Name: ___Elizabeth Gonzalez______________ Date of lesson (for field): ____3/28/23_____

Content Area: Spanish

Course Title & Grade Level: 9-12 grade
Standards:
WL1.3c Present information on familiar and everyday topics using simple sentence structured context.
WL3.1c-Apply familiar vocabulary and simple sentences to accomplish tasks or show understanding of
concepts in other content areas and/or situations beyond the classroom.
WL5.1.c-Use simple sentences or structures to identify and describe what concepts, skills, or information
have been learned.

Objectives: Students will be able to demonstrate comprehension of Chapter 1 & 2 of the book Felipe Alou,
and will identify and apply vocabulary related to the reading and main character’s family.

Content Objective— Students will be able to demonstrate comprehension of Chapter 1 & 2 of the book Felipe
Alou and will identify and apply vocabulary related to the reading and main character’s family by answering
8 pre-reading questions about chapter 2, and creating a family tree about themselves and the main character's
family.

Student-friendly Objective— I can demonstrate comprehension of Chapter 1 & 2 of the book Felipe Alou and
I will identify and apply vocabulary related to the reading and main character’s family by answering 8
pre-reading questions about chapter 2, and creating a family tree about themselves and the main character's
family.
.

Assessment:
-In class discussion
-Individual activity
-Pre-reading questions
-Powerpoint presentation
-Observations

Proactive Management:
-Set expectation
-Visual examples
-Visual and conversational support
-Voice level 0 in individual activities
- Behavior direction
-Voice level 3 in class discussion
-In topic conversations

Instructional Strategies: In purple

-Transcript
- Cooperative learning
- Reteach and review
- Using familiar text
- Think-pair-share
-Read aloud
- Visual and learning aids
- Chunking
- Revision

Note Taking Strategy:

Identify main ideas, phrases, key words.
Fill-in-the blank notes
Knowledge questions
Family Tree activity

Questions: In red
Chapter one questions: What happened in the first chapter?What called your attention?What are the main
events in this first chapter?
Pre-reading questions: Where are you from?Where is your family from?How many members are in your
family?Where did you used to live as a kid?Do you still live there?What sport or other activity did you do as
a kid?Do you still practice that sport or activity? What was your dream job as a kid?What is your parent’s
profession (grandparents, uncle, aunt, etc)?
Comprehension question
Low level questions (knowledge and comprehension)
Responses (small groups, in class, pairs)

Beginning of the lesson:

Review (6 min) Students will start with a review discussion over Felipe Alou chapter 1 to activate prior
knowledge. Students will have 6 minutes to answer 3 questions. I will give students 1 minute to think and
then they will share with a partner, and if they want to share with the class. Using familiar text, review,
Cooperative learning, Think-pair-share What happened in the first chapter?What caught your attention?What
are the main events in this first chapter?
Preview ( 3 min) I will present the plan for today which includes what activities will be done today, i will
restate the content objectives.
“Today we will continue reading Felipe Alou. This is how the schedule looks: we will have some activities to
do before we read, the first one is the Kahoot over chapter 1, then we have the pre-reading questions of
chapter 2. We will also learn about Felipe’s family tree and we will do an activity related to that, at last we
will create our own family trees. At the end hopefully we will be able to read chapter 2 of Felipe Alou.”
Comprehension questions
Hook (10 min) Students will do their pre-reading questions. They will answer the following questions
Pre-reading questions: Where are you from?Where is your family from?How many members are in your
family?Where did you used to live as a kid?Do you still live there?What sport or other activity did you do as
a kid?Do you still practice that sport or activity? What was your dream job as a kid?What is your parent’s
profession (grandparents, uncle, aunt, etc)? Using familiar text
“We will start the lesson with your pre-reading questions that you will answer in spanish. There are 9
questions in total, go to your schoology under today’s lesson file, you will have 10 minutes to answer these
questions.”
The Lesson:
We do (20 min): Everything from the beginning of the lesson plan (review, preview and hook

I do ( 5 min):
-State friendly objective: I can be able to demonstrate comprehension of the Dominican Republic and identify
vocabulary related to the reading Felipe Alou by doing an a map talk and fill in the blank activity related to
the Dominican Republic and by answering 8 pre-reading questions of the book Felipe Alou and reviewing 28
vocabulary words from the book.
- Instructions for pre-reading activity (set expectations)Behavior direction
- Felipe Alou Family Tree instructions a expectations
-Present “family” vocabulary (20 words)
- UDL- Active a supply background knowledge, heighten salience of goals and objectives, promote
understanding across languages.
- UDL- Guide information processing and visualization
- UDL- Vary the methods for response and navigation

