COOPERATIVE LESSON PLAN INSTRUCTIONAL PLANNING TEMPLATE for SECOND YEAR

SPANISH STUDENTS

Overview, Context and Materials Required

Section Description Main Connection to Instructional Planning

Considerations
Your Indicate your name Gia Pak
name
Grade Indicate the grade level Grade level​: Spanish II
level and of the students
school:
Rationale How does your lesson Rationale: ​In order to explore the complex problems which
rationale coincide with COVID-19 may cause in Venezuela given its current
your Philosophy of political/economical state, I want to provide my students an
Teaching and Learning? opportunity to research, then teach one another what
outcomes may arise once COVID-19 overtakes Venezuela. I
want them to create this presentation based on research, and
based on their current experiences with COVID-19 affecting our
own lives.
In order to do this, they will first have to be divided into groups
and be delegated into different roles. Throughout four days of
this cooperative lesson, they will have the opportunity to
research real-life incidents (current event articles), organize
their compilation of research into a cohesive manner, create
the visual aid which will help them present their findings, and
finally, present. In this lesson plan, I will only show days 2 and
3, however I will also show a brief outline of tasks on days 1
and 4.
Estimated Provide an estimate of 100 minute lesson that includes…
time for the time needed for the Day 2:
lesson/acti lesson/activity. ● Investigation Period:​ Searching for articles and
vity: sources which inform readers about Venezuela’s
reaction to the pandemic, then submitting the focus
article for approval
● If approved, groups move onto O ​ rganization Period​:
compiling the necessary information into an organized,
and cohesive manner. In addition, delegating roles
during the actual presentation.
Day 3:
● Organization Period:​ Groups should be wrapping up
the way they organize their findings. Additionally,
groups should have delegated presentational roles at
this point.

● When they are done, groups are expected to move

onto the​ Creation Period​: The groups will begin
creating their visual aid which will help them present
their focus articles.

Overview Provide a short Day 1:

description (2-3 ● Interpretive Communication: Students
sentences) of the understand and interpret written and spoken
activities in the lesson. language on a variety of topics.

● Introduce the project (30 minutes)

● Answer questions (10 minutes)
● Divide class into groups of 3, and discuss the project
(10 minute)

Day 2:
Practices and Perspectives: Students demonstrate an
understanding of the relationship between the
practices and perspectives of the culture studied.

● Investigation Period:​ Searching for articles and

sources which inform readers about Venezuela’s
reaction to the pandemic, then submitting the focus
article for approval
● If approved, groups move onto O ​ rganization Period​:
compiling the necessary information into an organized,
and cohesive manner. In addition, delegating roles
during the actual presentation.
Day 3:
Practices and Perspectives: Students demonstrate an
understanding of the relationship between the
practices and perspectives of the culture studied.

● Organization Period:​ Groups should be wrapping up

the way they organize their findings. Additionally,
groups should have delegated presentational roles at
this point.

● When they are done, groups are expected to move

onto the​ Creation Period​: The groups will begin
creating their visual aid which will help them present
their focus articles.

Day 4:
Presentational Communication: Students present
information, concepts, and ideas to an audience of
listeners or readers on a variety of topics.
● Creation Period​: The groups will begin creating their
visual aid which will help them present their projects.

Day 5:
Assessments: ​Groups should be creating a mini-assessment
(5 questions) which encompasses their project. This
assessment will serve to evaluate the audience, so that
audience members will be active, and engaged with
presentations. These assessments are to be turned in a day
before their presentation.
Materials List the materials you
will need and the
materials the students
will need.
Attending to the Learners: Prior Knowledge and Standard Connections to
Lesson Plan
Sec Description
tion
Explain what you think will be
students’ ​prior knowledge
about the content, including
the alternative ideas or
challenges you anticipate
students might face and how
you plan to work with each of
these challenges during the
lesson. Also explain your ideas
about how students are likely
to respond to the tasks in the
lesson and how you might use
these l​ ikely responses​ to focus
students on the intended
content.
Focus on the 5 C’s
● Handout for Investigation Leader
● Handout for Organization Leader
● Handout for Design Leader
● Crafts such as crayons, colored pencils,
markers, scissors, plain paper, rulers, glue, etc.
Main Connection to Instructional Planning
Considerations
★ After studying about COVID-19 and
Venezuela for two weeks, this will be the first
time students will be expected to create
intellectual property which demonstrates
their mastery of the content. Students may
not know where they should start, however
that is the point of dedicating this whole
week to work together in a
collaborative-format. Each day of the week
will be specially designed to help students
work together through research,
organization, creation, and assessment. Each
day, there will be a designated leader who
will help guide the team towards the common
goal. Since there are three people per group, I
should be seeing a variety of topics and issues
presented for this project.
● Interpretive Communication: Students
understand and interpret written and spoken
language on a variety of topics.
● Presentational Communication: Students
present information, concepts, and ideas to
an audience of listeners or readers on a
variety of topics.
● Practices and Perspectives: Students
demonstrate an understanding of the
relationship between the practices and
perspectives of the culture studied.
 Learning Goals and Standards Definition

