Instructional Cycle 1

World Languages
Sample Lesson Plan Template

Step 1: Plan
Sample Lesson Plan Template
Directions: If you do not have access to a school or district lesson plan format, consider using the sample lesson
plan template to establish content-specific learning goal(s) and develop one lesson plan.

Lesson Overview

Title of Lesson [Commands & Volunteer Organization]

Subject [Spanish 3]

Grade Level [10th Grade]

Time Frame [ 60min]

California Content Standard(s)

[WL.CN1.A -Acquire, exchange, and present information in the target language on factual
topics of public interest and general academic content across disciplines.
WL.W.3 -Use technology to research, produce and publish and to collaborate with others.
WL.CM3.I -Make simple presentations in culturally-appropriate ways on transactional and
informal topics related to self and the immediate environment using sentences and strings of
sentences through spoken, written, or signed (ASL) language using the most suitable media
and technologies to present and publish.
WL.L.2 -Recognize effect of choice on meaning and choose language appropriate to register.]

Learning Goal(s)
[ Students will learn the formal "you/you plural" and "us" commands in Spanish.
Students will be able to decide when to use "you/you plural" formal.
Students will learn how to conjugate verbs you/you plural" and "us" commands in Spanish.
Students will conduct in-class research to inquire about a volunteer organization in the county
where they live.
Students will learn how to gather contact information about a volunteer organization.
Students will learn how to create a digital comic strip using Pixton.
Students will self-assess their work.
Students will peer assess a classmate's work.
Students will apply they learn in a real-world scenario.]

Content of Lesson

Based on student assets, what do you expect students to deeply understand about the lesson?
What do you expect students to retain after the lesson and use in future learning?

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 Instructional Cycle 1
World Languages
Sample Lesson Plan Template

[ When planning this lesson, I took into account the fact that over half of the class speaks either
Vietnamese, Korean, Tagalog, and Mandarin. I know that in these languages, there is a similar
way of formally addressing "you" like in Spanish. During the lesson, I will draw attention to this
language similarity so that students can relate their personal experiences. By linking student's
experiences, I expect that students will remember in the long run when to use Spanish formal
commands. On the other hand, I took into consideration that many students are interested in
participating as volunteers or getting involved in the community. I know that students want to
attend a four-year university, and volunteering is an essential task on their agenda so that they
can stand out on their college application. To help students achieve their future goals, I included
researching a volunteer organization in the county where they live. By having students connect
classroom work to the outside world, I will be allowing students to apply what they learn in a
meaningful way. On the other hand, I know that class time is limited. I took it upon myself to
practice researching volunteer organizations in the county to check how much time it might take.
To save time and to keep students focused, I will tell them how to find the PDF with all the
volunteer opportunities in the county. Students will still be doing some research, but I will be
giving them support and guidance by narrowing down the search possibilities. After the lesson,
students will be able to use the information to help them continue learning about possible
volunteer opportunities. In addition, two weeks after my lesson, students will make a poster
presentation of the same organization that they choose. One week is a vacation week. The
other week, when students come from break, they will prepare to make formal presentations.
Students will act as representatives of the organization, and they will also have to wear
business attire. My lesson will help students prepare for the formal poster presentation.
Students will have to use the formal commands. Also, students will be able to use the comic
strip in their posters.]

What misunderstandings or misconceptions do you expect students might have from the
lesson?
[ I expect that some students might confuse the verb endings of the formal command forms with
the informal commands. Other students might get confused when I get to explain the
conjugation process. I will explain that to conjugate the formal command, one must use the
present form of the verb for "I" singular. Then, students must drop the final -o letter of the verb
and add either one of the two verb endings options "e" & "a." However, I planned to explain first,
then have students practice, and finally apply what they learned so that it can make sense to
them. I will address student confusion if there is some and explain it differently.]

