Title of lesson: Introduction to school-related vocabulary

Your Name: Wilson Juncaj

Length of lesson: 15 minutes

Class: Spanish 3

Context of Lesson: In this lesson, my Spanish 3 students will be introduced to

vocabulary that relates to school such as names of some of the classes that they take
in high school and locations that provide services in schools such as the cafeteria and
the library. Students often have difficulties describing a class that they’re currently
enrolled in as they don’t know the name of the course in Spanish. For this reason, I
have created this lesson so that students can begin having more complex and
detailed conversations about their experiences during school hours.

Overview: I will first show a slide of just visuals relating to classes and ask them
what they think the next section of vocabulary will be about. Next, students will
begin learning the new vocabulary words. I will first say the word, then have
students repeat after me to ensure that they’re pronouncing the words correctly. As
we’re going over the new vocabulary words, I will point to the visuals on the slides,
make gestures, and provide examples so that students can tell me what the word is
in English versus just providing the direct English translation. This enables me to
elicit student thinking and provide scaffolding. After going over the new
vocabulary, I will give students a mini formative assessment where I have five
different pictures lined up and they are to tell me in Spanish the name of the class
based on the visual. At the end of the lesson, students will be given an activity to
work on where they are to ask each person in class what their favorite class is, what
their least favorite class is, then students will report at least one partner’s response to
the rest of the class.

Central problem/ Essential question: What are the names of some of the classes you
are taking this semester? How about classes you’ve taken in the past? What is your
favorite/least favorite class?

Objectives:

At the end of the lesson, students will know/be able to:

 Identify vocabulary words relating to school and discuss with a

partner what classes they’re taking this semester, have taken in the
past, and what classes are their favorite/least favorite.
Anticipated student conceptions or challenges to understanding: I anticipate that
students will face challenges in negotiating meaning with some of the new
vocabulary words and will face difficulties in pronouncing these new words. What I
plan on doing to address these issues is providing students with the phonetic
pronunciation of the word on each slide, multiple visuals that relate to the vocab
word, and I will have students repeat the word after me to ensure that they are
pronouncing it correctly. Students at the end will receive a formative assessment via
a mini-review and an activity so that I can see whether they understood the lesson
and are ready to progress.

Materials/Evidence/Sources:

 Google slides presentation (with handout included):

https://docs.google.com/presentation/d/10mQEQa9iKPa-
uHI_hgmm2hYaMhWLQgrbUa1b9t4Vi3I/edit?usp=sharing

Instructional Sequence: List the steps in teaching this lesson including ways you
intend to launch and close the lesson and the details of teacher and student actions.
These steps should be appropriately detailed so that a substitute teacher could
teach the lesson. Provide an approximate time frame for each step.

1. First have a very brief and casual conversation with students asking them
how they’re doing and how their day is going. (30 seconds)
2. Next, show students the second slide with just the visuals and have them
guess what section of vocabulary they will be covering in this lesson. Do
not directly tell students, provide scaffold and elicit student thinking. (1
minute)
3. Review each vocabulary word—first say the word, have students repeat
after you, make gestures and point to visual to negotiate meaning and if
students are still confused provide further examples. Review vocabulary
words again prior to doing the review. (8 minutes)
4. After reviewing all the vocabulary words, do the mini-review with
students where they are to tell what classes are represented by the five
visuals on the slide. (1 minute)
5. Lastly, have students perform the activity where they are to walk around
the room and ask each student what their favorite class is and their least
 favorite. After about 3-4 minutes have students share their findings about
at least one of their partners. (5 minutes)

Assessment: I will assess student understanding before instruction by asking for

student input on what they think the vocabulary lesson is going to be based on the
visuals and ask them if they already familiar with school-related vocabulary words. I
will access student understanding during the lesson by going through the
vocabulary for a second time and asking students what the word means in English
based on what they learned from the first round of review. I will also assess that
students are pronouncing the words correctly. Once the vocab review is completed,
students will perform an activity which again will check for whether students
understand and can recall the new words that they have learned.