Flipped Classroom Lesson Plan

Name Kasey Darnell

READINESS
I. Goals/Objectives/Standard(s)
B. Objective: Students will learn to speak with inflection and emotion in Spanish.

C. Standard(s):
IAS: Listen actively and adjust the use of spoken language to communicate effectively
with a variety of audiences and for different purposes. (11-12.SL.1)
ISTE: Creative Communicator, Knowledge Constructor

II. Home Based Study DAY 1

Students will click link on Weebly class website to listen to podcast recording of me reciting a poem in
Spanish.
Students will look up unfamiliar words and practice the poem on their own.

III.In-Class Lesson Study DAY 2

Anticipatory Set
Table talk discuss the poem with one another. Did you like it? What do you think the
phrase poesa eres t means? (5-10 minutes)
Large group discussion questions about content of poem, pronunciation of words (5-10
minutes)

IV.Purpose:
This is an exercise in practicing speaking Spanish with emotion instead of monotonously.

V. Lesson Presentation (Input/Output) (40 minutes)

Activity: Students will go to the front of the class and recite the poem, demonstrating the emotions
implied in the poem through voice inflection as well as facial expressions.
If students mispronounce a word, I will include that in my comments when they receive their grade on
the recitation. If many students mispronounce the same word, I will address that to the whole class to
reteach the pronunciation and/or proper inflection. If a students special needs interfere with his or
her ability to complete this activity, the student may create a Prezi to illustrate understanding of the
poem and the emotion it conveys.
VI. Closure/ Conclusion/Review Learning Outcomes

PLAN FOR ASSESSMENT

Formative: I will assess students understanding of the poem by listening to their table talk and asking the
group at large.

Summative: None.
Authentic: I will listen to students pronunciation and inflection as they recite the poem.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?

2. What were my strengths and weaknesses?

1
3. How should I alter this lesson?

4. How would I pace it differently?

5. Were all students actively participating? If not, why not?

6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences