Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Amanda Ufer Lesson 3_

Date 4/27/17 Subject/ Topic/ Theme Spanish 3- Apply vocab Grade ___9-12____

I. Objectives
How does this lesson connect to the unit plan?
Applies the vocab they are learning about careers in various contexts. Reviews present and possibly past tenses, which preps them for the next layer of future tense.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Use the new vocab to create a story or scenario U, Ap,
An, C
Complete sentences with career vocab R, U, Ap
Gain a deeper understanding of another culture or their culture through a class discussion about the career activity R, U, Ap, x
An, E

Common Core standards (or GLCEs if not available in Common Core) addressed: https://www.michigan.gov/documents/mde/WLSB_206824_7.pdf
3.1.N.a Reinforce previously learned content knowledge through the target language
1.3.M.W.b Create original compositions or journal entries in the target language
2.1.A.E.c Analyze the cultural beliefs related to money, wealth, and the social status of various types of employment
3.1.N.a Reinforce previously learned content knowledge 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 Be more familiar with the vocab, have participated in the career activity the day before (just for a
knowledge and skills. quick discussion at the beginning of class).

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
N/A
Formative (for learning):
Thumbs up/down, walk around as they work observe & ask them questions
Formative (as learning):
Theyll share what they wrote for their vocab activity.
Summative (of learning):
N/A
Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
Representation and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats
Have students write the answers on Get up and write on the board, they
the board so they can see them, Ill will toss a stuffed animal for part of Volunteers will write answers on the
repeat them so they hear it, theyll an activity. board, they can choose whom they
write their paragraphs out and then toss the animal to to answer next,
share them aloud. theyll create whatever
story/scenario they wish.

9-15-14
 Provide options for language, Provide options for expression and Provide options for sustaining effort
mathematical expressions, and communication- increase medium and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language oriented feedback

They have their notes with the Well go over a worksheet as a

vocab or their flashcards if they
need to look up the words for
the assignments, theyll be
hearing the words spoken by me
and peers.
N/A group after they work
individually, theyll work in
groups on the writing activity-
able to talk with one another
and brain storm, theyll read it
out loud.

Provide options for comprehension-
activate, apply & highlight
Have them give thumbs
up/down so I can see where
theyre at and they can see
where theyre at as a class, have
them evaluate each others
stories, ask them to reflect on
their learning target.
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Encourage them to memorize
their flashcards, do additional
practice worksheets if they are
still not understanding it 100%,
offer 1-1 time if needed.
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Ill ask them if they think they
hit their learning target, they
will be voting on which group
had the most creative story.

Materials-what materials Students need:

(books, handouts, etc) do Notes packet, hw packet
you need for this lesson
and are they ready to I need:
use? Notes packet, hw packet, doc cam/iPad

The tables and chairs will be in their usual set up, which is two U-shaped rows one inside the other.
Theyll be able to change seats for the vocab story activity, but the tables wont need to be moved.
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
11:00 Buenas noticias- Ill call on a few students to give Students should have phones, hw, food, backpacks,
Motivation some good news going on in their lives. etc. all put away and be listening to whoever is
(opening/ Agenda-Ill have a student read through the agenda speaking.
introduction/ for the day.
engagement)
1. Hablamos sobre la actividad de las carreras * Students write down learning target (Use vocab
2. Corregimos 9A-3 in context)
3. Vocabulario p. 11
4. Historia de vocabulario

* Give them their daily learning target (Use vocab

in context)
11:05 Development 1. Ask if anyone wants to share about what they 1. Students should share if they have something,
(the largest found in the career activity-something they learned, listen respectfully to their peers.
component or found interesting, etc. (Briefly explain what the
main body of activity was for anyone who was absent)
the lesson)
11:10 2. Correct 9A-3. Ill ask for volunteers to write an 2. Volunteers go up and write their answer on the
answer on the board. Ask for questions then have board, answer questions and ask questions if they
have any. Give a thumbs up/down/middle.

9-15-14
 them give me thumbs up or down if they
understood it.
11:15 3. Work quietly on their assignment, stay controlled
3. Have them work individually on pg 11 (9A-2) in with throwing the stuffed animal, answer questions
their notes packet. Then to go over it, Ill toss the and ask questions if they have any.
stuffed animal to a student to answer and then they
can toss it to the next person to answer. Ask them
questions to check for understanding.
11:25 4. Listen while I explain, choose their groups, work
4. Explain the vocab activity and have them get in on the assignment, share their stories aloud, vote
groups of 3 (1 group of 4) of their choosing. for the most creative story.

Vocab activity:
Ill give each group a set of 8 vocab words and
they have to write a story or scenario using those 8
vocab words (in Spanish). Then theyll read their
story at the end and whichever group was the most
creative wins candy.

11:50 Sum up- Remind them of their learning target and Tell me if they think they hit their learning target or
Closure
ask if they feel like they hit it or not. Remind them not. Ask any questions they have. Write down their
(conclusion,
of their hw for tomorrow (9A-4) and study for hw (9A-4) and study. Say their tabalenguas if they
culmination,
vocab quiz. Say their trabalenguas sometime before want to.
wrap-up)
Friday.

*Remind them to bring their computers or smart

phones to class tmrw!

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.)
Overall, I think today went pretty well. We started off with correcting the hw and I had students come up and fill out an answer on
the board. They seemed to really enjoy that and I was able to call on a couple students to come up who were on their phones are
starting to zone out. We then moved into the career activity and they found some interesting things and then I had them share what
they found. From there we moved into the vocab worksheet and I went around the room to give as many students a chance to answer
as possible and I had them explain what the sentence was saying so they could practice reading the context and I could check for
understanding. We finished with a vocab activity where I had them get in groups and write a story using 8 vocabs that I assigned to
each group. I had them write the story on a small white board and then share them at the end. Unfortunately, we ran out of time for
everyone to share, but some of them go really into it and I think they enjoyed it. I think letting them choose their own groups helped
with that. I tried to move around the room as much as possible and really take time with the vocab to make sure they understood it
well, but I kind of rushed into the next activity and should have given a minute to let things sink in and allow them to switch gears,
although they did pretty well considering I didnt give them much time. Next time I will give some more room between activities and
also not let them say nada for buenas.

9-15-14