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CGU TEP Lesson Plan Template page 1

Forms & Materials – Clinical Experience

Name: Patricia Cardenas Date: April 9, 2019 Subject/Grade Level: Spanish 1; 9-10
Lesson Title: El coche rápido
World Language Content Standards for California Public Schools
Communication
Stage I 1.0 Students use formulaic language (learned words, signs [ASL], and phrases). 1.1 Engage
in oral, written, or signed (ASL) conversations. 1.2 Interpret written, spoken, or signed (ASL)
CCSS (Strand: Domain: Grade: Number)/ language. 1.3 Present to an audience of listeners, readers, or ASL viewers
Content Standard Structures
Stage I 1.0 Students use orthography, phonology, or ASL parameters to understand words, signs
(ASL), and phrases in context. 1.1 Use orthography, phonology, or ASL parameters to produce
words or signs (ASL) and phrases in context. 1.2 Identify similarities and differences in the
orthography, phonology, or ASL parameters of the languages the students know.
*Additional field required for math and science lessons. Lesson Foundations
Learning Objective(s): Learning Depth of Assessment(s): Describe each assessment in detail and include its
objective(s) are specific, measurable and Knowledge purpose in helping you monitor students’ progress towards specific
purposefully linked to content and/or Level(s): learning objective(s)
ELD standard(s) and/or IEP objective. (aligned to each
learning
objective)
Students will be able to:  1-Recall Clear Link  Students will read a chapter exclusively in the Target
 read aloud a chapter in TL and Language
 accurately complete 70% of group
activities
Reproducti  Students will work in a group to complete 70% of activities
 score 60% or better on 10 question on required in the group
T/F quiz at the end of class  At the end of the class, students will answer 60% or better on
10 question T/F .

Essential Question: What might I want to be after I graduate?


Rápido: fast
Vocabulary to be taught or reviewed: Acelra: accelerate
Salta: jumps

Agentes secretos y el mural de Picasso (a novel in Spanish), student computers, teacher


Materials and resources needed:
computer and projector.
CGU TEP Lesson Plan Template page 2
Forms & Materials – Clinical Experience

Teaching and Learning


Sharing objective(s) and Engaging/Motivating Students: Describe in detail how you will communicate learning objective(s). How will you
purposefully engage students so they are either excited to learn “x” or feeling like “x” is important, worthwhile and/or relevant? How will you
access prior knowledge? How will you teach vocabulary (if applicable)? How will you check for understanding?
Time Teacher Does Students Do Differentiation
Allocation
10 min In this lesson, students will play a quick Students will play a quick game of Simón Dice Spanish Learner: the chapter
game of Simón Dice (Simon Says) to (Simon Says) to review vocabulary introduced activities will be spaced out through
review vocabulary introduced in in previous class: rápido, detrás de, coche, salta, the chapter to provide constant
checks for understanding. Each
previous class: rápido, detrás de, coche, pequeña question will be in TL with enough
salta, pequeña visuals and cognates to ensure
understanding.

Student With IEP: I will


purposefully group student with
supportive peers that will help with
the content, but also encourage him.
He will also receive a hard-copy of
the online activities.

High Proficiency: Teacher will


encourage student’s verbal
production of the language.

Instruction and Practice: Describe in detail your instructional approach (direct, discovery, inquiry, project based, etc.). What will you do to
present the content so it is comprehensible and purposefully designed to help students meet the learning objective(s)? What will you do for
guided practice? What will you do for independent practice? For project based learning, explain in detail instruction, process and monitoring
procedures. Furthermore how will you promote and monitor student engagement and check for understanding at all levels of instruction? How
will you check for understanding?
Time Teacher Does Students Do Differentiation
Allocation
CGU TEP Lesson Plan Template page 3
Forms & Materials – Clinical Experience

25 min Students will break into their reading Students will work in their assigned reading Spanish Learner: the chapter
groups to complete series of activities groups to complete PearDeck activities on their activities will be spaced out
via PearDeck. Students will work personal computers. through the chapter to provide
together but will need to complete the constant checks for
activities on their own. understanding. Each question
Strategies/Diff. Instruction: will be in TL with enough
students are purposefully visuals and cognates to ensure
grouped; activities will require understanding.
answers that written and drawn
(multiple modalities) Student With IEP: I will
purposefully group student
Students will come together as a class Students will volunteer to act out scenes that with supportive peers that will
10 min to reenact the car chase in the book reenact the car chase in the book. Students will help with the content, but also
using teacher provided props and only receive instruction in the TL. encourage him. He will also
visuals. receive a hard-copy of the
online activities.

High Proficiency: Teacher will


encourage student’s verbal
production of the language.

Closure: Describe in detail how you will know if lesson objective(s) are met? How will students reflect on their learning? How will you
connect learning to real world experience?
Time Teacher Does Students Do Differentiation
Allocation
10 min Before students leave, they will Students will complete the 10 T/F quiz based on Next class, students that do not
complete an individual 10 question the chapter. meet this will complete a
True/False quiz. If the majority of the targeted review activity while
class scores 60% or better on the quiz, the rest of the class completes
the class will continue with the next a different activity.
chapter on the next day.