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Lesson Planning Form for Differentiating Instruction

Teachers: Hannah Hougen & Rachel Breuker Date: October 27, 2017
Grade/Level: 2nd grade Today’s Focus: La ropa que llevo

I. Objectives
How does this lesson tie in to a unit plan?
This lesson ties into our unit by talking about what kinds of different clothes that we wear in different seasons when
the weather changes.
Indicate connections to applicable national or state What are your objectives for this lesson?
standards. Write out the standard and give the #

1.​1 .1 .N .SL .b Students will be able to answer a question in the target


language (​¿Qué llevas tú en el invierno?) ​about
Ask and answer basic questions about the clothing that would be worn in different weather
weather patterns/ seasons

2.​1 .3 .N .S .a Students will be able to present our “Hola Amigos”...and


“Adiós” songs, and review “weather chant”, “las
Present songs, poems or stories in the target estaciones” song, and learn our new clothing chant in
language the target language during class time.

3.​E.ES.E.2Weather- Weather changes from Students will be able to communicate orally using the
day to day and over the seasons. target language that the weather changes from season
to season and the the clothing they would wear. (Ex: En
el invierno, hay nieve, y llevo un abrigo)

-Lyrics poster for our “Hola Amigos” song


- Las Estaciones song
- sorting poster
- vocabulary cards
- Weather chant poster
- “¿Qué llevas tú? Llevo…” poster
-Matamoscas presentation
-2 flyswatters
Materials-what -jar with popsicle stick names
materials (books, -tape
handouts, etc) do -sortable clothing item cards
you need for this -clothing:
lesson and do you ● t-shirt (la camiseta)
have them? ● shorts (los pantalones cortos)
● coat (el abrigo)
● boots (las botas)
● jacket (la chaqueta)
● hat (el gorro)
● pants (los pantalones)
- worksheet (summative assessment)

II. Before you start


Prerequisite Students will have already learned the 4 seasons of Michigan as well as weather vocabulary
knowledge and words.
skills.

Formative:
Assessment - Student participation in group activities
(formative and - Teacher observation
summative)
Summative: Worksheet in sentence format: “En (season), hay (weather), y llevo (clothing)” for

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students to practice identifying sentences with their knowledge of vocabulary that we have
covered as well as making connections between each week’s vocabulary words.
Identify those “Chris”- will need emotional support and vocal encouragements
students
(pseudonyms only!)
(individuals or
groups who will
need special
attention. Describe
the level of support
you plan on giving
them for various
aspects of this
lesson.

Do you need to set The class will remain set up in the same way as previous lessons, with students in three large
up your classroom groups of 8 students each.
in any special way Posters will be hung up in the front of the room.
for this lesson? If
so, describe it.

III. The Plan


The description of (script for) the lesson, wherein you describe teacher and student
activities.
NOTE: A detailed plan with several bulleted lists is often easier to follow while you
Parts Time are teaching. Make this a “user-friendly” plan.
Check the Unit Grading Rubric and the course syllabus for important information.
Make sure that you have prepped all necessary TL (make sure it is
comprehensible!!) in your LP and that you have enough detail that a sub could
teach from your plan.
Motivation Presentación de canciones
(Opening/
6
Introduction/ minutes
Engagement): - Teachers will open the class with the “Hola Amigos”, by singing it themselves
This section
need to capture
the students’ first, singing with the students the second time, and then having the students by
attention
themselves the third time. The lyrics poster will be hung on the board.
- Teachers will have students stand and guide the students through the “El tiempo”
chant in the same order as previous lessons.
- Teachers will lead the “El tiempo” chant again, changing the order in which the
phrases are repeated so that students will need to rely more on their memory and
have to identify the vocab word based on the image shown.
- Teachers will have students stand and guide the students through the “Las
Estaciones” song. (to the tune of ‘The More We Get Together’)
- Teachers review former assessment
10
minutes Matamoscas review game:
(if time)
- There will be a powerpoint slide presented with images from our previous
lesson’s vocabulary cards (including the images from el otoño, el verano,
las estaciones, la primavera, el invierno, hace calor, hace frío, el tiempo,
etc.)
- Teachers will model the activity by saying one vocabulary word or
functional chunk in the target language (​ie. ¿qué tiempo hace?)​ teacher
would use the fly swatter to look around on the powerpoint slide to find

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the image that we used to teach the functional chunk “qué tiempo hace”
and lightly tap the image with the fly swatter.
- Teacher will pick popsicle sticks to choose the students who will come up
to play the game
- After students have begun to enjoy the game, end it before interest is
lost.

