verbs.
MAJOR LEARNING EVENTS:
Student success at transfer, meaning, and
acquisition depends upon!
Learning grammar concepts & proper
conjugations
Learning and using vocab
Participation in speaking, listening
comprehension, & writing activities
PROGRESS MONITORING:
Informal summative listening assessment
Grammar principle worksheets
Interpersonal speaking & writing activities


Source: Wiggins, G, & McTighe, J. (2010). The Understanding by Design Guide to
High-Quality Units. Alexandria, VA: ASCD.






14
DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION
LESSON PLAN 1d


Teacher Candidate __Josh Stringham_____________________________________

Grade Level ___10-11_____ Subject/Content:____Spanish_I___________Title _Ir_____

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.
Student #11 has been referred for SPED, and also has a Student Support Team (SST).







WALK-AWAY (what do I want students to know, understand, and be able to do?)

Content Walk-Away:
-Students will be able to use the ir (to go) to describe where they are going and where they will be going in
the future.
-Students will learn and use vocab for common places to go and hang out.
-Students will review and be introduced to new time structure vocab.

Reading/Language Walk-Away:
-Students will be able to read & pronounce new vocab.
-Students will be able to read & pronounce the verb ir and its conjugations.





ASSESSMENT EVIDENCE (formative/summative checks for
learning) (Match the Content Walk-Away)
Modifications/Accommodations
(ELL, IEP, GATE, etc.)
Formative- Partners will share sentences telling each other where they
will be going or what they will be doing this weekend. The teacher will
listen for common errors & understanding to assess the students
comprehension.

Summative- Students will complete a worksheet which requires them
to show their understanding of the content.
-Exit Slip- Students will write 5 sentences stating what they will be
doing or where they will be going this weekend using the verb ir and
the new vocab they have learned. This will be required to leave class
this day.









Ensure that Student #11 has a active,
engaging partner. Also Student #11
will be to be given sufficient time to
finish the summative assessments,
and be given extra help and
instruction when needed.

15

ACTIVE LEARNING PLAN Modifications/
Accommodations
(ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences
Review time structures & places.


Focus Lesson (I do it)
-Introduce ir verb, conjugations, & translations.
-Introduce new vocab for places, transportation, and time.
-Give examples for students to model.




Guided Instruction (We do it)
-Guided help with translation worksheet.



Collaborative/Cooperative (You do it together)
-Students will speak with each other explaining where they will go this weekend using
the ir verb + new vocab.
-Students will complete on translation worksheet together.


Independent (You do it alone)
-Students will write 5 sentences using ir + new vocab to describe where they will go or
what they will do this summer.



Summarization/Closure
-Review & resolve doubts and common misunderstanding














-Ensure the Student
#11 follows guided
instruction.




-Ensure that Student
#11 works with his
partner. Provide
additional guided
instruction while
class is working on
worksheet.

-Allow extra time &
support for
summative
assignments.
NOTES TO TEACHER
What do I need to remember to do?
Slow down. Provide Student #1 with needed support.

Materials to have ready?
Student note packet. Vocab pictures.

Approximate time needed for lesson? 80 minutes.


16
DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION
LESSON PLAN 2


Teacher Candidate __Josh Stringham_____________________________________

Grade Level _10-11__ Subject/Content:____Spanish_I_______Title Presen. writing w/ ir

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.
Student #11 has been referred for SPED, and also has a Student Support Team (SST).







WALK-AWAY (what do I want students to know, understand, and be able to do?)

Content Walk-Away:
-Students will be able to write details about their plans such as when, where, who, and what.
-Students will be able to tell details about their plans such as when, where, who, and what.


Reading/Language Walk-Away:
-Students will be able to write proper sentences to describe their immediate future plans.
-Students will be able to pronounce and speak about their immediate future plans.






ASSESSMENT EVIDENCE (formative/summative checks for
learning) (Match the Content Walk-Away)
Modifications/Accommodations
(ELL, IEP, GATE, etc.)
Formative- Students will be writing their plans for the summer using
the immediate future and unit vocab. While writing teacher will
observe the students in the writing process and evaluate student
understanding and common errors that need to be addressed.
Students will also present their plans to the class and the teacher will
listen for pronunciation accuracy and common errors.

Summative- Students will be graded on completing the learning goals
of the writing activity. Students will also be required to listen and
write other students plans for the summer to assess their listening
comprehension.






