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SINGLE SUBJECT DAILY LESSON DESIGN FORMAT FOR RESOURCES ON HOW TO COMPLETE THIS FORM, SEE https://sites

.google.com/site/lessondesignresources/home

TITLE OF LESSON Talking about popular hobbies, games and park activities in the future Spanish tense.

CURRICULUM AREA & GRADE LEVEL Spanish II-San Pasqual High School 4th Lesson of 2 week unit-Short Day-47 minutes Textbook - ¡Buen Viaje! Chapter 5

DATE OF LESSON December 5, 2013

CA CONTENT STANDARD(S) ADDRESSED Stage II Content 2.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines 2.1 Students address topics related to self and the immediate environment, including: g. Curricular and extracurricular interests and events

CA ELD STANDARD(S) ADDRESSED Section 2: Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts, Part II: Learning About How English Works Expanding & Enriching Ideas 3. Using verbs and verb phrases Use a variety of verbs in different tenses (e.g., past, present, future) and aspects (e.g., simple, progressive, perfect) appropriate for the text type and discipline to create a variety of texts that explain, describe, and summarize concrete and abstract thoughts and ideas ESSENTIAL QUESTIONS ADDRESSED Why is important to understand the future tense in Spanish? Why is talking in Spanish about hobbies, games, and activities in the park important? ASSESSMENT(S)—choose type(s) as appropriate Formative (progress-monitoring)   Assessing student understanding during instruction. Students will collaborate with their Spanish partner during two class activities from their textbook that deals with the future tense. I will provide positive feedback and constructive criticism to the students while I circulate the room.

BIG IDEA ADDRESSED (Enduring Understanding: WHY this material is important; how it fits in with the unit or theme) Students will be able to talk about what will happen in Spanish

OBJECTIVE(S) OR LEARNING GOAL(S)—choose type(s) as appropriate  Cognitive – Students will be able to recognize and interpret Spanish future tense through listening and writing activities the deal with popular hobbies and games. Language Development – Students will be able to expand and distinguish verbs in the Spanish future tense by participating in a series of writing and listening activities.

PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY ENCOUNTER WITH THIS MATERIAL (possible misconceptions or assumptions)
I believe that students will do well in the lesson because conjugating verbs in the Spanish future tense isn’t as difficult a s their previous experience with the present and past tense irregular verbs. However, I do see students struggling with the pronunciation of the vocabulary and applying the correct accent marks in the Spanish future tense.

INSTRUCTIONAL STRATEGIES: What the teacher does to help students cope with the difficulties in order to succeed
STEPS (Fill in each box with specific information) LEARNING STYLE(S) ADDRESSED REASONS/RATIONALES

STUDENT ACTIVITIES: What the students do

STEPS (Fill in each box with specific information)

LEARNING STYLE(S) ADDRESSED

REASONS/RATIONALES

Anticipatory Set (―Into‖) 1. Students begin the day with a Spanish warm-up song. I introduce the class and set the objective for the day.

Cognitive Language Developme nt

1. I want the students to work on their accents and oral skills while we sing the lyrics of the Spanish song. It is important for the students to hear the objective for the day. It lets them know what we have planned for the day.

Anticipatory Set (―Into‖) 1. Students sing along to the lyrics of a Spanish song and listen to the objective of the day.

Cognitive Language Developme nt

1. Increased probability that students begin focusing on the learning at the same time as the teacher. It is important that content objectives are stated orally, and they are displayed for students and teachers alike to see. It is important for both native and non-native English speakers to hear the objectives explicitly and clearly. 1. I like students to work with their Spanish partner from time to time because it gives them a chance to learn from some one other than the teacher.

Instruction (―Through‖) 1. I instruct students to take out their homework and review it with their Spanish partner. a) Homework Check-Senora Potter will check the students Spanish flash cards while I check their homework.

Cognitive Language Developme nt 1. This gives the students a chance to review and correct each others work. Also more repetitions before I review it with them.

Instruction (―Through‖) 1. Students collaborate with their Spanish partner and review their homework together.

Cognitive Language Developme nt

2. I instruct the students to take out a piece of paper and pen because we will be doing 2 written activities from the Spanish textbook. a) I model the question and answer for the first problem in each of the 2 activities. Act. 12, #1 Daniel irá a España el ano que viene. Act. 13, #2 Raul leerá un libro. I instruct the students that they must underline the verb expressed in the future tense.

