WORLD LANGUAGES LESSON PLANNER

Initial Preparation Plans

FFT Support, 1.c (Setting Instructional Outcomes)

IDENTIFY STRATEGY(IES) or
SKILL OBJECTIVE(S) FROM Goal Area: Communication
STANDARDS
Standard: Interpersonal mode: : Learners interact and negotiate meaning in spoken, signed, or written
conversations to share information, reactions, feelings, and opinions
Strategy: work in small groups/ partners, taking turns interacting with each other.

Standard:Interpretative mode: Learners understand, interpret, and analyze what is heard, read, or viewed on a
variety of topics.
Strategy: demonstrate comprehension by reading descriptions

Standard: Presentational mode: Learners present information, concepts, and ideas to inform, explain, persuade,
and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers,
or viewers.
Strategy: students describe their themselves and their classmates

MATCH OBJECTIVE WITH TEXT “Cómo es” vocabulary on pg. 22 (Así se dice)
Ensure material/resources is well-aligned to the
chosen strategy/skill and to student needs/interests/
cultural diversity
LESSON OBJECTIVE(S)/OUTCOMES Students will learn to describe themselves and others using adjectives and the verbs “ser’ and “tener” in the target
Objective(s) must be language.
● specific, doable, assessable in the allotted
time
● measurable
● written with verbs for expectations of high
rigor

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 ● stated as a learning outcome
● in PGCPS format, posted visibly, and
stated aloud to students
VALUE, SEQUENCE, AND ALIGNMENT Previously, students learned vocabulary used to identify family members. They also learned the verb “ser” (to be).
/BALANCE In this lesson, students will learn adjectives to describe themselves and others. In the upcoming lessons, students
Students must be able to build their understanding will learn to use the verb “estar” and vocabulary for emotions and temporary conditions.
of important ideas from concept to concept.
● How does the lesson fit in with previous and
future lessons in this unit of study?
This lesson will take place in a 66 minutes class. Students will do a warm up for 6 minutes . Then, they will be
● How will this lesson proceed in terms of time introduced to the new vocabulary for 15 minutes . They will then practice describing people that are shown in the
and learning tasks? powerpoint for 5 minutes. After, students will take 5 minutes to describe their classmates. They will then take 10
● What interdisciplinary connections and/or minutes to go around the room reading their descriptions. After, students will practice the new vocabulary by
technology will be made in this lesson? completing skills 2c, 2d, 2e, and 2f on IXL for 20 minutes. Finally, students will complete an exit slip that will
● In what ways is this lesson rigorous and
authentic?
assess their knowledge of the vocabulary for 5 minutes.
● Is there a balance of instruction for World
Language skills: listening, speaking, Interdisciplinary connections:
reading, writing and language use? English - reinforce the use of vocabulary in target language.

This lesson is rigorous because it requires students to apply the vocabulary they have learned to describe their
classmates.

This lesson is authentic because students will be able to use their knowledge of the Spanish language outside of
the classroom and in their communities.

Listening: Students will listen to their classmates describe them

Speaking: Students will describe their classmates
Reading: Students will read descriptions
Writing: Students will write their descriptions

Suitability for Diverse Learners (This space should be used to make notes about differentiating for diverse learners, learning tasks/formative assessments,
● What accommodations or differentiation students with whom the teacher will conference, etc)
of instruction/use of UDL has been
provided for diverse learners (TAG, ESOL,
SPED, 504, etc.)?
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 ● Are the outcomes providing cultural
sensitivity?
● Are assessments differentiated?
Guided notes are provided for students to fill in. Guide notes help students understand the key concepts they must
focused on.
Visual presentations are used for students who learn best by having new information visually presented to them.

For the strong auditory learners, the vocabulary is recited several times. They have then the opportunity to recite it
back.

SPED students’ specific accommodations will be followed. SPED students will receive extra time, modified
classwork, and, if necessary, texts with the keywords highlighted.