Sec Description Main Connection to Instructional Planning

tion Considerations
Lear List the learning goal(s) you ● Students will be able to:
ning have for your students. Use ○ Understand important components of
goal measurable behaviors that COVID-19 in Venezuela
s can be linked to the ○ Fulfill assigned tasks within a group
assessments. ○ Research current events
○ Present information about their experiences
and their findings

Con State the standards for ● Interpretive Communication: Students

nect Foreign Language Learning understand and interpret written and spoken
ions language on a variety of topics.
to
stan ● Presentational Communication: Students
dard present information, concepts, and ideas to an
s audience of listeners or readers on a variety of
topics.

● Practices and Perspectives: Students

demonstrate an understanding of the
relationship between the practices and
perspectives of the culture studied.

Assessment
Sec Description Main Connection to Instructional Planning
tion Considerations
Typ Name the type of assessment ● Cooperative Learning Packet
e of you will use to assess student ● Day 1 individual handout
asse learning (e.g., worksheet, exit ● Presentation Evaluation
ssm slip, teacher observation, ● Presentation Notes Quiz
ent whole group discussion). ● Individual Member Evaluation Sheet

Instructional Sequence: Script, Management/Norms, Expectations and Materials

Sectio Description Main Connection to

n Instructional Planning Considerations
Time/O Structure your 100 minutes lesson that includes…
utline lesson/activity into chunks Day 2:
or segments in order to ● Investigation Period:​ Searching for articles, then
break it down into its submitting the focus article for approval (25 minutes)
component parts, and then
list the time it will take to ● If approved, groups move onto O​ rganization Period​:
complete each part. You compiling the necessary information into an organized,
 may even want to add an
additional column to
indicate larger chunks of
instruction.
Notes Include additional things
and that you want to
remind remember to do during
ers, instruction. This includes
includin management
g considerations (e.g., how
manage you will manage the
ment distribution and clean up
conside of materials, transitions
rations between segments of
instruction, group work (if
relevant), and students
who finish early from a
task.)
Critical What are some critical
Questio questions you’ve formed
ns during the process of
crafting the lesson plan?
and cohesive manner. In addition, delegating roles
during the actual presentation.(25 minutes)
Day 3:
● Organization Period:​ Groups should be wrapping up
the way they organize their findings. Additionally,
groups should have delegated presentational roles at
this point.(10 minutes)
● When they are done, groups are expected to move
onto the​ Creation Period​: The groups will begin
creating their visual aid which will help them present
their focus articles.(40 minutes)
Management and Norms
● I will create groups with diverse personalities, where
students are not that familiar with each other, and
also, each student will have the set of skills to
accomplish this project
● Groups are to stay on task for the entire cooperative
lesson. I will circulate the room, and make sure
everyone is doing as they should.
● Groups are to ask questions if they are confused at any
portion of the lesson.
● Groups are dismissed only when I dismiss them, not
when the bell dismisses them
● groups are to follow directions according to the packet
Expectations:
● When finished, group leaders are expected to report to
me first, then proceed to the next part of the project
● If students have questions, they are to raise their
hands and not talk out of turn
● Students are expected to be on task
● Students are expected to be respectful to one another,
in which they are all working in an equitable manner,
and are using proper, good language, even during
disputes or arguments.
Questions:
1. How reasonable is this lesson plan? Is
it actually sustainable for a class?
2. Are the directions clear enough in the
cooperative lesson packet?
3. Is this actually a cooperative lesson?
 Handout 1 (PRE-WORK GROUP ACTIVITY)
Día 1: Reflexionar= discuss your reflection questions with your groupmates.
Compare your answers, then go to the discussion questions.
1. After studying about Venezuela and COVID-19, did you notice any similarities or
differences between your lives and the Venezuelans during the battle of this pandemic?
In this diagram below, list some of those similarities and differences.