What knowledge, skills, and abilities (higher-order thinking and academic language
development) do you expect students to have after engaging in the lesson?
[ To help students develop higher-order thinking skills and develop academic language, I will be
engaging my students in the HESS cognitive rigor matrix DOK (depth of knowledge) levels. I
will develop interpersonal communication using DOK 1-4. DOK 1: "Understand simple, familiar
messages in social settings." I will have students think about the use of formal and informal
commands. I will make a personal connection and example of how and with who I use formal
commands. DOK 2: "Explain how or why alternative responses may be correct & make logical
predictions." I will make a connection with the students' at home languages and explain the
similarities. I will ask students to share a personal example and predict when they might use
formal commands. Students will have a worksheet to practice writing the commands giving
directions to the teacher. DOK 3: "prepare for an interview or develop survey on topic of interest
anticipating audience questions / possible responses." Students will be creating a comic strip

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 Instructional Cycle 1
World Languages
Sample Lesson Plan Template

about a volunteer organization they like. They will use it to try to influence another student to
help the organization. DOK 4: "deepen knowledge of a topic using multiple (oral, visual, textual)
sources for an informational communication." Students will be using visuals and technology
(the comic strip and Chromebook) to present the information gathered during class. Also,
students will be using the lesson content (formal commands) in a real-world context (trying to
influence someone to join or help). Lastly, students will be evaluating their work and another
student's work using the rubric provided. After engaging in the lesson and DOKs 1-4, I expect
students to achieve the lesson goals and remember the academic language.]

Assessment/Checking for Understanding

What essential questions will you ask to determine if students are not meeting, meeting, or
exceeding the learning goal(s) of the lesson?
[ I will be monitoring students as I walk in the class. I will be looking for non-verbal cues that tell
me students are confused or not understanding. I will be asking students if they have questions
or doubts. For the commands, I will model sample commands. Then, I will ask students to
practice conjugating commands in the worksheet I provide. Lastly, I will review the correct
answers with the whole class. When students get to work on creating the comic strip, I will be
walking around and looking at student work. Students may ask me questions. If I notice that a
student does not understand something, I will ask: what is the intended meaning? Or I will ask
the student to self-question and try to find the error. If I notice the same mistake multiple times, I
will address it with the whole class. Walking around and checking for understanding will help
students who are shy to ask questions. Also, if I notice that one student is doing well, I can ask
the student to help someone else. Having advanced students help others will ensure that there
are multiple ways of explaining and various forms of representation (UDL).]

What will students do to demonstrate achievement of content during the lesson?

[ Students will demonstrate understanding: in writing, orally, and by helping others. During the
lesson, students who are achieving the content will be able to help the elbow partner. I expect
students to talk to each other to help them write the commands and to exchange ideas. I will be
asking students to share answers with the class. If students understand the lesson they should
be able to answer without much hesitation. I will also be checking on students’ work to and be
able to give them feedback and support if they need it.]

How will you know students understand the content?

[ I will know if students understand the content in two ways. First, I will be checking on the
written work and the comic strip. Then, I will know that students understand the material if they
tell me they do not need help, and they are collaborating with another student. I know that most
of my students will stop working if they are confused about something. On the other hand, I
made sure that all students are sitting with someone who is advanced and someone who needs
more support. I made sure that students are sitting next to someone they like to work with. If I
am working with a student and another student needs help, someone in the table will be able to
help the student before me. My focus students will be sitting with someone who can help them
and make them feel comfortable.]

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 Instructional Cycle 1
World Languages
Sample Lesson Plan Template

Structured Student Learning Activities

Based on student assets, what activities will the students be involved in during the lesson to
support, engage, and challenge their achievement of the learning goal(s)?
[ Creating this lesson made me think of all the things students told me about them. For instance,
I know that FS1 is a heritage language learner and likes to help others. I know that FS1 knows
conversational Spanish and that FS1 loves technology. In this lesson, FS1 will be learning how
to create a comic strip online and will keep the student engaged. Also, FS1 can help FS2 learn
conversational Spanish. Both students will help each other achieve the lesson goals. FS3 will be
sitting with a large group of girls that help and support each other. FS3 will feel supported and
will prevent her from losing interest in the lesson. I have multiple means of representation in the
lesson. I have a worksheet and online activity. Students will learn by practice and application of
what they learn. I will give them a personal example of when I use formal commands and why.
Students told me that they do not like busywork and they want to do work that has a purpose.
This lesson helps students who want to be involved in a volunteer organization gather
information. It has a purpose and a future application. Lastly, students will be challenged to
create a comic that makes sense and catches the attention of classmates to influence them and
help the organization by being a volunteer.]

