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Direct Instruction Lesson Plan Template

Teachers: Subject: SPA 2

Meghan Garland
State Standards:
IC. Novice High. 1. Communicate and exchange information about familiar topics using phrases and
simple sentences.
Ir. Intermediate Low. 1. Understand the main idea of short and simple texts when the topic is familiar.
PW. Intermediate Low. 1. Write and share short messages about familiar topics using a series of
simple sentences.
Objective (Explicit):
Students can discuss the main idea and details of an article and write a short response using the
future tense to express their future careers
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response.

Students will write a short paragraph (4-6) sentences based on a prompt of 3 questions using
the future tense.
Prompt: Respond the prompt using the future tense (4-6 sentences): What job do you want to
have after you leave high school? What do you need to do in order to work in your chosen field?
What difficulties might you have in finding a job?
Rubric: 12/15 Mastery
Exceeds Meets Expectations Does not Meet
Expectations expectations
(2) (1)
Completion of task Writes 6+ sentences Writes 4-5 sentences Writes less than 4
All questions Most questions sentences
answered in Spanish answered 1/3 questions are
Written in Spanish answered
(little Spanglish) English is used
Understanding of Provides clear and Provides a summary No summary
article concise summary that shows some provided
from the article understanding of the
comprehensibility Most sentences are Some sentences are The paragraph is
easily understood understood without very difficult to be
great difficulty understand
Language Use Future tense is used Future tense is used Future tense is
mostly correctly and with some errors rarely used and has
consistently when throughout the many errors
describing the paragraph

Sub-objectives, SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
I can read an article in Spanish
I can discuss the main idea of the article
I can discuss my opinions of the article
I can compare and contrast the article with my own observations
I can write a paragraph in Spanish using the future tense and vocabulary I have learned
Key vocabulary: Materials:
La tierra Transparency sheets
La belleza Vis a vis markers
Decubrir Article: La nueva generacion de
Valorar agricultores profesionales en Espana
La poblacion Writing prompt
Diverso Powerpoint
El desarollo Computer
Viajar Projector
El sendero
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?
Students will complete a Warm up for the first 5 minutes:
Lets discover the beauty of the land
Much of the people will value the nature
The young population will work outside the city.
Lets travel the path less used
Descubramos la belleza de la tierra.
Mucha de la gente valorar la naturaleza.
La poblacin joven trabajar fuera de la ciudad.
Viajemos el sendero menos usado.

Based on the WU, what do you think we are talking about today?

Teacher Will: Student Will:
How will you What will students be doing to actively
model/explain/demonstrate all capture and process the new material?
knowledge/skills required of the How will students be engaged?
What types of visuals will you use?
How will you address
misunderstandings or common student
How will you check for
How will you explain and model
behavioral expectations?
Is there enough detail in this section so
that another person could teach it?

1. Introduce the title and picture of the 1. Make predictions about the article when
Instructional Input

article and prompt students for prompted by raising hands

predictions 2. Follow along with the sample annotation
2. Give example for annotation and ask questions by raising hands
3. Ask for questions or other 3. Volunteer suggestions for annotating the
suggestions for annotating the first first sentence
sentence 4. Read silently and annotate using the vis
4. Direct students to read silently for 10 a vis markers and transparency sheets
minutes 5. Put marker down and look up when
5. Direct students to annotate using the finished reading
transparency sheets as they read
6. Direct students to put their markers
down and look up when they are
finished reading

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Students can have their textbooks out to use when they come across unfamiliar words or
vocabulary they have not memorized yet

Teacher Will: Student Will:
How will you ensure that all students How will students practice all
have multiple opportunities to practice knowledge/skills required of the objective,
new content and skills? with your support, such that they continue
What types of questions can you ask to internalize the sub-objectives?
students as you are observing them How will students be engaged?
practice? How will you elicit student-to-student
How/when will you check for interaction?
understanding? How are students practicing in ways that
How will you provide guidance to all align to independent practice?
students as they practice?
How will you explain and model
behavioral expectations?
Is there enough detail in this section so
that another person could facilitate this
Guided Practice

1. Put students in groups of four 1. Form groups of four

2. Tell students to take turns answering 2. Take turns discussing questions starting
questions on the screen starting with with the person with the closest birthday
the person who has the closest and moving clockwise
birthday 3. Pick a representative to share their
3. Set a timer for 30 seconds per answers to each question with the whole
student/question class
4. Direct students to pick a
representative to share their answer
(different rep. per question)

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?

Students will be randomly grouped based on a random seating arrangement and during the
discussion students can write their responses down so they do not forget them.