Ensure that Student #11 has a active,
engaging partner. Also Student #11
will be to be given sufficient time to
finish the summative assessments,
and be given extra help and
instruction when needed.



17
ACTIVE LEARNING PLAN Modifications/
Accommodations
(ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences
Review usage of the verb ir to describe immediate future.
Review unit vocab.

Focus Lesson (I do it)
-Introduce the writing activity.
-Model an example of the writing and presentational activity.




Guided Instruction (We do it)
-Model thinking and writing using immediate future and unit vocab.



Collaborative/Cooperative (You do it together)
-Students will share their plans with a partner prior to presenting in front of the
class.



Independent (You do it alone)
-Students will present their summer plans to the class.
-Students will listen to other presentations and write their classmates summer
plans.


Summarization/Closure
-Review and address students strengths and common errors that have
occurred.















-Ensure the Student #11
follows guided instruction.



-Ensure that Student #11
works with his partner.
Provide additional guided
instruction while class is
working on worksheet.

-Allow extra time & support
for summative assignment.
The goal is for student #1 to
share his plans.
NOTES TO TEACHER
What do I need to remember to do?
Allow students plenty of time to complete writing activity. Provide Student #1 with needed support.

Materials to have ready?
Presentational writing worksheet with scenario.

Approximate time needed for lesson? 80 minutes.


18
DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION
LESSON PLAN 3


Teacher Candidate __Josh Stringham_____________________________________

Grade Level 10-11__ Subject/Content:____Spanish I__________Title _Relexive Verbs_____

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.
Student #11 has been referred for SPED, and also has a Student Support Team (SST).







WALK-AWAY (what do I want students to know, understand, and be able to do?)

Content Walk-Away:
-Students will be able to use reflexive verbs to tell about personal hygiene.
-Students will be able properly conjugate reflexive verbs.
-Students will combine use of immediate future and reflexive verbs.

Reading/Language Walk-Away:
-Students will be able to read & pronounce reflexive verbs.
-Students will be able to understand the meaning of reflexive verbs when heard.





ASSESSMENT EVIDENCE (formative/summative checks for
learning) (Match the Content Walk-Away)
Modifications/Accommodations
(ELL, IEP, GATE, etc.)
Formative- Students will write sentences, using reflexive verbs, and
share when they preform certain personal hygiene tasks during the
day. The students will then share these sentences with partners as the
teacher listens and observes looking for common errors &
understanding.

Summative- Students will complete a worksheet conjugate, translate,
and use reflexive verbs.
-Exit Slip- Students will write 5 sentences using reflexive verbs before
they can leave class.










Ensure that Student #11 has a active,
engaging partner. Also Student #11
will be to be given sufficient time to
finish the summative assessments,
and be given extra help and
instruction when needed.

19

ACTIVE LEARNING PLAN Modifications/
Accommodations
(ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences
Review time structure vocab that can be used to describe when they perform
reflexive verb activities.
Review llamarse & gustarse, reflexive verbs that the students have been using
without knowing they are reflexive verbs.

Focus Lesson (I do it)
-Introduce the vocabulary of reflexive verbs.
-Introduce how reflexive verbs are used and their conjugations.
-Give examples for students to model.




Guided Instruction (We do it)
-Guided help with worksheet.
-TPR activity using reflexive verbs.


Collaborative/Cooperative (You do it together)
-Students will share sentences that they write using reflexive verbs with each
other.
-Students will complete the reflexive verb worksheet together.


Independent (You do it alone)
-Students will write 5 sentences using reflexive verbs about when they will
perform certain tasks.



Summarization/Closure
-Review & resolve doubts and common misunderstandings


















-Ensure the Student #11
follows guided instruction.



-Ensure that Student #11
works with his partner.
Provide additional guided
instruction while class is
working on worksheet.

-Allow extra time & support
for summative assignments
NOTES TO TEACHER
What do I need to remember to do?
Slow down. Provide Student #11 with needed support.

Materials to have ready?
TPR activity

Approximate time needed for lesson? 80


20
DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION
LESSON PLAN 4


Teacher Candidate __Josh Stringham_____________________________________

Grade Level _10-11_ Subject/Content:____Spanish_I_____Title _Presen writing reflexive

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.
Student #11 has been referred for SPED, and also has a Student Support Team (SST).







WALK-AWAY (what do I want students to know, understand, and be able to do?)

