Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Melissa Rivera
Date
10/30/15

Subject/ Topic/ Theme

Spanish/Cultura y Los Aztecas____

Lesson __3_______
Grade ___9th______

I. Objectives
How does this lesson connect to the unit plan?
Students learn how about the Aztec culture as well as becoming familiar with holidays as they relate to the unit el Calendario. This incorporates
the organization/framework of the Spanish calendar and the significance of the Aztec calendar.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

R, U, An

1.
2.
3.

Explain the what the Aztec calendar is and why it is significant

Distinguish how indigenous people from Hispanic countries had unique and well-known
beliefs that have a great impact on Spanish culture today
Deepen knowledge about the Spanish and American calendars as it pertains to holidays,
traditions, and other aspects of culture.

R, U, An,
Ap

R, U, Ap

Common Core standards (or GLCEs if not available in Common Core) addressed: https://www.michigan.gov/documents/mde/WLSB_206824_7.pdf
1. 1.1.N.SL.h Exchange information in the target language on familiar topics such as personal interests, memorable
experiences, school activities, and family life
2. 2.1.M.F.e Compare the practices and significance of an important: - civil or religious holiday or celebration AND regional holiday or celebration AND - personal or family holiday or celebration across multiple communities or
cultures in which the target language is spoken
3. 3.1.M.a Acquire new content knowledge about familiar topics through the target language
(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 have knowledge from previous lessons. There is also the Spanish calendar in
classrooms that they may have observed.
They students know how to form Spanish words and sentences.

Pre-assessment (for learning):

Go over the homework in an open-discussion to gauge students knowledge of culture and holidays.
Formative (for learning):

Outline assessment activities

(applicable to this lesson)

Have students discuss what they know about Aztecs and what they would like to know. Have them
research those things on their laptops then discuss findings as a large group.
Formative (as learning):

Have students take notes on the different aspects presented. There is an attached worksheet.
Summative (of learning):
Quiz will come later in the unit.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

What barriers might this

lesson present?

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The students might experience

difficulty remembering the culture
because learners often struggle to
memorize in a foreign language.
Thus, I will write and say the facts
then have students repeat.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Have students discuss Aztecs

culture with each other and then
do their own research to enforce
memorization and action.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
If the students have time to
practice the vocab in a large group
game, I will allow students to
choose to play memoria or
cucharas to continue practicing.
This will provide an option and
engagement initiated by the
students.

What will it take

neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Give students the cultural facts

verbally and orthographically in
context of our lesson so that
they can make connections.
Provide options for
comprehension- activate, apply &
highlight

Ask students where they might

have heard or will use the
language at hand.

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

Students will do their own

research to then share with the
class.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

The students will practice

speaking in Spanish, providing a
challenge and collaboration
between peers with feedback.

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

Give the students a worksheet

on goals for the unit.

Students will have given

worksheets and flash cards they
made so that they can go
through them and self-assess.

Cultural note sheet, markers/pens, overhead projection/document camera, student

laptops/MacBooks, internet access, and projector for conducting research.

The classroom can be set up in groups or rows that can be split into two large groups for games later
on (if time allows).

III. The Plan

Time

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Components

80 min
3
3
8

Motivation
(opening/
introduction/
engagement)

1.

2.

3.

3
8
5
15
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Development
(the largest
component or

4.

Welcome the class in Spanish. Begin by

saying the date (, praying,) and asking
basic questions for the unit to gauge their
understanding. Explain sentences based on
their responses.
- Qu da es hoy?
- Qu es la fecha hoy?
- Cuntos aos tienes?
- Cundo es tu cumpleaos?
Describe that today we will work to
achieve the goals that allow them to say: I
understand the significance of the Aztec
Calendar.
Go over homework from the previous
night after checking each persons
assignment.
- a rubric will later be used to grade each
assignment
Handout cultural notes sheet to the class.
- This might give ideas to the following
step.

1.

2.

Pay attention and respond to any questions to

continue building Spanish skills, specifically for
this unit.

Listen (make connections).

Look over goals and begin to make
connections between prior and future
knowledge.
What do I know? What do I not know or
want to know about the Aztecs?
3. Follow along while going over homework to
check answers and ask any questions.
- Begin thinking more about the
4. Receive and look over the handout to begin
asking questions about culture and ask
questions if necessary.

12

main body of the

lesson)

5.

Ask students if there is anything they are

5.
curious about regarding these ancient
cultures on the handout. Then, tell
students to do quick (8 min) research on
their questions so that we can have a
large-group discussion.
- circulate the room while they work to
answer questions and make sure
6.
technology is used appropriately
6. Ask students to share what they
discovered through their research.
- Call on students with raised hands or call
7.
on certain individuals.
7. Guide class through the handout that was
passed out in step 3.
Project on a screen so that the
students can write down the notes for
the lesson.
- Do this by using a document camera
or overhead to write down words with
the students, making sure students
are engaged by discussing with them
as your write.
- Make sure to explain the significance
of the Aztec calendar

Engage in discussion and research to expand

lesson and make use of classroom technology
and time.

8.

Use materials to finish the coloring sheet on

the Aztec calendar (building on knowledge of
the culture as they work).

9.

Participate: sing songs and dance (get moving

& engaged)

8.

5
16

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Provide students with Aztec calendar

coloring image as well as coloring utensils
to make create a visual for the Aztec
calendar.
- Teacher walks around to make sure
students are on task and helps them
as necessary.
- Even if students dont finish before
the end of the 15 minutes, move on
to the next activity and have students
finish coloring for HW.
9.
Play
YouTube
canciones (months & days)
Closure
to
engage/expose
students and review
(conclusion,
vocab
of
the
unit.
culmination, wrap10. Split class into two different groups to play
up)
vocab races.

Share research findings; participate.

Fill out notes as the teacher guides this

process/discussion

10. Students engage in the game where they are

able to get up a moving. This allows them to

- Team 1 & team two re-arrange the

chairs and desks so that there are rows of
chairs perpendicular to the whiteboard.
- Each row of students has one person go
up one at a time to the whiteboard.
- For example, the teacher says Los das
de la semana and the first student in
each row goes up to the board and writes
the first day of the week in Spanish:
lunes
- The next person in the row goes up to
write the next da de la semana: martes.
And so on.
- Winning team will get a prize.
11. Make sure students re-arrange furniture
and clean up any trash.
- They may do this with a partner or
individually.

get moving, get to know each other, practice

the grammar/vocab, and they practice their
speech.

11. Students listen and clean up.

- If there is enough time, go through flash
cards with a partner or individually to practice
vocab.

12. As the class comes to an end and there is 12. Engage, listen, and contemplate the different
down time, the teacher may point to the
holidays around the world, specifically in
calendar to point out any Hispanic
Spanish-speaking countries.
holidays (Dia de los muertos, Navidad,
Ao Nuevo, etc.). This will give the
students a preview of the cultural lessons
to come.
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.)
The students have many opportunities to be engaged and make connections in this lesson. There may be too much of an emphasis
on students making their own connections and staying on task through the research which will look differently in different
classrooms. However, I think the lesson will produce some great progress in student achievement and fun. The culture seems like
something the students will be interested in and we can discuss traveling as well as all the furniture. I anticipate questions students
might have regarding the game vocab races will we be answered as we move along. It might be helpful to evaluate the varying
class social environments and gauge levels of understanding and possible questions.

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