Life in US battling COVID-19 (List Common Aspects of Both Life in Venezuela battling COVID-19
some unique aspects) Countries While Battling the (List some unique aspects)
Virus

2. What are some questions which arose for you while we have studied the effects of
COVID-19 in Venezuela?
3. What is something new you have learned while we have studied this unit together?
4. As you continue studying this unit, what are some other discoveries you hope to make?
Why? Please be detailed with your response.
5. Amidst a pandemic, what do you believe is the reason why we explored the effects of
COVID-19 in Venezuela? In other words, what do you believe is the point of this entire
unit?

Group Discussion Questions:

1. After going over your reflection questions with your groupmates, what were some unique
differences between your answers? What were some interesting commonalities?
2. Whenever a person asks a question, there is usually a problem, or a circumstance which
prompts an individual to question. In question 2, you have discussed some questions
that arose during this unit. Talk amongst yourself and wonder: What is the precise
problem, or the “root” of your questions? (What problem made you think of those
questions in the first place?)
3. Name the “root” or the problem for each of the questions all of you listed for question 2.
(Write down your list please!)
●
●
●
4. Look together at your answers for question number 4. Talk amongst yourself and
wonder: Are your hopes for discoveries somehow related, or similar to the problems
roots you listed under group discussion question 3? Why or why not?
5. Now, please vote amongst yourselves over which groupmate has asked the most
compelling question. Please write what that compelling question is below.
________________________________________
6. Now, please vote amongst yourselves over which groupmate had provided the hopes of
discovery MOST RELEVANT to the compelling question written above on question 5.
Handout 2 COOPERATIVE LEARNING PACKET
Día 1: Introducción

El propósito del proyecto: ​después de estudiar COVID-19 en Venezuela por 2 semanas, ahora es
importante pensar en: 1. Los problemas que surgieron debido de (arose due to) COVID-19, y 2. Las
soluciones para estos problemas.
Para cumplirlos, cada grupo va a ser asignado (assigned) un número. Cuando reciban su número los
grupos van a investigar, organizar, crear, y al fin, presentar.

El horario del proyecto:

Día 1
1.ASIGNAR: Each group will be assigned a group number. Each group will also delegate leadership roles.

2.COLABORAR: El líder de investigación will guide group members into agreeing on a compelling problem
that arose as a consequence of COVID-19 in Venezuela, and a promising solution which could
successfully resolve this problem.

3.INVESTIGAR: el líder de investigación will lead the group into finding supportive works, current event
works, or other informative literature which either: 1. supports the existence of the compelling problem;
2. supports the success of the promising solution; or 3. both. (Ideally, there should be 2-4 reliable
sources)

Día 2
1.INVESTIGAR: el líder de investigación will lead the group into finding supportive works, current event
works, or other informative literature which either: 1. supports the existence of the compelling problem;
2. supports the success of the promising solution; or 3. both. (Ideally, there should be 2-4 reliable
sources) El líder de investigación should almost be done finding 2-4 reliable sources. El líder de
investigación will submit the articles to Srta.Gia for approval.

Día 3
1.INVESTIGAR:El líder de investigación should be about done finding 2-4 reliable sources. El líder de
investigación will submit the articles to Srta.Gia for approval. Once the group has received Srta.Gia´s
approval, the group may move on to phase 2.

2.ORGANIZAR: El líder de organización will lead the group into organizing how the contents of the chosen
articles support the existence of the problem, and the promise of the solution. El líder de organización will
ensure that all the information has been organized into a cohesive, and comprehensible manner. El líder
de organización will also be in charge of delegating fair roles during presentation time next week.

