Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Rebecca DeBoer

Date 21/10/14

Subject/ Topic/ Theme La leyenda Azteca de la concha de la tortuga

Grade _4th____

I. Objectives
How does this lesson connect to the unit plan?
They have already learned about the legend of Quetzalcoatl so this lesson will be the first time that many of my friends will hear the Aztec legend of the turtle shell.
cognitiveR U Ap An E C*

Learners will be able to:

U, An, E
R, A, An
E, C

Recognize one of the Aztec legends

Retell the legend in Spanish and English.

physical
development

socioemotional

X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
1.2 Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics.
2.1 Practices and Perspectives: Students demonstrate an understanding of the relationship between the practices and perspectives of
the culture studied.
3.2 Disciplines through the world language. Point of View: Students acquire information and recognize the distinctive viewpoints
that are only available through the world language and its cultures
(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.

Know what a codice is and have some idea of who the Aztecs are and what their culture is like.
Pre-assessment (for learning):

Ask my friends what a codice is as well as what part la concha is of a turtle. (Its the shell)
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?

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Formative (for learning):

Formative (as learning):

Ask questions while reading the legend to see if my friends understand what is happening
Summative (of learning):
Ask the students to recap the legend after I have finished reading it.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Not only are the students listening
to the legend but they are also
reading along with me. After this
they are singing a song about the
legend.

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
Students are moving from their
desks to the back of the classroom
for a change of scenery for the
reading of the legend then head
back to their desks after.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Codices do not have any words in
them; the Aztecs used symbols but
we have put words in them so that
they are easier to read and
understand. Some of the symbols
are still in the codice. Have the
students see if they can recognize
any of the symbols and what they
mean.

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for comprehensionactivate, apply & highlight

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 executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

If the students can correctly

answer my questions, even if its
not out loud then they are doing
well and understanding the
legend.
The codice and the doc camera. The Aztec packet for the words to the songs

The students will be at their desks when we sing the songs and then theyll sit on the ground by the
rocking chair while I read the story.

III. The Plan

Time

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Get the students started on their songs by singing
Sing their greeting song in Spanish
the first couple words and sing along with them
Sing Quetzalcoatl
when they begin to get lost or if they sing the song
in the wrong order.

Read the codice of the Legend of the turtle to the

students.
While reading once you come across the
word zopilote ask my friends what they think it
means
Ask them what they think Llvame a
conocer el cielo means after reading that page and
reasons why the turtle wants to see the earth from
the sky
Development
(the largest
component or
main body of
the lesson)

What did the turtle say to the vulture?

On the last page ask my friends what they
think grietas mean.

Theyll listen to the story and answer questions or

ask questions about the story as we read.
Un zopilote is a vulture
It means carry me so that I can get to know the sky
examples of reasons why: wanted to have a new
experience, wondered how the earth looked to the
birds, wanted to do something different. Etc.
That the vulture smelled bad (que el zopilote huele
mal)
Grietas means cracks

Ask two friends to recap the story

In the remaining time start going through the Turtle
Song. Work on one verse at a time having the
students repeat each line after you and then ask the
students what it means. After each line write, in
English, what the line means. Once you have
finished translating each verse sing the song with
my friends

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They will be answering/translating the Turtle Song

into English and practicing singing the song as we
work through it.

Closure
(conclusion,
culmination,
wrap-up)

While working through the song if we come across

a phrase that my friends cant quite get then you
can refer back to the codice and have the them
decipher what the word means from the pictures in
the codice. When time is up have the students pack
up their folders (guarden sus carpetas) and sing the
goodbye song

Sing the goodbye song

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.)
While we were working through the song a lot of the my friends struggled to pronounce the word zopilote (vulture) so for the
next lesson I need to make sure I go through the pronunciation of the words that are more difficult such as vulture as well as
work on spelling. In the Turtle song we spell a couple words and the students try to use the English alphabet to spell the
words out rather than using the Spanish alphabet. If I did this lesson again I would sing the Spanish alphabet with the
students before having them try to spell the words out so that the alphabet was fresh in their head and they would be able to
catch on a lot faster than they did. I also have to remember to go slow. There were a few times where I caught myself
speaking rather quickly in Spanish and I could tell that the students were not catching on. Ive found out that a way to see if
my friends are catching on is to repeat a question in Spanish if the students dont answer for a minute or so and then repeat
the question in English. But as Im saying the question in English say it with pauses to see if the students catch on and can
finish the question for me.

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