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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Halee Sytsema

Date
November 14, 2016
Grade ____Spanish 2 ______

Subject/ Topic/ Theme Spanish/Chapter 3, Esperanza, El Mensaje (cont.)

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the third 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 three, El Mensaje.
cognitiveR U Ap An E C*

Learners will be able to:

Answer hypothetical questions based on chapter three of the reading. They will be able to express how they would feel
if they were in the narrators shoes.
Display understanding of the text by participating in a Readers Theater Activity.
Display understanding of the events of chapters 1-3 (cumulative review) both orally and in written form, successfully
using words from vocabulary sections 1-3 (Fan and Pick Activity).

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

physical
development

socioemotional

*
*

Common Core standards (or GLCEs if not available in Common Core) addressed:
Communication: 1.1 Interpersonal Communication: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions/ 1.2 Interpretive Communication: Students understand and interpret written and
spoken language on a variety of topics. 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. Students have knowledge of
the events of Chapters 1-2.
Pre-assessment (for learning):

La Campanada (Bell ringer warmup)


Students will practice their pronunciation by recording themselves (using Chromebooks) reading the
sentences from the Campanada. They will be informally assessed on their pronunciation of vowels.
Consonants, and letter pairs (dipthongs)
Outline assessment
activities
(applicable to this lesson)

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 4 (this lesson).
Formative (as learning):
Summative (of learning):

Summary of chapter three assigned. Students will write 5-7 sentences summarizing what they have
read. Students will be graded on sentence structure, subject verb agreement, and vocabulary usage.
(THERE IS A RUBRIC)
What barriers might this

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Provide Multiple Means of


Representation

Provide Multiple Means of


Action and Expression

Provide Multiple Means of


Engagement

Provide options for perceptionmaking information perceptible

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

-The hard copy of the book can


(will) be used as an educational
tool/helper
-Links to the activities done in class
are available to students to view
outside of class as a review

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

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 physical actionincrease options for interaction


-Readers Theater!
Students will act out ch. 3 in small
groups (to ensure whole-class
participation).

Provide options for expression and


communication- increase medium
of expression

Provide options for recruiting


interest- choice, relevance, value,
authenticity, minimize threats
-Verbal comprehension aspect (Fan
and Pick). Students verbally
express answers to given questions
without looking at written
information
-Written comprehension- Students
will be asked to scribe their
partners responses to
comprehension questions.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

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 (fan and pick)


Written (fan and pick)
Auditory (fan and pick)
Visual (Readers theater)
Active participation (Readers
theater)

-PUNTOS! Students are


challenged to share their
answers with the classexceptional vocabulary
use/sentemce formation/detailed
answers receive super queso
puntos.

Provide options for comprehensionactivate, apply & highlight

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

1.
2.
3.
4.
5.
6.

ChromeBooks
Desktop with internet access (google docs/slides)
Overhead projector
Esperanza Hard Copy (one for each student)
Fan and Pick Packets (I have 10 of these made: There are 4 extra copies)
Pens, Pencils

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
mins

Motivation
(opening/
introduction/
engagement)

15
mins

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

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
La Campanada (SLIDES)
-take out Chromebooks
-Open Campanada in Google Slides
-Record Campanada Questions
-Have students record themselves speaking the
sentences using their Chromebooks.

Readers Theater (BOOKS)


-Assemble students into groups of 4 and give roles:
Narrator, Mysterious Caller, Esperanza, and
Alberto.
Students will read directly from their books

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-Choose roles: Esperanza, Alberto, Mysterious


caller, Narrator
-Read through ch. 3 aloud, acting out each
character. Have fun with this! Add facial

expressions, movements, accents?


-Encourage students to act out the scene: facial
expressions, voice inflection.
-Walk around the classroom, keeping an eye on the
groups, making sure they stay on track.
15
mins

Fan and Pick: Comprehension Assessment


(see below)
- Hand out Fan & Pick question slips.
-Assemble students in groups of three. Assign each
student a number 1-3 and go over the following
instructions.
Person 1: Picks a question from the deck. Person
1 DOES NOT look at the card (s)he has picked.
Person 2: Reads the question on the card to person
1 who then responds to said question.
Person 3: Scribe. Person 3 will write, word for
word, person 1s response (see below).
**Questions will be cut into strips and will be
faced down. Person 1 will choose a strip and the
directions above will ensue.

-Remember number assigned.


Follow directions given by teacher:

DIRECTIONS:
Person 1: Picks a question from the deck. Person
1 DOES NOT look at the card (s)he has picked.
Person 2: Reads the question on the card to person
1 who then responds to said question.
Person 3: Scribe. Person 3 will write, word for
word, person 1s response in the appropriate boxes
on the worksheet (see below).

-Walk around, assisting students with answersvocabulary, expressions, sentence structure.

Vocabulary: Chapter 4 (SLIDES)


-Pull up Vocabulary Slide

10
mins

-Ask for student volunteers to read the new vocab


word along with the definition. Then, use the given
word in a sentence for them.
**i.e. tiene miedo: La chica tiene miedo durante la
noche porque creia que un monstruo vivia debajo
de su cama (the girl was scared during the night
because she thought a monster lived under her
bed).
-Ask students to take out their purple vocab sheets
and fill in the definitions for the ch. 4 words

5
mins

Closure
(conclusion,
culmination,
wrap-up)

Assign homework: Summary of chapter 3. 5-7


sentences. Make sure students have the rubric (they
should already have a copy from earlier chapters,
but make sure to have extra copies on hand in case
some students have misplaced their copies).

-Volunteer to read new vocab words along with


their definitions

-Listen carefully as teacher uses the words in a


sentence (this will be required in lesson 5,
tomorrow)

-Take out PURPLE vocab sheets that correspond


with Esperanza
-Fill in definitions for ch. 4 words

-Take note of what homework has been assigned.


-Make sure to have the rubric for writing
summaries on hand. If misplaced, ask for another.
-Complete homework.

-Collect student copies of books before students


leave classroom

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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 was a bit more challenging to teach.
-Fan n pick was a good activity to engage students and encourage them to speak, read, and write, but they struggled with having all
the words they wished to say. However, we made this a learning opportunity and I had them put any words they did not know how to
say on the white board and then I defined them for everyone to see.
-The vocab section went well in this lesson. I used the word in a sentence for the students to HEAR and then they wrote the
definitions on their papers. They remained engaged throughout.

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Fan n Pick Activity Questions.

1. Por qu Esperanza y sus hijos estn saliendo de Guatemala?


2. Esperanza y su familia van a vivir con ....? Cul es la relacin de esta persona con la
narradora?
3. Qu pide el guardia en la estacin de autobuses? Por qu est preocupada Esperanza?
4. Por qu llora Ricardito?
5. Qu le da Tete a Esperanza ya su familia?
6. Dnde est Alberto en este momento?
7. Al final del captulo, dnde est Esperanza?
8. Al final del captulo, dnde est Alberto?
9. En este punto, parece que Esperanza y su familia regresarn a Guatemala? Por qu o
por qu no?

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