Content Walk-Away:
-Students will be able to ask & answer simple questions about daily routines.
-Students will be able to write questions and answers about theirs and others daily routines.


Reading/Language Walk-Away:
-Students will be able to write proper sentences to describe their daily routines.
-Students will be able to pronounce and speak about their daily routines.





ASSESSMENT EVIDENCE (formative/summative checks for
learning) (Match the Content Walk-Away)
Modifications/Accommodations
(ELL, IEP, GATE, etc.)
Formative- Students will write their daily routines using reflexive
verbs. While writing the teacher will observe for understanding,
additional guided instruction, and common errors. Students will also
present their daily routines to the class and the teacher will listen for
pronunciation accuracy and common errors.

Summative- Students will be graded on completing the learning goals
of the writing activity. Students will also be required to listen to their
classmates present and write down what they understand to assess
their listening comprehension.








Ensure that Student #11 has a active,
engaging partner. Also Student #11
will be to be given sufficient time to
finish the summative assessments,
and be given extra help and
instruction when needed.



21
ACTIVE LEARNING PLAN Modifications/
Accommodations
(ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences
Review times structures and reflexive verb conjugations and grammar rules
with the class.

Focus Lesson (I do it)
-Introduce writing activity to students.
-Model an example of the writing and presentational activity.






Guided Instruction (We do it)
-Model thinking and writing using reflexive verbs and time structures.



Collaborative/Cooperative (You do it together)
-Students will present their daily routines to a partner prior to presenting in
front of the class.



Independent (You do it alone)
-Students will present their daily routines to the class.
-Students will listen to other classmates presentations and write down their
classmates daily routines.


Summarization/Closure
-Review and address students strengths and common errors that have
occurred.

















-Ensure the Student #11
follows guided instruction.



-Ensure that Student #11
works with his partner.
Provide additional guided
instruction while class is
working on worksheet.

-Allow extra time & support
for summative assignment.
The goal is for student #11 to
share his plans.
NOTES TO TEACHER
What do I need to remember to do?
Allow plenty of time to complete writing activity. Provide Student #11 with needed support

Materials to have ready?
Presentational writing worksheet with scenario.

Approximate time needed for lesson? 80 minutes.


22
DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION
LESSON PLAN 5

Teacher Candidate __Josh Stringham_____________________________________

Grade Level 10-11 _ Subject/Content:____Spanish_I________Title _Info-Gap Relfexive

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.
Student #11 has been referred for SPED, and also has a Student Support Team (SST).







WALK-AWAY (what do I want students to know, understand, and be able to do?)

Content Walk-Away:
-Students will be able to ask & answer simple questions about when themselves and others complete daily
routines using reflexive verbs.
-Students will be able to understand when told when daily routines are complete.

Reading/Language Walk-Away:
-Students will be able to pronounce and speak about theirs and others daily routines.





ASSESSMENT EVIDENCE (formative/summative checks for
learning) (Match the Content Walk-Away)
Modifications/Accommodations
(ELL, IEP, GATE, etc.)
Formative: While students are performing a Info-Gap activity
answering and asking questions about daily routines using reflexive
verbs the teacher will evaluate students understanding, pronunciation,
and accuracy.

Summative: Students will write their daily routine and the tell that
routine to their partner. The partner will write down the routine of
their partner and turn it in for evaluation.








Ensure that Student #11 has a active,
engaging partner. Also Student #11
will be to be given sufficient time to
finish the summative assessments,
and be given extra help and
instruction when needed.




23
ACTIVE LEARNING PLAN Modifications/
Accommodations
(ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences
-Review time structure
-Review reflexive verb conjugations.

Focus Lesson (I do it)
-Using time structures with reflexive verbs.
-Using questions with reflexive verbs.






Guided Instruction (We do it)
-Model how the Info-Gap activity will take place.



Collaborative/Cooperative (You do it together)
-Students will perform Info-Gap activity practicing time structures and reflexive verbs.



Independent (You do it alone)
-Students will write their own daily schedule using reflexive verbs and tell their partner
the schedule.


Summarization/Closure
-Review and resolve and doubts or questions that students have.
















-Ensure the
Student #11 follows
guided instruction.




-Ensure that
Student #11 works
with his partner.
Provide additional
guided instruction
while class is
working on
worksheet.

-Allow extra time &
support for
summative
assignments
NOTES TO TEACHER
What do I need to remember to do?
Give students a good model of the activity.

