Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Benjamin Veenstra

Date Nov. 7/8 Subject/ Topic/ Theme Ladrones day 4 Grade Spanish 2__________

I. Objectives
How does this lesson connect to the unit plan?
Day 4 mostly practice of the story. Lots of repetition on the vocab words. This is a block day so there is more time.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional

Create a visual representation of the story.

C, E, U,
Ap
X

Understand a reading that uses the target vocab

R, U, An X

Understand the main parts of the class story

R, U, An

Common Core standards (or GLCEs if not available in Common Core) addressed:
1.1 Interpersonal Communication: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
1.2 Interpretive Communication: Students understand and interpret written and spoken language on a variety of
topics.
1.3 Presentational Communication: Students present information, concepts, and ideas to an audience of
listeners or readers on a variety of topics.
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students have basic level (Span 2) Spanish skills. Everything in class should be done in Spanish unless
knowledge and skills. otherwise noted by teacher or on instructions.

Pre-assessment (for learning): Questions about reading to start class

Formative (for learning): Comprehension questions when/after reading

Outline assessment
activities Formative (as learning): Smash Doodle
(applicable to this lesson)
Summative (of learning): Reading Assessment

What barriers might this Provide Multiple Means of
lesson present? Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
What will it take
reflection
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson? Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Provide options for expression and
communication- increase medium
of expression
Smash doodle offers multiple
means of expression, letting
some students draw more while
other students can write more

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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?
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Story is presented first as just
Choose your own adventure teacher reading it, then students
gives students a lot of choice on work on it alone with the Smash
what they end up reading Doodle and finally reading the
choose your own adventure
with partners
Colored pencils to finish up drawings and Smash Doodle.
Choose your own adventure story - https://writer.inklestudios.com/stories/8z65
Smash doodle instructions
Free read books
5 tables, 4 students at each table.

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
10 Teacher reads class story again. Students finish their drawings if needed while
min Motivation listening to story.
(opening/
introduction/ Teacher asks students comprehension questions. Respond to comprehension questions in complete
engagement) (i.e. What were the names of the robbers? What sentences.
store did they go to? Etc.)

7 Development Free Read have students get their books and read Students read their books for 5 minutes. At the end,
(the largest for 5 min they write down a short response with either a
component or quote, small summary, vocab their learned, etc.
main body of
the lesson)
20 Smash Doodle hand out papers and colored Students work for 17 minutes on Smash Doodle.
pencils. Put Smash Doodle instructions on the
screen, along with examples.
10
Choose your own adventure tell students it is Students work on the choose their own adventure
found in google class with partners. Remind them that they might be able
to find one of the two endings that the robbers
escape in.

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 (use if time)
5 min Brain Break - Puos
13. Los puos (Numbers Practice): In pairs, each
student puts one fist behind back, pair counts
simultaneously in TL to 3 and then whips out fists.
Each person has to decide how many fingers to
stick out (0-5). First person to say in TL the
number of fingers showing on the two hands
wins. Play best 2 out of 3 and then switch
partners. Can switch it up for #1-20 by having
students put both hands behind their back and play
in same way

15 Reading Assessment hand it out Students work on Reading Assessment. If done,

min they can work on finishing/add to their smash
Closure doodle. Turn in Smash Doodle and reading
(conclusion, assessment when leaving class room.
culmination,
wrap-up)

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.)
This class period went very well. My mentor had used the normal version of the story that is in the Martina Bex curriculum, so we
had to spend a little bit more time actually teaching this lesson explaining how the choose your own adventure worked. I had planned
the choose your own adventure to be used as a whole class during Lesson 3, so it would have been explained at that time. Also, I had
hoped the students would be all done drawing their pictures for the speaking assessment, which also was supposed to happen the day
before. Because many students hadnt finished, when it came time to do the Smash Doodle a lot of students were confused why they
had to draw again. I unfortunately didnt get to do the brain break, because the Smash Doodle took longer than hoped, but students
did have time to get up and walk outside to use the bathroom/drinking fountain which I had hoped to do as well as the brain break.
The reading assessment I think went well and seemed mostly authentic to me. They had to read a smaller passage in Spanish and
respond in English to questions that were written in English. This replicates a student being able to read something like a newspaper,
which the passage was sort of modeled after, comprehend it, and even explain the more important parts to someone else. The
questions/responses are in English because we want to make sure that the students arent just guessing and copying Spanish words
and that they wont accidently respond incorrectly because they didnt know a good Spanish word to respond with, while they did
know what was indeed happening in the story.

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