Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Halee Sytsema

Date
November 10, 2016
Subject/ Topic/ Theme
Grade _Spanish 2 ___
I. Objectives
How does this lesson connect to the unit plan?

Spanish/Chapter 2, Esperanza, La Espera (cont.)

This lesson is the second of five lessons. Throughout this unit, students will read, analyze, and respond to chapters two and three of the book Esperanzawritten
entirely in Spanishby Carol Gaab. This lesson deals with the second half of Chapter two, La Espera.
cognitiveR U Ap An E C*

Learners will be able to:

Answer T/F questions about chapter 2 using the information they read during the previous class period.

Create 6 small illustrations/cartoons which depict six events from chapters 1-2.

Successfully create a chronology of events from chapters 1 & 2. Physically place the events on a timeline and verbally
relate the events to the class.
Recognize (in a sentence) and give definitions to the 9 vocabulary words assigned for chapter three
Students will write a 100 word (min.) summary of chapter 2 without the aid of their books/notes. *(RUBRIC)

R, U, Ap,
An, E
R, U, Ap,
C
R, U, Ap,
E, C
R, U, Ap
R, U, Ap,
C

physical
development

socioemotional

*
*
*

Common Core standards (or GLCEs if not available in Common Core) addressed: Michigan World Language Standards
Communication: 1.1 (Interpersonal Communication: Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions) / Connections: 3.1 (Knowledge: Students reinforce and further their knowledge of other disciplines through the
world language) / Communities: 5.2 (Personal Enrichment: Students show evidence of becoming life-long learners by using the language for
personal enjoyment and enrichment).
(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.

Students have an understanding of basic level two sentence structures, both present and past tenses as
a result of their integration-style learning (similar to immersion, but for older learners).
Students know how to discern changes in time/speaker by using context clues and known vocabulary
as well as their experience reading other stories earlier in the semester.
Pre-assessment (for learning):
La Campanada (the bell-ringer warmup)
Students will be assessed on their knowledge of chapter two. They will answer a six (6) true or false questions
regarding chapter two. Takes place before the lesson begins.
Formative (for learning):

Students will have access to their personal copies of the book, Esperanza which they will be permitted
to use for all activities presented in lesson 2 (this lesson).
Formative (as learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
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Students will be asked to create (ungraded) illustrations of the events of chapters 1 & 2.
Students will participate in a hands-on creation of a time line of the events of chapters 1 & 2 (to assess
their level of understanding).
Summative (of learning):
Quia- Students will be asked to complete an online vocabulary quiz (for homework) on the (9) vocab
words they are expected to know for lesson 3, chapter 3.
Students will be graded on their 100 word (minimum) summaries of chapter 2, La Espera. Students
will be graded on sentence structure (basic subject verb formation), their use of vocabulary (at least 3
words encorporated), and subject/verb agreement (i.e. yo corro, ella corre, nosotros corremos)
** see RUBRIC pdf
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
-Worksheets to use at tables.
-Story summary on the projector
-Book Esperanza may also be used

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
-Drawing! Illustrations of chapters
1 & 2.
-Creation of a timeline!

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-drawings can be as detailed/not
detailed as the student desires

students to do this lesson?

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 language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

-WL (World Language)

learning: Allow students to
communicate in their native
tongue when necessary but
encourage use of the target
language in the classroom

-Verbal communicationopportunity for puntos (la

campanada)
-Artistic expression-events

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

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

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

-PUNTOS! Students are

challenged to share their
answers with the classexceptional vocabulary
use/sentemce formation/detailed
answers receive super queso
puntos.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

Drawing, reiterates what

students have read
Chronology- form of review.
Students must apply what they
have read
1. ChromeBooks
2. Esperanza books (1/student)
3. Desktop with internet access (google docs/slides)
4. Overhead projector
5. Drawing worksheet (6 blank cartoon boxes to be filled w/ illustrations) (I will provide these)
6. Chronology event slips of paper, packet (one packet of events for each table (6 packets in
total. I will provide these)
7. Pen/pencil
For summary: If students want to type summary, that is fine as well
8. Notebook paper
The classroom will be set up as normal: Five table clusters. There are 4-6 students at each cluster.
All students face the projector at the front of the room.

III. The Plan

Time

Components

10
min

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.
-Open Google slides to Campanada (SLIDES)
-Take out ChromeBooks/ Answer Campanada T/F
questions. Correct incorrect statements.
-Go over answers (I have filled out all answers
already on the teacher copy)
-Read answers out loud to receive puntos.
- hand out PUNTOS

-Put away ChromeBooks

-Tell students to put away ChromeBooks

-Ask students if they had trouble answering any
questions: Ask if they have questions about what
happened in chapter two.

15
mins

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Development
(the largest
component or
main body of
the lesson)

DIBUJOS! (See below)&(Slides)

-Pass out a blank, six-square worksheet to each
student.
-Open cronograma google doc
-Read the summary of chapters 1 & 2 aloud for the
class. (the summary has already been split into six
sections).
-Ask students to illustrate each section of the story
as you read- they can focus on one detail or depict
the overall point of each section.

DIBUJOS
-students will illustrate each section of the story as
the teacher reads a chapter 1 and 2 summary.
-Students will have about 5 minutes for each
drawing.
- students can focus on one detail or depict the
overall point of each section

-Students will have about 2-3 minutes for each

drawing (use discretion).
10
mins

CRONOGRAMA (chronology) (see below)

-Hand out a packet of events to each table of
students. (*note: each packet contains ten slips of
paper. Each slip of paper has an event from
chapters 1 & 2. Slips must be arranged in order. I
have already made all packets).
-Explain rules to students:
1. Students must work together as a table to arrange
all of the events/slips in chronological order
2. Books may be used.
3. Tables are working against each other to be the
first to complete the timeline.
4. Once a group of students believe they are done,
they must raise their hands so the teacher can check
their timelines.
5. If there is a mistake, teacher may say theres a
mistake but may not give specifics.

CRONOGRAMA
1. Students must work together as a table to arrange
all of the events/slips in chronological order
2. Books may be used.
3. Tables are working against each other to be the
first to complete the timeline.
4. Once a group of students believe they are done,
they must raise their hands so the teacher can check
their timelines.
5. If there is a mistake, teacher may say theres a
mistake but may not give specifics.
CH. 3 VOCAB
- students/volunteers read vocab words and
definitions (aloud) from the projector
-Ask them to write the definitions on their purple
vocab sheets (they already have these in their
folders)

CH. 3 VOCAB (SLIDES)

-Open google slides using the link in the schedule
-Have students read vocab words and definitions
-Ask them to write the definitions on their purple
vocab sheets (they already have these in their
folders)

5
mins

*Make sure all students feel confident that they

understand what they have read up to this point (ch.
2). Does anyone have any questions about what
we have read so far? Tomorrow we will start
chapter 3.

5 min
Closure
(conclusion,
culmination,
wrap-up)

HOMEWORK:
1.

complete the quia vocab 3 assignment due

by the next class period.
2. Summary: students to write a 100-word
(min) (200-word max) summary of
chapter 2 to be handed in the following
day. They must use at least 3 vocab
words. Remind them about subject/verb
agreement.
*can be typed or hand-written

Assign HW:
1. Quia. Students all have quia accounts
already. Tell them to complete the quia
vocab 3 assignment due by the next class
period. (SEE BELOW)
2. Summary: Tell students to write a 100word (min) (200-word max) summary of
chapter 2 to be handed in the following
day. They must use at least 3 vocab
words. Remind them about subject/verb
agreement.
*can be typed or hand-written
(SEE RUBRIC-resource section)
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.)
-This lesson went well. I began with prayer (in Spanish) and then had the students discuss what I had said. This was new for them
and they struggled a bit at first, but I used circumlocution to rephrase what I had said using words they understood.
-The DIBUJOS activity was a hit! I had students volunteer to read each section of the story (on the overhead) and then I gave
students 2 minutes to illustrate that section-I had three students come up to me after class and tell me they liked the activity!
-I would go over vocabulary a bit differently in the future- in upcoming lessons I will make a game or small activity to engage the
students. If I just have them write the words on their papers, they get distracted. They need to be engaged in the future.
-Students worked together well during the chronology activity and stayed in Spanish mode the whole time- I was very pleased.
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LOS DIBUJOS DE CAP. 1 y 2

In each box, draw a picture/representation that corresponds with the events of chapters 1 and 2. Number the boxes from 1-6. Be sure to
match box #1 with section #1 of the story (the story will be posted on the overhead as well as read aloud in class).
Nombre_____________________________

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Fecha_______________

* These are the events of the chronology. As it states in the lesson plan, students (in table groups) will receive
packets of strips of paper. Each strip will have one of these lines printed on it. Students will put these events
in order. This copy is already in order and would be used as the teachers guide. Students may use their books to
assist them in this activity.

Cronograma
A las 11:00 de la maana, la narradora y sus hijos van a la tortilleria.
La narradora decide regresar a la casa porque su hija no est contenta y llora mucho.
Ricardito llora porque l quiere tortillas.
Lili vomita.
Ricardito llora porque quiere que su papa regrese. El vomita tambin.
La narradora quiere llamar a su esposo, pero no quiere causar problemas.
A las 6:00, Ricardito pregunta, <<Dnde est mi pap?>>
La narradora y su hijo Ricardito esperan (por Alberto) en el sof.
Despus de la narradora y su hijo esperan una hora, Alberto no regresa.
La narradora llama al trabajo de su esposo, pero nadie contesta el telfono.
Ricardito se duerme.
La narradora est muy fatigada y preocupada, pero tiene esperanza...

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This is the quia. Students

have access to this but one
needs a student code to access
the quia. It is a 10 question
multiple choice vocabulary
quiz that I created using
Corrys login and password
(which I cannot share).

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