Materials to have ready?
Info-Gap activity sheets.

Approximate time needed for lesson? 80 minutes.


24
DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION
LESSON PLAN 6


Teacher Candidate __Josh Stringham_____________________________________

Grade Level _10-12___ Subject/Content:____Spanish I_________Title Unit 6B Review__

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.
Student #11 has been referred for SPED, and also has a Student Support Team (SST).







WALK-AWAY (what do I want students to know, understand, and be able to do?)

Content Walk-Away:
-Students will be able to talk/write about the immediate future using the verb ir
-Students will be able to ask questions about the immediate future
-Students will be able to connect places to activities & transportation
-Students will be able to use reflexive verbs to describe personal hygiene and daily routines

Reading/Language Walk-Away:
-Students will be able to pronounce and read conjugations of the verb ir & reflexive verbs
-Students will be able write conjugations of the verb ir & reflexive verbs




ASSESSMENT EVIDENCE (formative/summative checks for
learning) (Match the Content Walk-Away)
Modifications/Accommodations
(ELL, IEP, GATE, etc.)
Formative: During review games & activities the teacher will evaluate
the students understanding and progress with the unit grammar
structures.




Summative: Students will be able to turn in review worksheets and
have them evaluated to assess their comprehension and
understanding. The teacher will then give the student feedback and
further instruction.





Ensure that Student #11 has a active,
engaging partner. Also Student #11
will be to be given sufficient time to
finish the summative assessments,
and be given extra help and
instruction when needed.

-Pre-test subgroup will receive
additional support from teacher
during review.



25
ACTIVE LEARNING PLAN Modifications/
Accommodations
(ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences
-Unit 6 content; immediate future with ir & reflexive verbs

Focus Lesson (I do it)
-Review the ir verb; conjugations, uses, grammar
-Review reflexive verbs; conjugations, uses, grammar





Guided Instruction (We do it)
-Guided sentences writing for each grammar concept
-Review worksheets


Collaborative/Cooperative (You do it together)
-Play matamoscas for unit vocab
-Review worksheets



Independent (You do it alone)
-Students will review for test



Summarization/Closure
-Review with students how the test will be structured.
-Remind the students what to study.


-Pretest subgroup will be
divided into its own team
during review and receive
additional assistance from
teacher.







-Ensure the Student #11
follows guided instruction.



-Ensure that Student #11
works with his partner.
Provide additional guided
instruction while class is
working on worksheet.

-Allow extra time & support
for summative assignments
NOTES TO TEACHER
What do I need to remember to do?
Differentiate the review for those students who need the extra help.

Materials to have ready?
Review worksheets. Matamoscas sheet.

Approximate time needed for lesson? 80+ minutes.


26
Standard IV: Analysis of Student Learning



Throughout the Teacher Work Sample (TWS) Unit I was able to provide my
students with a variety of assessments. In addition to the pre and post-test that was given
I provided my students with a bell work at the beginning of each class period. The bell
work that was given to the class was based upon the lesson that was taught in the
previous class period. While watching students complete the bell work I was able to
analyze the students understanding of the previous lesson and was able to determine
what material needed the most review before starting the new lesson. I also organized
speaking activities in a number of lessons; this allowed me to analyze students
performance not only in understanding of content but their usage of the content as well. I
was also able to assess student understanding through worksheets that were given for
each grammar concept that was taught during the unit. Overall the students performed
very well on these assessments and I feel that they help the students prepare for the post-
u
1u
2u
Su
4u
Su
1 2 S 4 S 6 7 8 9 1u 11 12 1S 14 1S 16 17 18 19 2u 21 22 2S 24 2S 26 27 28 29 Su S1
>%"?>-)* '3*3 !%37/ -@ :88 A*,$"#*)
Pie-Test
Post-Test