How will you group students and manage group work to support student learning?
[ I grouped students based on their performance and level of Spanish. I thought about the
students who generally need more support and the advanced students who can help them.
Students will be sitting with someone they can talk to and feel supported. I want students to help
and support each other by asking questions and exchanging ideas. FS1 will be working with
FS2 because he can help FS2 practice Spanish. FS3 works best with a group of girls that
makes her feel supported. FS3 will be sitting with a group of girls that can make her feel
comfortable. Students are in groups of 4 except for the group in the center of the classroom.
The purpose of grouping students this way is to create a safe and positive learning environment
where students support each other. The majority of the students told me that they can learn best
by working with a group. The online activity allows students to work both independently and
collaboratively if they want. Lastly, I had to consider the students who do not want to be filmed
for the whole lesson. I will have these students sit on the sides of the camera where they will not
be filmed so that they feel comfortable.]

How will you engage students in higher-order thinking (i.e., analysis, synthesis, evaluation,
interpretation, and transfer) activities?
[To engage students in higher-order thinking skills, I used universal design for instruction (UDL)
and Hess cognitive rigor matrix. I will focus my lesson on interpersonal communication. The
lesson will move from depth of knowledge 1-4 (DOK). Before my lesson, students review for
about 8 minutes, independently the informal commands. Then, introduce the new content.
Students recall and recognize the formal way of address in Spanish. Students are already
aware of the two forms of address. In my lesson, students differentiate when to use formal
commands. Then students apply what they learn by practicing on a worksheet how to give
directions to me the teacher using formal commands in Spanish. Students will then synthesize
what they learned by creating a comic strip online. The lesson will teach students how use
formal commands, why we need to use them, with whom we need to use them, and how to
conjugate the verbs to make them a formal command. Students will have multiple modalities to

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 Instructional Cycle 1
World Languages
Sample Lesson Plan Template

express and practice the commands (Written, orally, and visually by creating a comic strip).
Students will evaluate their own work and also evaluate and judge another student's work. I
used what students told me is important to them, getting involved in a volunteer organization,
and incorporated that as part of the lesson. The lesson will have a real-world application for the
students.]

Instruction to Support Learning

What instructional strategies will support student learning through multiple modalities?
[ To support student learning through multiple modalities, I will give them a worksheet. The
worksheet is a pen and paper activity that students can physically write on and make
annotations if they need to (Kinesthetic modality). The worksheet will serve as a "cheat sheet."
or a guide for reference that students can use to remind them how to conjugate the verbs to
make them formal commands. The activity on the worksheet gives students an example of how
to give directions using the formal commands. The directions are based on a restaurant that is
nearby the school so that students can relate to the example. I will use a google slides
presentation to introduce the lesson content (for the visual learners). In the google slides, I will
show students the steps to find a volunteer organization. I will show photos of the steps. Then, I
will model how to look for the PDF that has a list of all the volunteer organizations in the county.
Students will then put into practice what I modeled for them. I will explain and ask students to
share answers (Audio learners). Lastly, students will be able to collaborate and talk to other
students to share ideas and support each other. I will show students an example of the comic
strip to help them understand what they have to write and create.]

What resources, materials, and/or educational technology will you or your students use during
the lesson?
[ For this lesson, I will be using google slides to present the formal commands and to help guide
the students with photos and examples of what we need to accomplish. I will have a hand-out
for students so that they can write on it and practice verb conjugations. Students will be using
school provided Chromebooks and the school WIFI to access the "Pixton" website to create a
virtual comic strip.

What adaptations and accommodations, including, as appropriate, assistive technologies, will

support focus students and other individual student learning needs beyond the UDL supports
built into the lesson?
[ I will not be using assistive technology, but I will be giving feedback individually to students that
need more help or seem to be confused. I will explain directions differently. If I notice that
multiple students are having the same question or problem, I will clarify with the whole class.
During my lesson, I will be filming the center of the class as this camera angle has a blind spot
on each side of the class. Some of my students told me that they can feel nervous if they know
that the camera is continuously recording. These students do not mind being filmed, but they do
not want to be filmed during the entire period of the lesson. To accommodate these students, I
asked them to sit on the sides of the class where the camera has a blind spot. The students that
do not mind the camera will be sitting in the center of the class in direct view of the camera. For
the purpose of the recording, I will also try to avoid using student’s first names when they ask
questions so that they do not feel on the spot in front of the camera.]

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