Día 4
1.ORGANIZAR: El líder de organización should be wrapping up the organization of information. At this
point, each group member should have been assigned fair roles for presentations next week.

2.CREAR: When finished with ORGANIZAR, groups should transition to CREAR. El líder del diseño will lead
the group into creating a visual aid which is easy to follow, visually pleasing, and would effectively deliver
the presentation.
Día 5
1. CREAR: El líder del diseño will lead the group into creating a visual aid which is easy to follow, visually
pleasing, and would effectively deliver the presentation. If groups are not done by the end of this period,
el líder del diseño is in charge of organizing a time outside of the classroom where group members can
finish the visual-aid for presentations on día 4.

2.PROBAR: After finishing up CREAR, ALL group mates must now think of assessment questions, or “mini
quizzes” for their listening classmates. They must come up with five fairly easy, simple, and concise
questions that could easily be answered by those who were attentive during the presentation.

D
​ ía 6-10
PRESENTAR: Every group will be allotted 5 minutes to present, and 5 minutes to assess. While groups
are presenting, everyone is required to complete a note-sheet with information pertaining to the
presentations. The content of the note-sheet will count for a quiz grade, thus it is crucial that students
are paying attention, putting in effort, and being accurate while filling their note sheets.

2.EVALUAR: After presentations, every group member will have to assess their audience. Within their
visual aid, they will have to present 3 questions for their audience members to answer.

Día 1: ASIGNAR

Grupo #_______

Parte 1: Nombres y trabajo (circule a uno):

1.__________________________=​líder de investigación líder de organización líder del diseño

2.__________________________=​líder de investigación líder de organización líder del diseño

3.__________________________=​líder de investigación líder de organización líder del diseño

Líder de investigación: ​If you have been appointed as el líder de investigación, you are responsible
for:
1. facilitating a consensus on the best c
​ ompelling problem​, ​ and the best p
​ romising solution
which resolves the compelling problem.
2. leading your fellow group members into finding the supportive works which either: 1. supports
the existence of the compelling problem; 2. supports the success of the promising solution; or 3.
both (There should be 2-4 reliable sources.)
3. Facilitate group work and discussion while searching for sources, and ensuring equal participation
and effort amongst the group when investigating for good relevant sources.
4. Ensure the group is on track, or progressing in an appropriate, timely manner according to the
horario del proyecto
Líder de organización: ​If you have been appointed as el líder de organización, you are responsible for:
1. Facilitating group discussion on how the contents of the chosen articles support the existence of
the problem, and evidence of effectiveness/success of the solution.
2. Ensuring that all the information has been organized into a cohesive, and comprehensible
manner.
3. Ensuring the group is on track, or progressing in an appropriate, timely manner according to the
horario del proyecto
4. delegating fair roles during presentations next week.

Líder del diseño: I​ f you have been appointed as el líder del diseño, you are responsible for:
1. Facilitating group discussion, and brainstorming ideas on how to create a visual aid which will
effectively deliver the contents of the presentation.
2. Providing creative-oriented tasks for every group member, such as building slides, cutting/pasting
images, typing information, designing the order of the presentation, etc.
3. Ensuring the group is on track, progressing in an appropriate, timely manner according to the
horario del proyecto
4. Organize outside of classroom time if CREAR is still not finished during class period.
 D
​ ía 1: INVESTIGAR (Para el líder de investigación)

Parte 1: What is your group’s best ​compelling problem, ​ and the best
promising solution​ which resolves the compelling problem.

El problema

La solución

Parte 2: ​Buscar
A. Por el internet, tú y los miembros busquen a los artículos que apoyan (support) la
existencia de tu problema, y la solución para el problema.
B. Hablan sobre los 2-4 artículos que encuentran. Tomen los apuntes sobre el título del
artículo (title), el resumen (summary), y el enlace (link)

Miembro Nombre El título del artículo El resumen del artículo El enlace al artículo

C. PARA Y PIENSA: Antes de continuar, ¿Todos los artículos son buenos, fidedignos
(reliable), y relevantes? (pon un círculo: ​ SÍ NO ​ )

Parte 3: ​Decisión
Los enlaces (links) a los artículos: Las razones (the reasons) por qué
1. quieren usar estos artículos:
2.
3.
4.
Parte 4:​ Aprobación:
Señorita Gia Stamp of Approval:

OR
Señorita Gia Stamp of Denial:

Reason:
 Día 2: ORGANIZAR (Para el líder de organización)
Parte 1:​ Juntar todos los artículos incluso los enlaces

El título del artículo El enlace (link) al artículo

Parte 2:​ Organizar: fill out the tables

La introducción
¿Cuál es el problema? ¿Cuál es la evidencia del problema? (​ Include bullet points from your
articles which provide evidence of the problem)

El medio
¿Cuál es la solución? ¿Cuál es la evidencia del ÉXITO (Evidence of SUCCESS) de la
solución?​(Include bullet points from your articles which provide
evidence of the problem)
El fin
contesta las preguntas:
1. Write in the summary for the entire presentation (problem with evidence,
solution with evidence)

2. Overall, why is your presentation important? (why should listeners care?)

3. Why is the problem presented an important problem to consider?

4. Why is the solution presented an important step to solving the problem?

Parte 3: ​Delegar

La introducción: El medio: El fin:

● Presentar el ● Presentar la ● Presentar el
problema solución resumen de la
● Presentar la ● Presentar la presentación
evidencia del evidencia del éxito ● Presentar por qué el
problema (evidence of problema y la
success) de la solución son
Nombre: solución importantes

Nombre: Nombre:
Día 3: CREAR (Para el líder del diseño)

Parte 1: Brainstorm-​Pensar
A. Pensar sobre maneras para presentar toda la información. Piensan por lo menos
4 ideas.
B. El grupo elige (choose) la mejor (best) idea.

Parte 2:​ Los trabajos (tasks)

A. Escribe la idea
B. delega a los trabajos a todos los miembros (delegate tasks for each member)

La idea:___________________________________________________________

Miembro 1 (tú) Miembro 2 Miembro 3

Nombre: Nombre: Nombre:

Trabajo: Trabajo: Trabajo:

Parte 3: ​El trabajo afuera de la clase​ (En el caso que no terminen)

1.El enlace de zoom:___________________________ 2. La hora (time):__________
 Día 5 PROBAR: Las pruebitas
Instrucciones: A ​ s a group, think of three questions that are:
● specific
● concise
● relevant to the presentation
● easy to understand
● straightforward.
Once you have created your 3 questions, you must submit this document to google
classroom BEFORE YOUR PRESENTATION DAY. Please submit under module 7,
assignment “PRUEBITAS”. Please label the file as
GROUP#__PRESENTACION20DE42020

Grupo #_______ Nombres:

Las preguntas:
1.
2.
3.

Las respuestas: (The answers)

1.
2.
3.
 La evaluación de la presentación
Below is a rubric of how your overall presentation will be evaluated.

Los nombres:______________________________________________________

El grupo #________________ La Fecha :____________________

Visual The presentation is visually pleasing, and clearly

presents the necessary information.

1 2 3 4

Information The information of the presentation is well organized,

flows logically, and contains all the necessary
information.
1 2 3 4

Presentation The group was knowledgeable about the topic, easy to

understand, and was at least 5 minutes.
1 2 3 4

Nota: ______/12 puntos (Grupo)

Los comentarios:
La evaluación de los miembros (Individuo)
IN ENGLISH, after presentations, you will be required to rank each group member
based on their performance and contribution to the project. Then, explain why you
ranked his or her contribution in this manner. Your ranking will not be shared with your
group members.
Once finished, please submit this assignment in google classroom under module 7,
assignment “LA EVALUACION”. Please label the file as
Lastname_laevaluacion20de42020.

Tú:____________________ _________/3

¿Por qué?

Compañero 1: ____________________ _________/3

¿Por qué?

Compañero 2: ____________________ _________/3

¿Por qué?

Nota: _____/3 puntos (por cada miembro)

Overall Project Rubric

Component Points

Presentation ____/12 points

Individual Evaluation ____/3 points

*Due RIGHT AFTER the presentation (deadline until
11:59 PM the day of presentation)

Presentation Quizzes ____/30 points

*Due DAY BEFORE the presentation
*There are 11 groups, and each individual will be responsible
for taking 10 mini quizzes.

Cumulative Points ____/45 points total