27
test that was given at the end of the unit. I believe this to be true because, as the pre and
post-test results show, the class improved dramatically in their understanding of the
content.
I believe that the students as whole learned the content very well. Of the 31
students in the class 27 students took both the pre and the post-test. Of those 27 students
there was an average increase of 47% between tests. Of the 31 students 29 took the post
test and the average score was an 83%. On the pre-test not a single student scored over
60%, on the post-test 22 of the 29 students who took the test scored 80% or above.
Although not all of the students scored above 80% I feel that as a whole the class learned
the content very well. Of the 7 students who did not score above 80%, 4 of the 7 did
score 70% or better and 1 of the 3 remaining students has been referred for SPED. Those
students who did not score 80% or above on the assessment were given additional help
after post-test and have received individualized instruction to ensure that they learned the
content to a satisfactory level. Although I would have liked to have seen a higher
percentage of students above 80% of the post test I feel that for my first unit the class was
able to learn the content well and that they completed with the requirements to meet the
objectives of the unit.
The assessments that were given to the students measured the students
comprehension of the vocabulary for the unit. They were also designed to measure the
students understanding of the grammar principles assigned to this particular unit, such as
using verbs to talk about the immediate future and using reflexive verbs. During the pre
and post-test the students were asked to identify vocabulary terms and translate
sentences, both from English to Spanish and Spanish to English, that used the grammar

28
principles that were taught during the unit. The students ability to translate the sentences
and identify vocabulary terms showed their understanding and mastery of the units
content.

In this particular class only one student formed my subgroup. Student #11 has
been referred for Special Education (SPED) and is awaiting evaluation. Student #11 does
have a Student Support Team plan but despite his SST and the differentiated instruction
that was given to him in each lesson during the unit Student #11 scored lower on his
Post-Test than he did on his Pre-Test by 4 points. I do not believe that Student #11
learned the content of the unit and was unable to show that he could complete any of the
objectives that were included in the unit. I believe that his decrease in scores between test
is caused by his possible disability and that he may need further individualized
instruction in order to accomplish a proficient understanding of the content.






u
1u
2u
Su
4u
Su
Stuuent 11
A,+B!%-,7 '3*3 !%37/
Pie-Test
Post-Test

29
Standard V: Reflection and Self-Evaluation

DM1- Diversity
Diversity is one of my favorite parts of being a foreign language teacher.
Teaching Spanish gives me the opportunity to teach my students about other cultures and
incorporate it into my lessons and content. My TWS unit was titled Lets Hang Out I
was able to teach my student how to talk about future plans to hang out and also instruct
them on common activities that other Spanish cultures participate in while hanging out. I
did not have any students from another culture in my TWS classroom, but being able to
help my students understand other cultures is one of the best parts of teaching foreign
language.
DM2- Effective Pedagogy
Technology is very important in todays classroom and I believe that when it is
used correctly it is very effective. One way that I was able to incorporate technology into
my classroom was through making a classroom website. For my TWS unit I created a
weebly webpage that my students were able to access. On this webpage students were
able to access dates for all the quizzes and exams that they would be having soon. I had
also created vocab and grammar practice games on another website call quizlet. On our
classroom website the students had links to all of the quizlet practices that I created for
every grammar concept covered during the unit. I found that many students visited the
website to study and they voiced to me that they found it very useful.
DM3- Subject Matter
I felt very confident with my subject matter knowledge while teaching this unit.
The grammar structures taught in this unit are ones that I use on a daily basis and I
therefore felt very good teaching the material. Although I was a little nervous teaching

30
my first complete unit on my own that nervousness quickly faded and I felt comfortable
and confident while teaching the material.
DM4- Environment
Creating a physically and emotionally safe classroom environment was fairly easy
because my mentor teacher had already established one before I arrived. When I was
handed over the class I reiterated to my students that I also believed that every student
had the right to feel safe both physically and emotionally while inside of my classroom
and that the class should continue to implement the culture that their regular teacher had
previously established. Regular classroom management at times seemed to be difficult
but for the most part I learned that if I kept my students busy classroom management took
care of its self. What I found to be very effective was letting my students know how they
class period would be divided. Letting my students know the schedule seemed to help
quit a bit with classroom management. As always I found classroom management was
most difficult when I was unable to keep my students busy the entire class period. This at
times happened when some students would work faster than other with assignments given
in class.
DM5- Reflection
Analyzing the data from this TWS helped me to learn how to analyze assessments
better and how to differentiate instruction for students who have not reached proficiency
with the content. I am also able to evaluate if my teaching is effective and what I can
change to better meet the needs of my students.
DM6- Teaching Dispositions
I feel that during my students teaching I have grown and learned a lot. I had a
great mentor teacher who has taught me the importance of planning, using active
learning, and how to better help those students who may struggle to understand the

31
material. I feel that I have grown in ways that only can occur inside of the classroom. I
have learned how to better manage a classroom and how to create effective relationships
with students, parents and other teachers. I quickly learned how important each and every
student is and that if I can express how important he or she are to me I feel that they are
more willing to learn inside of the classroom. I have also had the opportunity to work
with a number of parents and express my gratitude for their involvement in their childs
education. When parents feel appreciated I believe they are more willing to help teachers
and to help their students when needed. While working with my colleagues during PLC
meeting I was able to learn a lot about differentiating instruction and dividing students
according to their understanding of the content. What I learned from other teachers
during PLC later helped me differentiate my instruction, which helped my students
dramatically.