There are currently no diverse learners (TAG, ESOL, SPED, 504, Native Speakers) enrolled in the class.

Lesson Component/Teaching Moves Lesson Notes Essential Question(s),

FFT Support, 1.e (Designing coherent Instruction) FFT Support, 2d (Managing Student Differentiation/Modifications and Resources Needed
Behavior)
FFT Support, 3.b (Questioning/Discussion
Techniques)
FFT Support, 3.c (Engaging Students)
FFT Support, 3.d (Using Assessment in
instruction)

Instructional Materials and Resources During the warm-up, students will

● Utilize relevant instructional materials and be asked to describe themselves in
course texts Spanish. Essential Questions:
● How do the course materials
enhance/further/accommodate student
learning? Warm-up: In Spanish, to ask someone what they’re are like (physically/based on
If you could describe yourself in 5 personality), you would ask “Como eres…? or Como es...?”
Introductory & Developmental words, which ones would you
Activities-15-20 min. choose?

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-Connect and Engage (I do)-5 min.
● Explain/review the strategy/skill and how it is Differentiation/Modifications and Resources Needed:
used.
● As appropriate, build/activate background
knowledge and vocabulary necessary. Teacher will present the new Powerpoint presentation
● Pre-assess as appropriate. vocabulary with the use of a
● Students engage with primary lesson material powerpoint presentation. Students
(set their purpose, use reading strategies, use will take notes using guided notes.
strategic behaviors).
● How will this experience help students develop
In the powerpoint, there are
proficiency with: images physical descriptions and
● 5 C’s: Communication, personality traits. The images will
Cultures, Connections, be labeled in Spanish.
Comparisons,
Communities
● Modes: Interpersonal,
Information will include vocabulary
Interpretive, Presentational and images for practice.
● Skills: Listening, Reading,
Writing, Speaking After vocabulary has been
introduced, teacher will ask
-Modeling (I do)-10 min. A brief teacher- students to describe the people in
directed lesson
● Model the skill/strategy.
the photos projected on the board.
● Record think-alouds for the students (sticky
notes, anchor chart, etc.) (ex: “cómo es...?”)
● Engage students. Insert Turn and Talk or
other student response checks to monitor
understanding
Guided Practice - 10-15 min. Think, Pair, Share
(We do) Students will work with a partner to
Identify guided practice needed before releasing describe each other in Spanish. With a partner, take 5 minutes to describe each other. Once you have
students to practice on their own.
Then, they will take turns reading completed your descriptions, take a few minutes to practice reading it out to
● Consider :
o Cooperative groupings. out their descriptions. On the first each other.
o Conceptual difficulties that might arise. round, the rest of the class will try
o How students can initiate discussion. to guess who was described. On
o How tasks are differentiated and the second round, students will
cognitively challenging.
read out another description while
o How the tasks advance students’
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 understanding and learning.
o How to mentally engage students with the
content and aid in constructing
understanding.
o Ways to check for understanding or need
for further support.
the rest of the class translates the
description to English.
CFU: thumbs up / thumbs down if
students feel comfortable with
using the vocabulary

Independent Task(s) - 20 min. Students will practice the new

(You do) vocabulary using IXL.
What opportunities will students have to use the They must receive 100% mastery
new skills/concepts in a meaningful way? How will
in skills 2c, 2d, 2d, and 2e.
students expand and solidify their understanding of
the concept and apply it? How will students
demonstrate their mastery of the essential learning If finished, students will complete a
outcomes? worksheet in order to reinforce
May be a continuation of the practice task. their knowledge of the vocabulary.
CLOSING (5-10 minutes)
Includes one or more: Students will complete exit ticket in
▪ Assessment of student learning, including student
reflection on what was learned which may include:
order to assess their
o Connections to previous and new learning. understanding of the vocabulary.
o A review of the lesson objective and if it was
achieved.
o An exit slip, final journal reflection, or other
means of informal assessment.
o Student sharing and peer feedback.
o Celebrations of learning.

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