Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Melissa Rivera
Date
11/6/15

Subject/ Topic/ Theme _Spanish/Expresando el Calendario___

Lesson __5_______
Grade ___9th______

I. Objectives
How does this lesson connect to the unit plan?
Students apply all of their learned knowledge (vocab, grammar, and culture) related to the unit el Calendario in this lesson as they review and then
complete a quiz. This incorporates the organization/framework of the Spanish calendar, pronunciation, and Spanish holidays.

Learners will be able to:

1. Express answers to various familiar questions regarding birthday, date, and culture.
2.

3.
4.

Compare holidays and traditions between America and Spanish-speaking countries,

explaining that Da de los Muertos is a significant holiday that originated in Mexico and is
now celebrated around the world. Indigenous people from Hispanic countries had unique
and well-known beliefs that have a great impact on Spanish culture today
Apply the difference between the Spanish and American grammatical structures
Describe that the Spanish calendar is very similar to our own, but it holds that Monday is
the first day of the week in its layout

cognitiveR U Ap An E C*

R, U, Ap,
C, E
R, U, Ap,
An, E

physical
development

socioemotional

*
*

R, U, Ap
R, U, Ap

Common Core standards (or GLCEs if not available in Common Core) addressed: https://www.michigan.gov/documents/mde/WLSB_206824_7.pdf
1. 1.1.N.SL.h Exchange information in the target language on familiar topics such as personal interests, memorable
experiences, school activities, and family life
2. 2.1.M.F.e Compare the practices and significance of an important: - civil or religious holiday or celebration AND regional holiday or celebration AND - personal or family holiday or celebration across multiple communities or
cultures in which the target language is spoken
3. 4.1.M.b Select grammatical structures recognizing that meaning is not always conveyed through direct word-for-word
translation from ones own language to the target language
4. 4.2.N.a Identify basic target culture practices and compare them to ones own
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

They have knowledge of the date from reading different readings. There is also a Spanish
calendar in classrooms that they may have observed.
They students know the general idea of how to form Spanish words and sentences.

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

1) Distinguish Spanish holidays and traditions that are similar and different than Americas and they
vary by country. 2) Identify the importance and practices of Da de los Muertos as a significant
holiday that originated in Mexico and is now celebrated around the world
3) Spanish holidays and traditions vary by country and are different than Americas
Formative (for learning):

Have students complete a practice quiz and review in a large-group discussion.

Formative (as learning):
Summative (of learning):

Final unit quiz that measures most objectives to meet the goals pre-determined for this unit.
Provide Multiple Means of
Representation

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Provide Multiple Means of

Action and Expression

Provide Multiple Means of

Engagement

What barriers might this

lesson present?

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide options for perceptionmaking information perceptible

Provide options for physical actionincrease options for interaction

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats

The students might experience

difficulty remembering the vocab
because learners often struggle to
memorize in a foreign language.
Thus, I will write and say the vocab
then have students repeat.

Have students sing songs and

dance for memorization and action.
Then, they will create flash cards to
play bingo with after they take note
of vocab terms. They will need to
repeat words.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

If the students have time to practice

the vocab in a large group game, I
will allow students to choose to
play memoria or cucharas to
continue practicing. This will
provide an option and engagement
initiated by the students.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Give students the vocab

verbally and orthographically
in context of our lesson so that
they can make connections.
Provide options for comprehensionactivate, apply & highlight

Ask students where they might

have heard or will use the
language at hand.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Students will go through a

birthday worksheet activity
between partners to practice
speech and grammar in
different way.

The students will practice

speaking in Spanish, providing
a challenge and collaboration
between peers with feedback.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Give the students a worksheet

on goals for the unit.

Students will have given

worksheets and flash cards they
made so that they can go
through them and self-assess.

dry erase markers, paper, markers/pens, overhead projection/document camera, Unit quiz

The classroom is set up in individual desks so that students wont be tempted to cheat or distracted by
their partner.

III. The Plan

Time

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Components

80 min
4
1

Motivation
(opening/
introduction/
engagement)

1.

2.

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Welcome the class in Spanish. Begin by

saying the date, praying, and asking basic
questions for the unit to get a feel for their
understanding of Spanish, then explain that
sentence based on their responses.
- Qu da es hoy?
- Qu es la fecha hoy?
- Cuntos aos tienes?
- Cundo es tu cumpleaos?
Tell students we will have a short time of
review before the quiz. Are there any
questions over the practice quiz?

1.

Pay attention and respond to questions.

2.

Listen (make connections).

- Look over goals and begin to make
connections between prior and future
knowledge.
- What do I know? What do I not know and
need to ask about?

20

3.
4.

Answer any questions. Asked by students.

Play a quick review game: vocab races

5.

Hand out quiz over the unit.

3.
4.

Ask questions
Participate in game by answering
questions and asking when confused.

30
Development
(the largest
component or
main body of
the lesson)

5.

Use materials to make flashcards (building

knowledge of the vocab as they work).

- go over instructions with students to

avoid any confusion

10

10
As the class comes to an, students who 6. Quietly color while everyone finishes.
have finished the quiz can color day of
the Dead pages.
3
7. The teacher may point to the calendar 7. Students listen and tidy their workspace.
to point out any Hispanic holidays
such as Navidad and Ao Nuevo that
2
are approaching quickly.
8. Engage, listen, and contemplate the different
8. This will give the students a preview
holidays around the world, specifically in
of the cultural lessons to come.
Spanish-speaking countries.
Preview the next unit.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Closure
(conclusion,
culmination,
wrap-up)

6.

The students have the ultimate task of bringing all they have learned and displaying it on the quiz in this lesson. This makes
me nervous because I will have the task of providing and guiding them through all of the unit content. It is particularly
interesting because, again, I am in a room that is for students with learning disabilities, and I am wondering if the review
game and practice quiz would be too much review for the students or the perfect amount. In any classroom, I believe it would
be a beneficial amount of review and preparation for a quiz. As I prepare for this lesson, I wonder how my role in each lesson
can be best implemented. I know that my enthusiasm in each game and activity will have an effect on my learners. Thus, I
want to focus on creating a healthy classroom environment to eliminate as many barriers as possible. In this way and others,
I know I have seen growth in myself merely planning each unit here, so I hope to see similar results in the students I teach.

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