Teacher Will: Student Will:
How will you plan to coach and correct How will students independently practice the
during this practice? knowledge and skills required by the
How will you provide opportunities for objective?
remediation and extension? How will students be engaged?
How will you clearly state and model How are students practicing in ways that align
academic and behavioral expectations? to assessment?
Did you provide enough detail so that How are students using self-assessment to
another person could facilitate the guide their own learning?
practice? How are you supporting students giving
feedback to one another?
Independent Practice

1. Pass out writing prompt and tell 1. Listen to directions

students there is a copy of the 2. Write or type a writing response
worksheet on Google classroom. according to the prompts
2. Direct students to summarize the 3. Include a one sentence summary with
article in one sentence before their paragraph
answering the other questions
3. Show students the rubric so they
know what is expected of them
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Students have the option of writing or typing their response depending on their preference
Students can ask questions at any point for clarification

Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?
Thank students for participating in the activities and share with them that with practice
such discussions and reading activities will become easier and more enjoyable as new
opinions can be explored.
Ask students to fill out the online survey as an optional assignment. (If 75% or more fill it
out I will bring candy next week.
Survey Link:

Lesson Reflection

In a Spanish classroom, every lesson should be devoted to the development of the three modes of

communication. Just like with any language, students should be able to speak, write, read, listen, and present

information with more and more success as the course progresses. Literacy is something that seamlessly fits

within these standards for communication. In order to become literate, students must know how to read, write,

and interpret information in a language with accuracy and fluency. As I developed a literacy-based lesson for

my students in my internship classroom, I could not help but notice the importance of these skills in learning the

Spanish language. I was sure to keep all of these factors in mind as I created the lesson plan.

This lesson was created specifically for the Spanish 2 classes at my internship. At the time, they had

been learning how to use the subjunctive and future tenses as well as vocabulary related to nature and the

environment. The lesson was taught to the last period of Spanish 2. These students have all been learning

Spanish for nearly 2 years, as the lesson was taught in early April, and this particular group is highly regarded

by my mentor for their intellect and behavior during class. Due to their generally high levels of achievement,
my mentor believed they would be the best group to teach a brand new lesson to. Previously, reading and

discussion were incorporated very rarely within the curriculum, so these students have had very little experience

with these skills. To create a lesson in which, students could practice these unfamiliar skills without getting

overwhelmed, I was constantly conscious on Krashens i+1 hypothesis. This theory recommends teachers

should teach a level above students current level of understanding. Content should be challenging but still

attainable. If it is too difficult, students are likely to give up on developing these skills. The input we provide, or

the resources and instruction we use, must be at an optimal level for the development of literacy and

comprehension to occur (Clementi, Terrill).

I kept this hypothesis in mind by searching for a reading passage that is directly related to students

current course material and level of instruction. Another major principle of teaching a foreign language is the

incorporation of authentic resources. Authentic resources are defined as texts developed by native language

users for native language users (Clementi, Terrill). These texts ensure students receive relevant information that

can potentially help engage students in learning the language in question. The difficulty in incorporating these

resources is in finding texts that are comprehensible at their particular level. However, I was able to find an

article that was tailored for students at this level that featured information regarding an authentic issue in Spain.

The article discusses the job shortage in Spain and the tendency for Spanish youth to seek agriculture based jobs

as an alternative. This article, though not completely authentic, at least portrays authentic situations that are

relevant to students at this level. As these students previously had very little experience in reading longer

passages, I chose to highlight an annotation based strategy. During the reading portion, students were tasked

with the responsibility of making notes and questions to help develop their comprehension. Before the reading

segment, the passage was introduced using a prediction strategy. Though not explicitly an anticipation guide,

students were given a warm-up translating sentences in the form of suggestions to introduce the concept. After

they translated, students were asked to respond to the suggestions to express how they feel and what the class

would be discussing that day. This strategy as described in chapter six of Content Area Reading allows students

to gain some understanding and context prior to reading. This is what an anticipation guide is meant to do in a


After the reading portion, discussion was planned to be incorporated do guide comprehension of the

article and to open up the opportunity to build higher-order thinking skills. As chapter 5 of Content Area

Reading recommends, I divided the class into small groups of four students. This size allows for every student

to participate to a reasonable degree and there is less potential for students to blend in without contributing to

the conversation. To further encourage even participation, the discussions were based on the round robin

strategy that allows students to take turns responding to prompts or questions. I used four questions and

indicated that a different student should start each time. The questions used focused on the main ideas of the

passage, opinions and reactions to the article, and comparisons between the article and observations they had

made of their own community and culture. This range in questioning digs into higher order thinking that is

meshed with cooperative learning strategies that can help guide the comprehension of the text.

I was pleasantly surprised by the response to the lesson. Though the students had very little experience

reading in Spanish, most of the students were able to make significant notes while annotating and some were

done reading fairly rapidly. I believe the prediction phase of the lesson contributed substantially to the

comprehension due to the seamless transition from reading to discussion. Even the discussions were fairly

successful. Though it was clear some students were able to discuss with more fluency in Spanish, in the small

groups I noticed everyone was engaged in the activity and were able to contribute something to the

conversation. My only regret is that the timing of the lesson was not perfect. I had planned a short writte

response to be completed at the end of class in order to further assess comprehension, however I was forced to

assign it as an optional homework assignment. Though I only received two responses, I was amazed at the

quality of both and would have been interested to see what other students were able to contribute. Overall, I

believe this was a very successful lesson and one I hope to include in my own classroom someday. If I

incorporate strategies such as these from the beginning, I think my students could be even more successful in

developing literacy and fluency in the language of Spanish.

Works Cited

Clementi, D., & Terrill, L. (2013). The keys to planning for learning: effective curriculum, unit, and lesson

design. Alexandria, VA: The American Council on the Teaching of Foreign Languages.

Vacca, R. T., Vacca, J. A., & Mraz, M. (2017). Content area reading: literacy and learning across the

curriculum. Boston: Pearson.