Name: Abril Orozco Date lesson taught: 12/4/18

Content Area: Spanish

Course Title & Grade Level: Spanish 2, 10th Grade

Standards:
Iowa World Language Competencies Standards (2016)
IAWL.ITV: Interpret authentic written/spoken/signed language by applying appropriate comprehension
strategies to extract meaning and use information for personal and/or community enrichment.
IAWL.2.ITV2.NH3: Understand familiar words, phrases, and sentences within short and simple texts related
to everyday life.

Objectives:
Content— Students will be able to understand familiar words, phrases, and sentences within short and simple
texts related to everyday life.

Language— By reading and using a graphic organizer, students will be able to compare a text to their own
text they create by writing and discussing at least three differences and similarities.

Student-friendly— Today I am reading and using a graphic organizer, so that I can compare a text to my own,
I’ll know I’ve got it when I can write at least three differences and similarities.

Assessment:
1) Observation while working in pairs/groups
2) Completion of Venn Diagram and Worksheet

Proactive Management:
1) Call on random students
2) During reading:
- Voices low enough so your partner can hear
- Materials (graphic organizer and pencil)
3) Classroom expectations
- No cellphones
- Respect and Responsibility = Results
- Participation
Partner Reading:
V-Voices low enough so your partner can hear you
M- Only this worksheet and a pencil
T- 1. You will be assigned a partner
2. You will be assigned to a different role – person with longer hair is “the player” first or “the reader”
while the other person is “the coach”
3. The player’s job is to simply read the text while the coach listens and helps the player pronounce words
or any difficulty the player is having. If the player does not know what a word means, the coach may be able
to help.
4. After the first person/player is done reading, you will switch roles and do the exact same thing.
5. Together, you will both work on the True/False questions.
Venn Diagram
V- Voices will be off since you will be working individually until you are instructed to share with your
partner
M- You will need the worksheet we just worked on so you are able to fill this out.
T- 1. Left side label: Marta’s Daily Routine & Right Side label: My Daily Routine
2. Individually, you will re-read Marta’s Daily Routine & your own that you wrote down.
3. The left and right circles are differences so on the left you will write 3 things Marta does that you do
not. On the right, you will write down three things you do. For example: Yo me baño/Yo prefiero bañarme.
4. In the middle, you will draw something(s) you have in common with Marta. You should not write
anything in the middle, ONLY draw.
5. When I see you are finishing up, I will tell you when to share with your partner. You will only share the
differences. Try to have your partner guess what you have and common with Marta and create a sentence.
Instructional Strategies:
1) Opportunities for student practice
2) Turn and Talk
3) Literacy Strategy (Comprehension): Partner Reading, Venn Diagram

Note Taking Strategy:

Venn Diagram, Worksheet
Questions:
Whole group questions/Call on students
Convergent:
What is a reflexive verb?
What does acostarse mean?
How do we change an adjective to an adverb? For example: How do we change slow to slowly?
Divergent:
Why are these reflexive verbs important?
Anticipatory Set: Students will turn and talk about what they did this morning up until now using reflexive
verbs. (Mini-session of charades with vocab words)
The Lesson:
20 mins (I do) (You do together)
 First, I will explain to the class that we will be reading a short text about Marta’s Daily Routine.
 I will assign you partners and you will both have a chance to read the text.
 Each person will have a role: One of you will be a coach and the other will be a player. The coaches
job is to help the player pronounce words or answer questions. For example: if the player says what
does baño mean, then the coach answers.
 When the player is done reading the text, you will switch roles and the other person will read/be the
player.
 I will then model what it looks like. I will observe the students and then when they are both done
reading, I will allow them to work on numbers 1-4. If it is false, they need to correct it.
5 mins (We do)
 We will then go over the true and false questions they worked on with their partners as a group.
 I will call on random students for numbers 1-4.
 Then, we will do #1 and #2 and change the adjective to an adverb (adding mente).
7 mins (You do alone)
 I will model and explain my daily routine while using vocab words and reflexive verbs. I will take off
my example so students won’t be able to copy mine.
 Then, students will write down their daily routine (in Spanish) making sure they use our vocab
words/reflexive verbs.
 After, students will share with their partner and read what they wrote. I will ask two students to
share to the entire class.
 15 mins (You do alone) (You do together)
 I will handout the Venn Diagram. Students will label the left side with Marta’s Daily Routine and the
right side with My Daily Routine as they will be comparing.
 Individually, students will re-read Marta’s daily routine and their own.
 The left and right side are the differences so, on the left side, they will write down three things
Marta does that they do not do. On the right side, they write down three things they themselves do
different from Marta.
 In the middle, they will ONLY draw a picture(s) of what they have in common with Marta.
 When finished, they will work with their partner and share the differences and then based on their
partner’s picture in the middle column, their partner will come up with a sentence for what they
believe they share in common. For example: Tú y Marta/ustedes se cepillan los dientes.

Closure:
Procedural— Before you leave, I need to collect both of your worksheets: the reading and the venn diagram.
Move your desks back to where they were. Remember to continue studying your vocabulary words.
References:
Partner Reading | Classroom Strategy. (2017, December 20). Retrieved from
http://www.readingrockets.org/strategies/partner_reading

Comprehension - NDE Standards Instructional Tool. (n.d.). Retrieved from

https://sites.google.com/a/education.ne.gov/nde-standards-instructional-tool/ela/reading/comprehension

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your
lesson. How did you demonstrate high expectations, make learning relevant, and motivate students?

I demonstrated high expectations by stating clear directions and modeling or giving examples. Modeling
also made learning relevant. I made learning relevant by allowing them to talk about their own daily
routine in their life. I motivated the students in that way, but I also allowed them to work with a partner
and read out loud while they were given specific roles.

2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components
(representation, action & expression, engagement) of your lesson. How did you differentiate to meet the
needs of ALL learners?

I created an environment where all students could be successful by modeling what I expected from them
as they read. I made sure to walk around the room to observe, answer questions but also make sure they
were on task. I fostered collaboration by allowing students to work with someone else. Students
represented their learning in different ways whether that was reading, writing, speaking or drawing. In
order to meet the needs of all students, the different forms or representation were present.