2. It is important for the students to work on their spelling and writing skills in Spanish. Having the students underline the conjugated verb will help them identify the correct future tense.

2. Students take out a piece of paper and pen. The listen to the directions and begin the writing activities that deal with the Spanish future tense.

2. Increased probability that students begin focusing on the learning at the same time as the teacher.

 b)

3. I instruct the students to take out their answer sheet for Spanish listening activities.

3. It is important for the students to listen in Spanish and react

3. Students take out their answer sheet for the Spanish listening activities.

3. It is important for students to be well prepared before any type of activity.

to the correct answer. Guided Practice (―Through‖) 1. I review the homework with the students focusing on the vocabulary. 2. I review the answers to the questions from both Activities 12 and 13 in the Spanish textbook. 3. I operate the CD player and guide the students through 6 questions of the Spanish listening activity. Cognitive Language Developme nt 1. The teacher helps reinforce proper pronunciation and any confusing regarding the Spanish homework. 2. The teacher is able to point out any errors the students may have made. 3. The students need guidance here because the speaker tends to speak fast and I may need to clarify or repeat a question in Spanish.

Students listen and answer the appropriate answer. Guided Practice (―Through‖) 1. Students listen and correct any final mistakes to their homework. 2. Students listen and correct any mistakes to the Spanish writing activities that deal with the Spanish future tense. Cognitive Language Developme nt 1. Students are able to clarify any mistakes they may have made after the teacher reviews the homework. 2. Increased probability that students begin focusing on the learning at the same time as the teacher. 3. Listening activities are always beneficial when learning another language because students hear the excellent accent and pronunciation of a Spanish speaker. Cognitive Language Developme nt 1. Students are able to clarify any mistakes they may have made after the teacher reviews the homework.

3. Students listen carefully and answer the 6 questions to the Spanish listening activity.

Independent Practice (―Through‖) 1. Students collaborate with their Spanish partner and review the homework.

Cognitive Language Developme nt

1. This gives the students a chance to review and correct each others work. Also more repetitions before I review it with them. 2. The students need the teacher on their spelling and writing in Spanish. Having their Spanish partner allows them to learn from one another.

Independent Practice (―Through‖) 1. Students collaborate with their Spanish partner and review the homework.

2. Students work on Activity 12 and 13 on page 141 of their Spanish textbook. Students are allowed to use their Spanish partner, technology, and dictionaries.

2. Students work through the different Spanish activities from the textbook.

2. Increased probability that students begin focusing on the learning at the same time as the teacher.

3. Students participate in a listening activity that consists of 6 questions in the Spanish future tense. 1. 2. 3. ¿Adónde irán Uds.? (Iremos al parque.) ¿Qué comerás? ¿Quién será muy cómico? (Comeré una piragua.)

3. I think it is important for the students to hear different accent than the teacher.

3. Listening activities are always beneficial when learning another language because students hear the excellent accent and pronunciation of a Spanish speaker

(Un payaso será muy cómico.) 4. ¿Dónde estarán los monos?

(Los monos estarán en la jaula.) 5. ¿A qué subirán los niños?

(Los niños subirán al tiovivo.) 6. ¿A qué hora volverán Uds. a casa?

(Volveremos a casa a las cinco.) Closure (summarize; make Cognitive Language Developme nt Increase the success of student engagement. Closure (summarize; make Cognitive Language Developme nt

meaning of the lesson)
I will review some of the main rules and the importance of the Spanish future tense. Transfer (―Beyond‖) (opportunities to apply the learning) I make sure the students understand they have homework in workbooks pages 52-53

meaning of the lesson)
Students listen to the main rules and the importance of the Spanish future tense.

It is important to summarize a lesson for students so have meaning to what they learned for the day.

Cognitive Language Developme nt

It is important for the students to practice what we have learned independently.

