Sierra Nevada College Secondary Lesson Plan Sample

Teacher
Candidate:
Grade/Subject:
Lesson
Content:
SNC
Supervisor:

William Monsey
Spanish 1
-er/-ir ending verbs
Mike Lauletta

Lead
Teacher:
District:
School:

Erin Mariano

Time
Allotted:

55 minutes

BMCHS

Materials, including technology:

- Smartboard/PowerPoint/Microsoft Word
- Spanish Workbook
- Spanish Book

- Printed Guided notes

- white board/dry erase markers

Standard(s), including literacy for all content areas and/or SMP

1) Students use written language to describe people and actions
2) Students understand and interpret written and spoken language on a variety of topics

How will learning be assessed at the end of the unit/learning cycle (summative):
Students will be given a cumulative exam to assess content knowledge

Objective(s): high cognitive demand for diverse learners

Cognitive Level (DOK or

Blooms)

1. SWBAT use the key vocabulary in phrases or sentences

DOK 1

2. SWBAT use the conjugate a variety of er/-ir ending verbs in the present
tense to describe what people do

DOK 2

Connections to past learning or experience, building background

Previous verbs (-ar verbs, estudiar, hablar, etc), references to things I have said repeatedly, infinitive verbs

Essential Vocabulary

Definitions

conjugate
comer
vender
comprender
aprender
ver

abrir
vivir
compartir
recibir

the process of matching verbs to subjects for logical agreement

to eat
to sell
To understand
to learn
to see
to open
to live
to share
to receive

Strategy for teaching new vocabulary

I will have the words on the smartboard with translations and pronounce each one for the students to hear, then ask
them to repeat as a group. I will do this twice or more if students seem to have trouble.

Sierra Nevada College Secondary Lesson Plan Sample

Sequence and Scope of Instruction (include

instructional strategies, questions, opportunities
for meaning making through discourse and
other engagement strategies, formative
assessments, opportunities for metacognition,
grouping, differentiation and transitions)

Instructional Strategy

- Warm up: We will begin by examining a sample essay in

preparation for the in-class essay students will write next
week. I will project an example of an essay and we will
discuss the various components and expectations of the essay.

- Teacher led
- modeling
- metacognition

Introduce objective teacher led

- Modeling, formative assessment

- Notes: -er and ir ending verbs

- on smartboard, guided notes w/student copies

- Game: Verb Races

Closure: review objective and discuss common errors

Assign Homework and describe assignment use remaining

time for homework

Teacher led instruction

Guided practice
Modeling
Meaning making

- Formative assessment
- student discourse
- applied practice
- Teacher led discussion
- Metacognition
- Student work time

Closure : specific activity to review content

Review of objective/ verb conjugation (metacognition)

Teacher Candidate Reflection on the lesson (after delivery)

SNC: April 3, 2014

estimate
d time

15 m

1 m
25 m

10 m

2 m

5-7 m