32
Appendices
Appendix A-
Granite School District (n.d.). World language curriculum maps. Retrieved from
http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/worl
dlanguages/Pages/CurriculumMaps.aspx

Appendix B-
Pre/Post Test
Match the following Vocabulary (1 pt each)
1. ____ fin ue semana
2. ____ la piscina
S. ____ el cine
4. ____ levantaise
S. ____ baaise
6. ____ caiio
7. ____ autobs
8. ____ el baile
9. ____ la tienua
1u. ____ cepillaise
11. ____ veiano
12. ____ bicicleta
1S. ____ ms taiue
14. ____ el lago
1S. ____ el paique
16. ____ afeitaise
17. ____ maquillaise
18. ____ la playa
19. ____ penaise
2u. ____ el iestauiante
a) to biush one's teeth
b) the iestauiant
c) cai
u) to shave
e) the stoie
f) the uance
g) to biush one's haii
h) the movies
i) the bus
j) bicycle
k) the paik
l) to put on makeup
m) summei
n) latei
o) to bath
p) to get up
q) the beach
i) the pool
s) the lake
t) the weekenu


Translate the following sentences. (2 pt each)
- You will be graded on correct use of verb conjugation, use of unit vocabulary, and
accuracy of sentence structure.

21. Van a ir a la tienda.

33
________________________________________________________________________
22. Me gusta ir a la playa.
________________________________________________________________________
23.Vamos a ir al parque en el autobs.
________________________________________________________________________
24. Cundo vas a ir al cine?
________________________________________________________________________
25. Ella va a ir a la fiesta este fin de semana.
________________________________________________________________________
26. Me despierto a las 6 de la maana.
________________________________________________________________________
27. Ellos se duermen despus de las 10.
________________________________________________________________________
28. Tomorrow Im going to go to my friends house.
________________________________________________________________________
29. El va a ir al partido de futbol ms tarde.
________________________________________________________________________
30. Ella va a peinarse en la noche.
________________________________________________________________________
31. They like to sleep during school.
________________________________________________________________________
32. He likes to shower at night.
________________________________________________________________________
33. Voy a la piscina en la tarde.
________________________________________________________________________
34. Tu te despiertas a las 7 de la maana.
________________________________________________________________________
35. Ellos se cepillan los dientes en la maana.
________________________________________________________________________

34

Student Notes and Summative Assessments
9"C"8 D E#(* FB G3#=(#= H,*I J >"%)-#38 G1=("#"
E#(* F K-03+,83%1
9,=3%")
el concieito
el juego
la fiesta(el cumpleaos)
la casa
la casa ue mi amigo
el estauio
el centio comeicial
el paique
el cine
el iestauiante
la escuela
la playa
la piscina
las montaas
la iglesia
la biblioteca
el zoologico
el lago
el iio
el museo
el baile
el meicauo
la clase
el campo
el aeiopueito
la cafeteiia
la cancha
la uiscoteca
la tienua
el supeimeicauo

L(;" A*%,0*,%"B
cunuo.
maana
hoy
fin ue semana
uespus
ms taiue
ahoia
a qu hoia.
a las ___
qu uia.
uuiante
a uonue.
antes taiue noche

L%3#)7-%*3*(-#B
caiio
autobs
tien
bicicleta
taxi
camion
a pie
avion
baico
patinete
autopista
motocicleta, moto
aeiopueito
paiaua


M"@8"6(C" K"%+)B
lavaise
uuchaise
baaise
acostaise(o-ue)
uoimiise(o-ue)
cepillaise (los uientes)
iascaise
levantaise
uespeitaise(e-ie)
llamaise
tomaise
poneise
peinaise
enojaise
afeitaise
sentaise(e-ie)
pintaise
maquillaise
callaise
vestiise(e-i)

M"C("5 @%-; 7%"C(-,) ,#(*)B

35
tempoiaua
veiano
invieino
otoo
piimaveia

N%B *- =-
The veib ii is iiiegulai, meaning it uoes not follow the stanuaiu iules
foi conjugating -ii veibs.

voy- vamos-
vas- X
va- van-




N% O 3 O (#@(#(*(C"
In Spanish, many useful expiessions aie foimeu by combining two
veibs. When this occuis, the fiist veib is conjugateu, while the seconu
veib iemains in the infinitive foim.