Transfer (―Beyond‖) (opportunities to apply the learning)

Cognitive Language Developme nt

It is important to hold students accountable for their work

INFO ABOUT ENGLISH LANGUAGE LEARNERS: Consider students individually and as a group FACTS ABOUT THE LEARNERS  Whole Class Information o Number of students in class  Period 3: 36 students  Period 4: 35 students  Demographic Information: o Period 3: 36 students total  Gender- I have 22 female students and 13 boys.  ELL- 0  Bilingual- 1 student  IEP, 504, Gifted- 0 students. o Period 4: 35 students total  Gender- I have 19 female students and 17 male students.  ELL- I have one English Language Learner. She Angel is at an Intermediate level.  IEP, 504, Gifted- 1 student Jose has Special Learning Disability (SLD) in auditory memory

INFO ABOUT STUDENTS W/ SPECIAL NEEDS (include gifted students) : Consider students individually & collectively FACTS ABOUT THE LEARNERS  Whole Class Information o Number of students in class  Period 3: 36 students  Period 4: 35 students  Demographic Information: o Period 3: 36 students total  Gender- I have 22 female students and 13 boys.  ELL- 0  Bilingual- 1 student  IEP, 504, Gifted- 0 students. o Period 4: 35 students total  Gender- I have 19 female students and 17 male students.  ELL- I have one English Language Learner. She Angel is at an Intermediate level.  IEP, 504, Gifted- 1 student Jose has Special Learning Disability (SLD) in auditory memory

Readiness Level: Angel student profile is as follows: Race: Hispanic/Latino Primary Language: Spanish Language fluency: English Learner th Grade Level-11 grade 2012-2013 CST-California Standardized Testing Grade 10 ELA – 3 Basic Geometry – 1 Far Below Basic CAHSEE Overall – Pass CELDT 2012-2013 Results

Readiness Level: Jose’s student profile is as follows: Race: Primary Language: English Language fluency: English Only Special Education: Yes th Grade Level-10 grade 2012-2013 CST-California Standardized Testing Grade 9 ELA – 4 Proficient Geometry – 3 Basic CAHSEE Overall – Fail

CELDT PL Overall Text – Early Advanced  CELDT PL Overall – 4  CELDT PL Listen – 5  CELDT PL Speak – 4  CELDT PL Read – 5  CELDT PL Write – 4 Learning Profile Angel Garcia Avila is the only English learner that I have in my Spanish II foreign language class. Angel is shy and rarely participates during the Spanish class discussions Interests:  Angel Garcia Avila enjoys his friends and family.

Learning Profile: Jose Sarabia is a student in my Spanish II foreign language class and his specific learning disability is in the area of auditory memory. There are various ways that I accommodate Jose such as allow additional time for him to complete assignments (up to three days) without penalty to his grade. His IEP goal for the year is for Jose to research two colleges or universities that he would be interested in attending and what majors to those specific schools offer. Jose is in all general education classes. Interests: My experience with Jose has been a pleasure because he is always well behaved and prepared to learn everyday. However, I would like to see Jose develop his academic writing and social skills more. Jose has attended a total of three schools in his life. His early memories of learning how to read and write are from the dialect of a video game called the Legend of Zelda. Some other aspirations of Jose are to go to college and to be some sort of designer some day. Jose enjoys videos games, the history, and the science channel. Jose considers the best conditions for him to learn in are a low stress environment when and especially when the lesson is amusing or funny to him. Jose’s biggest influence in his life has been his grandfather. DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS— choose area(s) as necessary based on information above Content – All students will be learning the same material. Students will be working independently and in pairs that I have assigned based on their readiness level.  Process – Presented 2 writing activities and a listening activity that provides different ways to learn the future tense in Spanish.  Product – Students are to collaborate with their Spanish partner and work through some writing questions from the textbook. REFLECTION (Questions to consider after the lesson: What went well?
Why? What evidence do I have that shows the extent to which the lesson was effective? What problems do students still have? How will I deal with the students whose understanding of the material is weak? How will I remediate? What changes will I make to enhance learning the next time I teach this lesson? Why?)

DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS— choose area(s) as necessary based on information above  Content – All students will be learning the same material. Students will be working independently and in pairs that I have assigned based on their readiness level.  Process – Presented 2 writing activities and a listening activity that provides different ways to learn the future tense in Spanish.  Product – Students are to collaborate with their Spanish partner and work through some writing questions from the textbook. RESOURCES (Attach materials needed to implement the lesson— e.g., power point presentation, text, graphic organizer) CD player, Juanes CD, Whiteboard, Dry-erase markers,

I plan on teaching this lesson on 11/05/2013