Development: 8 Vocabulary words (​other teacher will model the clothing)


This section
needs to minutes
include detailed - Las botas, clase, las botas (hand up to ear) las botas (hand up to ear)
plans for review - El gorro, el gorro clase (hand up to ear) el gorro, el gorro (hand up to ear)
of past material,
introduction of - el gorro? (holding up las botas) no
new material,
practice of new - las botas? holding up las botas) s​í
material and
numerous
- el gorro? (holding up el gorro) clase, s​í​ el gorro (hand up to ear) el gorro
comprehension - el abrigo, el abrigo, clase el abrigo (hand up to ear) el abrigo (hand up to ear)
checks.
- las botas (holding up el gorro) no, el gorro (hand up to ear)
- ¿Qué es? (holding up las botas) s​í​, clase las botas (hand up to ear)
- ¿Qué es? (holding up el gorro) s​í​, clase el gorro (hand up to ear)
- ¿Qué es? (holding up el abrigo) s​í​ clase el abrigo (hand up to ear)
- Los pantalones, los pantalones (hand up to ear) clase, los pantalones
- Es “los pantalones?” (holding up el abrigo) no, Qué es? es el abrigo, muy bien
- ¿Qué son? (holding los pantalones) los pantalones, muy bien clase, los
pantalones (hand up to ear)
- Los pantalones cortos, los pantalones cortos, clase los pantalones cortos (hand
up to ear)
- Qué son? (holding pantalones cortos) s​í​, son los pantalones cortes. clase
pantalones cortos (hand up to ear)
- Son los pantalones cortos? (holiding up pantalones) no, son los pantalones clase
los pantalones
- La chaqueta, la chaqueta clase la chaqueta (hand up to ear)
- Son las botas? no. son los pantalones, no. es la chaqueta, clase la chaqueta
- La camiseta, la camiseta, clase, la camiseta
- Es la camiseta? (holding up la chaqueta) no, es la camiseta (holding up la
camiseta) s​í
10 - ¿Qué es?
minutes - Ask this for each word in the stack twice.

Vocabulary chant (​to the tune of ‘We will rock you’)- ¿Qué llevas tú?
- teacher will begin ¿Qué llevas tú? chant by putting the poster on the board with
the vocabulary pictures and words on it.
- Teachers will model ¿Qué llevas tú?
- ¿Qué llevas tú, Profe Ana?
- Llevo pantalones. ¿Qué llevas tú, Profe Rachel?
- Clase, ¿Qué llevas tú Profe Ana?
- Profe Ana responds to the class wearing something
- Llevo botas y camiseta. ¿Qué llevas tú, *Andy*?
- Continue to ask students around the room ¿Qué llevas tú?
- Teachers model the ¿Qué llevas tú? chant (sung to we will rock you song) by
wearing each piece of clothing that we sing about.
- ¿Qué llevas tú?¿Qué llevas tú?¿Qué llevas tú?¿Qué llevas tú?
- llevo los pantalones, llevo los pantalones
- ¿Qué llevas tú?¿Qué llevas tú?¿Qué llevas tú?¿Qué llevas tú?
- llevo la camiseta, llevo la camiseta