N% O 3 O (#@(#(*(C" P *- +" =-(#= *- $- )-;"*/(#= (in the neai
futuie)

K-1 3 88"C3% a mi heimana a su casa.
N 3; =-(#= *- *34" my sistei to hei house.

QQQQQQQ QQQQQQ (#C(*3% a muchas muchachas.
R-, 3%" =-(#= *- (#C(*" lots of giils.

Ciistina C3 3 0-#C"%)3% con mi mam.
Chiistina () =-(#= *- *384 with my mom.

Euuaiuo QQQQQQQ QQQ QQQQQQQ el libio.
Euwaiu () =-(#= *- %"3$ the book.

K-1 3 (% al cine.
N 3; =-(#= *- =- to the movies.

36

M";";+"%
a + el = al

L%3#)83*" */")" 7/%3)") ,)(#= */" C"%+ (% S*- =-TU

1. Van a la clase de espaol. ________________________________________
2. Voy a ir a la casa de mi amigo. ____________________________________
3. Vamos a jugar beisbol. __________________________________________
4. Cundo vas a ir al estadio? _______________________________________
5. Van a ir al zoolgico. ____________________________________________
6. Juan y yo vamos a hacer la tarea. ___________________________________
7. A dnde va a ir con tu mam? _____________________________________
8. Me gusta ir a la playa. ____________________________________________
9. A qu hora vas a ir al restaurante? __________________________________
10. Vas a ir a la escuela? ____________________________________________
11. Tomorrow we are going to visit my grandpa. ____________________________
12. Where do you go after school? ________________________________________
13. Where are we going this weekend? _____________________________________
14. We are going to the party later. ________________________________________
15. Are you going to go to the library today? ________________________________
16. We are going to go to the pool at 6. ____________________________________
17. I go to sleep at 11 oclock. ____________________________________________
18. They are going to go to the river. _______________________________________
19. Are you going to go to school later? _____________________________________
20. When are you going to school? _________________________________________

37
Reflexive veibs Notes - Stuuent
: C"%+ () %"@8"6(C" 5/"# */" ),+V"0* 3#$ */" -+V"0* 3%" */" )3;"U
N 53)/ ;1)"8@U
Subject: I veib: wash object: myself
Since the subject anu object aie the same, the veib is ieflexive.
N 53)/ */" 03%U
Subject: I veib: wash object: cai
Since the subject anu object aie uiffeient, the veib is not ieflexive.
N )0%3*0/ ;1)"8@U
Subject: I veib: sciatch object: myself
Since the subject anu object aie the same, the veib is ieflexive.
N )0%3*0/ */" $-=U
Subject: I veib: sciatch object: uog
Since the subject anu object aie uiffeient, the veib is not ieflexive.

W/"# 3 C"%+ () %"@8"6(C"X */" (#@(#(*(C" "#$) (# Y)"UZ
lavai to wash (non-ieflexive)
lavaise to wash oneself (ieflexive)
iascai to sciatch (non-ieflexive)
iascaise to sciatch oneself (ieflexive)

L/"%" () -#" %"@8"6(C" C"%+ 1-, /3C" +""# ,)(#= )(#0" 1-, +"=3# )*,$1(#=
A73#()/U
How do you say My name is ... -
___________________________________________

883;3%)" - to call oneself
Como te llamas. ___________________________ - ___________________________
Como se llama ella. _______________________ - ____________________________

W/"# 1-, 8"3%#"$ *- 0-#V,=3*" %"=,83% C"%+)X 1-, #""$"$ *- 8"3%# 3 )"* -@
7%-#-,#) 0388"$ Y),+V"0* 7%-#-,#)UZ
R- [ N \-)-*%-) B 5"
L, B 1-,
.8 [ /"
.883 [ A/"
E)*"$ [ R-, @-%;38
.88-) B */"1
.883) [ */-)" =(%8)
E)*"$") [ 1-, 388







38
L- 8"3%# *- 0-#V,=3*" %"@8"6(C" C"%+)X 1-, #""$ *- 8"3%# 3 $(@@"%"#* )"* -@
7%-#-,#) 0388"$ Y%"@8"6(C" 7%-#-,#)UZ L/")" 7%-#-,#) 3%" 7-)(*(-#"$ +"@-%"
*/" C"%+X 5/(8" */" "#$(#= Y)"Z () $%-77"$ 3#$ */" C"%+ () 0-#V,=3*"$
#-%;3881U











Tiy to conjugate the following veib by incluuing the ieflexive pionouns.
9:K:MA.]










