Lesson Plan Template Teacher Candidate: Andrew Green Date: 12/01/12

Unit Title: The Preterite Tense Subject: Spanish Grade Level: Spanish III Lesson Title/Number Common Core Standards 21st Century Skills
Only include what will be assessed.

Lesson Plan 4: The Preterite Tense (Review and Final Assessment) LOTE Standard 1: Students will be able to use a language other than English for communication. Checkpoint B: Students can select vocabulary appropriate to a range of topics, employ simple and complex sentences in present, past, and future time frames, and express details and nuances by using appropriate modifiers. Students can write brief analyses of more complex content when given the opportunity for organization and advance preparation, though errors may occur more frequently

Lesson Objectives
(Blooms Taxonomy)

1. Students will be able to synthesize information from multiple lessons. 2. Students will be able to present a past experience to the class.

Must be numbered.

1. A. Bell-ringers Acceptable Evidence

*Could be collected for accountability/auditing purposes.

B. Exit slips C. 5-paragraph (5 sentences per paragraph) note, containing 5 regular verbs from lesson 1, 10 irregular verbs from lesson 2, 10 irregular verbs from lesson 3, and all preterite conjugation forms. 2. 10-minute presentation of the written experience, following the rubric given.

Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

Day 1 Bell-ringer: The teacher will write 5 sentences in English on the board, which the students will rewrite in Spanish (CFU-content, CSE). The teacher will review this with students after collecting it. The teacher will review concepts that the students had written in their exit slips from the previous class; writing-focused worksheets will be given to the students (CFU-content, CSE), which the teacher will review after collection. Day 2 Bell-ringer: The teacher will write 3 sentences with unconjugated verbs on the board. Students will rewrite these sentences, conjugating the verbs (CFUcontent, CSE). The teacher will review this with students after collecting it. The teacher will review concepts that the students had written in their exit slips from the previous class; writing-focused worksheets will be given to the students (CFU-content, CSE), which the teacher will review after collection. Day 3 The students will spend the class writing a note to a friend describing a past experience (CSE), which they will hand in at the end of class. Days 4-5

Label: Bell Ringer

Also may be called: set induction, anticipatory set, introduction/review, Do Now

Label: visual, auditory, and kinesthetic Accommodations for learning modalities

Label: Checks for Understanding: directions, procedures/routines, and/or content (formative)

Ex. (CFU directions)

Students will present their experience to the class.

Label: Evidence of Cognitive Student Engagement (CSE)

Assessment/ Evaluation Label: formative or summative and describe purpose

1. A-B: The bell-ringers and exit slips will be forms of formative assessment, and will determine how prepared the students are for the final assessment. The exit slips for Days 3-4 will demonstrate if the students have paid attention to and comprehended the oral presentations of their peers. C: The note will be a final summative assessment, and will demonstrate understanding and ability to synthesize concepts learned in all lessons of the unit. 2. The presentation will be a form of summative assessment, and will demonstrate oral communication skills and ability to synthesize the major concepts of the students notes.

Technology

N/A

 Closure

Day 1: Exit slip: The teacher will write 3 sentences with unconjugated verbs on the board. Students will rewrite these sentences, conjugating the verbs. Day 2: Exit slip: The teacher will write 3 sentences in English on the board, which the students will rewrite in Spanish. Days 4-5: Exit slip: Students will write one detail from the experiences of three students that presented on that day

Accommodations and/or Interactions with Co-Teachers and/or Support Staff

Resources/ Materials

Board, markers, notebook paper, pens, worksheets.

5 days Time Required Reflection (Use APPR guiding questions and provide evidence):

Goals and/or Professional Development Needs/Interests:

Teacher Notes for Use During Instruction

Lesson Objective (s): Agenda for Board: Student/Class Profile

Comments:

Materials: Procedure: Complete by: ___:___

Include: cognitive engagement & formative assessment (s)

Include possible adjustments if warranted by formative assessment

Include grouping if any Closure: Begin by: ___ :___

Homework /Announcements :

Begin by: ___ :___