You do alone ( 10 min)

- Students will do an activity where they will read part of chapter 2 of the book where they will learn about
the Felipe Alou family, and their job is to complete the family tree activity and they will answer 8 questions
related to Felipe’s family.
Students will use their knowledge of the main character, and they will apply vocabulary from the book and
previous lessons. Questions: How many wives did Felipe have?How many sisters did Cheri have?How many
step sisters did Cheri have? Who was Felipe’s mother?Who was Moisés' mother?Who was Valerie’s
grandfather?How many Felipes are in the family?Who of the children has the same name as their
mother?How many kids Jose and Virginia had? How many brothers did Mateo have?
Voice level 0
- UDL- Optimize individual choice and autonomy
- UDL- Enhance capacity for monitoring progress
- UDL- Use multiple tools for construction and composition, foster collaboration and community.
I do ( 5 min)
-Directions of the activity “Build my own family tree” Behavior direction
-Students will have 15 minutes to work on their formative activity where their goal is to build their own
family tree, they will have the option to do it as they prefer, but they must follow the requirements to get the
full points.
I will provide examples and written directions that will be in their schoology under today’s class file.Visual
and learning aids
- UDL- Optimize individual choice and autonomy
You do alone (25 min)
- Students will work on their Family tree activity
- They will have 15 min to complete these activity
- All students are expected to follow instructions
Voice level 0, no one talking, everyone working.
 “Okay everyone if you haven’t finished your Family tree you can still work on it after school, you will take it
as homework and will turn it in before next class. Now it is time to read chapter 2 of Felipe Alou but before
we do that you have a quizlet that will go over some vocabulary you will see in this chapter.
- Students will do a quizlet for 10 minutes
- Everyone is expected to work on it
- After they are done they will take a screenshot and will send it to their teacher.

We will do together (10 min)

-I will start chapter 2 of Felipe Alou. I will read aloud and students are expected to follow the reading
- While I read I will make some pauses to clarify questions and to review the information.
- Students will participate in the discussion by answering who, what, why, where, when questions Read aloud

Closure: Great job everyone, thank you for your participation and attention. I want you to think of these
questions while you finish preparing everything to leave. What do you think of the book so far? What
connections from the book can you make with yourself?
Procedural— All material will be returned and students will wait in their seats until the bell rings.
Content Summary—Today students demonstrated comprehension of Chapter 1 & 2 of the book Felipe Alou,
identified and applied vocabulary related to the reading and main character’s family.
References:
https://docs.google.com/document/d/1rLI-2A5hvUI7qHDrz9yhXeVFv4zCuEWSEeY-PWo0uNM/edit#heading=h.u1ugiao8oxj5
https://docs.google.com/document/d/1dkpM_YUuaAfOvna7Na3d2mFn63mF6DqQdCbNvrMa5Bc/edit
https://docs.google.com/presentation/d/171CPT3zNu29uCWorVINku-Xf955gONW7Mha7UweJv74/edit#slide=id.p
https://docs.google.com/document/d/1qW6TwHBUw4kmZkF52o3Fi7UjcOSFfd595ih9s3AGUVc/edit

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your lesson.
How did you leverage student assets, thinking, language and cultural backgrounds to make learning
relevant while demonstrating high expectations for all students?

The first part of the lesson reinforces student’s knowledge of the topic, as well as their diverse
experiences.Asking high level questions creating opportunities of discussion allowed students to practice
high level thinking. I am providing different ways of learning about the same content, this allows students
to have an independent choice of the best way they can learn the material. Also I have created high
expectations for students to challenge their abilities and to come out of their comfort zone. By presenting
information in multiple ways, students have a more diverse environment and more opportunities to meet the
expectations. I provide high level support as well as increase motivation in student’s learning.

2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components
(representation, action & expression, engagement) of your lesson. What strategies did you use to meet the
needs of ALL learners?
This lesson was created with different methods and tools to ensure that all students have equal opportunities
to learn. The lesson was created for students to participate in room activities and academic tasks, creating
think-pair-share activities as well as individual activities to have diverse methods of learning. Peer activities
allowed students to have equal opportunities of participation, and they learn from different perspectives,
and it allowed me to identify students' level of understanding to offer specific feedback and support. By
linking the activities with the student’s prior knowledge I am allowing them to engage more as well as I
provide more independent learning.

(3.1, 3.3, 5.1,4.1, 6.1, 6.4,7.1)