L/" %"@8"6(C" 7%-#-,#) 3%" #-* ),+V"0* 7%-#-,#)^ %3*/"% */"1 3%" -+V"0*
7%-#-,#)U

L/" 7,%7-)" -@ */" %"@8"6(C" -+V"0* 7%-#-,#) () *- )/-5 */3* */" 30*(-# -@ */"
C"%+ %";3(#) 5(*/ */" ),+V"0*U 9--4 3* */" $(@@"%"#0" +"*5""# */")" *5-
)"#*"#0")]
}uan se lava la caia _________________________________________________
}uan lava su caiio. _________________________________________________

\-*" */3* ;3#1X ;3#1 C"%+) 03# +" ;3$" %"@8"6(C"U :88 (* ;"3#)
5/"# 3 C"%+ () %"@8"6(C" () */3* */" 30*(-# %";3(#) 5(*/ */" ),+V"0*U
wash the uog (non-ieflexive)
wash youi face (ieflexive)
iaise the book (non-ieflexive)
iaise youi aim (ieflexive)
put the baby to beu (non-ieflexive)
go to beu (ieflexive)
wake up youi son (non-ieflexive)
wake up youiself (ieflexive)
...anu so on

39
Grammar/Structures
Immediate future (We are going to...)
Asking questions
Connecting places to activities. (We are going to place to verb. OR Lets go to place to
verb!)
Connecting transportation to places
Time structures (if not previously covered)
Reflexive Verbs
/"0."123" 4"&5 6&#$72$"
8%))9" 7%" #--&)-&2#7" &"0."123" -&):);:<
1. ?ou Lake a shower. 1u _______ duchas. (ducharse)
2. Marla washes her halr. Marla ______ lava el pelo. (lavarse)
3. ?ou-all wake up. usLedes _______ levanLan. (levanLarse)
4. We brush our LeeLh. nosoLros _______ ceplllamos los dlenLes. (ceplllarse)
3. She geLs dressed. Llla _______ vlsLe. (vesLlrse)
6. 1hey slL down. Lllos _______ slenLan. (senLarse) e:le
7. l'm worrled abouL you. _______ preocupo por Ll. (preocuparse)
(&27" 7%" $)&&"$7 0)&, )0 7%" 3"&5<
8. Marla washes her halr. (lavarse) Marla se _______________ el pelo.
9. We Lake a shower. (ducharse) nosoLros nos _______________.
10. 1hey brush Lhelr LeeLh. (ceplllarse) Lllos se _______________ los dlenLes.
11. l shave my legs. (afelLarse) Me _______________ las plernas.
12. 1he boys fall asleep. (dormlrse o:ue) Los chlcos se ________________.
13. 1he young ladles geL dressed. (vesLlrse e:l) Las chlcas se _______________.
14. We slL down. (senLarse e:le) nosoLros nos _______________

!/=>+?=!@ 7%" 0)..)A2:B 9":7":$"9<
13. l geL dressed ln Lhe mornlng. (vesLlrse)(e:l)
________________________________________________________
16. She sLands up ln class. (levanLarse)
________________________________________________________
17. 1hey en[oy Lhemselves ln arL class. (dlverLlrse)(e:le)
________________________________________________________
18. 1he [ar falls from Lhe desk. (caerse)
________________________________________________________
19. !uan washes hls halr ln Lhe garage. (lavarse)
________________________________________________________
20. uo you (Lu) baLhe every day? (banarse)
________________________________________________________
21. !ose and Marla brush Lhelr halr. (ceplllarse)
________________________________________________________

40
22. uo you (ud.) wash your hands? (lavarse)
________________________________________________________
23. Pe scraLches hls head. (rascarse)
________________________________________________________
24. l feel bad (senLlrse e:le)when you (Lu) fall down. (caerse)
________________________________________________________




41
Appendix C






Student 20

42








43







Student 16

44








45









46