Modified 9/26/2017
- ¿Qué llevas tú?¿Qué llevas tú?¿Qué llevas tú?¿Qué llevas tú?
- llevo las botas, llevo las botas
- ¿Qué llevas tú?¿Qué llevas tú?¿Qué llevas tú?¿Qué llevas tú?
- llevo la chaqueta, llevo la chaqueta
- ¿Qué llevas tú?¿Qué llevas tú?¿Qué llevas tú?¿Qué llevas tú?
- llevo los pantalones cortos, llevo los pantalones cortos
- ¿Qué llevas tú?¿Qué llevas tú?¿Qué llevas tú?¿Qué llevas tú?
- llevo el gorro, llevo el gorro
- ¿Qué llevas tú?¿Qué llevas tú?¿Qué llevas tú?¿Qué llevas tú?
- llevo el abrigo, llevo el abrigo
- Teachers pull name sticks to choose students to come to the front of the room
and pick an item of clothing to wear (from a pile that only contains the vocab
words we talked about) as well as the vocabulary card.
- Once each student picks a piece of clothing, they will stand in front of class as we
sing the song.
- Teachers will help students model the first time.
- We will continue this so that each student has the chance to come up and wear
6 clothes (if time allows)
minutes Sorting activity with weather poster
- Teachers will place the sorting poster on the board.
- ¿Cuales son?​ Pointing to the seasons at the top of the sorting poster
- Las estaciones, muy bien.
- El invierno, la primavera, el verano, el otoño (Repitan)
- ¿Qué tiempo hace en el invierno¿ (pointing to the pictures that we have already
sorted on the poster)
- Continue for each season by reviewing the weather patterns for each season.
- ¿Qué llevas tú en el invierno? ​Teachers model, but ask questions first ¿​Llevas
pantalones cortos en el invierno? ​No.. ​Llevo un abrigo​ (teacher places picture of
abrigo under invierno on the sorting poster)
- Continue this pattern for the other seasons by asking questions like the ones
above. Teachers pick popsicle sticks to choose students to share answers. Each
picture (7) will be placed in an appropriate season.

Closure: Here Assessment


you do a final
wrap up having
ss show what - Teacher will pass out the worksheets to the students, and model the first two
they can now
do—checking 10 sentences in front of class with the students:
comprehension minutes - Vamos a escribir ​(writing motion)​ las palabras ​(pointing to the words at
again.
the bottom of the page) ​en el espacio del mismo color. ​(pointing from the
word to the blank with the same color several times)
- Primero, escribimos “el invierno” entonces dice “​En el invierno…”​ y aquí
(​pointing to the next blank) ​escribimos el tiempo. Entonces, qué tiempo
hace en el invierno? (​point to our sorting poster if students need help)
- ¿En el invierno hace calor? ​no. ¿​Qué tiempo hace en el invierno? miren
las palabras (​pointing to the words). ¿Qué piensan ustedes?
- ¿En el invierno hace frío? ​Sí. ​escribimos “En el invierno hace frío”
- Ahora, dice “y llevo…” ​ ¿​Qué llevo en el invierno? (​point to sorting chart
if necessary)
- llevo el abrigo, muy bien. escribimos “el abrigo”
- Continue this pattern for “En la primavera…”
- After teachers finish modeling the first two seasons, students will continue on
their own to finish the last two seasons:
- Ahora, ustedes (​pointing to the class)​ van a escribir (​writing motion) ​en

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su hoja (​pointing to their papers).

UNIT PLAN REFLECTIONS FROM TEACHING:


“MUST-DO”: ​Your
thoughtful reflection on the - didn’t have enough time to do the clothing chant for each student
lesson including ideas for - Props of the clothing made it easier for students to connect the words to the
improvement for next time​.
images. They were able to recall more
- For our assessment, we should have included more explicit “word boxes” and
included the clothing vocabulary as well.
- For the color coding of the blanks, we should have written explicitly in the word
box which box they had to use. For example, the seasons blank was green we
should have made the word bank also green and written “las estaciones” on top
of the box

New Vocabulary Words for this week

Images for ‘Matamoscas’ review game

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Images for vocabulary words to sort onto sorting chart

Other Materials:

Modified 9/26/2017
Modified 9/26/2017